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You can earn a degree or certificate through a combination of online and hybrid courses.

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Welcome to Bellevue College eLearning! To help you get started with your application process, please visit the Welcome Center for information on Admission and Registration. Welcome Center

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BC’s Healthcare Informatics program prepares individuals to successfully compete for jobs in the rapidly growing field of healthcare informatics, which uses information technology to assess and improve healthcare services.

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Online Bachelor's Degree in Healthcare Informatics | Bellevue College

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Some great benefits of our program are:

Industry-relevant curriculum

Career-oriented

Available for both part-time and full-time enrollment

100% online program designed to fit your schedule

Lower tuition than competing programs

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Healthcare Management & Leadership @ Bellevue College

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Bellevue College is accredited as a baccalaureate degree-granting institution by the Northwest Commission on Colleges and Universities (NWCCU), a regional accrediting body recognized by the U.S. Department of Education. NWCCU accreditation was most recently reaffirmed in 2012. The next opportunity for reaffirmation will occur Spring 2019 when a Seven Year comprehensive visit is scheduled.

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eLearning expands access to education options and pathways for students through online, hybrid, and other enhanced modes of course development, delivery and innovation

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eLearning Vision Statement

eLearning expands access to education options and pathways for students through online, hybrid, and other enhanced modes of course development, delivery and innovation

eLearning Department

Supports Digital Learning and Multimedia Services

eLearning Mission:

- provides faculty guidance to enhance online content for more effective student engagement and retention.

Inspiring creative application of technology, offering instructional design consultations and equipping faculty to embrace technology, we partner with faculty to design online, hybrid, and technology-enhanced coursework.

Multimedia Services:

- support the instructional goals by providing reliable media and presentation technology support for college events, meetings, conferences and cultural programs for faculty, staff, and students.

Mission of Bellevue College

Bellevue College is a student-centered, comprehensive and innovative college, committed to teaching excellence, that advances the life-long educational development of its students while strengthening the economic, social and cultural life of its diverse community. The college promotes student success by providing high-quality, flexible, accessible educational programs and services; advancing pluralism, inclusion and global awareness; and acting as a catalyst and collaborator for a vibrant region.

eLearning Definitions

Online courses are conducted completely on the web. The instructional content is delivered exclusively via distance education. Requirements for coming to campus for orientation, testing, or academic support services do not exclude a course from being classified as distance education.

Hybrid courses replace some - but not all - classroom time with online learning. For example, a class that would originally meet five days a week might meet three days a week, and substitute online activities to replace the other two class sessions.

Web-enhanced courses meet in regular class sessions, but use online resources for additional student-teacher and student-student interaction, posting of assignments, course materials, and student research.

eLearning Committee

Role and purpose:
Provide guidance and expertise necessary to develop a rich and rigorous eLearning ecosystem that produces a consistent, cohesive, quality learning experience for students; examine innovative eLearning models and initiatives, based on the most current national and local eLearning trends; and ensure the eLearning direction is directly linked to the Vision, Core Values, Mission, and Core Themes of the college.
Council Alignment: Constituency Councils - Faculty
Membership term is for three years.The committee meets once a month. We have teaching and non-teaching positions. eLearning Committee members can be either part-time or full-time faculty/employees. All new applications are reviewed by the eLearning Director and the Faculty Council members. New members will notify their Program Chairs, Divisions and their Deans of their selection to serve on the eLearning Committee.

eLearning Committee member selection is based on the following criteria:
Teaching members:

Experience with online and/or hybrid teaching

Demonstrated interest in online pedagogy and instructional technology

Demonstrated interest in participating in professional development that pertains to online learning and technology

Non-teaching members:

Demonstrated experience using educational technology for online learning and teaching

Demonstrated interest in participating in professional development that pertains to online learning and technology

eLearning Committee By-Laws and Governance Alignment
5 Year eLearning plan Meeting Time:
The eLearning Committee meets once a month on the third Tuesday of the month from 2:30-4:00pm

What are the elements of "regular and substantive interaction"?

1) Interaction must be initiated by the instructor.

2) Interaction must be "regular" and probably somewhat frequent.

3) Interaction must be "substantive" - of an academic nature.

4) Interaction must be with an instructor that meets accrediting agency standards.

Read the WCET Frontiers article on Interpreting what is Required for "Regular and Substantive Interaction"

eLearning Must Be Active Learning

Creating an active learning environment in online courses presents different challenges than those posed by a face-to-face learning environment. Busy work must be eliminated in favor of course activities and assessments that move students from remembering to understanding, then to applying, analyzing, and evaluating and finally to creating with course concepts. The Canvas Learning Management system has many wonderful tools which allow students to actively engage with course content, course instructors and, most importantly, their fellow students.

Click here to read more about Using Canvas Tools to Make Your Existing Site More Engaging

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eLearning expands access to education options and pathways for students through online, hybrid, and other enhanced modes of course development, delivery and innovation Supports Digital Learning and Multimedia Services - provides faculty guidance to enhance online content for more effective student engagement and retention.

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Learn how to use the Canvas Learning Management System

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E-Learning Professional Development Opportunities

If you want to learn more about effective online/hybrid course design, we highly recommend taking the following courses.

Mandatory Canvas Orientation for Faculty

All faculty must complete this self-paced orientation to Canvas before their courses will become available in Canvas. Enrollment to the Canvas Faculty Orientation is automated for new faculty, once they receive a Bellevue College email and are assigned a course to teach.

How to complete the Canvas Faculty Orientation for a new instructor?

A self-paced, facilitated online course which is facilitated by eLearning department. The course is designed with new online instructors in mind. Enrollment is ongoing throughout the quarter, though there is a cap of 20 participants.

Canvas 101 is perfect for new online instructors, and it is modular so instructors with varied backgrounds and experience can select the order of the modules that best apply to their needs. This online based workshop is intended to introduce instructors to the available tools in Canvas. It is self-paced, project-based, and guided-a facilitator will be available to answer questions and to evaluate participant projects.

Upon completion of and participation in all portions of the workshop, you will earn a Certificate of Completion validating 22 hours of Professional Development.

Note: Canvas 101 will be required before you register for Canvas 201.

Workshop is sponsored by the eLearning Department.

For more information contact:
Bruce Wolcott, eLearning Instructional Designer/Facilitator
bwolcott@bellevuecollege.edu

UDL & Canvas - explore in depth tools in Canvas that enhances student learning.

Faculty-Learn How to Enhance Your Online Class. The purpose of this workshop is to build on the knowledge you gained in Canvas 101, using Universal Design for Learning Principles (UDL) to improve the Canvas experience for all of your students and to increase efficiency of your use of Canvas.

We cover a variety of topics, including an introduction to UDL, gain expertise with the assessment tools used in Canvas, Canvas site and module design using UDL principles, following a best practices course checklist when setting up or reviewing a Canvas site and techniques for closing out your Canvas site at the end of each quarter.

Module 1: Introduction to UDL Principles

Module 2: Canvas Site Design for UDL

Module 3: Designing modules using UDL

Module 4: Review of course design and available tools

Module 5: End of quarter course procedure

Module 6: Site Architecture

It is self-paced, project-based, and guided-a facilitator will be available to answer questions and to evaluate participant projects. There are six course modules and will require about 22 hours to complete.

Upon completion of and participation in all portions of the workshop, participants will earn a Certificate of Completion validating 22 hours of Professional Development.

For more information contact:
Mandie Nash, eLearning facilitator
mandie.nash@bellevuecollege.edu

Upon successful completion of this module, the student will be able to:

Define key terms of copyright including fair use, TEACH ACT, and public domain

Describe how copyright law applies in educational course design

Understand and use Creative Commons (CC) and other licensing options to identify content that is suitable for your courses

Develop and maintain a copyright compliance and management plan

Locate and use public domain, CC, and Open Educational Resource (OER) content

This course is organized into the following sections:

Introduction: Includes information about this course, a pre-assessment quiz, and infringement confessions with copyright bear discussion board.

Copyright law in education: This section of the course provides the most in-depth information on copyright law and how it directly impacts face-to-face, hybrid, and online education.

Creative Commons: Copyright law has come a long way and Creative Commons is an offshoot of copyright law that places the decisions for use into the hands of the creator. This is exciting news for higher education because it makes a lot of content rapidly accessible for use in online education.

Compliance & Management: Copyright is a complex and sticky subject, but how do we make it work for us as educators? This section will give you a lot of hands-on strategies you can use to be compliant with copyright and create a solid workflow for your content.

Resources: Here you will find additional places to learn more about copyright, Bellevue College's policies on copyright and fair use, and critical support resources for you.

Facilitator: Bellevue College Faculty Librarian
Course Overview
The purpose of this course is to introduce participants to the basics of accessibility, with emphasis placed on making content accessible while promoting proactive (as opposed to reactive) steps that people can take to create and advocate for accessible content. Participants will learn the language of accessibility, the laws that most impact higher ed, how to create accessible content, the principles of Universal Design for Learning, and other useful information pertaining to accessible technology and the experience of people with disabilities.
Course Objectives

Explain the importance and benefits of accessible/inclusive design.

Summarize the laws that protect people with disabilities in institutions of higher ed.

Differentiate between access and accommodation.

Employ Universal Design for Learning principles to design a lesson.

Create simple accessible documents, Canvas pages, PDFs, and/or PowerPoint presentations that include the following:Use of headings and style guide

Alt-text for images

Descriptive hyperlinks

Accessible tables

Identify and use the various approaches to caption a video.

Take steps to ensure online technology is accessible to students, faculty, and staff on your campus.

Free workshops from SBCTC

All workshops are monitored and facilitated by the State Board eLearning team. Use your Bellevue College Netid and password to register for any SBCTC Professional Development workshops. Topics available:

Introduction to Canvas for Faculty

How to Use Open Educational Resources

Accessibility 101: The Basics of Inclusive Design

eLearning Faculty Learning Communities

Quality Matters

Intro to the Canvas Learning Management System for Faculty SBCTC Training

Introduction to Canvas for Faculty is offered through SBCTC and is free of charge.

Course Description

SBCTC eLearning offers a three-week online training course free of charge to faculty and staff affiliated with the Washington Community and Technical College system that covers the basics of using the Canvas learning management system. By the end of the course, you should have a basic understanding of the main features of Canvas, and be ready to begin using Canvas with your classes - regardless of whether you intend to teach online fully or simply move a portion of your activities and lectures online.

There are many advantages in completing "Introduction to the Canvas Learning Management System for Faculty" training:

Certificate of Completion

online learning experience

asynchronous learning mode with an online facilitator providing feedback and grading your assignments.

How to Register

Choose "Intro to the Canvas Learning Management System for Faculty"

Click on "Available Sections" then click on "Register for Class"

Make sure you read the course description and course expectations.

"Intro to the Canvas Learning Management System for Faculty" is offered through SBCTC and is separate from Bellevue College's training system. If you have any technical problems, please contact SBCTC eLearning staff at wa-online@sbctc.edu or call 1-888-580-9011.

Need Help in Person?

Instructional designers are available for consultations in the eLearning & Media Center located in the Library Media Center in Room D140. Design help is available to redesign a Canvas course based on the most effective instructional design and Universal Design for Learning (UDL) principles. Both new to online/hybrid teaching and experienced instructors are welcome!

Our email elearning@bellevuecollege.edu

Our telephone contact: 425-564-4210

Our location: LMC - D140
Go to the Canvas Help Guides Page

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Learn how to use the Canvas Learning Management System

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If you want to learn more about effective online/hybrid course design, we highly recommend taking the following courses. All faculty must complete this self-paced orientation to Canvas before their courses will become available in Canvas. Enrollment to the Canvas Faculty Orientation is automated for new faculty, once they receive a Bellevue College email and are assigned a course to teach.

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Start teaching with Canvas

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1. Once you get a Bellevue College SID and PIN, create your BC email.

2. You will also be assigned the Canvas Faculty Orientation course. Note: This is an automated enrollment. You will be enrolled in this course only after you have created your BC email and have been assigned a course.

3. You can find the course by using the Canvas login page - bc.instructure.com

4. You will need 3 to 6 hours to review the content.

5. You will complete the requirements by taking the quiz.

6. Once you've scored at least 11 correct on the quiz, you'll need to wait 3-4 hours before your course sites are listed inside Canvas and also when the Observer role is changed to Teacher role for upcoming classes.

7. At this time you will also get a Sandbox for testing Canvas content.

8. Log in to Canvas to access your quarter course sites and build your content.

9. Publish your site.

NOTE: If you have questions on logging on to Canvas please contact ITS Service Desk at 425-564-4357

All technical questions will be answered by ITS Service Desk in A109. When you need to start building content in your Canvas site contact the eLearning Instructional Designers

Canvas Faculty Orientation course

1. Log in to Canvas.

2. Click on the Courses link from the top navigation bar to expand the menu.

3. Locate the Faculty Canvas Orientation and click on this link.

4. Select the course titled, Faculty Canvas Orientation. Note: This orientation consists of several modules that include video and text-based materials. Review each module carefully before proceeding to the next step.

5. Click "Orientation Quiz" when you're ready to take the quiz and complete the orientation.

6. When you're finished with the quiz, check your answers and score. A score of 11 or more is a pass. If you've scored less than 15, note which questions were answered incorrectly and re-review the relevant tutorials. When you feel you're ready, re-take the quiz.

7. When you've successfully completed the quiz, a process will be triggered to set up your access to your upcoming quarter course sites.

8. Your Canvas course sites will appear in your Courses list on the Canvas top menu approximately 4-5 hours after you pass the orientation quiz.
That's it!

Locate the Canvas link from the main Bellevue College website.

Start your training using the Faculty Canvas Orientation.

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Once you get a Bellevue College SID and PIN, create your BC email. You will also be assigned the Canvas Faculty Orientation course. Note: This is an automated enrollment. You will be enrolled in this course only after you have created your BC email and have been assigned a course.

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How to schedule Studio Q

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The eLearning Center uses an online scheduling system - Skedda - to allow users to reserve Studio Q. Since Skedda is a third-party service (not a service of Bellevue College), when you schedule some time, you'll need to log in with your college email address and a Skedda account password.

Here's a little walk-through:

1. After you hit the site, go to the day you want to schedule by using the controls top left, or use the month calendar, to browse through days/dates.

2. Click and drag across the time you wish to reserve.

3. Enter your BC email address.

4. Fill out the form with your details. Required are your first name, last name, phone number, and the check box at the bottom.

5. After you submit the form, you'll get an email verification. If this is your first time using Skedda, you'll also get an email asking you to verify your email address. You'll need to verify your email address before you'll be able to sign in to Skedda to see your bookings.

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The eLearning Center uses an online scheduling system - Skedda - to allow users to reserve Studio Q. Since Skedda is a third-party service (not a service of Bellevue College), when you schedule some time, you'll need to log in with your college email address and a Skedda account password.

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Canvas 201: Taking your Course to the next level!

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LIBRARY MEDIA CENTER | ROOM D140 | 425-564-4210

Email contact: elearning@bellevuecollege.edu

Fall quarter start date: Monday October 15th ends November 30th, Registration Link

Winter quarter start date: Monday January 28th ends March 8th, Registration Link

Participant: Faculty

Required: Completion of Canvas 101

Facilitator: Mandie Nash, eLearning Instructional Facilitator

PD Hours: On completion participants receive 20 hrs of professional development time.

Canvas 201: Taking your Course to the next level!

UDL & Canvas - explore in depth tools in Canvas that enhances student learning.

Faculty-Learn How to Enhance Your Online Class. The purpose of this workshop is to build on the knowledge you gained in Canvas 101, using Universal Design for Learning Principles (UDL) to improve the Canvas experience for all of your students and to increase efficiency of your use of Canvas.

We cover a variety of topics, including an introduction to UDL, gain expertise with the assessment tools used in Canvas, Canvas site and module design using UDL principles, following a best practices course checklist when setting up or reviewing a Canvas site and techniques for closing out your Canvas site at the end of each quarter.

Module 1: Introduction to UDL Principles

Module 2: Canvas Site Design for UDL

Module 3: Designing modules using UDL

Module 4: Review of course design and available tools

Module 5: End of quarter course procedure

Module 6: Site Architecture

It is self-paced, project-based, and guided-a facilitator will be available to answer questions and to evaluate participant projects. There are six course modules and will require about 22 hours to complete.

Upon completion of and participation in all portions of the workshop, participants will earn a Certificate of Completion validating 22 hours of Professional Development.
Before you register for Canvas 201 we require you to complete Canvas 101.
Other workshops offered by eLearning:

Sessions are sponsored by the eLearning Department.

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Canvas 201: Taking your Course to the next level!

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LIBRARY MEDIA CENTER | ROOM D140 | 425-564-4210 Email contact: elearning@bellevuecollege.edu Fall quarter start date: Monday October 15th ends November 30th, Registration Link Winter quarter start date: Monday January 28th ends March 8th, Registration Link Participant: Faculty Required: Completion of Canvas 101 Facilitator: Mandie Nash, eLearning Instructional Facilitator PD Hours: On completion participants receive 20 hrs of professional development time.

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Meet the team

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Sukirti Ranade comes from a successful 6 years as Educational Technologist and Lead Canvas Administrator in Bellevue College Information Technology Services division. Holding a BA in Accounting and a Master of Business Administration in Informational Technology Systems, Sukirti has a long history of related work to build upon.

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Our Tech Rovers are work-study students, who will answer technology questions and assist students .

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Walk-in help available for students during the quarter. This desk is managed by our student staff working in the LMC..

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Instructors and Course Designers: As you start building your online course sites, these checklists will be very helpful to build your hybrid and online course which follow the guidelines for Accessibility, Universal Design for Learning(UDL) and Mobile Access.

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Canvas Course Design Checklist :: BC Connect

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Instructors and Course Designers: As you start building your online course sites, these checklists will be very helpful to build your hybrid and online course which follow the guidelines for Accessibility, Universal Design for Learning(UDL) and Mobile Access.

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Accessibility Resources

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Canvas 101 is perfect for new online instructors, and it is modular so instructors with varied backgrounds and experience can select the order of the modules that best apply to their needs

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LIBRARY MEDIA CENTER | ROOM D140 | 425-564-4210

Email contact: elearning@bellevuecollege.edu
Fall quarter start date: Monday September 24th ends December 7th Friday, Registration Link
Participant: Faculty

Facilitator: Bruce Wolcott, eLearning Instructional Designer

PD Hours: On completion participants receive 22 hrs of professional development time.

Canvas 101 is perfect for new online instructors, and it is modular so instructors with varied backgrounds and experience can select the order of the modules that best apply to their needs. This online workshop is intended to introduce instructors to the available tools in Canvas. It is self-paced, project-based, and guided-a facilitator will be available to answer questions and to evaluate participant projects.

Upon completion of and participation in all portions of the workshop, you will earn a Certificate of Completion validating 22 hours of Professional Development.

This course assumes that you possess basic computing skills: that you can input text into a computer, that you are familiar with basic computer file and folder organization, that you can operate a web browser, and that you can save, upload and download files. If you do not have these skills, you will need to acquire them before you register.
Facilitator: Bruce Wolcott Note: Canvas 101 will be required before you register for Canvas 201.
Other workshops offered by eLearning:

Sessions are sponsored by the eLearning Department.

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LIBRARY MEDIA CENTER | ROOM D140 | 425-564-4210 Email contact: elearning@bellevuecollege.edu Fall quarter start date: Monday September 24th ends December 7th Friday, Registration Link Participant: Faculty Facilitator: Bruce Wolcott, eLearning Instructional Designer PD Hours: On completion participants receive 22 hrs of professional development time.

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The newly developing XR Lab, located within the Bellevue College eLearning Center, continues this exploration of virtual worlds technologies.

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Update from Bruce Wolcott

Teaching Faculty | Instructional Designer | Communication Studies | eLearning Center

The newly developing XR Lab, located within the Bellevue College eLearning Center, continues this exploration of virtual worlds technologies, by

1. Partnering with Bellevue College faculty to provide live VR learning experiences for students to augment current curricula in a variety of disciplines

2. Providing an access point for access to XR technologies for students and faculty

3. Partnering with institutions for information sharing and future collaborations such as the Pacific Science Center, Seattle AR/VR Meetups, Google Tours, University of Washington CoMotion Lab, HTC Vive, Microsoft Mixed Reality, Valve, Enterprize, Rumii, Arkitek Studios, and others.

4. The eLearning Center in partnership with the Communications Studies department will continue to host the ongoing Virtual Reality: Communications and Design course through the expanding multimedia theater facility.

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Update from Bruce Wolcott Teaching Faculty | Instructional Designer | Communication Studies | eLearning Center The newly developing XR Lab, located within the Bellevue College eLearning Center, continues this exploration of virtual worlds technologies, by Partnering with Bellevue College faculty to provide live VR learning experiences for students to augment

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Using the Library

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Tech Hub

Our Tech Hub student workers can answer technology questions and assist students with:

Checking out equipment: laptops, headphones, cell phone chargers and voice recorders

Logging onto Canvas and Canvas navigation

Using the copiers and printers, including wireless printing

Finding places on campus and in the library

Trouble-shooting basic computer problems

Research Questions will be referred to the librarian on duty, also located at the Tech Hub.

Cell Phones

Please be thoughtful of others when using your cell phone in the Library Media Center.

Collaboratory Space

The Collaboratory, located on the first floor of the library, is a public use space designed for flexible student collaboration and teamwork. The Collaboratory is primarily a student space, but may be occasionally reserved by employees for designated activities. For more information, please see our detailed Collaboratory use procedure.

Copy Machines

There are two coin-operated photocopiers in the Library Media Center. These machines accept coins and $1 and $5 bills. Copies cost 10 cents a page. Double-sided copies and 11 x 17 copies are 20 cents each.

Food and Drink

Covered drinks and "dry" snacks are allowed in the library. Please leave no trace of your food and beverages by throwing away all related trash. For more information, please see our detailed food and drink guidelines.

Library Cards

We don't require a library card to check out materials. When you want to borrow an item from the library, you will use your student ID number as identification.

Map

The library is a large place! View our map of the Library

Need help finding a location on campus? Here's a map of the BC campus

Printing

Printing is available in the library; use your student account of 150 free pages per quarter. For members of the public, we offer three computers which have printing available for 10 cents per page.

Reflection Room

The Reflection Room, located on the first floor of the Library Media Center, is a place for quiet reflection. The room is open to all students for reflection purposes. Individuals are not allowed to post anything in the room and no personal belongings should be left in the room. We ask that all individuals respect the privacy of anyone who uses this room.

Rooms

D126N Recording Room is equipped with:

Room for 4-6 people

Video camera & tripod to record in MP4;

Computer with Zoom, Camtasia Relay, Skype, web cam, headset;

Polycom unit for videoconference;

Audio recording devices if needed.

Faculty and staff who would like to book this space can request use of the space via the D126N Reservation Form.

Please request use of D126P, the 40 seat multimedia viewing room, via 25 Live.

Study Rooms

There are 16 study rooms of varying size in the Library Media Center. Rooms are first come, first served; you cannot reserve a room. If you are studying in a room alone and a group comes, you will be asked to move.

Study Zones

The Library Media Center space is divided into sections depending on your study needs.

The Collaborative zone is located on the first floor of the library. Non-disruptive talking and group activities are allowed.

The Quiet zone is most of the second floor of the library. Quiet conversation is allowed.

The Silent zone is on the south end of the second floor of the library. Silent, individual study only.

Wifi

There is wireless internet available throughout the Library Media Center. There are two networks, BC and Eduroam. BC is an open, unsecured network, available to students, employees, and visitors. Students should use the secured Eduroam network; log in with your complete BC email address to use Eduroam. Eduroam is an international network, which allows you to use your BC login at any Eduroam hotspot around the world.

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Our Tech Hub student workers can answer technology questions and assist students with: Checking out equipment: laptops, headphones, cell phone chargers and voice recorders Logging onto Canvas and Canvas navigation Using the copiers and printers, including wireless printing Finding places on campus and in the library Trouble-shooting basic computer problems Research Questions will be referred to the librarian on duty, also located at the Tech Hub.

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Student participation in the course evaluation process is critical to BC’s commitment to academic excellence.

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Bellevue College - Evaluation Kit Information for Fall Quarter, 2018

Fall Quarter 2018 - These are the dates for the majority of course evaluations. There are some exceptions. NOTE: Course evaluations close a week prior to finals.

Open: November 13, 2018 at 12 midnight

Close: December 3, 2018 at 11:59pm

Report Access for Administrators: December 4, 2018

Report Access for Instructors: December 12, 2018

Student participation in the course evaluation process is critical to BC's commitment to academic excellence. The evaluation process is one of the most important vehicles for us to gather student input and feedback from them on their educational experiences. Please encourage your students to participate and please assure them their participation is completely anonymous and confidential. Let them know that faculty do not have access to the evaluation reports until finals are over and grades are posted.

Faculty Evaluation Access Guide

Have questions? Need guidance? There are " How to for Instructors " mini tutorials available for you to access that include:

Evaluation Basics

Evaluation Communications-what you will receive

Accessing Evaluation Reports

EvaluationKit Dashboard

How to Enable Evaluation Links in Canvas (Optional)

These tutorials can be found in the (MyBC) SharePoint site. Find the information need under your "Group", i.e. Dean, Instructor or Division Evaluation Admins.

Student Evaluation Access Guide

You can direct students to the Online Course Evaluation Information for tips on how to access and complete an evaluation.

All questions for Evaluation kit (EvalKit) should be directed to: evalkitsupport@bellevuecollege.edu

Above information is provided by the Office of Instruction.

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Fall Quarter 2018 - These are the dates for the majority of course evaluations. There are some exceptions. NOTE: Course evaluations close a week prior to finals. Open: November 13, 2018 at 12 midnight Close: December 3, 2018 at 11:59pm Report Access for Administrators: December 4, 2018 Report Access for Instructors: December 12, 2018 Student participation in the course evaluation process is critical to BC's commitment to academic excellence.

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Why use a Getting Started Module?

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Why use a Getting Started Module?

Simple: to help students engage with a course.

The Getting Started Module is an entry point for students in the course-whether hybrid or online. BC Connect has developed a Getting Started Module template for Canvas courses. This template contains placeholders for course-specific information that you, the instructor, can easily change and modify to include your information. What the Getting Started Module does is encourage students to work in your course and discover the content that is necessary for success. Think of it as a way to introduce the course syllabus, assignment and reading guidelines, instructor information, and other information vital to your course in a regular manner that students will easily receive because of the repetition of information and order of the content.

Download the Module and add it to a Canvas course

1. Check out the Canvas Public Course where this module is published.

2. Download the Getting Started Module

3. Log in to the Canvas course you wish to add the Getting Started Module.

4. Go to Settings and select Import Content Into this Course

5. Select the Getting Started Module from the downloads folder on your computer

6. Upload the .imscc file

7. Adjust the content of the pages and the syllabus to be specific to your course.

Download the Module from Canvas Commons.

1. Login to Canvas

2. Find Canvas Commons on the left navigation

3. Search for Getting Started Public Course

4. Download the module in your Sandbox or any other Canvas Course.

Check out the Canvas Public Course where this module is published.

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Simple: to help students engage with a course. The Getting Started Module is an entry point for students in the course-whether hybrid or online. BC Connect has developed a Getting Started Module template for Canvas courses. This template contains placeholders for course-specific information that you, the instructor, can easily change and modify to include your information.

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Create a Syllabus using the Bellevue College Syllabus Template

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View and download the Syllabus Template here
The above template is a Word document in Office365. You will be downloading the template in a READ only mode. You will be saving a copy of the template on your machine. Update permissions for this template are restricted.
View the sample Syllabus provided by the college in a Canvas Course
The concept of a course syllabus has changed over the past years from a statement of course content to a much more formal contract with the student, wherein college policies and instructor expectations have to be spelled out in much greater detail. In order to give our students accurate and current information, we have created this tool to assist instructors with syllabus preparation.

In general, we need to give students all the information they need to meet the course expectations successfully. For example, if we don't want to see plagiarism, we need to tell them what plagiarism is and how to avoid it. If we have special needs students, we need to point them toward the resources that will enable their success. If we have specific classroom expectations about cell phone usage, late arrival, etc., we need to tell students about our expectations and the consequences of not meeting them.

This template provides faculty with the information needed to write a complete and comprehensive syllabus. Calendars for the term are also provided. Statements from the various campus areas are updated regularly by those who created them, so be sure to check each year for new updates, which usually occur in early June.

Division statements may be attached as needed, and there is room at the end to create special content areas that may be needed in each unique field of study. We have deliberately avoided being too specific about grades, as each area has different needs; instead, we have designed each section so that instructors may delete our text if it is not appropriate and add their own materials. (For example, you may not want or need the day-by-day calendar.) Individual material may be added to any area.

We suggest you create your own template and save it to your desktop for use each quarter. You should check live links each quarter, as updates in the system and URL changes may deaden old links. We hope this will save everyone a lot of precious time.

The following points should be kept in mind to ensure optimal accessibility:

Colors will not be seen by colorblind readers. If you do use colors, please make sure they are high contrast. Bright colors may appear as light grey, so use a different font.

Serifs trip up the screen readers. Arial or Calibri are the best fonts to use.

Use "Styles" to create Hierarchy - good for the screen readers.

When using links, actually link it, if you type out the URL address, the screen reader will read out the whole address, which is cumbersome for those using screen readers. When referring students to on-line links, for the visually impaired reader it is better to link directly to the web site, than to type out the whole address. So, instead of the link entirely typed out for "grading policies," it should be like this: Grading policies To do this, copy the address to the notepad, then click on INSERT, then on HYPERLINK. Fill out the language you want to appear in your document, then paste in the address. If you want to make the actual URL available to your students, then the text will look like this: Grading policies (http://www.bellevuecollege.edu/policies/id-3000/). Note that the descriptive text is hyperlinked. The actual URL is not hyperlinked and it is enclosed in parentheses.

When numbering lists, use the numbered list option on the top of Word bar.

Before posting or printing the syllabus, ensure that heading do not appear at the bottom of one page and the section on the next page. To fix "orphaned" headings, select the heading, open Paragraph settings, go to the Line and Page Breaks tab, click Keep with next.

This template has been checked for accessibility. You should check it again when you have completed your modifications.

As you use this tool, please take note of any difficulties you encounter and send your feedback to the eLearning Department at elearning@bellevuecollege.edu.

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Create a Syllabus using the Bellevue College Syllabus Template

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View and download the Syllabus Template here The above template is a Word document in Office365. You will be downloading the template in a READ only mode. You will be saving a copy of the template on your machine. Update permissions for this template are restricted.

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Cover Copyright Law in Education, Creative Commons, Compliance, Management & Resources

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LIBRARY MEDIA CENTER | ROOM D140 | 425-564-4210

Email contact: elearning@bellevuecollege.edu

Fall quarter start date: Monday, October 1st ends November 2nd, Registration Link

Participant: Faculty

Facilitator: Bellevue College Faculty Librarian

PD Hours: On completion participants receive 16 hrs of professional development time.

Copyright Information for Educators

Greetings and welcome to the Copyright Information for Educators course made available to you through eLearning!

Upon successful completion of this module, the student will be able to:

Define key terms of copyright including fair use, TEACH ACT, and public domain

Describe how copyright law applies in educational course design

Understand and use Creative Commons (CC) and other licensing options to identify content that is suitable for your courses

Develop and maintain a copyright compliance and management plan

Locate and use public domain, CC, and Open Educational Resource (OER) content

This course is organized into the following sections:

1. Introduction: Includes information about this course, a pre-assessment quiz, and infringement confessions with copyright bear discussion board.

2. Copyright law in education: This section of the course provides the most in-depth information on copyright law and how it directly impacts face-to-face, hybrid, and online education.

3. Creative Commons: Copyright law has come a long way and Creative Commons is an offshoot of copyright law that places the decisions for use into the hands of the creator. This is exciting news for higher education because it makes a lot of content rapidly accessible for use in online education.

4. Compliance & Management: Copyright is a complex and sticky subject, but how do we make it work for us as educators? This section will give you a lot of hands-on strategies you can use to be compliant with copyright and create a solid workflow for your content.

5. Resources: Here you will find additional places to learn more about copyright, Bellevue College's policies on copyright and fair use, and critical support resources for you.

Quizzes are included throughout the Copyright Information for Educators course.

Course module reviewed by: Heath Hayden, Faculty Librarian

Fall quarter start date: Monday, October 1st ends November 2nd, Registration Link

Facilitator: Bellevue College Faculty Librarian

Other workshops offered by eLearning:

Sessions are sponsored by the eLearning Department.

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LIBRARY MEDIA CENTER | ROOM D140 | 425-564-4210 Email contact: elearning@bellevuecollege.edu Fall quarter start date: Monday, October 1st ends November 2nd, Registration Link Participant: Faculty Facilitator: Bellevue College Faculty Librarian PD Hours: On completion participants receive 16 hrs of professional development time. Greetings and welcome to the Copyright Information for Educators course made available to you through eLearning!

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A 360 view of eLearning and XR Lab

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A 360 view of eLearning and XR Lab :: BC Connect

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Over summer, Bruce Wolcott received a 360 camera from the Communication Studies Department. Enjoy this 360 view slide show of the eLearning space in D140 and the location of our XR lab which will be ready for winter quarter.

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Instructure has just released a New Gradebook! It is enabled at the course level, and is not enabled by default — by default you’ll keep using the regular old gradebook, so if you wish to take a look at it, you’ll need to turn it on in at least one of your classes.

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Instructure has just released a New Gradebook! It is enabled at the course level, and is not enabled by default - by default you'll keep using the regular old gradebook, so if you wish to take a look at it, you'll need to turn it on in at least one of your classes. See those instructions below.

Here's some of the new stuff. Note that changes only appear in Instructor view, not in student view.

Thanks to Debi Griggs for compiling this article.

Old Gradebook

OPTIONS Drop Down provides access to gradebook management tools.

ASSIGNMENT Drop Down provides access to assignment options.

FILTERS limited to student name/Secondary ID.

ONLY Totals column can be moved.

New Gradebook

To activate the new gradebook, go to Settings in your course. Click on the Feature Options tab in the Settings area. Click on the slider to turn New Gradebook on.

What's New?

Functions now split into Gradebook options, View Options, and Actions

Gradebook options

Individual grade view and Grading History which shows the history of all grading done for the course, filtered by Student, Grader, Assignment, or Date):

View Options

Filters can filter by Assignment Groups, Modules, and class sections (if they have been created):

Filters can also filter by Modules:

Statuses allows you to modify the colors for Status Options:

Actions Options

Import, Export, and Sync are now in the Actions DropDown:

Assignment Options

You may now drag and drop any assignment to a different location in the gradebook to reorganize.

Sorting by Grade now appears as an option for individual assignments and totals.

Individual Assignment Drop Downs allow much of the same functionality as before but organized a bit differently.

Individual score corner icon goes to complete student info:

Automatically Set Late Policies

Click the Setting icon to create and automatically apply late policies. DO note that these late policies are set at the whole course level. They will apply to all gradable assignments and will even be applied to previously graded assignments if this is turned on mid-session.

More to Come

Please see the Canvas New Gradebook User Group to see what is still coming, provide feedback, link to all documentation, or learn from others.

Table 1 Quick Reference

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Instructure has just released a New Gradebook! It is enabled at the course level, and is not enabled by default - by default you'll keep using the regular old gradebook, so if you wish to take a look at it, you'll need to turn it on in at least one of your classes.

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Fall 2018

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eLearning Department

Location: LMC, eLearning & Multimedia Center, D140

Email: elearning@bellevuecollege.edu

Contact Telephone : 425-564-4210 (Call back number only - will be routed to Multimedia Desk ) - Phone will be picked up between 9am-4pm | Multimedia Desk: 425-564-2001

Provides faculty guidance to enhance online content for more effective student engagement and retention.

Inspiring creative application of technology, offering instructional design consultations and equipping faculty to embrace technology, we partner with faculty to design online, hybrid, and technology-enhanced coursework.

Design Request Form

Design Consultation and In-depth Course review will need a Request Center ticket. You will be assigned to an Instructional Designer. When submitting information give use all the details like: Section number, Quarter Code, URL to the Canvas site, Assignment Name or Student Name. This expedites the troubleshooting process. You will get a response in 24 hours during our work week.

Instructional Design Office Hours - Fall 2018

eLearning staff is available for walk-in help Monday - Friday from 9am - 4pm
Monday: 10:30am-4pm Betsy Zahrt Geib
Tuesday: 9:30am - 12:30pm George Rowe, 1:00pm - 5:00pm Keith Rowley
Wednesday: 10am- 2:30pm - Brian Bergen-Aurand
Thursday: 10:30am-4:00pm Betsy Zahrt Geib
Friday: 11am - 4pm Keith Rowley, 10am- 2:30pm - Brian Bergen-Aurand

Director eLearning & Multimedia - Sukirti Ranade

email: sukirti.ranade@bellevuecollege.edu | contact: 425-564-4211 | Office: D140

Digital Learning & Multimedia Manager - Gordon Hom

email: ghom@bellevuecollege.edu | contact:: 425-564-5607 | Office: LMC Room P

Instructional Technologist - Bruce Wolcott

email: bruce.wolcott@bellevuecollege.edu | contact:: 425-564-4210 | Office: D140

Instructional Technologist - Keith Rowley

email: keith.rowley@bellevuecollege.edu | contact:: 425-564-4210 | Office: D140

Instructional Designer - Debi Griggs

email: dgriggs@bellevuecollege.edu | contact:: 425-564-4210 | Office: D140

Instructional Designer - Betsy Geib

email: elizabeth.zahrtgeib@bellevuecollege.edu | contact:: 425-564-4210 | Office: D140

Instructional Designer - Brian Bergen-Aurand

email: brian.bergen-aurand@bellevuecollege.edu | contact:: 425-564-4210 | Office: D140

Instructional Designer - Archana Alwar

email: archana.alwar@bellevuecollege.edu | contact:: 425-564-4210 | Office: D140

Instructional Designer - Mandie Nash

email: mandie.nash@bellevuecollege.edu | contact:: 425-564-4210 | Office: D140

Why would you need instructional designer help to build your Canvas site?

Would you like to learn how to create an accessible and engaging online, hybrid, or web-enhanced course in Canvas? An eLearning Instructional Technologist / Designer will be available at the eLearning & Media Center in the Library Media Center to answer your questions!

Instructional Designers will be available to help instructors design their Canvas sites, based on the most effective instructional design and UDL principles. Both new to online/hybrid teaching and experienced instructors are welcome!

Consultations are available by appointment or walk-in, to assist instructors with course design strategies as they relate to the pedagogical delivery of content. These strategies work not only for online and hybrid courses, but also for web-enhanced courses. Since this is the direction Bellevue College is moving in terms of teaching modalities, it is a great opportunity to have a consult about current trends in eLearning:

To make Canvas courses accessible

To cater to UDL standards from a design standpoint.

Return to Home

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Bellevue College eLearning contact information links

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Location: LMC, eLearning & Multimedia Center, D140 Email: elearning@bellevuecollege.edu Contact Telephone : 425-564-4210 (Call back number only - will be routed to Multimedia Desk ) - Phone will be picked up between 9am-4pm | Multimedia Desk: 425-564-2001 Provides faculty guidance to enhance online content for more effective student engagement and retention.

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The graphic memoir trilogy March, by John Lewis, Andrew Aydin, and Nate Powell, portrays events of the Civil Rights Movement in the United States.

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The graphic memoir trilogy March, by John Lewis, Andrew Aydin, and Nate Powell, portrays events of the Civil Rights Movement in the United States.

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These “digital building blocks” enable teachers to put into practice the sorts of active, student-centered lessons that are featured in many of our iTeach courses. Our Educational Technology Clearinghouse (ETC) collections span many subject areas and all grade levels.

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Free Resources

FCIT supports classroom integration of technology not only through our professional development opportunities and Technology Integration Matrix model, but also by providing many collections of high-quality digital assets that teachers can use in their instruction and students can use in class projects. These "digital building blocks" enable teachers to put into practice the sorts of active, student-centered lessons that are featured in many of our iTeach courses. Our Educational Technology Clearinghouse (ETC) collections span many subject areas and all grade levels. Every item has been copyright cleared for classroom use. Please see the license page of each collection for specifics.

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FCIT supports classroom integration of technology not only through our professional development opportunities and Technology Integration Matrix model, but also by providing many collections of high-quality digital assets that teachers can use in their instruction and students can use in class projects.

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How to open a shared calendar from an Outlook sharing invitation

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How to open a shared calendar from an Outlook sharing invitation

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Who is it for?
Users of Outlook, Outlook for Mac, Outlook on the Web and Outlook Web App who can’t open shared calendars from an invitation.

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CREATE, SHARE AND REUSE INTERACTIVE HTML5 CONTENT IN YOUR BROWSER

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CREATE, SHARE AND REUSE INTERACTIVE HTML5 CONTENT IN YOUR BROWSER

# data[].attributes.body
Create
Richer HTML5 Content in Existing Publishing Platforms
Share
Content Seamlessly Across Any H5P Capable Site
Reuse and modify
Content in Your Browser at Any Time

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Create
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Reuse and modify
Content in Your Browser at Any Time

Start creating rich interactive content on your own website. It's free and easy to get started.

Get started with H5P

Supercharge your website with H5P

H5P makes it easy to create, share and reuse HTML5 content and applications. H5P empowers everyone to create rich and interactive web experiences more efficiently - all you need is a web browser and a web site with an H5P plugin.

Mobile friendly content

H5P content is responsive and mobile friendly, which means that users will experience the same rich, interactive content on computers, smartphones and tablets alike.

Share rich content

H5P enables existing CMSs and LMSs to create richer content. With H5P, authors may create and edit interactive videos, presentations, games, advertisements and more. Content may be imported and exported. All that is needed to view or edit H5P content is a web browser. H5P content types and applications are shared here on H5P.org. H5P content may be created on any H5P enabled web site like H5P.com or your own Drupal or WordPress site with the H5P plugin installed.

Free to use

H5P is a completely free and open technology, licensed with the MIT license. Demos/downloads, tutorials and documentation are all available for users who want to join the community.

Check out the content types

There are several H5P content types and applications to suit various needs.

Need help with H5P?

Take a look at the Documentation pages. If you can't find an answer there, you can post a question to the H5P community in the Forum. Selected companies also provide H5P related services.

Wed, 10/25/2023 - 10:18

Learn how to use Chat GPT to create H5P content.

Thu, 06/29/2023 - 14:39

Teachers, instructional designers and other authors may now build content more than three times faster with the help of AI and the new tool, Smart Import. We have also launched a new version of the Moodle plugin for H5P.

Thu, 06/29/2023 - 14:40

Falcon on the future of AI and H5P, and the results from last month's survey.

Want to help us spread the word?

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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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Badgr is now available to all Canvas users worldwide, with data hosted in regional data centers.

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Apester provides the tools to
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Apester bridges the gap between consumers' expectations of digital media and the ability of publishers and brands to meet those demands.

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Apester bridges the gap between consumers' expectations of digital media and the ability of publishers and brands to meet those demands. We are inspired by great content, and provide the tools that enable the creation, distribution and monetization of the interactive, visual, fun content experiences consumers love.

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Kubbu is a free e-learning tool designed to facilitate teachers' work and enhance learning process.

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JeopardyLabs allows you to create a customized jeopardy template without PowerPoint. The games you make can be played online from anywhere in the world. Building your own jeopardy template is a piece of cake. Just use our simple editor to get your game up and running.

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Traveling Around Italy!!! Ciao! Arrivederci! Buona Sera! Students: You will go to an adventure trip to the Italy. You will acquire information about the government, culture, life style, history and geography.

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This is a group for Canvas users to discuss accessibility in Canvas, with a special area dedicated to UDOIT.

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A group for Canvas users to discuss accessibility in Canvas, with an area dedicated to UDOIT.

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YouTube Series on How & Why You Should Caption Your Videos

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YouTube Series on How & Why You Should Caption Your Videos

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Here are some YouTube videos that were published a couple of weeks ago as of this post on how and why you should caption your videos in YouTube.

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Here are some YouTube videos that were published a couple of weeks ago as of this post on how and why you should caption your videos in YouTube. 1. How

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Strengthening Communities and Growing Washington's Economy

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Strengthening Communities and Growing Washington's Economy

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The Department of Commerce is the one agency in state government that touches every aspect of community and economic development: planning, infrastructure, energy, public facilities, housing, public safety and crime victims, international trade, business services and more. We work with local governments, businesses and civic leaders throughout the state to strengthen communities so all residents may thrive and prosper.

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Department of Commerce seeking input to develop guidebook that will help communities plan for growth, development around military installations OLYMPIA, WA - The Washington State Department of Commerce is drafting a Washington State Guidebook on Military and Community Compatibility as a technical resource for local governments to use in planning for development near military installations. The next of seven community workshops to capture opinions and comments for the project is Thursday,

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Department of Commerce seeking input to develop guidebook that will help communities plan for growth, development around military installations OLYMPIA, WA - The Washington State Department of Commerce is drafting a Washington State Guidebook on Military and Community Compatibility as a technical resource for local governments to use in planning for development near military installations.

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Washington State: Building Business Legends

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Washington State: Building Business Legends

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The birthplace of such legendary businesses as Amazon, Boeing, Costco, Expedia, Microsoft, Nordstrom, PACCAR, REI and Starbucks, Washington State offers businesses, site selectors and investors a critical mass of highly skilled workers in aerospace, agriculture, clean technology, information & communication technology (ICT), forest products, life science/global health and maritime. Our culture of creativity and collaboration brought the world the age of jet travel, spawned an international coffee culture with a language all its own, built digital empires out of slivers of silicon and strings of binary code, and in the process, fundamentally changed the way people around the world shop, travel, eat, drink, relax, dress and think.

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Washington State - Building Business Legends

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The birthplace of such legendary businesses as Amazon, Boeing, Costco, Expedia, Microsoft, Nordstrom, PACCAR, REI and Starbucks, Washington State offers businesses, site selectors and investors a critical mass of highly skilled workers in aerospace, agriculture, clean technology, information & communication technology (ICT), forest products, life science/global health and maritime. Our culture of creativity and collaboration brought the world the age of jet travel, spawned an international coffee culture with a language all its own, built digital empires out of slivers of silicon and strings of binary code, and in the process, fundamentally changed the way people around the world shop, travel, eat, drink, relax, dress and think.

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Site Selectors - Choose Washington State for Investment or Expansion

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The birthplace of such legendary businesses as Amazon, Boeing, Costco, Expedia, Microsoft, Nordstrom, PACCAR, REI and Starbucks, Washington State offers businesses, site selectors and investors a critical mass of highly skilled workers in aerospace, agriculture, clean technology, information & communication technology (ICT), forest products, life science/global health and maritime.

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The materials on this page are available to you or your organization to support your participation in the ShakeOut and to promote awareness and preparedness.

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Great ShakeOut Earthquake Drills help people in homes, schools, and organizations worldwide improve preparedness and practice how to be safe during earthquakes. Register to participate in your state or country's drill at www.ShakeOut.org.

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You’ve got some great ideas. Now it’s time to make them shine in a new Prezi Next presentation. Starting a new presentation is simple, just a few clicks and you’ll be on your way to creating your masterpiece. Prezi is an inaccessible service...................................................
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Explore over 100+ easy-to-read summaries of learning theories, educational guides and useful tools below.

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Learning Theories & Models - Summaries & Guides - Learning Theories

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Read over 100+ summaries of the most important learning theories, along with guides to useful tools for education. Welcome to one of the best resources on the

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Learning theories are conceptual frameworks that describe how students absorb, process, and retain knowledge during learning. ... Geographical learning theory focuses on the ways that contexts and environments shape the learning process.

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Information Pickup Theory (J.J. Gibson) Information Processing Theory (G.A. Miller) Lateral Thinking (E. DeBono) Levels of Processing (Craik & Lockhart) Mathematical Learning Theory (R.C. Atkinson) Mathematical Problem Solving (A. Schoenfeld) Minimalism (J. M. Carroll) Model Centered Instruction and Design Layering (Andrew Gibbons) Modes of Learning (D. Rumelhart & D.

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Robert Gagné's Nine Steps of Instruction

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Robert Gagné's Nine Steps of Instruction

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According to Robert Gagné (1985) there are nine events that provide a framework for an effective learning process

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Note: This site is moving to KnowledgeJump.com. Please reset your bookmark.

According to Robert Gagné (1985) there are nine events that provide a framework for an effective learning process:

While Gagnés Nine Steps are often treated as iron clad rules, it has been noted for quite some time that the nine steps are more like a framework or guidelines:

"[Gagnés nine steps are] general considerations to be taken into account when designing instruction. Although some steps might need to be rearranged (or might be unnecessary) for certain types of lessons, the general set of considerations provide a good checklist of key design steps" (Good, Brophy, 1977).

The Nine Steps

1. Gain attention: Present a story, problem, or a new situation that will grab the learners' attention. This can be thought of as a interest device or teaser, such as the short segment often shown in a TV program right before the opening credits that keeps you watching the program. The ideal is to grab the learners' attention so that they will become involved in the learning process. You can use such interest devices as:

Storytelling

Demonstrations

Presenting a problem to be solved

Identifying why it is important to them

Wick, Pollock, Jefferson, and Flanagan (2006) describe how the research also supports extending the interest device into the workplace in order to increase performance when the learners apply their new skills to the job. This is accomplished by having the learners and their managers discuss what they need to learn and be able to perform when they finish the training. This pre-class activity ends in a mutual contract between the learners and managers on what is expected to be achieved from the learning process.

The reason this works is that workers often perform what their managers stress, and tend to ignore what their managers ignore.

2. Provide a Learning Objective: This allows the learners to organize their thoughts on what they will learn and perform. There is an old saying among presentation professionals to tell them what you're going to tell them, tell them, and finally tell them what you told them. This works by helping to the learner on the goals of the instruction and how they will be able to use their new skills in the workplace.

The problem that some instructors run into is telling the learners the formal Learning Objectives word for word, rather than breaking it down into a less formalized statement. Learning Objectives are normally designed for the instructional designers and trainers, rather than the learners, thus they must be transformed into a more causal language.

Marzano (1998, p.94) reported an effect size of 0.97 (which indicates that achievement can be raised by 34 percentile points) when goal specification is used. When students have some control over the learning outcomes, there is an effect size of 1.21 (39 percentile points).

3. Stimulate recall of prior knowledge: This allows the learners to use two important learning processes:

Retrieval Practice: Retrieval enhances learning by retrieval-specific mechanisms rather than by elaborative study processes and is an effective tool to promote conceptual learning (Butler, 2010; Karpicke, Janell, 2011) .

Scaffolding is building upon the learners' previous knowledge and skills.

Taking practice tests allows learners to retrieve and reconstruct their knowledge. Remembering information we are organizing allows us to create patterns, cues, and connections that our brains can recognize.

Scaffolding is the support that a skilled performer gives her apprentices in carrying out a task (Collins, Brown, Holum, 1991). It is accomplished by building upon the student's prior learning. The basic steps of scaffolding include:

1. Start by building on what the learners already know

2. Add more details and information over a period of time

3. Allowing the learners to perform on their own

4. Afterwards, the fading process begins by slowly removing the support in order to give the learners more responsibility.

In addition, part of stimulating recall is having the learners take notes and drawing mind maps. Learning is enhanced by encouraging the use of graphic representations when taking notes (mind or concept maps). While normal note-taking has an overall effect size of .99, indicating a percentile gain of 34 points, graphic representations ( mind maps) produce a percentile gain in achievement of 39 points (Marzano, 1998).

One of the most effective of these techniques is semantic mapping or concept mapping. With this technique, the learner represents the key ideas in a lesson by drawing nodes (circles) with spokes depicting key details emanating from the node. Having the learners draw a semantic map produces an effect size of 1.48 (n=1), indicating a percentile gain of 43 points (Toms-Bronowski, 1982).

4. Present the material: Sequence and chunk the information to avoid cognitive overload. Blend the information to aid in information recall. This is directly related to Skinner's sequenced learning events by allowing the learners to receive feedback on individualized tasks, thereby correcting isolated problems rather than having little idea of where the root of the learning challenge lies. Bloom's Taxonomy and Learning Strategies can be used to help sequence the lesson by helping you chunk them into levels of difficulty.

5. Provide guidance for learning: Provide coaching on how to learn the skill. The rate of learning increases because learners are less likely to lose time and become frustrated by practicing the wrong way or using poorly understood concepts. Coaching the learners to learn-to-learn also has the benefit of helping them to gain metacognitive skills that will aid them with future performance initiatives.

6. Elicit performance: Practice by letting the learner do something with the newly acquired behavior, skills, or knowledge.

In addition, demonstrate as required ( modeling). Albert Bandura (1997) noted that observational learning may or may not involve imitation. For example if you see someone driving in front of you hit a pothole, and then you swerve to miss it, you learned from observational learning, not imitation (if you learned from imitation then you would also hit the pothole). What you learned was the information you processed cognitively and then acted upon. Observational learning is much more complex than simple imitation. Bandura's theory is often referred to as social learning theory as it emphasizes the role of vicarious experience (observation) of people affecting people (models). Modeling has several affects on learners:

Acquisition - New responses are learned by observing the model.

Inhibition - A response that otherwise may be made is changed when the observer sees a model being punished.

Disinhibition - A reduction in fear by observing a model's behavior go unpunished in a feared activity.

Facilitation - A model elicits from an observer a response that has already been learned.

Creativity - Observing several models performing and then adapting a combination of characteristics or styles.

7. Provide feedback: This can be a test, quiz, or verbal comments. The feedback needs to be specific, rather than something similar to "you are doing a good job." Tell them why they are doing a good job and/or provide specific guidance.

8. Assess performance: Evaluate the learners to determine if the lesson has been learned and provide general progress information.

9. Enhance retention and transfer: Inform the learners about similar problem situations, provide additional practice (see over-learning below), put the learners in a learning transfer situation, and review the lesson.

Over-Learning

The Army Research Institute on Behavioral and Social Sciences (Zipperer, Klein, Fitzgerald, Kinnison, Graham, 2003) completed a meta-analysis of the effects of over-learning - additional training for the learner that occurs after the learner has reached proficiency on the task.

The results of the analysis indicate that over-learning produces reliably better retention of the skill than just training to proficiency. Even after thousands of practice trials, over-learning produces reliably better retention of the skill than just training to proficiency. Apparently, when considering the amount of practice - no amount is ever too much, especially for fundamental skills.

Next Steps

The major instructional design theories and/are models include:

Some other models for creating learning processes are:

References

Bandura, A. (1997). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Butler, A.C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 36(5).

Collins, A., Brown, J.S., Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6-46.

Gagné, R. (1985). The Conditions of Learning and the Theory of Instruction (4th ed.). New York: Holt, Rinehart, and Winston.

Good, T., Brophy, J. (1990). Educational Psychology: A realistic approach. p.200. New York: Holt, Rinehart, & Winston.

Karpicke, J.D., Janell, R. (2011). Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping. Science, 331: 772-775.

Marzano, R.J. (1998). A theory-based meta-analysis of research on instruction. Mid-continent Regional Educational Laboratory, Aurora, CO.

Toms-Bronowski, S. (1982). An investigation of the effectiveness of semantic mapping and semantic feature analysis with intermediate grade level children. Wisconsin Center for Education Research, The University of Wisconsin, Madison, WI.

Wick, C., Pollock, R., Jefferson, A., Flanagan, R. (2006). Six Disciplines of Breakthrough Learning: How to Turn Training and Development Into Business Results. San Francisco: Pfeiffer

Zipperer, E., Klein, G., Fitzgerald, R., Kinnison, H., Graham, E., (2003). Training and Training Technology Issues for the Objective Force Warrior. U.S. Army Research Institute for the Behavioral and Social Sciences: Research Report 1809. Retrieved from: http://www.hqda.army.mil/ari/pdf/rr-1809.pdf

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Robert Gagné's Nine Steps of Instruction

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Note: This site is moving to KnowledgeJump.com. Please reset your bookmark. According to Robert Gagné (1985) there are nine events that provide a framework for an effective learning process: While Gagnés Nine Steps are often treated as iron clad rules, it has been noted for quite some time that the nine steps are more like a framework or guidelines: "[Gagnés nine steps are] general considerations to be taken into account when designing instruction.

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M. David Merrill (2002) identified five Instructional Design principles that promote learning when creating learning/training environments, processes, and products. He noted that the most effective learning processes or environments are problem-centered and involve the learner in the five distinct phases of

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Instructional Design principles that promote learning when creating learning environments, processes, and products.

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Reigeluth's Elaboration Theory for Instructional Design

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Reigeluth's Elaboration Theory for Instructional Design

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What is known as “sequencing” and organizing “epitomes” in Reigeluth's Elaboration theory, is commonly referred to as “chunking”—configuring large amounts of information into smaller units of information that are scaffolded (supportive structures) in order to accommodate memory and learning limitations.

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What is known as "sequencing" and organizing "epitomes" in Reigeluth's Elaboration theory, is commonly referred to as "chunking"-configuring large amounts of information into smaller units of information that are scaffolded (supportive structures) in order to accommodate memory and learning limitations.

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Instructional Design in Higher Education

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Instructional Design in Higher Education

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We pull back the curtain to take a look at the mysterious designers bringing student-centered pedagogy to online learning and higher-ed.

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Instructional Design in Higher Education - Intentional Futures

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INTERNATIONAL BOARD OF STANDARDS FORTRAINING, PERFORMANCE AND INSTRUCTION

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INTERNATIONAL BOARD OF STANDARDS FORTRAINING, PERFORMANCE AND INSTRUCTION

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The International Board of Standards for Training, Performance and Instruction ( ibstpi®) is a not-for-profit corporation that provides leadership to the community by setting the standards. The Board is composed of up to fifteen professionals of the highest repute in their respective fields of expertise who spearhead the research & development of standards, competencies, products and services. They are selected to broadly represent the constituencies that they serve. Directors of the Board represent universities, government departments, businesses and consultancies directed at the charge of the organization.

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Welcome to ibstpi - international board of standards for training, performance and instruction

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international board of standards for training, performance and instruction

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Instructional designers help individuals and organizations, in increasingly diverse contexts, expedite learning processes through a deliberate use of learning strategies, resources and technologies.

Instructional designers are called to play many roles, including performance analyst, project manager, strategic and learning consultant, researcher, instructor, writer, project manager, media and web developer, trainer, evaluator and asset manager.

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The ibstpi® Standards Sets (Competencies and Performance Statements), whether in English or another language, are covered by copyright laws and intellectual property standards. Therefore, should you wish to share and/or distribute the Standards with anyone, in any format (digital, paper copies, etc.), you must seek permission to from ibstpi® to do so.

ibstpi® Standards Sets, containing the associated competencies and performance statements, are not to be published in any form, on any public, private, or internal websites that can be accessed by any member of the public, inside or outside of your organization, without prior explicit permission from ibstpi®.

Purchasing or accessing this personal set of ibstpi® Standards Sets (Competencies and Performance Statements) does not constitute permission to adopt them across your organization, with others you are associated with, or with your own clients.

You may only use this ibstpi® Standards Set for your own personal use. This does NOT allow you to post the Standards Set, or any part of it, in venues where others can access or read the stated standards, competencies, or performance statements.

ALL non-personal, external uses require the user (purchaser of this ibstpi® Standards Set) to register with ibstpi® as a user and negotiate permission to copy, distribute, post, etc. prior to release of any information within this ibstpi® Standards Set. This negotiation may include determining a royalty agreement.

Guidelines for Authors, Researchers, and Learners:

We welcome authors, researchers and learners to make reference to, or use, ibstpi® Competencies and Standards Sets (Competencies + Performance Statements) in their work. Several research papers, professional presentations, theses, and dissertations have been written about the ibstpi® standards, some using, with permission, ibstpi® competencies and performance statements as instrumentation for research.

We acknowledge that ongoing research by other scholars is necessary to continue the discourse that validates as well as challenges the characterization of a professional practice. General references to ibstpi® works (e.g., books, Standards Sets, etc.) should be made in the appropriate citation format (i.e., APA) for your work.

However, it is compulsory for authors and researchers (including students) to contact ibstpi® about their intended uses to replicate all or any portion of an ibstpi® Standards Set. The negotiation with ibstpi® will include a description of your work context (for profit/non-profit, education, research, etc.), how and how much of the competencies and standards are intended to be used by requestors, and publication and/or research plans.

Based on the request, ibstpi® will provide specific guidelines as to the use and subsequent publication of the competencies and performance statements and may suggest a payment or royalty, as appropriate.

Reprinting of and using the ibstpi® Standards Sets, beyond personal uses, without permission is a violation of copyright law and intellectual property standards.

We invite those who reference or use ibstpi® Standards in their work to share results and references to publications and presentations, etc. so that we can highlight them on the ibstpi® website. Contact us here.

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Instructional Designer Competencies - Welcome to ibstpi

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Instructional designers help individuals and organizations, in increasingly diverse contexts, expedite learning processes through a deliberate use of learning strategies, resources and technologies. Instructional designers are called to play many roles, including performance analyst, project manager, strategic and learning consultant, researcher, instructor, writer, project manager, media and web developer, trainer, evaluator and asset manager.

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Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges

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What education technologies and trends will have the most impact in the coming year? We asked four higher ed IT leaders for their take.

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Virtual Roundtable

7 Ed Tech Trends to Watch in 2018

What education technologies and trends will have the most impact in the coming year? We asked four higher ed IT leaders for their take.

Whenever we analyze the landscape of higher education technology, we find a range of trends in various stages of development. There are topics with real staying power, such as learning space design (which has factored into our trends list for several years). Others have evolved over time: Virtual reality made our list in 2016, then expanded to include augmented and mixed reality in 2017, and this year makes up part of a broader concept of immersive learning. And while some topics, like video, have been around for ages, new developments are putting them into a different light.

To help make sense of it all, we asked a panel of four IT leaders from institutions across the country for their thoughts. Here's what they told us.

1) Data-Driven Institutions

Brian Fodrey: In the age of big data, with leaders focused on making data-driven decisions, having a data and information management strategy in place in IT is no longer just a luxury, but quickly becoming a necessity.

A unified data standardization effort can make all systems and processes better and can be directly managed by assessing how data is collected, cleansed and ultimately stored. Employing a data in-information out mindset forces us to be strategic in why data is being requested, how it is solicited and the manner in which it will inform future offerings, services and/or systems enterprise-wide. Additionally, having reliable data sets also lessens the need for redundant collection points to exist at various application levels, and instead creates a more uniform and positive user experience.

Beyond the capturing and management of data, understanding and recognizing the diversity in where and how all constituents at an institution are consuming various data sets can also lead to learning more about those who value our information, utilize our services and influence how we collect data in the future.

Thomas Hoover: Data and big data have been buzzwords - rightfully so - for the last several years. Universities are making great progress when it comes to using data to help with retention and student success. However, there is still much room for improvement to take advantage of data-driven decision-making across the entire campus.

For instance, data can be used to determine if classrooms are being utilized optimally before new construction projects are kicked off. It can and should be used to determine if aging computer labs should be renewed or transformed into something that is more useful to the university. Efforts like these can not only streamline campus operations, but also ensure that we are making most of the resources we have in the service of teaching and learning.

Another area where data can be used more is GIS data. Historically, GIS data has primarily been used in the hard sciences - but that same data could be analyzed in practically any class on a college campus. Think history, political science, criminal justice, urban planning - there is so much data out there, and we can all do a better job of using it.

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7 Ed Tech Trends to Watch in 2018 -- Campus Technology

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Virtual Roundtable What education technologies and trends will have the most impact in the coming year? We asked four higher ed IT leaders for their take. Whenever we analyze the landscape of higher education technology, we find a range of trends in various stages of development.

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Tech Trends That Will Change Learning in 2018

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Tech Trends That Will Change Learning in 2018

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According to some estimates, enterprises spend more than $3 trillion in IT, and by 2020, enterprises will spend over $216 billion per year in cloud services. Per a study conducted by LinkedIn, cloud and distributed computing skills are the most sought after skills globally. As enterprises move their workloads to cloud, training and enablement will play a vital role in bridging the skill gap, driving adoption and successful deployments.

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According to some estimates, enterprises spend more than $3 trillion in IT, and by 2020, enterprises will spend over $216 billion per year in cloud services. Per a study conducted by LinkedIn, cloud and distributed computing skills are the most sought after skills globally. As enterprises move their workloads to cloud, training and enablement will play a vital role in bridging the skill gap, driving adoption and successful deployments.

Democratization of Content

We will see more professionals outside of the training team contribute to the creation of learning content. The concept of crowd sourcing will evolve in a big way with solution architects, professional services, and support organizations creating more content. Customers and partners also will contribute content as they implement cloud computing solutions, identify new use cases, and design and rollout best practices. This trend will see the role of training organizations evolve to act more as a strategy and content curation arm that provides tools and templates to subject matter experts who develop learning content.

Machine Learning and AI-Driven Customized Learning Paths

Machine learning and artificial intelligence will play a key role in 2018. Algorithms will be used to create customized learning paths for learners based on the topics they have recently studied, sites they have accessed, and people they have followed or interacted with on social media. These learning paths will be "living and breathing" trails that change automatically based on the change in user preferences tracked through social behavior.

Adaptive Learning

Adaptive learning is emerging in a big way. When it comes to training, one size doesn't fit all. Learners come from various backgrounds, skill levels, and experiences, and their training needs are different. Not everyone needs to sit through the complete duration of training to be able to get the most out of it. Adaptive learning methodologies allow learners to move quickly through the concepts that they already know and focus on the concepts that they need to build skills on. In 2018, we will see more organizations using adaptive learning platform, like one from Area9, to train their customers, partners, and employees--reducing training time and increasing productivity.

Microlearning

Microlearning as a concept has been in the training industry for a few years and it will continue to be a trend in 2018. Studies prove that the retention is better when information is delivered in bite-size pieces focusing on a single topic. (ATD's Microlearning Certificate can show you how to use snack-size learning for employee dvelopment.)

Hands-On, Embedded Experiences

Hands-on experience is critical to developing skills, especially when it comes to technology. In 2018, we will see lab-delivery platforms emerging, and lab-style learning embedded within e-learning. This trend will bring e-learning even closer to the traditional instructor-led, hands-on training methodology.

Social Learning

To scale and provide their global learner base with a continuous learning environment where they learn not just from experts but also from each other, more companies will adopt a social learning platform such as Konnect to host their e-learning solutions. Social learning platforms also will be used for customer evangelism-where by practitioners from within and outside the organization share their experiences and help build a latent sales force via customers. Digital badges and gamification will be used to motivate the learners and encourage them to collaborate in social learning environements.

Bottom line: Innovation in technology is revolutionizing the training industry, and I am excited to see how these emerging trends will change how we produce learning solutions-and results-for our organizations.

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Tech Trends That Will Change Learning in 2018

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According to some estimates, enterprises spend more than $3 trillion in IT, and by 2020, enterprises will spend over $216 billion per year in cloud services. Per a study conducted by LinkedIn, cloud and distributed computing skills are the most sought after skills globally.

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NMC Horizon Report > 2017 Higher Education Edition

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NMC Horizon Report > 2017 Higher Education Edition

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The NMC Horizon Report > 2017 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI).

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E-Textbooks: Making Course Resources More Accessible and Affordable

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E-Textbooks: Making Course Resources More Accessible and Affordable

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The affordability of, and accessibility to, lower cost course resources such as textbooks and supplementary materials in higher education is a growing concern in the United States.

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Most organizations are using a learning management system. The adoption of this technology, along with nonstop technological changes and updates, has significantly altered curriculum development. The purpose of this blog post is to propose a design framework to help curriculum designers and developers plan their curriculum in ways that embrace new technologies and cope with the design complexity.

Several curriculum design models have been proposed in the last century. Among these models, Ralph Tyler's model represents as the most classic one for curriculum design and plan of instruction. As described in his well-known book, Basic Principles of Curriculum and Instruction, Tyler (1949) summarized four principles of curriculum design:

1. What curriculum objectives need to be attained?

2. What learning experiences should be selected to achieve those objectives?

3. How can these experiences be effectively organized or sequenced?

4. How can we determine if the objectives are being reached?

The Tyler model has provided administrators, instructors, and designers a scientific tool to examine the problems of curriculum and instruction for more than half century. In our conventional practice, educators typically view the selection and organization of educational experience as a united component (e.g. experience or content). The traditional view of curriculum design is usually presented as the following curriculum triangle:

While the essential focus of curriculum design and instruction remains on the three key components and their alignment: objectives, experiences, and assessment, educational contexts and specifications across the globe have changed rapidly. The following factors are worth our consideration when we plan curriculum and instruction:

1. Wide adoption of learning management system

2. The integration of technology into the curriculum

3. Social division of curriculum development

4. The pursuit of accessibility and usability

5. Attention to student attrition and retention

6. Emphasis on student readiness and preparation.

In order to be responsive to changing educational contexts, values, and expectations in the field, the following framework is proposed:

This new framework includes six steps of curriculum design:

Step 1: Determine the learning objectives as required by curriculum standards, program specifications, and/or societal needs.

Step 2: Determine learning experiences (materials, activities, tools, etc.) that help students to achieve the learning objectives desired, and organize those experiences into a logical, holistic, and development-appropriate format.

Step 3: Determine the evidences which can be used for the evaluation of the objectives and create evaluation instruments accordingly.

Step 4: Determine guidance and support that might facilitate student learning and promote learning independence, including a welcome letter, course orientation, tutoring process, study strategies, etc.

Step 5: Determine guidance and support that might prepare and facilitate instructor teaching, including preparation guide, lecture notes, enrichment materials, etc.

Step 6: Apply and integrate usability practice to promote the ease of use, satisfaction, and learnability of designed learning process and objects.

The new design framework is intended to respond to the current and emerging educational situations and expectations. By using this design framework, we hope that the curriculum planning and design process is enhanced in the digital learning environment. We also hope the framework can inspire foundational areas and standards for quality assurance in higher education and other organizations.

References:

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Categories: Educational Technology, Instructional Design | Tags: Curriculum Design | Permalink

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Most organizations are using a learning management system. The adoption of this technology, along with nonstop technological changes and updates, has significantly altered curriculum development. The purpose of this blog post is to propose a design framework to help curriculum designers and developers plan their curriculum in ways that embrace new technologies and cope with the design complexity.

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Build a network of colleagues you can turn to for support and guidance. Engage with colleagues, contribute your own expertise, and increase your visibility within the community.

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Share Ideas

There are many ways to get involved with EDUCAUSE. Here are a few opportunities to consider:

If you're not sure about where to start, you can e-mail us or complete the volunteer form and a staff member will contact you.

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There are many ways to get involved with EDUCAUSE. Here are a few opportunities to consider: If you're not sure about where to start, you can e-mail us or complete the volunteer form and a staff member will contact you.

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Instructional Design Central (IDC) Community 

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Instructional Design Central (IDC) Community 

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The Instructional Design Central (IDC) community connects over 18,000 instructional design related professionals around the globe in more than 20 countries worldwide across multiple social domains.

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#1 Instructional Design Community | Instructional Design Central (IDC)

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Social Community | Instructional Design Central (IDC)

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The Instructional Design Central (IDC) community connects thousands of instructional design related professionals around the globe in more than 20 countries.

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Learning & Development Topics

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Our eLearning Landscape. A Professional Perspective

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Our eLearning Landscape. A Professional Perspective

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Showcasing Innovations in Online Learning Best Practices: your resource center for high-quality videos highlighting how educators are inventing the future of connected learning, using the latest technologies and innovative approaches.

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An Open Forum. A Global Network

Making A Lasting Connection

For education to be connected to everyday life, it must be accessible and affordable to all. Anytime. Anywhere. Likewise, our blogs, newsletters and social networks make it easy to exchange ideas, expand your network and connect with peers worldwide. Join the conversation.

The OLC Blogging Community

Our blog touches on a diverse range of eLearning related topics including new trends and regulations affecting the industry, upcoming conferences and webinars, and thoughts about how to improve the eLearning practice at your institution or organization. More importantly, we want to connect you with what you think is important, so don't hesitate to leave us a comment and share your thoughts!

Join the Conversation

Here at the OLC, we see social media as a conduit for the eLearning community to stay informed of the latest news and trends while sharing insights and opinions on this ever changing field. Connect with OLC.

'The OLC Today' Newsletter

Keep yourself informed about the OLC's latest developments and eLearning news by subscribing for 'OLC Today', our monthly newsletter.
Join the OLC community for free and you'll get "OLC Today" bi-monthly.

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An Open Forum. A Global Network Making A Lasting Connection For education to be connected to everyday life, it must be accessible and affordable to all. Anytime. Anywhere. Likewise, our blogs, newsletters and social networks make it easy to exchange ideas, expand your network and connect with peers worldwide.

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Free eBook – Microlearning: Powerful Training Tool For Onboarding

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Free eBook – Microlearning: Powerful Training Tool For Onboarding

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One must fully comprehend the possibilities a tool is offering in order to make good use of it.

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One can imagine how many things new hires have to do, in their first days at the office. To give your newcomers onboarding training is vital, and has a crucial effect to their stance towards your company. One thing you have to keep in mind, is that this training must only take little of their time. Microlearning, with its short courses and modules, is just what you and they need. Offer them online onboarding training, that they can take anytime, anywhere, and be sure they will embrace the corporate culture of your organization and reach their potential the sooner possible.

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[Free eBook] Microlearning: Powerful Training Tool For Onboarding

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One can imagine how many things new hires have to do, in their first days at the office. To give your newcomers onboarding training is vital, and has a crucial effect to their stance towards your company. One thing you have to keep in mind, is that this training must only take little of their time.

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Get support from the community, share ideas and meet others in a community of your preferred language below. (Note: You’ll need to enroll in order to post in the forums.)

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Before posting any support-related questions, please check the Moodle documentation, particularly the frequently asked questions, to make sure your question isn't already answered in there. You can also try a Google search of moodle.org. Another option is to contact one of our Moodle Partners who offer support.

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Welcome to the Instructional Designers Group!

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Welcome to the Instructional Designers Group!

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This is a group for teachers and instructional designers to help each other, collaborate, and discuss elements of course design in Canvas.

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Instructional Designers | Canvas LMS Community

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Collaborate with other course developers and instructional designers in connection with Canvas course design.

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Whether you are an instructional designer, educator, administrator or any role related to teaching and learning, this forum is for you. Come here to ask your questions, share ideas and connect with the Blackboard Community.

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Teaching & Learning Community | Blackboard Community

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This community focuses on sharing teaching & learning best practices, tips and tricks, and help resources to help you succeed in student engagement, student success, instructor efficiency, course design, and much more!

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Use Captivate with a Learning Management System

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Using Adobe Captivate, you can distribute a course or tutorial on an LMS, which learners from different parts of the globe can access. An LMS, provides the following services:

Hosts eLearning courses and modules.

Maintains a list of learners and instructors.

Maps instructors and learners to one or multiple courses.

Enforces pedagogical decisions of an instructor. In other words, you can configure an LMS to proceed to a next chapter if and only if a learner has completed a preceding chapter.

Tracks analytics such as number of learners who have enrolled for a course, time taken to complete a course, scores, records of tests taken, and so on.

There are many LMSes available, both open source and commercial. Both types have their own features and configuration options. In this article, we will talk about publishing your Captivate course to Captivate Prime, which is an LMS developed by Adobe. It is a paid solution available in SAAS (Software as a Service) mode. The course modules that you create with Adobe Captivate can be published and uploaded to your Adobe Captivate Prime account right from within Captivate.

Any LMS, open source and proprietary must comply to certain standards. These standards are:

SCORM: Shareable Content Object Reference Model (SCORM) is a set of standards for eLearning projects. All assets of an eLearning course, such as, image, audio, video, and so on are aggregated into objects, which are then used by the LMS to create the course. The Reference Model defines the standards that the LMS must follow when organizing the instructional content. There are several versions of SCORM, for example, SCORM 1.2 and SCORM 2004. For more information, see the Wikipedia article for SCORM.

AICC: Aviation Industry Computer-based Training Committee (AICC) is a set of nine recommendations that an eLearning course must comply to. AICC uses HTTP AICC Communication Protocol (HACP) to enable communication between an e-learning course and the LMS. For more information, see the Wikipedia article for AICC.

xAPI: Experience API (xAPI) launched in 2013, allows a course and an LMS to communicate with each other to record and track all learning experiences. Learning experiences are recorded in a Learning Record Store (LRS). LRSes can exist within traditional LMSes or on their own. For more information, see xAPI.

With your project already opened, click Edit > Preferences.

In the Preferences dialog box, choose Reporting on the left panel.

Enable the option Enable reporting for this project.

From the LMS drop-down list, choose an option, for example, Moodle.

From the Standard drop-down list, choose the appropriate standard. For example, choose SCORM 1.2.

Configure the reporting options. If there is a quiz in your project, you can set up the status to be either Pass or Fail or Complete/Incomplete. The options depend on the type of project and your LMS must be equipped to handle both representations of the status.

In the Data to Report section, choose to report Quiz Score as Percentage.

Ensure that the option Interaction Data is enabled.

To create a manifest file:

In the Preferences dialog box, click Configure.

In the manifest, enter the course identifier, title, and description that the LMS will use for reporting. Make sure that the course identifier does not contain any spaces.

To save the changes, click OK.

To test in SCORM Cloud:

With your course open, click Preview > Preview in SCORM Cloud.

On the SCORM Cloud screen, click Accept.

When the upload is complete, the preview appears in a special Preview pane. At the bottom of the Previewpane, you will find a log of all communications between the course content and the LMS.

After you have taken the quiz, click Close Window.

On the dialog that appears, click Get Results. You will see the results, as shown below:

To publish to Captivate Prime:

In an open project, click Publish > Publish to Adobe Captivate Prime to open the Publish to Adobe Captivate Prime dialog box.

If you don't have a Captivate Prime account, theSetup/Retrieve Captivate Prime Account option is displayed in the Account drop-down list.If you already have a Captivate Prime account, that account is displayed in the Account drop-down list.

Click Publish. If you don't have a Captivate Prime account, a Captivate Prime pop-up launches with videos that go over the Captivate Prime experience. Click Continue to Publish.

In the Publish to Captivate Prime window that opens as shown here, enter your account name or email ID that you used during registration.
All accounts associated with your email address or account name appear.
If you don't have an account, you can set up one by clickingCreate an Account with your Adobe ID.

Enter the module name, description, and time duration in the fields in the dialog box as shown here. Check whether it is a public module or a private module, and enter tags that make it easier for people to find your module.

To add a new course, choose the module from the list of modules.

To add the module, click Add. On the screen that appears, add the details, as shown:

In the Add Content File field, choose the published ZIP file of the project.
The following are the supported file formats for content:

Interactive Content:
The supported format is .zip. However, reporting can be of the following formats:

Scorm 1.2

Scorm 2004

AICC

TinCan

Static Content:

Videos - .mp4, .avi, .wmv, .mov, .mpg, .m4v, .3gp

PDF - .pdf

Powerpoint - .pptx, .ppt

Word files - .docx, .doc

Excel files - .xslx, .xls

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Use Captivate with a Learning Management System - eLearning

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Using Adobe Captivate, you can distribute a course or tutorial on an LMS, which learners from different parts of the globe can access. An LMS, provides the following services: Hosts eLearning courses and modules. Maintains a list of learners and instructors. Maps instructors and learners to one or multiple courses.

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6 FAQs Interactions to Support Inquisitive Learners

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6 FAQs Interactions to Support Inquisitive Learners

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FAQs interactions are a win-win for learners and course developers. They give learners quick access to reference info and concepts they might want to revisit

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6 FAQs Interactions to Support Inquisitive Learners - E-Learning Heroes

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FAQs interactions are a win-win for learners and course developers. They give learners quick access to reference info and concepts they might want to revisit. FAQs interactions can be as simple ...

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A Survey of Multi-Institution Consortia and System Leaders - 2018

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A Survey of Multi-Institution Consortia and System Leaders - 2018

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WCET’s Consortia Group determined that it was time to conduct another survey to benchmark the current and future state of consortia and system (i.e., the unit of a public system responsibility for these activities) work.

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e-Learning Consortia - Multi-institution Consortia and Systems | WCET

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WCET has long been interested in multi-institutional consortia and systems. These organizations help their member institutions share resources with the goal of increasing the institutional capacity for technology-enhanced courses, programs, and student support services. WCET's Consortia Group has focused on the organization and leadership of these partnerships for many years.

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Digital Learning Devotees Evaluate Their Progress

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Digital Learning Devotees Evaluate Their Progress

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Jesse Stommel and Sean Michael Morris have spent much of the last 15 years thinking about digital pedagogy. Stommel co-founded the Digital Pedagogy Lab at the University of Mary Washington and serves as executive director of the institution's Division of Teaching and Learning Technologies. Morris was Stommel's co-founder and serves as director of the Digital Pedagogy Lab.

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Jesse Stommel and Sean Michael Morris have spent much of the last 15 years thinking about digital pedagogy. Stommel co-founded the Digital Pedagogy Lab at the University of Mary Washington and serves as executive director of the institution's Division of Teaching and Learning Technologies. Morris was Stommel's co-founder and serves as director of the Digital Pedagogy Lab.

They've watched as online education has exploded, marveled as technology companies make inroads and even shifted their own thinking as new ideas supersede the old ones. An Urgency of Teachers: The Work of Critical Digital Pedagogy collects those observations and musings into an anthology. All of the book's 40-plus chapters are repurposed from blog posts and essays Stommel and Morris have published over the last seven years. The book is available for $9.95 on Kindle, $22.95 in paperback or pay-what-you want for the open-access text. All proceeds go to Hybrid Pedagogy, a non-profit open access journal which originally published which many of the book's essays.

"The hope was to pull together various strands of our thinking so that folks new to the work could see it in fuller context," Stommel said in an interview.

"Inside Digital Learning" asked Stommel and Morris to reflect on what they've learned from constructing the book and how their insights might help others think differently about key issues in digital learning.
Q: The book is made up of numerous essays. How did you assemble those essays into the final product, and what were you hoping to say by including all of them?
Stommel: An Urgency of Teachers started as a curation project, more than a writing project. I began by making a list of nearly everything Sean and I had published on the web over the last seven years, together and also on our own. I quickly saw patterns begin to emerge. The idea of critical digital pedagogy is something we've been circling around for quite a few years -- something we've been writing about, speaking about, leading workshops about. What I was struck by when I looked at the body of our work over the last seven years is how clearly (at least for me) it tracks the evolution of our thinking about critical digital pedagogy -- thinking that began more as a series of juxtapositions, a series of questions. In short, what happens when the ideas of critical pedagogy sit next to conversations about teaching and learning with the web? But as I began sequencing the articles, blog posts and other writing that appears in this volume, I saw clear answers to that question emerge.

The book is extensively edited, but we also wanted to reflect the various rabbit holes our work has taken us down. So there are lots of seeming tangents, the germs of ideas that help highlight the edges of the larger concepts the book explores. And while we wanted to let the ideas live as much as possible in their original form, we found that putting pieces next to each other in nonchronological order helped them take on new life.
Q: What conclusions did you draw about teaching and learning as a result of crafting this book?
Morris: I would say crafting this book led me to the conclusion that writing about teaching is a necessary ingredient of a critical pedagogy. I jokingly asked Jesse once, "What would Freire do?" Jesse answered: "Freire would write a book." [Editor's note: Paulo Freire was a Brazilian educator and philosopher who advocated in the mid-1900s for critical pedagogy.] And that's true. Writing our thoughts -- our opinions, our research, our revelations -- is important; writing about our writing is important; and reading what we've written is necessary if we are to keep refining our pedagogies.

Conscientization -- that critical consciousness that alerts us to our agency, and that spurs us to intervene in the world, to make change -- is only available to those capable of reflecting on their own situationality. The privilege of doing that reflecting is not easy to come by for most teachers, and I would hope that we see a rise in the support of the time, space and labor necessary for teachers to undertake it.

As I mentioned on the recent Teaching in Higher Ed podcast, I hope for this book to be a model for others to enact that reflection, and to encourage others to self-publish, not just to reflect upon and validate their own teaching, but to help raise the critical consciousness of the growing community of educators tending to critical digital pedagogy.

Stommel: In addition to writing about teaching, I think it's also important to read our own writing about teaching, and throughout this process I read and reread so much of my and Sean's work. We write in the book that pedagogy is praxis, the movement between philosophy and practice. And that process is recursive. Which means we think about teaching, then teach, then think about that teaching, and our pedagogy emerges through that process. I also think teaching is not solitary work. I love teaching collaboratively, and I've had the pleasure to work in a classroom and online with folks who have changed what, how and why I teach. But I also think all teaching is collaborative in the sense that the work emerges through conversation -- between teachers, and also between teachers and students. A teaching philosophy is not something any of us can have without students. Every bit of who I am as a teacher is inflected by the dialogues I have with students. Hence, why we say in the introduction to An Urgency of Teachers that the words of the book aren't static, the ideas aren't finished. The goal is to spur conversation.
Q: Were there topics or themes you think about differently now than you did when you wrote the original pieces?
Morris: I wear a certain badge of shame for the fact that I used to claim that technology could be neutral, that any technology could be "hacked" by a user (teacher, student, instructional designer) to be useful, beneficial or put to use for social justice. I'm pretty sure that claim made it into this volume. What I've discovered, though -- what we've all discovered -- is that technology is built upon sets of assumptions, politics, biases.

Turnitin, for example, assumes (and profits on the assumption that) students will cheat, and against this threat it claims purview over student scholarship and labor (not to mention the scholarship and labor of thousands of indexed blogs and open-access journals). Worse, it encourages a culture of distrust between teacher and student in the classroom and online. It's a technology that, in its employment, does harm to education.

Stommel: There were just a few claims we changed significantly in the editing of this volume. For the most part, we wanted to present the pieces in all their roughness, but we've learned so much about the web -- and about ourselves as teachers over the last seven years. I used to lead workshops on teaching with Twitter, for example, to the point of even proselytizing. But my thinking has changed considerably about what it means to ask students or teachers to work openly on a platform like Twitter. And I approach that work much differently now than I once did.

A bit of my proselytizing for Twitter is still present in the volume, but I hope that is clearly tempered by the position Sean and I have both come to in the last few years -- that tools aren't neutral and also that tools (especially social media) are not equally safe for all users. Safety (and privacy) are not distributed equally on the web. Already marginalized people are much more likely to experience abuse on a platform like Twitter, and that fact has to be acknowledged and accounted for in our digital pedagogies.
Q: What are the biggest issues/topics that have evolved from your original writing until now? In what areas did you have to rethink your perspectives or incorporate newly introduced ideas?
Morris: There are several chapters in the book that focus on the MOOC. Many of these were originally written and shared in 2012 and 2013, the "years of the MOOC." Much less is made of MOOCs now -- the hype cycle has mostly played out. Including these pieces, though, helped us raise the questions anew about what the MOOC did upon the landscape of higher education. We always acknowledged that the MOOC would be a bit of a fad, that rather than fundamentally changing education, as it was promised to do, education would probably fundamentally change the MOOC. That's pretty much happened. But MOOCs raised important questions about teaching and learning -- specifically digital teaching and learning, distance and massiveness, the colonial endeavor of institutionalized education, the tension between standardization and what Dave Cormier referred to as " the community as curriculum" -- and these are questions still worth asking. So, while those particular chapters look like they're about MOOCs, they're not ... They're still about critical digital pedagogy.

But also, because the book traces an evolution of our ideas over the past many years, in some cases it juxtaposes our current thinking with approaches we took a decade ago. The most significant evolution for me has been from the critique of the learning management system (rampant in my early work) to a much more nuanced and inquiring approach of critical instructional design ... And then even backwards again to the foundations of critical pedagogy and work on critical imagination as a vital literacy needed to move digital pedagogy forward. The evolution of a pedagogy is recursive, iterative.
Q: What's the biggest piece of advice you would give to an instructor who knows they should be thinking more about these issues but doesn't know where to start?
Morris: First, trust your instincts. You should be thinking more about these issues. We all should. Maxine Greene writes that "The opposite of morality is indifference -- a lack of care, an absence of concern." We have not only a right to imagine education as if it were otherwise, but we have the responsibility to do so. And that responsibility extends not only to students, but to ourselves. To the very curiosity that brought us to our work as educators. There's so much reading to do -- start with Paulo Freire, bell hooks, Maxine Greene, Henry Giroux, or start with An Urgency of Teachers -- but there's also a lot of imagining to do.

I encourage teachers to adopt a habitus for their pedagogy. Because pedagogy isn't just something we enact in a classroom -- we inhabit our pedagogies, or we should. What do you honestly believe about learning? What took you from being a student to being a teacher, or a librarian, or an instructional designer? What do you fear, what you do you hope for, what do you see as possible, and what impossible thing do you want to make happen? Freire insists that reality is not inexorable. We can intervene. We can say that grades are not inexorable, learning objectives are not inexorable, the rubric, textbooks, the lecture, all those component parts of education which have been passed down to us and which we pass down. We have the agency to change them, no matter what they are.

Stommel: I often advise teachers not to try to make too many changes all at once. The ideas in this book are meant to plant seeds -- some of which can (and should) take years to come to fruition. Critical thinking about technology is the first step in any sound digital pedagogy. So I encourage teachers to start by thinking (and asking students to think) about the tools they're already using. And to realize that digital pedagogy is as much about deciding when to use tools as it is about making conscious decisions to not use certain tools (or certain tools at certain times).

bell hooks talks a lot in her work about joy, and both she and Paulo Freire write about hope. The work of inspecting our own teaching has to include us asking why we teach at all? The work of inspecting our own learning has to include us asking why we need education? And I don't think either of those discussions can overlook the importance and complexity of joy. Learning can be hard, but I just don't believe it should be painful.
Q: Which issues related to critical pedagogy have yet to be explored or could use further investigation?
Morris: One easily overlooked aspect of digital learning is identity. Who is the person on the other side of the screen? Teachers and instructional designers may employ a variety of best practices to help answer that question -- the "introductions" discussion forum, for example, or the guidance that students upload photos for their online profiles, post pictures of their pets, etc. But the truth is that identity is much more complicated than how you look or the name listed in the grade book. Today's college-age generation is exceedingly interested in identity, and in gender-fluid or trans student communities, identity is an ongoing conversation. But this is a conversation that our best practices for digital learning do not begin to address.

Critical pedagogy asks that educators help students develop not only an epistemological relationship to reality, but also an awareness of their agency upon that landscape: the agency to change or be changed, to name or to be named, to claim power or surrender it. The learning management system doesn't easily open itself to these concerns, but more importantly, the LMS makes no space for LGBTQ -- and specifically trans and queer -- identity formation. There need to be new practices developed for communication and support of trans and queer students across distance.

Stommel: I think accessibility needs to be a central component of any conversation about critical and digital pedagogies. For example, folks on the internet (and at educational institutions) endlessly debate policies about laptop use in the classroom. Few of these discussions begin by addressing the key point that should make this debate a red herring. Certain students need to use certain tools because of significant learning differences or physical/psychological disabilities. No student should have to divulge their disabilities in order to receive accommodation. At the end of the day, we have to trust students to make critical decisions about their own learning. And we have to recognize that different students will (and will sometimes have to) make different choices because of their specific bodies, contexts and circumstances.

In my own work, I've been thinking more and more about the lack of training that most higher education faculty receive before (and once) they begin the work of teaching. Thinking critically about teaching, and supporting the development work of teachers, has to be seen as an essential part of every institution with teaching as core to its mission. Faculty members don't magically become good teachers. And higher education institutions need to honor the work of teaching by making discussions about (and recognition for) teaching a central component of every one of their systems and structures: tenure and promotion, graduate education, new faculty programming, department meetings, internal and external grants, etc.

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Digital learning experts reflect on evolving field in new book

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Jesse Stommel and Sean Michael Morris have spent much of the last 15 years thinking about digital pedagogy. Stommel co-founded the Digital Pedagogy Lab at the University of Mary Washington and serves as executive director of the institution's Division of Teaching and Learning Technologies.

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ThingLink is the leading provider of image, video, and 360° interaction tools in the classroom. Use our platform to tag your images, 360° images, and videos with links, photos, audio, text, videos, embeds, and more.

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Explore this interactive image to learn more about us.

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ADDING A NEW DIMENSION TO IMAGES, VIDEOS, AND 360S IN THE CLASSROOM

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Discover the Pedagogy Behind the Integration Process:

3 Reasons ThingLink Virtual Reality is the Best Tool in Education

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Universally relevant credentials, connected to learning outcomes, mapped to job skills, and verifiable regardless of degree completion.

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FlexchainEdu @ Reimagining the Higher Education Ecosystem

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Universally relevant credentials, connected to learning outcomes, mapped to job skills, and verifiable regardless of degree completion.

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Individually owned profiles are established and leveraged in an Identity as a Service model, where the profile is used by various platforms to deliver personalized work and education for the end user.

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APoll01 @ Reimagining the Higher Education Ecosystem

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Individually owned profiles are established and leveraged in an Identity as a Service model, where the profile is used by various platforms to deliver personalized work and education for the end user.

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The Education Department's Call to Action

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The Education Department's Call to Action

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Winners of a federal innovation challenge convened last week to ponder higher education's most pressing problems and the technology tools that might address them.

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WASHINGTON -- "Analytics." "Credentialing." "Competencies." "Blockchain."

The air was thick with buzzwords last Thursday at a convening here for the U.S. Department of Education's Reimagining the Higher Education Ecosystem Challenge (#edu2030). Beneath that excitement, though, was an undercurrent of anxiety. Attendees admitted during panels and in conversations they're not sure what the future holds and not sure from where to derive solutions to the sector's most pressing challenges: reaching diverse student populations, creating pipelines to the work force, teaching meaningful skills and competencies with real-world outcomes.
More from "Inside Digital Learning"
The Education Department last month issued a $4.9 million grant for an OER project out of California.

The challenge, launched in June by the department's Office of Educational Technologies, asked participants for projects that aim to address and shape what higher education will look like in 2030 -- a date that's far enough away to encourage thinking outside the box, but close enough that it's possible to have some sense of technology's trajectory to that point. The prize for the contest was recognition, not money.

In all, 164 projects vied for 25 "finalist" slots, which then narrowed to 10 champions, announced at last week's event. Some submissions came from individual institutions and companies offering their successful pilots as a model for others to follow, or proposing an experiment whose effects would ripple out to other campuses. Others represented a consortium of institutions aiming to combine forces on ambitious efforts to harness data. A handful of proposals took the 2030 challenge more literally, positing radical technological endeavors like a " personal intelligence exocortex" aimed at replacing the functions of the smartphone.

Taylor Kendal, senior instructional designer at Metropolitan State University of Denver, during a presentation of his project FlexchainEdu -- one of the 10 winners -- summed up the feelings in the room when he admitted to a crowd of 70 that he was feeling "impostor syndrome" among higher education innovators from within and outside the sector.

"We should all feel like impostors," Kendal said, encouraging attendees not to cut corners when experimenting.

A few key themes unite the winning projects and the runners-up, according to Sharon Leu, the department's senior policy adviser for higher education innovation:

Serving hard-to-reach populations, including incarcerated adults, teen parents and recovering addicts

Expanding the concept of a university experience to reflect lifelong learning needs

Forging partnerships among entities for a wider scope and broader impact

Using new technology like artificial intelligence and blockchain to solve old problems

Winning the contest wasn't exactly a windfall for competitors -- no one took home any money. Tangible benefits instead include national recognition and priority consideration for several upcoming innovation conferences, including the Georgia Institute of Technology's Center for 21st Century Universities annual meeting.

But Thursday's event was a reward of its own -- an opportunity for the teams behind the winning projects to share their visions and swap insights. A handful of investors and venture capitalists were present, offering attendees like Jill Buban, chief academic officer at Unizin, an audience for its mission.

"For a nonprofit like Unizin, it is a great opportunity for us for exposure so that people further understand what we do and the potential impact we can have in the field," Buban said.
A Closer Look at the Projects
The 10 winning projects are:

Apoll01 (pronounced "Apollo One"), a "user-centric management platform" that curates personalized work and education experiences based on websites students visit.

Competency Catalyst, an effort to establish competency credentials that instructors can assign to elements of their courses and that students can carry with them as evidence of specific skills they obtained in pursuit of a degree.

EdRec: Next Gen by Design, a "permanent education record" that travels with students across "institutions, applications and platforms."

FutureFit AI, an interface akin to Google Maps that allows users to visualize their career trajectory, acquired skills and professional opportunities.

FlexchainEdu, a student-owned skills map that would be universally recognized among employers.

IT for Everyone, Google's plan to expand the reach of its certificate program on the Coursera platform, and to ensure at least a job placement and promotion rate of at least 50 percent among enrolled students.

JetBlue Inspire! The company proposes to widely share its model for offering degrees to employers. More than 1,000 of the airline company's employees have participated in the JetBlue Scholars program, and more than 100 have earned a four-year degree by taking courses from JetBlue's alternative credit partners including StraighterLine and Study.com, as well as courses offered by Thomas Edison State University. By January 2020, the company hopes to develop more internal courses and open the program to prospective employees, improving their chances of getting hired.​

Modern Campus, which offers getaway opportunities for online students to meet, interact and learn in an unfamiliar face-to-face environment.

PCQX from Paul Quinn College, a growing suite of certificate and credential programs offering new skills to adult workers. This project grew out of a realization, according to the proposal, that in many cases MOOCs and other sources of alternative credentials "do not originate with minority-serving institutions (MSIs) or primarily serve underresourced students." Once the institution develops credential opportunities of its own, it plans to expand its definition of "alumni" to include anyone who pays to join the institution's alumni association and passes through a credentialing process that tests data and digital literacy.

Southern New Hampshire University's STEMagination, "an intelligent system for learners to find sources and paths for learning," helping students connect their self-motivated learning experiences to credentials that demonstrate their progress.

The JetBlue project and FutureFit AI also earned the largest share of public votes, for which the 25 finalists were eligible. Between Aug. 28 and Sept. 27, voters had 1,000 "coins" that they could "invest" in the 25 pilots -- up to 50 percent of those coins could go to a single project.
The Event's Impact
Attendees told "Inside Digital Learning" they appreciated the opportunity to showcase their work among interested colleagues with whom they might not have otherwise interacted.

The technological aspects of Kendal's project, FlexchainEdu, will require some testing, but Metropolitan State has already established credential-transfer and data-sharing partnerships with several nearby institutions, paving the way for broader adoption.

Money would have been helpful, Kendal told "Inside Digital Learning," but federal recognition is useful in other ways. Having secured an endorsement from the Department of Education, Kendal said he and his team now feel an added pressure to deliver on their promises and tinker until their project is perfect. Submissions like his, coming from within a single institution, also have a steep internal hill to climb, according to Kendal.

"Given that we're sort of deep within the bureaucracy, there was a ton of value in submitting, building partnerships around an idea that would be looked at as absolutely crazy, nothing that could ever be tangible," Kendal said.

Attending the event in person also helped put his team's project in a new light; he's now talking to members of one of the teams about a possible collaboration.

During opening remarks last Thursday, Education Secretary Betsy DeVos singled out JetBlue, Paul Quinn College and the Google certificate (a finalist) as projects in line with her priorities.

DeVos said in her opening remarks that events with "risk takers" and "creative doers" make her "feel at home." She implored attendees to think beyond conventional wisdom when addressing systemic issues of work-force transformation.

"Washington doesn't have all the solutions," DeVos said at the event. "New approaches to education will come from people in this room -- entrepreneurs, philanthropists, teachers and parents. Solutions may well come from students themselves."

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Winners announced in Education Department innovation challenge

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WASHINGTON -- "Analytics." "Credentialing." "Competencies." "Blockchain." The air was thick with buzzwords last Thursday at a convening here for the U.S. Department of Education's Reimagining the Higher Education Ecosystem Challenge (#edu2030). Beneath that excitement, though, was an undercurrent of anxiety.

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MITx MicroMasters adds new pathways to master's degrees

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MIT Open Learning brings Online Learning to MIT and the world

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MIT Open Learning works with MIT faculty, industry experts, students, and others to improve teaching and learning through digital technologies on campus and globally.

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Digital learning technologies can enable students to grasp concepts more quickly and fully, to connect theory and application more adeptly, and to engage in learning more readily, while also improving instructional techniques, leveraging instructor time, and facilitating the widespread sharing of knowledge.

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Digital learning technologies can enable students to grasp concepts more quickly and fully, to connect theory and application more adeptly, and to engage in learning more readily, while also improving instructional techniques, leveraging instructor time, and facilitating the widespread sharing of knowledge.

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OCW’s Greatest Hits: Architecture and Urban Studies and Planning

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Resources and References

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Research-based learning findings

Here we summarize several researched-based findings that have been shown to facilitate student learning and are useful for in-class and online learning. Click on each finding to find out more about each each, including implications for teaching, examples of their usage at MIT and references.

Retrieval practice (the "testing effect"): The ability to recall and remember knowledge increases if it is periodically retrieved [1].

Worked and faded examples: When non-experts are learning new concepts, it is more effective for them to study solutions to solved problems than to attempt solving problems [3].

Pre-/Post-testing: Students' prior knowledge could be correct, incomplete and/or faulty. If prior knowledge is faulty (misconceptions) students might resist or ignore new information that conflicts with it. Pre-/post-testing also allows instructors to determine what misconceptions students come with and how much conceptual change happens during a module or course [4].

Frameworks

The following instructional frameworks incorporate many of the research-based learning findings mentioned above.

Active learning: Instruction that requires students to engage cognitively and meaningfully with content results in better learning than instruction where students are solely exposed to information passively. Distinguishing between behavioral activity and cognitive activity is critical to designing effective active learning.

"Active learning leads to increases in examination performance that... raise average grades by half a letter. [5]." Discussing concept questions, solving problems, and annotating one another's work are examples of implementations of active learning in the classroom.

First principles of instruction: David Merrill synthesized the key principles common among leading instructional design frameworks [6]. Namely, learning is promoted when:

1. learners solve tasks; problems that integrate multiple pieces of skills and knowledge

2. existing knowledge is activated as a foundation for new knowledge

3. new knowledge is demonstrated to the learner,

4. new knowledge is applied by the learner with feedback, and

5. new knowledge is integrated into the learner's world, providing a foundation for the next cycle of learning

Schematic of 4C/ID model from Ref. [7]

Four-component instructional design (4C/ID): The 4C/ID model is a specific framework, consistent with David Merrill's principles (see ' First principles of instruction'), and based on research on the limitations of working memory (cognitive load theory) [7]. Instructional blueprints are described using four basic components:

1. tasks

2. supportive information

3. procedural information, and

4. part-task practice

Questions?

For questions on research findings and/or instructional frameworks, please contact the Residential Education team in the Open Learning.

References

[7] van Merrienboer, J. J. G., Clark, R. E., & De Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID model. Educational Technology Research and Development, 50(2), 39-64. DOI

In addition to these resources, we have found the following teaching-and-learning frameworks extremely valuable:

[8] Krathwohl, D. R. A revision of Bloom's taxonomy: An overview (2002). Theory Into Practice, 41(4), 212-218. This article reviews the framework of the original Taxonomy of Educational Objectives, a scheme for classifying educational goals, objectives, and standards, describing how the revised Taxonomy differs from the original. DOI

[9] Chi, Michelene TH, and Ruth Wylie. The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014). Educational Psychologist , 49(4), 219-243. This article proposes that the engagement behaviors can belong to one of four modes (from most to least active): Interactive, Constructive, Active, and Passive (ICAP). The ICAP hypothesis predicts that the students learn more as they engage with learning materials from passive to active to constructive to interactive mode. PDF, DOI

Additional resources:

[10] Tom Bennett (2013). Teacher proof: why research in education doesn't always mean what it claims, and what you can do about it. Routledge.

[11] Richard E. Mayer, ed. (2014). The Cambridge handbook of multimedia learning. 2nd edition. Cambridge University Press.

[12] M. David Merrill (2013). First principles of instruction: Identifying and designing effective, efficient and engaging instruction. Pfeiffer.

[13] Jeroen J. G. van Merriënboer and Paul A. Kirschner (2012). Ten steps to complex learning. Routledge.

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Research-based learning findings Here we summarize several researched-based findings that have been shown to facilitate student learning and are useful for in-class and online learning. Click on each finding to find out more about each each, including implications for teaching, examples of their usage at MIT and references.

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STEM Edition (Public)

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Accessibility 101: STEM Edition (Public)

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Winning companies, such as Apple, Virgin, Toyota, and others innovate continuously because of their culture of design thinking—integrating the needs of people, the possibilities of technology, and the requirements for business success.

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MIT's Innovation & Design Thinking | MIT Sloan & EMERITUS

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Washington D.C., Oct. 18, 2018 – Today at an event held in Washington D.C., the Identity Theft Resource Center®, a nationally recognized nonprofit organization established to support victims of identity theft, will release the initial findings of its The Aftermath®:

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Washington D.C., Oct. 18, 2018 - Today at an event held in Washington D.C., the Identity Theft Resource Center®, a nationally recognized nonprofit organization established to support victims of identity theft, will release the initial findings of its The Aftermath®: The Non-Economic Impacts of Identity Theft victim impact survey. The survey goes beyond the known financial implications caused by identity theft and explores the emotional, physical and psychological impacts experienced by victims of identity crime.

The survey, which was distributed to victims who contacted the ITRC for assistance in 2017, discovered that many of the respondents experienced negative emotional impacts that resulted in real physical consequences. As an example, of the individuals that responded, 77.3 percent reported increased stress levels and 54.5 percent had increased fatigue or decreased energy.

"Year after year, The Aftermath® survey continues to show that the effects of identity theft are far-reaching: impacting victims' general emotional and physical well-being, their relationships with others and even how they engage within their work or school environments," said Eva Velasquez, president and CEO of the Identity Theft Resource Center. "As we work with industry and other stakeholders, it's crucial to continue to share the emotional, physical and socio-economic impact findings with them so they better understand the totality of the ramifications of this crime, as well as providing encouragement for them to elicit change within their organizations."

Additional findings include:

Due to their identity theft incident, nearly 46 percent of those surveyed said they felt like they couldn't trust family while 55 percent stated they had trust issues with friends.
Respondents admitted the identity theft incident caused problems at their place of employment (32 percent) and at school (eight percent).
To access the preliminary findings of The Aftermath® for 2018, please go here. The full report will be available in Spring 2019.

In addition to announcing this year's The Aftermath®: the Non-Economic Impacts of Identity Theft initial findings, attendees will learn from industry experts as well as from victims themselves as they share their experiences with identity crime. The event will also include a press conference with subject matter expert, Eva Velasquez, and an interactive workshop, which will give interested participants an opportunity to discuss how we can improve victim services. A livestream of the event can be viewed on Thursday, October 18, starting at 9 a.m. ET on the Identity Theft Resource Center's Facebook page.

###

About the Identity Theft Resource Center

Founded in 1999, the Identity Theft Resource Center® (ITRC) is a nationally recognized non-profit organization established to support victims of identity theft in resolving their cases, and to broaden public education and awareness in the understanding of identity theft, data breaches, cybersecurity, scams/fraud, and privacy issues. Through public and private support, the ITRC provides no-cost victim assistance and consumer education through its call center, website, social media channels, live chat feature and ID Theft Help app. For more information, visit: http://www.idtheftcenter.org

Contact: Charity Lacey, VP of Communications

CLacey@idtheftcenter.org

o: 858-634-6390

c: 619-368-4373

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New Study by Identity Theft Resource Center® Explores the Non-Economic Negative Impacts Caused by Identity Theft - Identity Theft Resource Center

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Washington D.C., Oct. 18, 2018 - Today at an event held in Washington D.C., the Identity Theft Resource Center®, a nationally recognized nonprofit organization established to support victims of identity theft, will release the initial findings of its The Aftermath®: The Non-Economic Impacts of Identity Theft victim impact survey.

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THE BITLY API IS ONE OF THE MOST POPULAR FEATURES OF BITLY ENTERPRISE.

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THE BITLY API IS ONE OF THE MOST POPULAR FEATURES OF BITLY ENTERPRISE.

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We’ve always believed in an open Internet and our API has enabled developers and companies alike to integrate Bitly into existing processes and programs.

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We've always believed in an open Internet and our API has enabled developers and companies alike to integrate Bitly into existing processes and programs. There have been a ton of really interesting use cases that range from productivity and analytics to targeting and personalization.

From the countless use cases that we've seen, we can break down the use cases into five different major categories:

1. SMS

SMS campaigns can be extremely personalized and, with the right content and targeting, extremely effective. A text doesn't just have to offer a sales promotion. You can leverage SMS to provide things like password resets, updates, and other real-time information.

When you use a Bitlink in an SMS campaign, you can see exactly how many people are engaging with the campaign and taking the next step.

Bitly Enterprise users have integrated the Bitly API with various SMS campaigns:

- Sticker Mule generates Bitlinks and sends them to customers with status updates on their orders... guaranteeing that the brand has visibility into which links see the most engagement and which customers are most engaged

- A premier online booking service texts branded, trackable links to every guest that leads to check-in information.

- A major airline leverages the Bitly API to create links for SMS campaigns that message customers about flight times and other updates.

- A telecommunications company has customers fill out a form on the website for a technician visit and serves a branded link in a text message showing the times a technician can come and go, with each available time set as a different Bitlink.

- A food & beverage company automated the Password Reset function with SMS and Bitly, so if you forget your password, you can opt to get a Bitlink that sends you to a personal reset page. This process led to a 66% reduction in inbound support inquiries.

2. Personalization

The Bitly API can deliver a measurable, personalized customer experience , in real-time. If you need to automatically generate links for each and every customer, you can do it - whether you want to generate those links onto print, for different user accounts, or right on your website:

- A telecommunications service creates and delivers trackable links for customer on-boarding and finance invoicing.

- An online skill marketplace sends users to new classes with individual Bitlinks to track class registration and engagement.

- A major online marketplace allows for window-shopping by having new users compare subscription packages, creating a Bitlink for each package so that users can save it or share with friends and family to review or discuss.

- A video game console maker used the Bitly API to create individual Bitlinks for anyone who logged onto the gaming network and wanted to add credit card information.

3. Data & Integrations

As a platform-agnostic tool, you can use the Bitly API to integrate with any other software tool or service, as you can see above. You can pull all of your top-performing links into a Tableau or Looker dashboard to better visualize your marketing efforts. You can integrate Bitly with marketing automation tools like Domo, too.

- A data visualization platform uses the API to call data for time of day, day of week, most popular device type, and channels to enhance the data passed off to clients. By optimizing every link at every touchpoint, the company can show clients valuable industry intelligence and trends.

- A major cloud service provider uses the API to generate shareable links to help users map out different parts of the environment and even leverages the integration as a sandbox for engineers to test out different initiatives in an API environment.

- An online marketplace is testing out a portal that allows every employee to automatically generate trackable, shortened links under one branded domain.

4. Social Channels

We've highlighted how the AP uses the Bitly API to integrate branded deep links with every social button. That tiny change led to 500,000 app opens in just one month, a hugely successful mobile re-engagement campaign.

Major publishers do this a lot, too. With the Bitly API, you can ensure that even your earned media is branded. Auto-branding your links doesn't just build awareness, it actually makes your earned media more trackable. Whenever someone else shares a branded Bitlink, you can track the activity on that link, and see how content gets shared beyond owned channels.

5. Email

While many email service providers (ESPs) provide analytics, enterprises often find that they're juggling multiple ESPs against another, with different teams managing different data sets. This can cause a lot of chaos when it comes to reporting and customer relationship management. Brands can use Bitly to create a macro view of every campaign and every ESP.

One grocery store chiain, for example, uses the Bitly API to integrate Bitlinks into every email that gets sent out, so it's easy to track clicks and opens in every customer loyalty program.

Shining a Light on the Customer Experience

The Bitly API is ideal for channels that aren't traditionally easy to measure, like dark traffic. That's why it's become so popular for SMS campaigns or initiatives where the data sources are usually fragmented. Not only that, you can streamline processes and user experiences that are usually labor-intensive on the back-end.

Bitlinks help you see clear across the Internet. When you use the Bitly API, you can personalize the customer experience and measure that experience across touchpoints that used to be in the dark.

Want to see what else Bitly Enterprise can do? Check out the demo!

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URL Shortener APIs: Best Ways Brands Use Link Shortening APIs - Bitly | Blog

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The Bitly API is one of the most popular features of Bitly Enterprise. We've always believed in an open Internet and our API has enabled developers and companies alike to integrate Bitly into existing processes and programs. There have been ...