quality

Get some solid ideas/techniques from Techsmith’s 2012 ScreenChamps Awards

On 12/17/2012, in corporate universities / corporate training, creativity, design, digital learning, education technology, elearning, engagement / engaging students, graphics, instructional design, marketing/social marketing, multimedia, online learning, presentations, productivity / tips and tricks, quality, tools, training / L&D, user experience (UX), by Daniel Christian

Excerpt:

Best in Show: Vesone Dean, What is SignUp?
EDU category: Valerie Pennington, Anatomical Terms of Direction and Planes of Section
Sales & Marketing category: Nino Paglia, Mantic – RealeFlow
Tutorial & Training category: Ron Hogue, Top Five-ish Screencast Tips
Wildcard category: Mel Aclaro, Best Screen Capture Software Series (Episode 3 – Camtasia Studio 7)

Description:

Enter up to three (3) screencast videos. Videos will be assigned a category based on the information you provide (so please be as detailed as possible!). Categories are: Education (videos with a focus on teaching and/or schools, at any level); Tutorial/Training (videos with a focus on training or tutorial content); Sales and Marketing (videos made to sell or persuade); and Wildcard (videos that don’t fit in the previous categories).

Tagged with: best practices/tips • corporate training / universities • creativity • design • digital learning • e-learning • education • Graphics • instructional design • marketing/social marketing • multimedia • online learning • productivity • quality • tools • training • user experience • visual design

Nine steps to quality online learning [Bates]

On 08/10/2012, in Canada, communications, digital learning, education technology, higher education, innovation, instructional design, online learning, pedagogy, quality, teaching & learning, teaching online, using teams, by Daniel Christian

Nine steps to quality online learning — from Tony Bates

Also see:

How [not] to Design an Online Course — from onlinelearninginsights.wordpress.com
Moving a face-to-face credit course to an online environment is far more challenging than one might expect – as numerous experienced and esteemed professors have discovered. In this post learn vicariously through one professor’s experience of ‘what not to do’.

Tagged with: Canada • communications • digital learning • innovation • instructional design • online learning • pedagogy • quality • teaching online • Using teams

National Standards for Quality Online Courses from iNACOL — Version 2 [Oct 2011]

On 10/13/2011, in blended learning, elearning, hybrid learning, instructional design, K-12 related, online learning, quality, by Daniel Christian

Excerpt:

The mission of the International Association for K-12 Online Learning (iNACOL) is to ensure all students have access to world-class education and quality online learning opportunities that prepare them for a lifetime of success. National Standards for Quality Online Courses is designed to provide states, districts, online programs, and other organizations with a set of quality guidelines for online course content, instructional design, technology, student assessment, and course management.

Tagged with: blended learning • e-learning • hybrid learning • instructional design • K-12 • online learning • quality

Daniel S. Christian- One of my hopes for teaching and learning -- 8-28-11

Tagged with: 24x7x365 • Daniel S. Christian • digital audio • digital learning • digital video • learning ecosystem • learning from the living [class] room • Lifelong learning • love of learning • mirroring / multiple devices • Mobile learning • multimedia • online learning • passions • quality • student-related • ubiquitous learning • vision

My guess is that for many youth, this will blow traditional books out of the water (and for some of us adults as well)

On 07/14/2011, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, animation, Apple, art, changing business models, convergence, creativity, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, educational games / serious games, elearning, emerging technologies, engagement / engaging students, generational differences, human-computer interaction (HCI), innovation, interaction design, interactivity, K-12 related, learning ecosystem, love of learning, media/film, multimedia, new business models, new media literacies, publishing, quality, reading, storytelling, technologies for your home, tools, trends, user experience (UX), user interface design, using teams, by Daniel Christian

Check out:

Fantastic new children’s iPad book by author William Joyce — from curiositycounts.com as curated by Maria Popova

Also see:

From DSC:
This also nicely illustrates why I believe we need to use teams of specialists to create and deliver our learning materials (June 2009).

Tagged with: 21st century • 24x7x365 • 3D • A/V • animation • Apple • art • convergence • creativity • cross-disciplinary assignments • digital audio • digital storytelling • digital video • disruption • educational technology • elearning • emerging technologies • engagement • engaging students • generational differences • human-computer interaction (HCI) • innovation • interaction design • iPad • K-12 • learning ecosystem • love of learning • Media/film • multimedia • new business models • new publishing models • publishing • quality • story • technologies for the home • tools • trends • user experience • user interface design • Using teams

Adobe Museum of Digital Media, A lecture by John Maeda

From DSC:
If online courses could feature content done this well…wow! Incredibly well done. Engaging. Professsional. Cross-disciplinary. Multimedia-based. Creative. Innovative. Features a real craftsman at his work. The Forthcoming Walmart of Education will feature content at this level…blowing away most of the competition.

This is also true for materials like the item below!

Tagged with: 21st century • 24x7x365 • A/V • Adobe • art • content • creativity • cross-disciplinary assignments • dangers of the status quo • Daniel S. Christian • digital audio • digital learning • digital storytelling • digital textbooks • digital video • ideas • interactivity • interface design • learning ecosystem • learning objects • learning spaces • Media/film • multimedia • new media literacies • online learning • online media • presentations • quality • teaching & learning • teaching online

Comparing online programs

On 03/24/2011, in online learning, quality, by Daniel Christian

Comparing online programs — from InsideHigherEd.com by Steve Kolowich

Much of the debate about online higher education turns on comparing online courses to face-to-face ones. But with colleges of every type increasingly venturing into the fray of online teaching regardless, some have turned toward the practical question of comparing online programs with other online programs.

This, too, has been tricky. Kaye Shelton found this out when she was researching her 2005 book, An Administrator’s Guide to Online Education, which she co-authored with George Saltsman, an educational technologist at Abilene Christian University.

“When I came to the chapter on quality, I just ended up chucking it,” says Shelton, now dean of online education at Dallas Baptist University. While attention to online programs as a recruitment battleground was growing, she says, the literature on how to compare quality was just too thin.

Now, with help from the nonprofit Sloan Consortium (Sloan-C) and dozens of veteran online education administrators, Shelton has developed a “quality scorecard” that she hopes will serve as a standardized measure for comparing any type of fully online college program, regardless of discipline. “I’m hoping that it will become an industry standard,” Shelton says.

The scorecard has 70 metrics, developed over six months by a panel of 43 long-serving online administrators representing colleges of various classifications, including several for-profit institutions. It builds on the Institute for Higher Education’s “Benchmarks for Success in Internet-Based Distance Education,” which was published in 2000 and outlines 24 metrics.

Tagged with: online learning • quality

Christensen on disruptive innovation in higher education [via Lloyd Armstrong]

On 03/23/2011, in business side of he, cost of getting a degree, disruption, future of higher education, game-changing environment, innovation, New "Amazon.com" of Higher Education, new business models, online learning, quality, strategy, United States, vision/possibilities, by Daniel Christian

Christensen on disruptive innovation in higher education — from Lloyd Armstrong, University Professor and Provost Emeritus at the University of Southern California

Although the absence of an upwardly scalable technology driver has rendered higher education impossible to disrupt in its past, we believe that online learning constitutes such a technology driver and will indeed be capable of disruptively carrying the business model of low-cost universities up-market.

Tagged with: business side of he • cost of getting an education • disruption • future of higher education • game-changing environment • innovation • new business models in he • online learning • quality • strategy • United States • vision • Walmart of Education

The OER discussion/debate over at Tony Bates’ blog

On 03/21/2011, in instructional design, open courseware and systems, quality, by Daniel Christian

Recent postings/topic started with OERs: the good, the bad and the ugly — see comments therein
Rory McGreal’s lengthy critique of Tony’s post: A defence of the OER movement: Any Which Way You Can
A reflection on the OER debate: Every Which Way but Loose — again see comments therein

Tagged with: instructional design • open • quality

Disrupting College: How disruptive innovation can deliver quality and affordability to postsecondary education

On 02/09/2011, in cost of getting a degree, disruption, global / globalization, higher education, internet, New "Amazon.com" of Higher Education, online learning, quality, by Daniel Christian

Disrupting College: How disruptive innovation can deliver quality and affordability to postsecondary education— from americanprogress.org by Clayton M. Christensen, Michael B. Horn, Louis Soares, Louis Caldera

This emerging disruptive innovation—online education—also presents an opportunity to rethink many of the age-old assumptions about higher education.

Excerpt:

The theory of disruptive innovation has significant explanatory power in thinking through the challenges and changes confronting higher education. Disruptive innovation is the process by which a sector that has previously served only a limited few because its products and services were complicated, expensive, and inaccessible, is transformed into one whose products and services are simple, affordable, and convenient and serves many no matter their wealth or expertise. The new innovation does so by redefining quality in a simple and often disparaged application at first and then gradually improves such that it takes more and more market share over time as it becomes able to tackle more complicated problems.

Also see:

Disruption, Delivery and Degrees — from InsideHigherEd.com

WASHINGTON — Many college professors and administrators shudder at comparisons between what they do and what, say, computer or automobile makers do. (And just watch how they bristle if you dare call higher education an “industry.”) But in a new report, the man who examined how technology has “disrupted” and reshaped those and other manufacturing industries has turned his gaze to higher education, arguing that it faces peril if it does not change to meet the challenge. The report, “Disrupting College,” was also the subject of a panel discussion Tuesday at the Center for American Progress, which released the report along with the Innosight Institute. (A video recording of the event is available here.)

Tagged with: cost of getting an education • disruption • Global learning • higher education • internet • online learning • quality • Walmart of Education

Maintaining quality in blended learning: From classroom assessment to impact evaluation

On 09/21/2010, in blended learning, hybrid learning, quality, by Daniel Christian

Maintaining quality in blended learning: From classroom assessment to impact evaluation — from Educause

ELI’s online seminars offer an opportunity to hear from experts around the world on a specific teaching-and-learning-with-technology–related topic. The goal of this seminar is to examine one of the blended learning focus session topics in greater depth. With the help of the ELI community’s input, we’ve selected research and quality assurance of blended learning as the topic for our first online seminar.

With more faculty members teaching in the blended learning mode, effective course design is critical to maintaining quality while incorporating both face-to-face and online components. In this online seminar, participants will learn how to develop assignments that fit the learning objectives and align with the blended format of the course. In addition, participants will learn how course assignments can be used to provide evidence that students are meeting program goals. Finally, we’ll discuss the benefits of classroom-based research to evaluate the impact of technology on teaching and on students’ learning. Participants will learn how they can successfully accomplish scholarship of teaching and learning (SoTL) research and use it to improve course and program outcomes.

Tagged with: blended learning • hybrid learning • quality

Four Pillars of Online Course Quality — from Faculty Focus

On 07/21/2010, in online learning, quality, by Daniel Christian

Four Pillars of Online Course Quality — from Faculty Focus by Mary Bart
The eQuality program looks at quality from four different perspectives, which the Open Campus calls the four pillars of program quality, and has qualitative and quantitative assessments for each.

Quality Courses – The quality checks in this area ensure the courses provide a sound learning environment, implement best practices in online learning, meet college requirements for academic rigor, and reflect all official curriculum requirements.
Quality Instruction – The quality checks in this area ensure sound instructional approaches and techniques for reducing the transactional distance in online courses.
Quality Support – The quality checks in this area focus on those elements outside the courses that make the teaching and learning experience easier and more fulfilling, including, technical support, student advisement, faculty training, and staff training and development.
Quality Administration – The quality checks in this area examine the policies, procedures, guidelines, and other interactions between the institution and the staff, faculty, and students. The goal is to minimize the organizational barriers to student success, student satisfaction, and faculty satisfaction. This pillar is by far the most complicated to manage and improve, Schilke says.

Tagged with: online learning • quality

Tagged with: K-12 • online learning • quality • virtual schools

Conference on Quality in Higher Education — NCA/The Higher Learning Commission

On 02/07/2010, in higher education, quality, by Daniel Christian

115th Annual Meeting of NCA/The Higher Learning Commission

Tagged with: higher education • quality

Learning Ecosystems