A weekly update from Contact North ǀ Contact Nord, Ontario’s Distance Education & Training Network
Now on teachonline.ca:
HOW TO TEACH ONLINE AND AT A DISTANCE
FIRST IN A FOUR-PART SERIES
Contact North | Contact Nord features its Research Associate, Dr. Stephen Murgatroyd, in a series of four short videos (10 – 12 minutes in length) to help faculty and instructors teaching online and at a distance address four critical issues.
The first video in the series is Five Challenges of Teaching Online and explores five common challenges faculty and instructors teaching online and at a distance have to deal with, including:
- Student Engagement - how do we engage and involve learners in their learning?
- Differentiated instruction – how do we personalize learning for learners working at different speeds and with different learning style in an online course?
- Volume – how do we manage the volume of activity which engaged online learning can produce?
- Quality of feedback – how do we give students as a group and each individual student timely and valuable feedback?
- Assessing participation – how do we assess participation in an online course?
Watch the video now!
A new video will be released in each of the next three issues of Online Learning News.
TEACHING IN A DIGITAL AGE WEBINAR SERIES
First Webinar Sold Out!
The first webinar in this series, Teaching with Technology - How to Use Best Practice Models and Options, on Tuesday, September 29, 2015, is sold out. The webinar is being recorded and the link to the recording will be available in the next edition of Online Learning News.
Registration information will be available in the next edition of Online Learning News.
Be sure to register early to avoid disappointment.
THE APPLE WATCH AS AN ONLINE LEARNING TOOL?
Read this informative piece on how the Apple Watch is emerging as a potential tool for online learning.
For Faculty and Instructors
Brown, P.C., Roediger, H.L. and McDaniel, M.A. (2014) Make it Stick – The Science of Successful Learning. Boston: Belknap Press (Harvard University Press).
All of us who teach should read this book. It uses stories of individuals who have engaged in complex and substantial learning as well as a deep understanding of the research literature to explore best practices in teaching and learning. It debunks some myths – for example, while there has been a lot of talk about learning styles, there is no real evidence of their existence and attempts to match learners’ preferred style with content have produced no significant gains for learners. The book is accessible, very well written, insightful and compelling. A must read.
Useful summaries of this book are available here: http://makeitstick.net/index.php
For Instructional Designers
Clark, R.C. and Mayer, R.E. (2011) e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. 3rd Edition.
If you’re looking for a “textbook” on online learning, this is it. It is a comprehensive guide to best practices based on research, experience and practical examples of focused and effective online learning. It is in strong demand for those becoming instructional designers and is on the shelf of all who practice this work for a living. Why? Because it is evidence based and very focused. The authors use a set of principles to shape their approach and they practice what they preach. None of the approaches or suggestions here are made up or guessed at – it is a science based approach to learning design. Some think of this as the instructional design bible.
For Academic Policy Makers and Administrators
Bonk, C. J., Lee, M.M, Reeves, T.C., Reynolds. T.H. [eds.] (2015) MOOCs and Open Education Around the World. London: Routledge.
MOOCs received a lot of attention. They were seen as transformative and a terrific opportunity to fundamentally re-think issues of access and affordability, but have they opened up higher education and changed access for a great many people? What is the trajectory of MOOCs now? Will they live up to the promise which many (often non-educational policy makers and specialists) had for them as “agents” of transformation? How do MOOCs and the open education resources (OER) movement connect?
These and other questions provide the back-story for this collection of insightful and useful materials. MOOCs and Open Education Around the World examines and seeks to understand the unique implementations of MOOCs and open education across regions and nations. The book also examines the various opportunities which MOOCs now suggest – nano-degrees and qualifications, for examples - as well as the dilemmas presented in this rapidly evolving age of technology-enabled learning. This edited collection explains MOOCs and open education trends and issues in a variety of contexts, shares key research findings, and provides practical suggestions and recommendations for the near future. A must read for policy makers and those engaged in educational innovation.
If this book is of interest, you may also want to look at Hayes, S. (2015) MOOCs and Quality: A Review of the Recent Literature. London: Quality Assurance Agency for Higher Education. While MOOCs, coupled with systematic assessment, could address affordability and access issues, issues of quality remain. This paper reviews the research and issues and is a focused, excellent analysis. It is available here: http://www.qaa.ac.uk/en/Publications/Documents/MOOCs-and-Quality-Literature-Review-15.pdf.
SAVE THE DATE – LAMBTON COLLEGE MOBILE SUMMIT MAY 18 – 20, 2016
Mark your calendar and plan to attend!.