Responding to both the trend towards increasing online enrollments as the demand for face-to-face education declines, and to the immediate surge in remote learning owing to the COVID-19 pandemic, this book provides vital guidance to higher education institutions on how to develop faculty capacity to teach online and to leverage the affordances of an ever-increasing array of new and emerging learning technologies.
This book provides higher education leaders with the context they need to position their institutions in the changing online environment, and with guidance to build support in a period of transition.
It is intended for campus leaders and administrators who work with campus teams charged with identifying learning technologies to meet an agreed upon program- or institution-level educational needs; for those coordinating across campus to build consensus on implementing online strategies; and for instructional designers, faculty developers and assessment directors who assist departments and faculty effectively integrate learning technologies into their courses and programs. It will also appeal to faculty who take an active interest in improving online teaching.
The contributors to this volume describe the potential of artificial intelligence algorithms, such as those that fuel learning analytics software that mines LMS data to enable faculty to quickly and efficiently assess individual students progress in real time, prompting either individual attention or the need to more generally clarify concepts for the class as whole. They describe and provide access to a hybrid professional development MOOC and an associated WIKI that curate information about a wide range of learning software solutions currently available; and present case studies that offer guidance on building the buy-in and consensus needed to successfully integrate learning technologies into course, program- and institution-level contexts.
In sum, this book provides readers with a comprehensive understanding of the technological capabilities available to them and identifies collaborative processes related to engaging and building institutional support for the changes needed to provide the rapidly growing demand for effective and evidence-based online learning.
| Foreword |
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ix | |
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| Acknowledgments |
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xiii | |
| Introduction |
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1 | (20) |
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PART ONE AN INTRODUCTION TO CURRENT AND EMERGING 21ST-CENTURY LEARNING TECHNOLOGIES |
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1 The Evolving Landscape Of 21St-Century Learning Technologies |
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21 | (62) |
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2 The Learning Sciences And Educational Technology |
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83 | (16) |
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3 Empowering Faculty To Design Technology-Enriched Student Learning A Constructivist And Connectivist Hybrid Massive Open Online Course |
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99 | (25) |
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4 A Guide For Successful Integration And Support Of Learning Technologies |
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124 | (19) |
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PART TWO SOME REPRESENTATIVE EXAMPLES OF COURSE-BASED USE OF EMERGING LEARNING TECHNOLOGIES |
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5 Applying A Learning Analytics Approach To Improve Course Achievement Using Data Stored In Learning Management Systems |
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143 | (37) |
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6 Data-Informed Online Discussion Facilitation Using Data From A Social Network Analysis App To Improve Students' Online Interactions |
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180 | (11) |
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7 Teaching, Technology, And Building Trust What I've Learned About How Artificial Intelligence Can Improve Student Writing |
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191 | (14) |
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8 How We May Learn Cybersecurity Awareness Training As A Model For Future Learning Platforms |
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205 | (12) |
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PART THREE ADOPTION AND INTEGRATION OF LEARNING TECHNOLOGIES ACROSS THE INSTITUTION: CASE STUDIES |
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9 Enabling A Solution For Assessment And Technology |
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217 | (30) |
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10 Advancing General Education Assessment Through Faculty And Student Engagement With College-Wide Electronic Portfolios And An Assessment Portfolio |
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247 | (22) |
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11 Assessment And Technology Use At A Graduate Health University |
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269 | (22) |
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| Contributors |
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291 | (10) |
| Index |
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301 | |
Peggy L. Maki, PhD in literature and linguistics, University of Delaware, writes, speaks about, and consults with higher education organizations and institutions on the process of assessing student learning, an internally motivated and shared commitment to currently enrolled students equitable progress toward achieving high-quality learning outcomes. She has consulted at over 610 institutions in the United States and abroad and has written books and articles on assessment for more than 20 years. Her previous book, Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs (Stylus, 2017), challenges institutions to prioritize the use of chronological assessment results to benefit enrolled students compared with the more common practice of prolonged assessment cycles that generally benefit future students. She served as the former American Association for Higher Educations (AAHE) senior scholar on assessment; a consultant in the Association of American Colleges & Universities (AAC&Us) annual General Education and Assessment Institutes; and a member of several advisory boards, including one for the Lumina Foundation. Currently, she serves on the National Institute for Learning Outcomes Assessment (NILOA) advisory board. Recently an accredited organization in the United Kingdom invited her to design and teach online professional development courses and workshops among those it offers worldwide to higher education. She is the recipient of a national teaching award, the Lindback Award for Distinguished Teaching.
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