Friday, August 31, 2012

Neo Goth Color Reveal 3: The Carmina Look | American Salon Blog

Neo Goth Color Reveal 3: The Carmina Look | American Salon Blog:

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Thursday, August 30, 2012

37signals: Web-based collaboration apps for small business

37signals: Web-based collaboration apps for small business:

basecamp
highrise

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HAIR - Thesmallthingsblog / Pinterest

Thesmallthingsblog / Pinterest: "
"

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Wednesday, August 29, 2012

Wisconsin Court System - Circuit court forms

http://www.wicourts.gov/forms1/circuit/ccform.jsp?Category=12&SubCat=All

Wisconsin Court System - Circuit court forms

Divorce

Digital Faculty: Professors and Technology, 2012 | Inside Higher Ed:

Digital Faculty: Professors and Technology, 2012 | Inside Higher Ed:

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Professors occasionally get lampooned as luddites responsible for the famously slow pace of change in higher education. But in truth the majority of professors are excited about various technology-driven trends in higher education, including the growth of e-textbooks and digital library collections, the increased use of data monitoring as a way to track student performance along with their own, and the increasingly popular idea of “flipping the classroom.”

However, other technology trends are more likely to make professors break into a clammy sweat. These include the proliferation of scholarship outlets operating outside the traditional model for peer review, the growth of for-profit education, and the intensity of digital communications. The digital era has brought to the surface other tensions as well, particularly differences in how professors and academic technology administrators perceive how broader technological changes are affecting their campuses and how they should feel about it.

These are some of the findings in the second of two reports from surveys conducted by Inside Higher Ed and the Babson Survey Research Group. The first report, focusing on faculty views of online education, was published in June. A PDF of the new, second report can be downloaded here; the text of the report can be viewed here.

The survey relied on the responses of 4,564 faculty members, composing a nationally representative sample spanning various types of institutions; and 591 administrators who are responsible for academic technology at their institutions.

The faculty members’ net-positive outlook on several tech-related pedagogical trends suggests that student performance feedback loops and “flipping the classroom” are durable enough to outlast their current buzz. “The increasing collection and analysis of data on teaching and learning on a course-by-course basis” garnered the most enthusiasm of any of the excitement/fear questions in the survey, with 74 percent of professors saying it is, on balance, a good thing.

"Digital Faculty: Professors and Technology, 2012" is the second of two surveys of college professors and academic technology administrators about faculty attitudes about and approaches to technology. A PDF copy of the study report can be downloaded here. To read the text of the report, click here.

Inside Higher Ed collaborated on this project with the Babson Survey Research Group.

The Inside Higher Ed/Babson survey of faculty views on online education was made possible in part by the generous financial support of CourseSmart, Deltak, Pearson and Sonic Foundry.

The counterargument has been that this trend could lead to an overreliance on data-based metrics to assess not only student performance but teacher performance, leading to a No Child Left Behind-like regime at many colleges, especially public ones. But the vast majority of professors seem to think that the advantages of Big Data in the classroom outweigh the hazards.

As for “flipping the classroom” -- that is, banishing the lecture and focusing precious class time on group projects and other forms of active learning -- a decisive majority of professors seem to be on board. Asked their feelings on the notion of “changing the faculty role to spend less time lecturing and more time coaching students,” 69 percent said they were excited more than fearful.

The survey did not ask about the specific anxieties behind these responses. Perhaps some professors feel more comfortable doing research than engaging with students, and use the lecture as a crutch. In any case the findings of this survey suggest that most faculty members do not fear the prospect of “coaching” students rather than talking at them.

Ambivalence about Digital Content

Some technology-driven movements have caused tension, particularly in academic publishing.

In general, professors are pro-digital. A decisive majority, 71 percent, said the prospect of “libraries focusing on digital instead of print collections” makes them more excited than fearful (which may come as a surprise, given occasional reports of faculty protesting the removal of print collections from campus libraries). And 65 percent said they were excited about “e-textbooks and e-resources replacing traditional print textbooks.”

Tuesday, August 28, 2012

Gamification

Gamification:

https://class.coursera.org/gamification-2012-001

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Friday, August 24, 2012

10 Fun Tools To Easily Make Your Own Infographics | Edudemic

10 Fun Tools To Easily Make Your Own Infographics | Edudemic:

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First Impressions of Coursera :: Agile Learning

First Impressions of Coursera :: Agile Learning:

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MOOC pedagogy: the challenges of developing for Coursera | ALT Online Newsletter

MOOC pedagogy: the challenges of developing for Coursera | ALT Online Newsletter:

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Social Media to Enhance Online Learning | The Sloan Consortium

Social Media to Enhance Online Learning | The Sloan Consortium:

aln12

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Thursday, August 23, 2012

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis and
Review of Online Learning Studies
U.S. Department of Education
Office of Planning, Evaluation, and Policy Development
Policy and Program Studies Service

How does the effectiveness of online learning compare with that of face to-face
instruction? Looking only at the 27 Category 1 effects that compared a purely online
condition with face-to-face instruction, analysts found a mean effect of +0.05, p =.46.
This finding is similar to that of previous summaries of distance learning (generally from
pre-Internet studies), in finding that instruction conducted entirely online is as effective
as classroom instruction but no better.

Does supplementing face-to-face instruction with online instruction enhance learning?
For the 23 Category 2 contrasts that compared blended conditions of online plus face-toface learning with face-to-face instruction alone, the mean effect size of +0.35 was
significant (p < .0001). Blends of online and face-to-face instruction, on average, had
stronger learning outcomes than did face-to-face instruction alone.

You might want to share this meta-analysis with your faculty. In addition to the findings the online elarningn is just as effective and blended learning had stronger learning outcomes, they discuss What practices are associated with more effective online learning.

The practices and findings include:

One way audio or video does not impact learnign or lead to more effective learning.
Text+media does lead to more effective learning.

Synchronous does not does not lead to more effective learning.
Asynchronous does lead to more effective learning.

Instructor driven and collaborative work does lead to more effective learning (Independent learning does not).

Feedback does lead to more effective learning.

~~~~~

For the LTC

Amy and Nicole:

You all might want to think about how the findings in this meta analysis impact our recommendations for content.

Synchronous, one way video and audio, does not impact learning (does not lead to more effective learning).
Text plus other media does lead to more effective learning.

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis and
Review of Online Learning Studies
U.S. Department of Education
Office of Planning, Evaluation, and Policy Development
Policy and Program Studies Service

Dylan:

You all might want to think about how the findings in this meta analysis impact our recommendations for learning module design.

In addition to the findings the online elarning is just as effective and blended learning
had stronger learning outcomes, they discuss What practices are associated with more effective online learning.

Synchronous does not impact learning (does not lead to more effective learning).
Asynchronous does lead to more effective learning.
Instructor driven and collaborative work does lead to more effective learning (Independent learning does not).
One way audio or video does not, text+media does lead to more effective learning
Feedback does lead to more effective learning

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis and
Review of Online Learning Studies
U.S. Department of Education
Office of Planning, Evaluation, and Policy Development
Policy and Program Studies Service

Matt and Gerry:

In addition to the findings of this meta analysis that online elarning is just as effective and blended learning
had stronger learning outcomes, they discuss What practices are associated with more effective online learning.

**Feedback does lead to more effective learning, might be good to mention in the faculty development program.

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Evaluation of Evidence-Based Practices in
Online Learning: A Meta-Analysis and
Review of Online Learning Studies
U.S. Department of Education
Office of Planning, Evaluation, and Policy Development
Policy and Program Studies Service

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Survey Reports | The Sloan Consortium

Survey Reports | The Sloan Consortium:

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Going the Distance - Online Education in the United States, 2011

The ninth annual survey, a collaborative effort between the Babson Survey Research Group and the College Board, is the leading barometer of online learning in the United States. Based on responses from over 2,500 academic leaders, the complete survey report, "Going the Distance: Online Education in the United States, 2011". This survey reveals that the number of students taking at least one online course has now surpassed 6 million. Now nearly one-third of all students in higher education are taking at least one online course.
The complete report "Going the Distance: Online Education in the United States, 2011" is available here.

Blending In: The Extent and Promise of Blended Education in the United States

Blending In: The Extent and Promise of Blended Education in the United States is aimed at answering some of the fundamental questions about the nature and extent of education in the United States. Unlike the previous reports that focused exclusively on online learning, the current report examines blended (also called hybrid) instruction. The findings are based on three years of responses from a national sample of over 1,000 colleges and universities. Additional results are presented from an Eduventures-conducted national survey of 2,033 U.S. adults interested in postsecondary education in the next three years.

UWM Online data meeting

Chris J. (chrisj@), Marianne G. (guidos@), Laura P. (lpedrick@), Tanya J. (tjoosten@)

UWM Online data needed

Fall students, online only, any online, any blended -- Frequency report
Spring students, online only, any online, any blended -- Frequency report

*Retention (and other student success variables), Link to UWM F2f data, or to National data (consider demographics, mainly women) for online only, any online, any blended aggregate -- and broken down by program, by undergraduate, graduate

*Demographic comparison between online only, any online, any blended, to f2f -- By graduate, undergraduate

State authorization (and international):

First population: Online only students, address out of state

Second population: Online only students, international

1.) One complete report with all data [including term, emplid, student name, address and email (or contact info), states or country, grad/undergrad, program/academic plan]

2.) One report by program, frequency and full report

3.) One report by state (or country), frequency and full report

Complete report:

Report one (fully online by state) - including term, emplid, student name, address and email (or contact info), states or country, grad/undergrad, program/academic plan

Report two (fully online by country) - including term, emplid, student name, address and email (or contact info), states or country, grad/undergrad, program/academic plan

Frequency reports

Report one: Which states have fully online students? How many fully online students in each state? What programs are these students in?

Report two: Which countries have fully online students? How many fully online students in each country? What programs are these students in?

2.) For those students out of state and out of country, student contact information (name, address, email)

Report three: Online only, all students, by program/major, by term (enrollment trends)

Presentation from Adult Transfer working group:

How many (and percentage) students by age (25 and over) took online courses?
How many (and percentage) undergrades are fully online?

Longitudinal data
online only, any online, any blended, by term -- % change

Demographic data
Demographics of those undergrad online (race, age, zip code/metro milwaukee, out of state)

Due date: Maryland, Oct 1

Wednesday, August 22, 2012

phd by publication uk - Google Search

phd by publication uk - Google Search:

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Director, Curriculum and Instructional Support - HigherEdJobs MATC

Director, Curriculum and Instructional Support - HigherEdJobs:

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Institution:	Milwaukee Area Technical College
Location:	Milwaukee, WI
Category:	Admin - Curriculum Design Admin - Instructional Technology and Design
Posted:	08/21/2012
Application Due:	Open Until Filled
Type:	Full Time
Salary:	$79,725 to $108,108 USD Per Year

NATURE OF WORK:
Under the supervision of the Associate Provost, leads academic managers, faculty, and staff in the development of new curriculum and modification of programs and courses. Responsible for program evaluation and assessment processes. Collaborates with administration and provides support for curriculum-related initiatives and the development of new instructional processes and procedures. Monitors internal and external reporting processes including WTCS and directives from the District Board. Work requires judgment and analysis in making decisions according to established policy and procedures at the college and state levels.

CHARACTERISTIC DUTIES AND RESPONSIBILITIES:
Duties listed may vary in terms of relative importance, and others may be added or eliminated as this position develops. In addition, specific positions within this job title may have minor variations in duties. Duties with a circle (·) before the number are essential functions as defined by Americans with Disabilities Act (ADA).

1. Coordinate and provide leadership in district initiatives related to curriculum including the development of new instructional programs.
2. Provide leadership in the implementation of a distance education program including expanding program and course development and delivery on blackboard.
3. Collaborate in the development of instructional training on pedagogy, curriculum, and technology for faculty.
4. Promote positive communication, and fosters innovation and creativity among faculty, staff, and students which supports excellence in teaching and learning.
5. Provide leadership to the instructional delivery and enhancement of curriculum ensuring classes and programs that reflect "best practices."
6. Direct the development of operational policies, structures, and systems for instructional services in order to provide optimal teaching and learning experiences.
7. Lead program assessment processes (QRP, TSA, SOA) resulting in high functioning programs and student success.
8. Participate in CLA core committee and provide support for curriculum committees in Schools.
9. Develop an organizational climate that coordinates and supports staff in accomplishing instructional goals and activities.
10. Direct/support the initiation, development and restructuring of programs and courses according to instructional design theory, as well as local and state requirements.
11. Supervise the development, maintenance and updates of databases that support the creation/modification of programs and courses on databases, the district computer system and the WTCS data system.
12. Design reports that clarify curriculum-related issues and assist in their resolution.
13. Monitor submission of required electronic records and hardcopy materials that ensure compliance to district and state regulations/directives.
14. Monitor centralized Advisory Committee process and database as required by state statute and report to the District Board on membership and meetings.
15. Lead the development of district publications that relate to programs and courses; posts documents on internal and external college websites that include the College Catalog, Curriculum Manual, Faculty Handbook, Advisory Committee Handbook, Course Outcome Summaries, Archival records, etc.
16. Prepares reports as required by district, state or federal government.
17. Participates in departmental meetings, in-service trainings and other activities as required; attends conferences, seminars and professional meetings as designated.
18. Serves on internal and external committees as required.
19. Performs related duties as required or assigned.

QUALIFICATIONS:
Requires a Master's degree or extensive knowledge equivalent, in curriculum/ instructional development and instruction-related work experience in performance (competency)-based curriculum. A minimum of two (2) years teaching experience and five (5) years of progressively responsible management experience or any equivalent combination of training and experience to provide the following knowledge, skills, and abilities:

1. Ability to articulate the philosophy and the regulations related to program/course initiation, structure, and modification in terms of the MATC district and the Wisconsin Technical College System's viewpoints.
2. Knowledge of the specifics in applying the program and course approval requirements of the Wisconsin Technical College System.
3. Knowledge and understanding of the principles of performance-based instruction (WIDS) and application; and knowledge of the specific terminology used by all technical colleges in Wisconsin.
4. Extensive experience with computer technology.
5. Ability to plan and organize work on a number of projects simultaneously and meet deadlines.
6. Ability to gather information, evaluates alternatives, and makes independent decisions.
7. Ability to supervise, evaluate, and provide leadership to a number of subordinates.
8. Ability to provide leadership in projects and create effective teams that include faculty, staff, and managers.
9. Ability to motivate and be supportive of others, and encourage an environment in which knowledge and experiences are valued.
10. Ability to build relationships to solve problems and achieve goals.
11. Ability to clearly and concisely convey ideas and information.

Application Information

Contact:	Teresa Scaggs Human Resources Milwaukee Area Technical College
Online App. Form:	http://www.matc.edu/hr

Excellence through cultural diversity. MATC strongly encourages people of all racial/ethnic backgrounds to apply.

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Nebraska

The Chronicle of Higher Education:

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= Premium Content

Back

Associate Director, University of Nebraska Online Worldwide

Institution:: University of Nebraska

Posted:: July 27, 2012

Location:: Nebraska

Employment Level:: Administrative

Website:: http://nebraska.edu

Application Deadline:: Open until filled

Category:: Curriculum and instructional development, Distance education programs

Employment Status:: Full-time

Salary:: Commensurate with experience

Position Summary

This position is a key contributor for University of Nebraska Online Worldwide goals and objectives. Reporting to the Associate Vice President for Distance Education and Director of University of Nebraska Online Worldwide this position is assigned to program development and administration, business data analysis and institutional reporting, policy analysis, strategic planning and implementation.

Minimum Qualification
Masters degree in education, marketing, business or related field plus four years of experience working with postsecondary education is required, however, consideration may be given to candidates with a Bachelors degree who demonstrate exceptional qualities and skills relevant to this position.

Knowledge of distance education and at least four years of experience in student services, program development, planning and implementation of new distance education programs is strongly preferred. Applicant must demonstrate excellent verbal and written communication skills. Excellent interpersonal skills and presentation skills are essential. Computer proficiency skills in Word, Excel and Power Point required.

Duties & Responsibilities

Indicate % of time spent and indicate with an * the duties & responsibilities that are essential functions of this job. Arrange this list of duties in order of importance.

% of Time

Essential Functions

Online Worldwide Program Development & Administration:

Under the direction of the AVP/Director, in concert with the strategic directions of Nebraska Online Worldwide, and in collaboration with campus leadership:

Coordinates and develops online degree, non-degree and professional education offerings.

Promotes the integration of NU Online Worldwide activities and staff within the wider academic audience.
Develops & coordinates online education policy and procedures; which includes monitoring state-wide and national distance education policy and regulations.
Recommends and develops proposals and grant applications to external organizations to advance distance education mission and strategies.
Fosters close working relationships with senior administrators, faculty and staff to assess needs and priorities of current/future endeavors and collaboratively develop a comprehensive strategy for distance education.
Work in partnership with AVP and Marketing Director in all aspects of promotion and public relations for NU Online Worldwide
Cultivates national and international relationships and actively networks in the distance education community.
Represents the AVP/Director when needed.
Assumes administrative responsibility for NU Online Worldwide in the absence of the AVP/Director.

Business Data Analysis & Institutional Reporting

Directs and evaluates the collection of distance education data.
Coordinates the reporting process, assembles the information and provides management reports and documentation as required.

Learner Systems & Support

Collaborate with campus personnel to identify and ensure best practices for distance education learners.
Identify diverse populations of adult learners and explore ways to incorporate their needs and requirements into NU Online Worldwide strategies.

Faculty and Staff Development

Communicate to faculty, students, or other users availability of, or changes to, distance learning courses or materials, programs, services, or applications
Encourages and facilitates collaboration among campuses for the development of new undergraduate and graduate distance education degree and certificate programs.

Develops and implement online symposiums and faculty instructional seminars

GET STARTED WITH JOB TOOLS

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The Chronicle of Higher Education
1255 Twenty-Third St, N.W.
Washington, D.C. 20037

mobilefieldworkshop - Workshop Presentation

mobilefieldworkshop - Workshop Presentation:

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Using Mobile Technology in Faculty Development and Training

Tuesday, August 21, 2012

The Simplicity Thesis; the radical simplification of everything | Global Currents | Online Donation Solutions

The Simplicity Thesis; the radical simplification of everything | Global Currents | Online Donation Solutions:

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situated learning

A situated learning experience has four major premises guiding the
development of classroom activities (Anderson, Reder, and Simon 1996;
Wilson 1993): (1) learning is grounded in the actions of everyday
situations; (2) knowledge is acquired situationally and transfers only
to similar situations; (3) learning is the result of a social process
encompassing ways of thinking, perceiving, problem solving, and
interacting in addition to declarative and procedural knowledge; and
(4) learning is not separated from the world of action but exists in
robust, complex, social environments made up of actors, actions, and
situations. (see: D Stein, 1998 - Situated Learning in Adult
Education. ERIC Digest -
http://www.ericdigests.org/1998-3/adult-education.html).

Sunday, August 19, 2012

Twitter founders unveil new blogging tool

Thursday, August 16, 2012

Friday, August 10, 2012

Laura....needs assessment

Needs Assessment for Technology Implementation

Wednesday, August 8, 2012

D2L Position

http://desire2learn.com/careers/senior-advisory-consultant-he.php
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About Us
About Us
Discover what we're all about, what fuels our passion for learning, and what sets us apart from the rest.
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Transform the learning experience. Explore our product offerings and find the right fit for your organization.
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Get a view into our global service offerings; we're the people that support your success from vision to implementation.
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Find out how we build strong, quality relationships with our clients in K-12, Higher-Education, Corporate, and Government.
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Our doors are open to new candidates looking to make an impact and be a part of something big.
Resources
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Take the next step. Sign up for a webinar, read our newsletter, or just give us a call. We're looking forward to working with you.

Senior Advisory Consultant - Higher Education
(Ref #D2LSACHER)

General Description:

The Senior Advisory Consultant will advise clients on proven success strategies and innovative approaches to achieve desired strategic outcomes in blended and online learning. The role will leverage deep experience and understanding of teaching and learning in K12, higher education, and corporate environments to help clients find effective answers for existing issues and upcoming opportunities.

The Consultant will call upon real world experience, informed knowledge of emerging trends, and contemporary thought leadership to accomplish their tasks. This role is analytical and is focused on understanding clients use cases and maximizing the business value of recommended solutions. The position will support organizations that provide education and training directly to end users as well as those providing training and professional development to teachers, trainers, and other staff.

Division/Department: Professional Services

Type of Position: Full-time

Location: , United States

Main Duties:

Build rapport with customers and prospects
Provide advisory services at a business strategy level on e-learning insights, challenges, methods, approaches and interpretation
Focus on the business interpretation, business intelligence, and business value for clients
Support and document methods, practices, whitepapers, and references around the value and approaches of e-learning
Support and participate on sales and go to market activities
Work closely with account managers to help clients find solutions
Maintain an up-to-date knowledge on current practices and emerging trends in instructional technology, educational policy, assessment of learning effectiveness, and blended and online learning
Maintains an up-to-date knowledge of professional education organization standards and national and state/provincial policies affecting e-learning
Consult with clients to develop strong return on investment
Build out go to market offerings

Work Experience and Qualifications:

Strong e-learning experience and knowledge from past jobs
Ability to deliver quality, professional presentations, workshops, and individual consultations in-person, by web conference, and by conference call
Ability to manage workload and administrative duties while working inside the office or at a remote location
Direct work with strategic planning, change management, and organizational readiness
Five years direct employment in the higher education vertical or similar
Experience with business drivers for educators, trainers, students and executives
Knowledge and experience working in a consulting capacity
Proven ability to build and maintain relationships at the executive level
High energy level, demonstrated drive to succeed, and a sense of urgency
Experience within a fast paced, growth organization is ideal

Education Recommendations:

Master's Degree; Doctorate preferred with experience in higher education teaching, teacher education or professional development;
Bachelor's Degree with extensive experience in implementing, configuring, and managing Desire2Learn environments including Desire2Learn admin functions and tool use.

Apply Now

We thank all applicants in advance for their interest. To make the best use of your time and ours, only those applicants whose profiles closely match our requirements will be contacted directly.