Welcome to Online Learning Today... and Tomorrow

[rayschroeder]

Hi!

Welcome to the discussion center for the MOOC.    Feel free to build discussions in this group as they relate to the overall topic and the topics of each week.  To facilitate our discussions, we have created a few threads to get us started.  

We have created an Introductions thread that is optional!  As you know, we are all about open and flexibility, you may choose to introduce yourself and meet others in the class so that you can network more fully on these and other topics.

Please check back at the home page for the eduMOOC - http://sites.google.com/site/edumooc/ for updates on the panels and the individual weekly resources pages.

"See" you online soon!

ray

[David Komito]

Hello all. I'm David Komito. My day job is Director of Academic
Technology at Eastern Oregon University. I moonlight online teaching
courses on Asian Religions. I've been in the online teaching and tech
support space since 1995, and am always interested in what people
think is going on in "there". More about me at www.komito.com

[Pheo Martin]

Thanks Ray for putting together this MOOC. I am Director of Realizing
Education's Potential Institute, http://realizingeducationspotential.org.
This MOOC is not only a wonderful learning and networking opportunity
for me personally, but also for the Institute!

We are Opening Education with each of these efforts. Thanks! Pheo :)

[Carrie]

Hi all. Good to see you all here.

On Jun 20, 11:56 am, rayschroeder <rayschroe...@gmail.com> wrote:
> Hi!
>
> Welcome to the discussion center for the MOOC.    Feel free to build
> discussions in this group as they relate to the overall topic and the topics
> of each week.  To facilitate our discussions, we have created a few threads
> to get us started.  
>

> We have created an Introductions thread that is *optional!  *As you know, we

> are all about open and flexibility, you may choose to introduce yourself and
> meet others in the class so that you can network more fully on these and
> other topics.
>

> Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/for updates on the panels and the

[Sandy]

Hello, all!

I am a graduate student at Colorado State University via the wonder of
modern technology. I live in Columbus, Ohio, and am almost finished
with my M.Ed. in Adult Training and Education courtesy of CSU's online
program. I am in my mid-fifties, a Second Life junkie, and am in the
process of developing a website documenting the 100-plus outdoor
murals in Columbus, tied into a self-directed learning program. I
love the MOOC concept, and applaud those responsible for it!

Sandy H.

On Jun 20, 12:56 pm, rayschroeder <rayschroe...@gmail.com> wrote:
> Hi!
>
> Welcome to the discussion center for the MOOC.    Feel free to build
> discussions in this group as they relate to the overall topic and the topics
> of each week.  To facilitate our discussions, we have created a few threads
> to get us started.  
>

> We have created an Introductions thread that is *optional!  *As you know, we

> are all about open and flexibility, you may choose to introduce yourself and
> meet others in the class so that you can network more fully on these and
> other topics.
>

> Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/for updates on the panels and the

[Paul]

Ray, it is fantastic to ´be here´and have the opportunity to attend
eduMOOC 2011 - you are doing a great job!

I was talking to a friend today about the feeling of attending a MOOC
and I suggested that it was very much like the times when I was
younger attending impromptu music festivals at night...everyone there
for some common reasons, in the dark, apprehensive and charged with
energy to meet and be engaged in the community, where difference
vanished and common ground was formed just by associated of
participation - and then the music starts...!

All very poetic, but true to what I feel attending this MOOC :)

I aim to enjoy taking part in the discussions of what a MOOC is and
can be and also of Connectivism and the term "Teacher", born from
Behaviorism and "Tutor/Facilitator" from Constructivism has become
"Curator/Life-Long Learner" in Connectivism.

In addition, I intend to seek out perspectives on formative assessment
in online education; pace of learning (hopefully with regards to arts
production).

Anyway, great to attend - chat soon!

best regards
Paul

> > Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/forupdates on the panels and the

[Wolfgang Greller]

I wonder, has a separate Facebook group been set up for eduMOOC or are
people using the existing CCK11 group? Maybe it's only the bad search
in Facebook that I cannot find it.

Has anyone more information?
Cheers
Wolfgang

> > > Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/forupdateson the panels and the

[Dr. Nellie Deutsch Muller]

Hi Pheo,

You are invited to join the eduMOOC group discussions on Moodle.

[Dr. Nellie Deutsch Muller]

For those interested, here's the facebook group: http://www.facebook.com/home.php?sk=group_240554165957293

[Makayster]

Hi Everyone,

Thank you for the warm welcome Ray. I'm excited about this new
learning opportunity. I teach online for Walden University (I can't
say that's my day job though). For any alums, my background is Ph.D.
Communication (The Ohio State University), MA Applied Behavioral
Science (really it's a training and development dgree, Wright State
University), BS Psychology (University of Central Arkansas). I really
enjoy teaching online, and am focusing the next part of my career in
that area. To that end, I'm working on another degree in
Instructional Design.

I hope to meet others with similar interests!

leigh

On Jun 20, 12:56 pm, rayschroeder <rayschroe...@gmail.com> wrote:

> Hi!
>
> Welcome to the discussion center for the MOOC.    Feel free to build
> discussions in this group as they relate to the overall topic and the topics
> of each week.  To facilitate our discussions, we have created a few threads
> to get us started.  
>

> We have created an Introductions thread that is *optional!  *As you know, we

> are all about open and flexibility, you may choose to introduce yourself and
> meet others in the class so that you can network more fully on these and
> other topics.
>

> Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/for updates on the panels and the

[Hery Yanto]

Hi every one,
Just finished with my Summer Course this week and try to catch up with
discussion happened in this discussion now. Recently, I am a graduate
student at The University of Hawaii at Manoa. I am going to the third
year of my program. My interests are ranging from implementation of
online-mobile technology to teaching and learning into applying
technology for learning second language. As a second language learner,
I strive hard to be able to speak fluently and write well in English.
For practicing my speaking, I have two presentation online at WizIQ
every month. The link to my WizIQ is http://www.wiziq.com/uhmherythe.
Looking forward to share and learn more from this forum about online
and distance education.

Mahalo,
Hery

On Jun 20, 6:56 am, rayschroeder <rayschroe...@gmail.com> wrote:
> Hi!
>
> Welcome to the discussion center for the MOOC.    Feel free to build
> discussions in this group as they relate to the overall topic and the topics
> of each week.  To facilitate our discussions, we have created a few threads
> to get us started.  
>

> We have created an Introductions thread that is *optional!  *As you know, we

> are all about open and flexibility, you may choose to introduce yourself and
> meet others in the class so that you can network more fully on these and
> other topics.
>

> Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/for updates on the panels and the

[norma.ortiz]

Hi!

I'm a doctorate student from Nova Southeastern University. I live in
Puerto Rico and I work for an private higher education institution
that no have online courses yet!!! My goal is to create an
institutionalized online education division and teach their faculty to
work with the hybrid courses.

My research area is about what is the perception from undergraduate
student about hybrid courses in a private higher education institution
where never have offered online courses.

I'm participating in this eduMOOC because I want to have this great
experience and I want to learn new strategies of teach and learn.

Thanks for the opportunity,

Norma Ortiz-Rodriguez

On Jun 20, 12:56 pm, rayschroeder <rayschroe...@gmail.com> wrote:

> Hi!
>
> Welcome to the discussion center for the MOOC.    Feel free to build
> discussions in this group as they relate to the overall topic and the topics
> of each week.  To facilitate our discussions, we have created a few threads
> to get us started.  
>

> We have created an Introductions thread that is *optional!  *As you know, we

> are all about open and flexibility, you may choose to introduce yourself and
> meet others in the class so that you can network more fully on these and
> other topics.
>

> Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/for updates on the panels and the

[b.d.boardman]

I imagine we all agree that online learning is certainly having an
impact on the world of education. What I'm wondering is how might an
"online learner" be different (potentially) from a "traditional"
student? Are there differennces significant? Online education
certainly means more access to more people on a global scale. It also
means that those who, perhaps, didn't have access to higher ed before,
now can take advantage of these online learning gateways.

In the larger sense, what is the trade off between convenience and
commitment? In other words, it used to be that in order to "go to
school" it required a significant commitement of time, resources, and
expense. Those in more remote and/or underserved areas of the
population had to work even harder to have access to the resources and
benefits of higher ed.

With online learning, by comparison, all you need in a computer and
internet access. Now, I realize that for many this is still a
significant obstacle in some areas and for some people. However, for a
growing percentage of the population, access to "online" ie becomming
more and more convenient. Does this mean that we, as academics, are
now faced with a type of learner/student that we've never worked with
before? Without the "obstacles" of getting to a University, going to
campus, and sitting in a classroom all wiped away, will that result is
students who are perahaps not as committed to higher ed as those
students of previous generations?

What do you all think? Will online technology result in a different
student of tomorrow?

> > Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/forupdates on the panels and the

> > individual weekly resources pages.
>
> > "See" you online soon!
>

> > ray- Hide quoted text -
>
> - Show quoted text -

[dam...@psu.edu]

Do we really believe that all learners will merge into an online
learner type? First of all, there is no template to fit the "online
learner." I would even venture an educated guess that online learners
tend to be a more diverse crowd than the "traditional" 18-22
residential set.

Some online learners are living on campus in a traditional degree
program, but taking online classes here and there. To me, this is
still a traditional student - someone living on or commuting to campus
several days a week. The point here is that they have open and
physical access to a college campus. In the case of my daughter, her U
has adopted online and hybrid course delivery in order to better
manage limited classroom space and other resources. For some of her
gen eds, she did not have a choice about whether or not to register
for the classroom or online version; the classes were only available
online. Selection based on preference (which may be associated with
motivation?) then flies out the door. I am sure that those students
have a variety of opinions and success rates for the online class, but
is it just as likely that they might have a similar variety of
opinions and success rates sitting in a classroom? In this case, where
students may have not opted for online delivery, I can see the
potential for obstacles. After all, success in learning online may
require a different or just better-developed skill set (e.g., self-
discipline, time management, assertiveness, etc.) and these are
"traditional" students. Let's keep in mind that something similar
might be said for instructors, however, when they are assigned to
teach online courses, even though that method may not be their
preference and/or they may not be educated in distance teaching.

Now consider the adult student, or any student really, who is tied to
a particular geographic location or to a time-intensive priority such
as very young children or a full-time job or an aging parent. Distance
education of some sort has been available to this student population
for decades, but the Internet and computers have certainly ramped up
their participation levels! These students probably don't have a ton
of extra time burning holes in their pockets and I bet that they value
the little time that they have. They probably don't take up higher
education because they have nothing better to do is all that I am
saying. They are going to make a concerted effort to use their little
available time wisely. Maybe they need a degree to get a better job or
they need it to get any job. Maybe they are like me and they want to
do something to make the world a better place. Is this a new kind of
student? I don't think so. We are just seeing more of them now and for
a variety of reasons beyond mere accessibility. For two, we are not
only living longer, but enjoying a higher quality of life as we age.

I think that a significant commitment of time, resources, and money is
a requirement for any successful college student any day, whether they
walk across campus to get to class or power up a computer to do so. In
my experience, online education may be less expensive because you can
avoid paying room and board, but then the tuition bill is comparable
to that of a commuter student, and here in the U.S. at least, tuition
is a pretty big number. As far as commitment, most online educators
that I know talk about adult online students in a favorable light, but
there is an obvious bias there, as I myself am an adult online
learner. Aren't we all adult online learners here?

-Deb Mynar

[Rebecca]

So far my experience has been that online students are more dedicate,
but that may also be the level of education and the institution. I
think the latter plays a huge role in setting the tone for online
learning. If the content is good and the facilitators know how to
teach online then you are more likely to see dedicated students. There
will always be the occasional student who does the minimum to get by
but the majority are there to learn rather than party.

Cheers
Rebecca

> > > Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/forupdateson the panels and the

[Ulises Escárcega Prieto]

I've been involved with online users for the past 5 years, having come
from a fully face-to-face scenario where ICT were basically props for
providing limited access to audio, reading and video material. With
such a background, my expectations with regards to the online scenario
were very high. For the first few months I was a true believer of some
of the most common rumors pervading our modality; I, for example, used
to think that there indeed was a difference between online and face-to-
face users, the former being more proactive, independent, and creative
than the latter. But I eventually came to realize that there were no
grounds for such assertion on my side, mainly because there are no
models to copy in the face-to-face scenario. After all, why would a
student sitting on the other side of the country or the continent
sometime after dinner, approaching a text whose reading had been
assigned as the sole way into a topic by someone he/she new nothing
about, find the experience enriching enough to react proactively,
independently, and creatively. I eventually had to stop looking up to
online students as if they came from Mars, and start looking for
answwers in the very activities that I was helping create. After some
time in the field (I live in Mexico and have taught mostly school
teachers and university students from Latin America) I came to see
that it was the teaching sequence (and the resulting learning
mechanics which that sequence lended itself to) what needed attention;
the first question being:

Why would a single paper or article, hard and boring enough when given
out as a face-to-face assignment, become so interesting in the online
scenario, that it would trigger all manner of learning reactions,
eventually leading to full topic acquisition?

The answer was (sadly enough): It wouldn't!, simply because there was
no reason for it. That's why te next issue was redesign the
peadagogycal sequence one expects the user to be involved in. And for
any teaching/learning material to be productive, the accompanying
sequence has to be attractive, interaction-based, solution-lacking,
and it must trigger more questions than answers.

Ulises E.

> > > > Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/forupdatesonthe panels and the

[b.d.boardman]

Here is a quick article that I got from Inside Higher Ed.
Basically, the article comments that drop out rates are higher for
online than for "traditional" studnets:

http://www.insidehighered.com/news/2011/07/19/study_finds_higher_dropout_rates_for_community_college_students_who_take_online_courses

What do you all think?

b.d.boardman

> > Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/forupdates on the panels and the

> > individual weekly resources pages.
>
> > "See" you online soon!
>

[Apostolos K.]

Thanks for the article! :-)

I used to read Inside Higher Ed daily but in the recent months I have
not had the time :-) I am subscribed to their RSS feed but the
annoying this is that they don't provide you with any content for some
of their articles in their RSS feed... quite annoying and it defeats
the purpose of RSS. In any case - not specific to the article:

Those that do not work in education think that online is the panacea
to their political issues. More education, for more people, cheaper.
Of course this is as mythical as the unicorn ;-) Online classes
aren't cheaper. Perhaps if you only hire adjuncts who cobble together
5, 6 or 7 online teaching gigs to earn a living, but then again if
you're teaching 5,6, or 7 online classes per semester how much effort
are you putting into it? Online teaching also involves not only a lot
of prep time, but also a lot of monitoring time and response time,
whereas face to face requires your 3hrs per week and some office hours
(which students don't seem to utilize).

From the student's side, online learning requires knowledge and access
to technology that people in lower socioeconomic ladders may not
have. To expect to educate people online, who don't have the skills
to succeed online cheats them from an education and adversely impacts
their self-esteem because they think that just because they can't
perform in the online environment they just can't perform - that's
just ludicrous! People who want to take online courses SHOULD be
required to take both a technology course and an academic prep-course
to ensure that they are able to thrive in the online environment. If
not, they should be face to face with a mentor.

Sadly, it seems like politicians are thinking more like the McDonald's
model - one more credit earned, with a few more you've got a degree.
They don't actually think of education - just the sheep skin...

On Jul 19, 1:31 pm, "b.d.boardman" <bdboard...@gmail.com> wrote:
> Here is a quick article that I got from Inside Higher Ed.
> Basically, the article comments that drop out rates are higher for
> online than for "traditional" studnets:
>

> http://www.insidehighered.com/news/2011/07/19/study_finds_higher_drop...

> > > Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/forupdateson the panels and the

[dam...@psu.edu]

The perspective that online delivery could or would ever be a cure-all
for educating the masses seriously oversimplifies the complexity that
human beings bring to the table. What I really appreciated about this
article when I read it yesterday, however, was that it does not
suggest we push online delivery over the nearest cliff. Instead,
suggestions are made - based on the research findings - for potential
ways to improve the online learning experience in order to help
students become more successful online learners. To me, this is the
realm where we should be concentrating our resources.

[john stampe]

I wonder whether the author's are comparing apples and oranges. In
other words, are they using the correct measurement tool? Do drop
rates, graduation rate, etc. have the same meaning to "traditional"
and online students?

John

On Jul 20, 12:31 am, "b.d.boardman" <bdboard...@gmail.com> wrote:
> Here is a quick article that I got from Inside Higher Ed.
> Basically, the article comments that drop out rates are higher for
> online than for "traditional" studnets:
>

> http://www.insidehighered.com/news/2011/07/19/study_finds_higher_drop...

> > > Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/forupdateson the panels and the

[Murray Turoff]

Students often expect that online courses will be easier than face to
face classes. Also if they are part time they are looking for the
easiest courses to get through and take too many courses. On the
other side some professors adopt a policy of not putting in much
effort especially when the department raises the number of students in
single online course. I have seen at one institutions courses form
15 to 60 and this was largely a decision by department. In such
circumstances the professor will make it a lot easier and give less
homework they have to deal with when they have sixty students. A lot
of places that used to supply graders dropped that because of budget
cut backs.

for the best courses that are collaboratively oriented the student
encounters much more demands for their time than the the automated
correspondence course that is still used in many places. Good
institutions should make clear to the students just what philosophy of
learning they use for online courses. This would all go away if all
regular face to face courses incorporated all the online tools and
approaches to extended discussions and distance students could join
any face to face course and there would be no difference between the
face to face and the distance student at any institution. In fact,
students should be able to use the technology by themselves to create
study groups or teams for collaborative assignments. there are few
papers on my website about this topic written many years back now.

An ideal course size for a well run online course should be no more
than 30 students

On Jul 19, 1:31 pm, "b.d.boardman" <bdboard...@gmail.com> wrote:

> Here is a quick article that I got from Inside Higher Ed.
> Basically, the article comments that drop out rates are higher for
> online than for "traditional" studnets:
>

> http://www.insidehighered.com/news/2011/07/19/study_finds_higher_drop...

[Anil]

Hi Murray,

It is a great idea! Regular online streaming of face2face classes so
that the ODL students can sign in at any time! Available technologies
can make it interactive for the ODL students as well. A lot of
duplication of efforts can also be avoided if we are able to establish
such a system.

Warm regards
Anil
http://www.apletters.blogspot.com
http://www.wikieducator.org/User:Anil_Prasad

[mle...@charteroak.edu]

I've worked in a regionally accredited online state college for over a
decade and can relate to a lot of what has already been said in these
threads. I agree with John Stampe that the data on dropouts may be a
mix of apples and oranges with possibly a few bananas thrown in as
well. The question is whether the institutions surveyed were online
colleges or offered courses as a sideline to their normal function of
on-ground education.

At least part of the problem is that many institutions have been quick
to jump on what they perceive as a revenue bandwagon while continuing
to see themselves as on-ground institutions that offer a few online
courses as frills or continuing ed or part of a grant-funded
experiment. This sort of approach does not lead to the level of
funding, faculty training, technological infrastructure, student
support structure and constant oversight and evaluation that
academically rigorous and well-designed courses require. Without that
kind of support, even students who are prepared for the online
environment can fail or at best fail to benefit very much from the
courses.

Another issue is that the study mentioned by b. d. boardman is of
community colleges' online course dropout rates. Traditionally,
students who are less well prepared for higher education tend to
gravitate to community colleges (which is not the same as saying that
community college students are all less well prepared). Those students
may assume that the online courses offered by the college are easier
or at least equal in difficulty and level of developmental support to
those offered in the on-ground classroom: most of the time this is a
mistake. Online courses require technological savvy, self-motivation,
and time management skills that the less capable student may not
possess.

The approach of many institutions to putting courses on line reminds
me of an incident my daughter experienced last month. She works in a
fabric store, and early on a Saturday morning two bright young things
came in and ordered 25 yards of silk brocade fabric -- to make prom
dresses for that evening's high school event. Neither had any sewing
experience (for those of you who aren't into sewing, you could make
floor-to-ceiling drapes for a good size room with 25 yards of fabric),
but "Hey, how hard can it be?" was their approach.

Online education is VERY labor intensive and it requires a specific
set of skills and knowledge as well as meticulous planning on the part
of the institution, yet too many adopt the "How hard can it be?"
stance, assuming that they've got the courses and faculty and "only"
need to translate them to the online environment. Those schools that
do not invest in faculty training, outstanding course development, and
carefully planned and executed student orientation and continuous
support are likely to find themselves at the prom in a sheet and two
pins, with a woefully high dropout rate that harms students as well as
the college.

Maryanne

> > > > Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/forupdatesonthe panels and the

> > > > individual weekly resources pages.
>
> > > > "See" you online soon!
>
> > > > ray- Hide quoted text -
>

> > > - Show quoted text -- Hide quoted text -

[john stampe]

I agree with Maryanne on the "How hard can it be?" stance. Many
institutions have half-hearted online programs simply as a marketing
tool: "Hey, look we have an online teaching program, we are
innovative!".

The increase in students per course, as mentioned by Murray, has to be
for revenue only -- it is bad for both the students and the teachers
(and I am talking from personal experience here). Only the finance
department benefits.

I would add that not only does online education require a specific set
of skills, but it also requires a different mind-set than traditional
education.

John

> > > > > Please check back at the home page for the eduMOOC -http://sites.google.com/site/edumooc/forupdatesonthepanels and the

[Murray Turoff]

I certainly agree with the three comments following my prior comment
and
am glad to see that people do realize that many times things can go
wrong
when the administration has no real understanding on what learning
means in
this environment and what has to be the policies and practices to
support it.

Anil i would point out that real time online streaming of a face to
face class is
not needed. I use to record the sound and put up my notes file (ppt
usually but sometimes
raw text) and would upload the class sound track and the ppt file that
evening for the distance
student and the regular students. some face to face students are
traveling on business trips or
want to hear a particular lecture over so it is useful for those and
especially for those whose
native language is not english.

the important online component is asynchronous computer mediated
communications so any student
can participate at the time convent for them. We had some wonderful
tools for learning which most of the
current systems don't have. The commercial systems have put too much
effort on interfacing to the administrative
systems and not really designing software for learning and working in
groups.

the administration from some places will not allow you to bring in a
distance visiting expert to participate with your
class like you can do in a face to face class as one example. Also
the students cannot set up study groups on most
systems nor does the faculty have the ability to assign pen names for
role playing games.

check out the following three papers which can be downloaded from my
website http://is.njit.edu/turoff

Turoff, M., Hiltz, S. R., Li, Z., Wang, Y., Cho, H., Yao, X., (2004)
Online Collaborative Learning Enhancement through the Delphi Method,
Proceedings of the OZCHI 2004 Conference, November 22-24, University
of Wollongong, Australia

Turoff, Murray (1995)
Software Design and the Future of the Virtual Classroom, Journal of
Information Technology for Teacher Education, Vol 4, No. 2, 1995

Turoff, Murray (1995)
Teaching Computer Systems Management (CIS 455) in the Virtual
Classroom This is a report to the Sloan Foundation for their project
to introduce a complete remote degree program (BAIS, Bachelors of Arts
in Information Science) utilizing the Virtual Classroom technology
developed at NJIT.

a couple of policy papers some of you might enjoy are

Turoff, Murray (1997)
Alternative Futures for Distance Learning: The Force and the Darkside,
The material in this paper was utilized for an Invited Keynote
Presentation at the UNESCO / OPEN UNIVERSITY International Colloquium,
April 27-29: Virtual Learning Environments and the Role of the
Teacher, Open University, Milton Keynes. It also forms the basis of a
planned talk at the Third International ALN (Asynchronous Learning
Networks) meeting in NY City, October, 1997. (Presentation Overheads
for ALN conference, October, 1997, NYU)

Turoff, Murray (1999)
An End to Student Segregation: No More Separation Between Distance
Learning and Regular Courses. A summary of the invited plenary for the
Telelearning 99 meeting in Montreal, Canada, November, 1999. (Also:
ppt presentation used in talk.)

[Laine]

Anil and all,
I have a small grant to create a fully electronic f2f linguistics
class using an interactive whiteboard, lecture capture, and, as
mandated, our university CMS. I am looking for additional tools to
make this class work for ODL as well and would welcome suggestions
from the group.
Laine

[buf...@verizon.net]

why bother with all of that stuff......just use smart phones, skype, and what you know. We do not need to beg for grants anymore.... 

[Vanessa Vaile]

Ray

It finally dawned on me why you looked so familiar. I've been following Recession Realities & forwarding/ re-posting quite a bit - mostly on my reader but recently someone asked about figures for Miami Dade. I told her that you always included a link but decided to check for myself (grumbling about academics who can't bother to check a source for themselves). And there you were - or rather your picture looking back at me.

A useful site. I keep recommending it - especially to those who complain about how bad things are at their institutions, Bad all over. 

[Kristine Buchanan]

Just as an FYI, I did the research at our college (a technical college in WI) and it proved true that our course success rates were higher in traditional face to face courses.  As to why, we're still researching, but my feeling is it may have to do with the fact that we are a performance based college.  Our students are enrolled to learn practicable career skills, and are often kinesthetic learners.  This is harder to deliver in an online environment with today's technology.  Any thoughts?  Kris Buchanan

[Mark I. Clemons]

I teach HVACR online, after teaching 20 plus years f2f.
Ours is a strictly virtual school, although a large percentage or our
students are working in or connected with the trade.
We have a fairly high success rate.
I have found that practical skills can be delivered to kinesthetic
learners quite successfully but it takes some specific skills and
techniques which not all instructors can master.
I teach a basic sheet metal course on line which is very kinesthetic.
My students have commented that it feels like a hands on class over
the internet.
Harder to deliver yes but I believe that as teachers develop their
skills it can work quite well.

On Jul 23, 10:14 am, Kristine Buchanan <solicreati...@gmail.com>
wrote:

> Just as an FYI, I did the research at our college (a technical college in
> WI) and it proved true that our course success rates were higher in
> traditional face to face courses.  As to why, we're still researching, but
> my feeling is it may have to do with the fact that we are a performance
> based college.  Our students are enrolled to learn practicable career
> skills, and are often kinesthetic learners.  This is harder to deliver in an
> online environment with today's technology.  Any thoughts?  Kris Buchanan
>
>
>
>
>
>
>
> On Tue, Jul 19, 2011 at 12:31 PM, b.d.boardman <bdboard...@gmail.com> wrote:
> > Here is a quick article that I got from Inside Higher Ed.
> > Basically, the article comments that drop out rates are higher for
> > online than for "traditional" studnets:
>

> >http://www.insidehighered.com/news/2011/07/19/study_finds_higher_drop...

> >http://sites.google.com/site/edumooc/forupdateson the panels and the

[Kristine Buchanan]

Hi Mark, would you mind sharing what you do to teach the hands-on skills online?  It might help in a lot of different areas.  Also, is the placement rate of grads comparable to other tech/community colleges with similar F2F programs?  Thanks!

[sayyid Tirmizi]

Hi David this is interesting . I too was teaching Asian Religion s at
Tulane and now I have moved to New York and I ma interested to see how
we we use this in our courses.
Sayyid

On Jun 23, 12:15 pm, David Komito <david.kom...@eou.edu> wrote:
> Hello all. I'm David Komito.  My day job is Director of Academic
> Technology at Eastern Oregon University. I moonlight online teaching
> courses on Asian Religions. I've been in the online teaching and tech
> support space since 1995, and am always interested in what people
> think is going on in "there".  More about me atwww.komito.com