October 23, 2014
by Greg Walker
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A manifesto for teaching online

A manifesto for teaching online from Jen Ross on Vimeo.

The manifesto is a series of brief statements that attempt to capture what is generative and productive about online teaching, course design, writing, assessment and community. It is, and may remain, a living document that is reviewed and reworked periodically with colleagues, students and amongst the programme team of the MSc in E-learning at the University of Edinburgh. Its primary purpose is to spark discussion, and to articulate a position about e-learning that informs the work of the project team, and the MSc in E-learning programme more broadly. More at onlineteachingmanifesto.wordpress.com/

This video was created by James Lamb, one of the MSc in E-learning participants.

October 23, 2014
by Greg Walker
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Georgia Virtual Learning’s Teaching Online Open Learning (TOOL)

Thursday, October 30 at 8 AM HST

Whether you are a seasoned online teacher, or just contemplating the possibility, Teaching Online Open Learning (TOOL) has something for you! Designed by Georgia Virtual Learning to train online instructors and to offer open (no-cost) professional development opportunities to educators, the TOOL’s badge-based courses and digital learning community are accessible by anyone, anywhere. Join us to hear about the creation, implementation and promise of this new model to expand teachers’ skills and impact learning.

Presenters: Rich Copeland and Sharon Synan, Teacher Quality, Georgia Virtual Learning

 

Register today

October 22, 2014
by Brent Hirata
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Agenda October 27, 2014

Call to Order (Oct. 27, 2014) Approval of the Minutes Recognition of secretary for Oct. 27, 2014 – Warren Kawano Appreciation for secretary from Sept. 29, 2014 – Carina Chernisky Review unapproved minutes. Reports Faculty Senate Chair -Momi Kamahele  called … Continue reading

October 22, 2014
by Greg Walker
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Proposed new mandatory question.

“The instructor provided meaningful and regular interaction and opportunities for students to interact with each other.”

October 22, 2014
by Greg Walker
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Connected Learning: An Agenda for Research and Design

This report is a synthesis of ongoing research, design, and implementation of an approach to education called “connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven,
and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion
with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.

Connected Learning: An Agenda for Research and Design 

framework

 

spheres of learning

October 22, 2014
by Greg Walker
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Blogside Chat with Richard Arum and Josipa Roksa, Authors of Academically Adrift and Aspiring Adults Adrift

Hosted by Mimi Ito

In their 2011 book, Academically Adrift, Arum and Roksa described the sobering reality that 45% of college students demonstrate very little learning during their first two years of college. They outline a shifting culture of higher education that increasingly prioritizes socialand recreational campus life at the expense of academics and developing critical thinking, writing, and reasoning skills. Just released, Aspiring Adults Adrift reports on this same cohort of students as they entered the job market during the great recession. This new book paints a complex portrait of young people as they reflect on their lives and college experiences, analyzing the kinds of capacities they need to develop in order to thrive as adults. Join Mimi Ito in a conversation with the authors to discuss the implications of their research for our responsibilities as faculty and the purpose of our courses.

Presenters will take questions via Twitter hashtag #ccourses

Readings: