Podcasts about distributed learning

Today I want to start a fun new series on a topic that I've wanted to explore for quite a while, which is the concept of regenerative education. I've worked as a teacher and educational facilitator in different capacities since the beginning of my career, first in before and after school programs for kids, then as an arts and environmental educator at summer camps, then English as a second language in both South Korea and Guatemala, and in between teaching various technical workshops in natural building, permaculture, ecosystem restoration, the transition journey to regenerative agriculture, and of course water management and water cycle restoration. Every time I engage in these activities I gain huge respect for teachers and the incredible skill and patience it takes to be an effective educational facilitator. Similarly, I want to continue to grow as a teacher and even improve my skills as a student since I'm also always in some sort of course or other at the same time. I know this is a wide and nuanced topic and so to help me to become oriented to the considerations and scope of what I'm exploring, I reached out to Pavel Cenkl, who is the Academic Dean at Prescott College in Arizona (US) and the Founder of the Regenerative Learning Network. His work focuses on the intersection of transformative learning, community, and ecology and building a more regenerative, resilient, and equitable educational future. He's also the author of several books including Transformative Learning (with Satish Kumar), “Relational Ecologies: Building Regenerative Community Learning Networks” in Regenerative Ecosystems in the Anthropocene (2023) and “Lessons from the Periphery” in Regenerative Learning (2022). Pavel's current book in progress is titled Networked Learning: Transforming Higher Education through Distributed Learning. This conversation weaves from the troubles with traditional or conventional educational models and why they leave so many behind, and increasingly in debt, through alternative models of teaching and the potential that educational institutions really have. We explore the role of technology in learning as well as the things the digital world can't replace. Pavel also give his take on what makes effective educators and a window into their process of creating learning curriculums that are in line with the concept of regenerative education. This is the first in a series of interviews that I'm in the process of planning so if you have any ideas of what questions I should explore or who I should speak to in upcoming interviews, I encourage you to reach out to me through the Regenerative Skills Discord server. 

AMSC's Mr. David Howey and Dr. Robert Arp discuss critical thinking and creative thinking and highlight their importance in decision-making and problem-solving. Talking points include examples of fallacies and the importance of considering alternative perspectives, the importance of teaching critical thinking from a young age, the relevance of critical and creative thinking in the workplace, and more. Dr. Arp holds a PhD in Philosophy and is an instructor in the AMSC Department of Academic Support and Distributed Learning. For questions, suggestions, or feedback, write us at usarmy.leavenworth.tradoc.mbx.armyu-amsc-podcast@army.mil To learn more about the Army Management Staff College, visit our website at https://armyuniversity.edu/amsc No DOD or U.S. ARMY ENDORSEMENT IMPLIED. Any references to commercially available products or works are used for research and educational purposes only. Mention of any specific commercial products, process, or service by trade name, trademark, manufacturer, or otherwise does not constitute or imply its endorsement, recommendation, or favoring by the U.S. Army, Department of Defense, or the United States Government. The views and opinions of the authors expressed herein do not state or reflect those of the United States Government and shall not be used for advertising or product endorsement purposes. The mention of companies by name is solely for the purpose of representing educational framework and should not be implied as endorsement. Music: "Army Strong" composed by Mark Isham, arranged by Hector Munoz.

This week we talk with Dr. Kelvin Thompson, the Vice Provost for Online Strategy and Teaching at the University of Louisville. At the beginning of 2023 Kelvin began this new role, which aims to boost strategic teaching and online techniques throughout the university. In this episode, we discuss Kelvin's transition from his position as the Executive Director for UCF's Center for Distributed Learning and explore his vision for UofL in this new role.    Kelvin's 90 Day Report Outhttps://louisville.edu/delphi/about/first90 TOPcast Home Page with multi-platform subscription options http://topcast.online.ucf.edu TOPcast Episode #91: “Intermodal Learning”http://bit.ly/topcast_s07e91 TOPcast Episode #111: "'Onlineness:' Necessity, Not Convenience” http://bit.ly/topcast_s07e111 Quit: The Power of Knowing When to Walk Awayhttps://www.amazon.com/Quit/dp/1529146151/ Do you have comments or questions about Faculty Feed? Contact us at ⁠FacFeed@louisville.edu⁠. We look forward to hearing from you. --- Send in a voice message: https://podcasters.spotify.com/pod/show/hscfacdev/message

Weather finally warming up these last couple of weeks and we have a lot to unpack with how you can take care of your lawn and yards this summer so we have Eric Watkins, he is the Vice Provost for Distributed Learning and Professor for the Department of Horticulture at the University of Minnesota , he is here to take texts and calls and discuss the topical concerns heading into the summer.  

Episode notes: The CANcer Distributed Learning Environment (CANDLE) project provides deep-learning computing methodologies for accelerating cancer research.

Seth, Allyson, and Tami welcome special guest,  Ben Newsome, founder of Fizzics Education and Virtual Australia Excursion, to share his extensive experience in creating engaging hands-on science programs using distance learning. Ben provides valuable insights on the power of live virtual programs for learners, especially those living in rural and remote communities in Australia and around the globe. Ben also adds insight on how to train energetic science educators to engage a global audience and on his work collaborating with other institutions to create immersive virtual learning events. Tune in to learn from Ben's wealth of experience and learn how distance learning can connect groups globally and break down barriers to education.Ben is the author of Be Amazing!: The Way to Teach Science the Way Primary Kids Love and the host of the FizzicsEd Podcast!  Show Note Links: Get to know more about Fizzics Education by visiting their website here: https://www.fizzicseducation.com.au/ Discover more about Virtual Excursion Australia and upcoming events here: https://www.virtualexcursionsaustralia.com.au/Stay Connected to Ben: Follow @fizzed on all social mediaLearn about the virtual field trip offerings here: CILC Member Page: https://www.cilc.org/ContentProvider/ViewContentProvider.aspx?id=424 Check out his book, Be Amazing! - tech science the way primary students love here: https://www.amazon.com/Be-Amazing-teach-science-primary-ebook/dp/B072L2JN3H Make sure to tune-in to his podcast FizzicsEd & FizzicTwists that you can start following here: https://www.fizzicseducation.com.au/category/podcast/ Dive Deeper into Research Mentioned: Read the study by Megan Ennes, ‘Museum-Based Distance Learning Programs: Current Practices and Future Research Opportunities,' published in the International Review of Research in Open and Distributed Learning here: https://files.eric.ed.gov/fulltext/EJ1297905.pdf Find out more about how the United States Department of Agriculture defines rural communities in America here: https://www.ers.usda.gov/topics/rural-economy-population/rural-classifications/what-is-rural.aspx#:~:text=This%20delineation%20of%20built%2Dup,with%20fewer%20than%202%2C500%20people Learn more about best practices for online teaching using the TITAC Method from Banyan Global Learning here: https://banyangloballearning.com/best-practices-for-online-teaching-orig/ Tech Troubles Troubleshooting Links to test you technology set-up on the videoconferencing platform you may be using: WebEx: Test Call ; &

This episode is a live recording of a panel session at the Online Learning Consortium's Accelerate Conference in Orlando on November 17, 2022. The panelists were Michelle Miller, Liz Norell, and Kelvin Thompson. Michelle is a professor of psychological sciences and a President's Distinguished Teaching Fellow at Northern Arizona University. She is the author of Minds Online: Teaching Effectively with Technology and also more recently, Remembering and Forgetting in the Age of Technology: Teaching and Learning and the Science of Memory in a Wired World, which was recently released by West Virginia University Press. Liz is a political scientist, and an associate professor at Chattanooga State Community College. She is also an experienced registered yoga teacher with over 500 hours of training completed. She is currently working on a book on Why Presence Matters in High Quality Learner-Centered Equitable Learning Spaces. Kelvin is the Executive Director of the University of Central Florida's Center for Distributed Learning, and graduate faculty scholar in UCF's College of Education and Human Performance. He developed the open courseware BlendKit course that many of us have taken, and cohosts TOPcast, the Teaching Online Podcast.

Episode notes: ECP plays key support roles in the CANDLE project, which is addressing three significant science challenge problems in cancer research.

Welcome to the final Episode of the G Team podcast of Season 2! This week we're very lucky to have the Dean of Digital and Distributed Learning at Portsmouth University, Alejandro Armellini! Within this episode we discuss the current flaws within the education system, where we should be moving towards and some great advice to making the most of your education. Huge thank you to Alejandro for joining us this week! We're very grateful to have you and appreciate your time. You can also listen to the podcast on these platforms: https://linktr.ee/thegteam Check out our Social Media and website if you want to find out more about us! https://www.the-g-team.com https://www.instagram.com/thegteam100/

Dr Mohsen Keshavarz is Director of the Virtual Education Center of Torbat Heydariyeh University of Medical Sciences. He has a PhD in the area of virtual education planning and is an energetic advocate of distance learning in his home country of Iran, having translated Tony Bates's book Teaching in a digital age to Persian in addition to several other projects, some with international collaborators. Interview: https://episodes.castos.com/onlinelearninglegends/058-Mohsen-Keshavarz-Final.mp3 | recorded June 2021 Mohsen’s online profile: https://orcid.org/0000-0002-6350-2070 Nominated works (free to access): Keshavarz, M., & Ghoneim, A. (2021). Preparing Educators to Teach in a Digital Age. The International Review of Research in Open and Distributed Learning, 22(1), 221-242. https://doi.org/10.19173/irrodl.v22i1.4910Bates, A. W. (2016). Teaching in a Digital Age. Guidelines for Teaching and Learning. (M. Keshavarz & A. Sharif, Trans. in Persian: Chapter 1-5, Select a file format, Part of Readable) Vancouver BC: Tony Bates Associates Ltd.  https://open.bccampus.ca/browse-our-collection/find-open-textbooks/?uuid=da50f5f1-bbc6-481e-a359-e73007c66932&contributor=&keyword=&subject= Nominated works (may require purchase): Keshavarz, M. (2020). Distance Education System and Print Literacy. Distance Learning 17(2). https://www.infoagepub.com/products/distance-learning-vol-17-2Keshavarz, M. (2020). The Effect of Distance Education on Information Literacy Case Study: “Iran”. The Quarterly Review of Distance Education 21(2), pp.23-47. https://www.infoagepub.com/products/Quarterly-Review-of-Distance-Education-21-2Keshavarz, Mohsen. (2016). Distance Education System and Media Literacy. Distance Learning13(4). https://www.infoagepub.com/products/distance-learning-vol-13-4

The sixth and final podcast in the series of the History of Emotions Podcasts 'From grief to wonder: Exploring emotions in Irish History' by Ciarán Wallace takes a surprisingly positive look at a cultural tragedy - the destruction of the Public Record Office of Ireland at the outbreak of the Irish Civil War. Peering behind the cloud of smoke which billowed up on 30 June 1922, he describes the sense of wonder associated with the establishment of the PROI in 1867 and its fifty-five years preserving Ireland's most precious records. The building, its staff and the national archive they created were marvels of 19th century Irish skill and scholarship. Despite the losses of 1922, their work is now enabling the virtual recreation of the record treasury - opening the door for a new generation to feel that same sense of wonder and excitement at the historical discoveries ahead. Dr Ciarán Wallace Ciarán Wallace is Deputy Director of Beyond 2022. He completed his PhD on late nineteenth- and early twentieth-century municipal politics in Dublin at Trinity College Dublin (2010). Having lectured in Modern Irish History at Trinity College Dublin, Dublin City University and Liverpool John Moore's University Ciarán returned to Dublin to join the initial scoping phase for Beyond 2022: Ireland's Virtual Record Treasury. Ciarán's publications include ‘Civil society in search of a state: Dublin 1898–1922' Urban History, August 2018; Curry, J., Wallace C., (2015) Thomas Fitzpatrick and the Lepracaun Cartoon Monthly 1905-1915; Griffith L.M., Wallace, C. (eds) (2016) Grave Matters: death and dying in Dublin 1500 to the present and Wallace, C., Gallagher, S. E., (2016) ‘A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research.' The International Review of Open and Distributed Learning, 2016.

Show guest - Tomas Diez - Venezuela-born Urbanist specialized in digital fabrication and its implications for the future of cities. He is the director of Fab Lab Barcelona at the Institute for Advanced Architecture of Catalonia, the Fab Academy global coordinator, and the European project manager of the Fab Foundation. His research interests relate to the use of digital fabrication tools to transform the reality, and how the use of new technologies can change the way people consume, produce and relate to each other in cities. Music credit: @My-Sleeping-Karma Show notes link --- Send in a voice message: https://anchor.fm/experimentq/message

Das Startup XAIN tritt an das Dilemma zwischen Datenschutz und Benutzerfreundlichkeit mittels Federated Learning zu lösen. Im heutigen Podcast spreche ich mit Dr. Leif-Nissen Lundbæk, Co-Founder und CEO der XAIN AG. Feedback zum Podcast? Email an info@datenbusiness.de Zum Unternehmen XAIN: https://www.xain.io/ Kontakt Leif: https://www.linkedin.com/in/dr-leif-nissen-lundb%C3%A6k-a00a32141/ Kontakt Bernard: https://www.linkedin.com/in/bernardsonnenschein/ Unsere heutigen Themen: Das WHY von XAIN: das Dilemma zwischen Datenschutz und Benutzerfreundlichkeit. (ab 06:03) Wird die Privatsphäre auch dann schon verletzt, wenn die Daten nicht an Dritte weitergegeben werden? (ab 10:54) High-Level-Überblick zu XAIN und Federated Learning. (ab 15:48) Grenzen beim Federated Learning. (ab 29:04) Federated Learning vs Distributed Learning. (ab 39:02) Status Quo bei XAIN. (ab 42:15)

In this Episode, Charity and I sit down and chat about learning groups that our family is involved in to help enrich, supplement and straight up cover sections of our kids education.Our time is valuable isn't it? We have to choose very carefully what to say yes to as a family and are learning that in opportunities that arise, no matter how amazing they may be, do not get a YES without careful consideration and prayer. For us in this season, this means a combo effect between Co-op, and our Wild and Free Group! Today you'll get the nitty gritty of how these work for our family and what they offer. We also go into detail about the past history of co-ops, what groups for homeschoolers used to look like, what they are now, and how Charter schools and the Distributed Learning model play in to all of this! Sneak Peak.....Charity is a Wild and Free group leader and has an amazing group of like minded Mama's that meet twice a month for outdoor learning, exploring and relationship building. Our kids LOVE IT! Also starting up for us soon will be our children's Co-op group they are in. In the Co-op, they cover more specific topics and can dive pretty deep into them.Listen in to get all the info!!!

New in this update:Nanaimo Ladysmith School DistrictThe demand for at home schooling in Nanaimo is so high this year, the district's website crashed on the first day of registration. The president of the Nanaimo-Ladysmith School Board says more than 300 students have registered for the Island ConnectEd program. It allows students to learn from home. The district is hiring more teachers for the program. Charlene McKay says the district is doing all it can to accommodate students and their families."The registration is wide open. We are not wait listing families. We are getting them in. and we'll make those connections as soon as we can and then we'll investigate what else we need to do for those supports."—President of the Nanaimo-Ladysmith School Board, Charlene McKay.The district opted to expand the program, instead of creating wait lists, after the Minister of Education, Rob Flemming promised school districts their funding would not be reduced. In past years, the district would receive less funding for a student enrolled in the ConnectEd program, compared to a student enrolled at a school.More Details on COVID-19 NumbersBC's Provincial Health Officer is offering more details into where and how COVID-19 cases have been transmitted. Normally, Dr. Bonnie Henry provides case counts by Health Region. Now, those numbers are being broken down into smaller areas. As of the end of July on Vancouver Island, the highest case count recorded is on the North Island, where 30 people in Alert Bay were infected in an outbreak early in the pandemic. There have been 15 cases in Nanaimo, nine in the Cowichan Valley and six in Parksville. Dr. Henry says the exposures fall into three main categories."About a third of the cases that we're seeing now are related to events like parties like clubs and nightclubs that we've seen and about a third are related to transmission within families and community groups and then a third are related to a workplace cluster or outbreaks at long term care homes."—B.C.'s Provincial Health Officer, Dr. Bonnie HenryHenry says there is a smaller proportion of cases related to travel.COVID-19 Testing on Vancouver Island Meanwhile, people on Vancouver Island are reporting being put on hold for up to 90 minutes when trying to book an appointment to be tested for COVID-19. Some say they made dozens of calls over several days before getting through to the COVID-19 call centre. The call centre saw its highest count of 900 calls on August the 17th. BC's Minister of Health says 70 per cent of calls were abandoned on that day. However, Adrian Dix believes the problem will be fixed soon."Island health is actively recruiting staff, extending offers to 45 individuals and recruitment continues. This week, Island Health has more than doubled the number of nurses they have answering calls and will have more nurses and registration clerks starting tomorrow."—Minister of Health, Adrian Dix.The call centre has extended its hours of operation to seven days a week.

This episode is part of the Learning Uncut Disruption series.  This pop-up daily series aims to equip learning professionals with practical guidance and tips to get started or scale up with practices needed as part of their organisational response to the global COVID-19 pandemic.  Chris Coladonato is a talent development specialist who has been creating and curating resources on working as part of distributed team in her organisation for several years.  She prefers the term ‘distributed’ to ‘remote’ – there is power in language!  She has also been upskilling leaders in her organisation to lead people who work from home.  In this episode she shares tips with learning professionals specifically in mind about how to work effectively from home, how to stay connected and effective as a team, and how you can help others with this transition. Host:  Michelle Ockers Guest: Chris Coladonato  Resources: Preparing for Emergency Remote Work – a resource from Workplacless that includes checklists and tools http://bit.ly/33rmWyA More Episodes & Info: More episodes: https://learninguncut.libsyn.com About the Learning Uncut podcast: https://michelleockers.com/learninguncut/  

The unfortunate reality is that many of the most commonly used machine learning metrics don't account for the complex trade-offs that come with real-world decision making. This is one of the challenges that today’s guest, Sanmi Koyejo has dedicated his research to address. Sanmi is an assistant professor at the Department of Computer Science at the University of Illinois, where he applies his background in cognitive science, probabilistic modeling, and Bayesian inference to pursue his research which focuses broadly on “adaptive and robust machine learning.” Check out the full episode write-up at twimlai.com/talk/352.

Bee Hepburn, the Education and Content Manager at cloud-based accounting platform provider, Xero, leads a team of 90 people spread across six regions.  If you work in a distributed or decentralised learning team you will understand some of the difficulties that this presents in thinking and working as one team, particularly if you have different reporting lines.  Bee discusses the challenges she found when she stepped into her global role two years ago, and how she has led her team to create a new sense of purpose and work cohesively and effectively.  Creating a shared learning strategy was a critical early step.  Bee describes the process used to create and implement their learning strategy.  Listen out for lots of practical approaches and tools for improving how your team collaborates. Host:  Michelle Ockers Guest: Bee Hepburn  Resources:  Xero website - https://www.xero.com/au/ Sample Template – One Page Strategy (Note this is not the specific version used by Xero which could not be shared publicly. It is similar to that described by Bee Hepburn.) http://bit.ly/31n7geQ Miro - https://miro.com/ Slack - https://slack.com/intl/en-au/ Trendwatching.com - https://trendwatching.com/ More Episodes & Info: More episodes: https://learninguncut.libsyn.com About the Learning Uncut podcast: https://michelleockers.com/learninguncut/

On this episode, Katie is joined by Dr. Sharla Berry, an Assistant Professor in the Graduate School of Education at California Lutheran University. Her research explores education technology in K-20 contexts. She has published several peer-reviewed articles exploring how students and faculty cultivate learning communities in online programs. Dr. Berry also does research on the relationship between technology and college access. She is the author of Degree for Free: How to Save Time and Money on Your College Education. Segment 1: Cultivating Community Online [00:00-11:44] In this first segment, Sharla discusses some of her research on cultivating community online. In this segment, the following resources are mentioned: Some of Sharla's research on cultivating community online: Berry, S. (2019). The Offline Nature of Online Community: Exploring Distance Learners’ Extracurricular Interactions. The International Review of Research in Open and Distributed Learning. Berry, S. (2019). Teaching to Connect: Community-Building Strategies for the Virtual Classroom. Online Learning Journal. Berry, S. (2018). Building Community in an Online Graduate Program: Exploring the Role of an In-Person Orientation. The Qualitative Report. Berry, S. (2017). Student support networks in online doctoral programs: Exploring nested communities. International Journal of Doctoral Studies, 12, 33-48. Berry, S. (2017). Building Community in Online Doctoral Classrooms: Instructor Practices that Support Community. Online Learning Journal. Sundt, M., Berry, S., Ortiz, A. (2017). Using Data to Support Online Student Communities. New Directions for Student Services. Segment 2: College Access [11:45-23:15] In segment two, Sharla shares about her work on college access. In this segment, the following resources are mentioned: Degree for Free: How to Save Time and Money on Your College Education The Four-Hour Work Week by Tim Ferriss Segment 3: Taking a Critical Perspective on Technology [23:16-35:12] In segment three, Sharla discusses the importance of having a critical perspective on technology. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

In this episode of The Two Wings Seminar, Dr. Larry Hopperton, Director of Distributed Learning Technology at Tyndale University College and Seminary, talks about flipping the classroom. Using current activities at Tyndale as illustrations, this presentation will engage participants in dialogue concerning their own institutional stories and provide an outline of a plan to move from an on-campus face-to-face method of course delivery to an online distributed method of program delivery. This session will be ideal for faculty ready to learn how to engage in online learning methodologies and administrators interested in developing online modes of program delivery at their schools. (April 5, 2019)

In this episode of The Two Wings Seminar, Dr. Larry Hopperton, Director of Distributed Learning Technology at Tyndale University College and Seminary, talks about flipping the classroom. Using current activities at Tyndale as illustrations, this presentation will engage participants in dialogue concerning their own institutional stories and provide an outline of a plan to move from an on-campus face-to-face method of course delivery to an online distributed method of program delivery. This session will be ideal for faculty ready to learn how to engage in online learning methodologies and administrators interested in developing online modes of program delivery at their schools. (April 5, 2019)

In this episode of the Two Wings Seminar, Dr. Larry Hopperton, Director of Distributed Learning Technology at Tyndale, talks about Distributed Learning. The Department of Distributed Learning provides pedagogically-based, technology-mediated applications for the design, development and presentation of courses that incorporate technology in the delivery of courses and other student resource services to the Tyndale University College & Seminary population, by providing alternative and enriched learning opportunities to attract wider populations of students. This presentation will provide an overview of distributed learning at Tyndale and prepare the audience for how the conception of distributed learning paved the way for flipped classroom, faculty training, and various forms of community engagement in the life of online academic programming. (March 29, 2019)

In this episode of the Two Wings Seminar, Dr. Larry Hopperton, Director of Distributed Learning Technology at Tyndale, talks about Distributed Learning. The Department of Distributed Learning provides pedagogically-based, technology-mediated applications for the design, development and presentation of courses that incorporate technology in the delivery of courses and other student resource services to the Tyndale University College & Seminary population, by providing alternative and enriched learning opportunities to attract wider populations of students. This presentation will provide an overview of distributed learning at Tyndale and prepare the audience for how the conception of distributed learning paved the way for flipped classroom, faculty training, and various forms of community engagement in the life of online academic programming. (March 29, 2019)

Inspired by the breakout podcast Serial, a few years ago two digital learning leaders at the University of Central Florida created their own podcast—focused on online learning instead of true crime. It’s called the Teaching Online Podcast, or TOPcast, and co-host Thomas Cavanagh says he is driven by his quest to figure out one of the grand challenges of higher education: how to use technology to raise the quality of instruction while lowering costs. Not everyone thinks that’s possible, of course, and even Cavanagh, vice provost for digital learning at the University of Central Florida, admits that edtech can spark plenty of new ethical challenges along the way. Each month, he and co-host Kelvin Thompson executive director of the Center for Distributed Learning at UCF, give their analysis of trends in online learning over a cup of fancy coffee—and these days their fans often send them beans to brew and fuel the show. EdSurge connected with Cavanagh (online of course) to talk about what he has learned from all those podcast chats, and about how his sidegig as a detective novelist shapes his work in campus innovation.

The issue of accessibility in online learning has been waiting for attention. Until recently, however, the urgency for action has been largely absent or deferred. Intentions were good, but few formal implementation deadlines demanded immediate action. The passage of the Accessibility for Ontarians with Disabilities Act in 2005 led to the 2008 b adoption of Web Content Accessibility Guidelines 2.0 (WCAG) developed by the World Wide Web Consortium (W3C). The Ontario Government has set a time limit of 1 January 2021 for compliance with this standard. This presentation will consider the changing concept of disability and accessibility in online learning. It will then provide a case study of Tyndale University College Seminary in Ontario, Canada, as it prepares to implement accessibility requirements for the 2021 deadline. Recorded and aired on Friday, January 26, 2018. The audio below plays the entire webinar with the Q/A session at the end. The YouTube video provides a subtitled, visual background to the 30-minute presentation embedded within the audio. Some resources from Ben Watson of the Faith-Based Online Learning Directors: Screen Readers:JAWS for Windows and NVDA for WindowsVoiceOver for both the iPhone and iPad.Reading Apps (all for the iPhone and iPad)Voice Dream ReaderKindleIBooksNookEasy ReaderPocketBard Mobile. This is the application from the National Library for the Blind and Physically Handicapped in the US. BARD stands for Braille and Audio Reading Download. Both audio and braille books can be accessed on the appFor reading the classics LibriVox or Audio Books Headquarters both work well. Overdrive, an app used by libraries across the country.App from Learning Ally. They have 75,000 mostly textbooks that have been recorded for blind and people with other learning disabilities that listening to a book can help.Audible should be mentioned, very accessible in both Windows and IOS.Apple’s news app for news and their podcast app for listening to podcasts.Writing:MicroSoft Office is very accessible.Word processing app called Voice Dream Writer.For blogging, Byword.Research:Everybody’s favorite Google app works well in both Windows and IOS and the Wikipedia app works well in IOS.Dr. Lawrence Hopperton is the Director of Distributed Learning at Tyndale University College and Seminary. He was formerly the Director of Research for the Canadian TeleLearning National Centre of Excellence and Senior Instructional Designer for the Canadian Centre of Excellence for Refugee and Immigrant Studies.

The issue of accessibility in online learning has been waiting for attention. Until recently, however, the urgency for action has been largely absent or deferred. Intentions were good, but few formal implementation deadlines demanded immediate action. The passage of the Accessibility for Ontarians with Disabilities Act in 2005 led to the 2008 b adoption of Web Content Accessibility Guidelines 2.0 (WCAG) developed by the World Wide Web Consortium (W3C). The Ontario Government has set a time limit of 1 January 2021 for compliance with this standard. This presentation will consider the changing concept of disability and accessibility in online learning. It will then provide a case study of Tyndale University College Seminary in Ontario, Canada, as it prepares to implement accessibility requirements for the 2021 deadline. Recorded and aired on Friday, January 26, 2018. The audio below plays the entire webinar with the Q/A session at the end. The YouTube video provides a subtitled, visual background to the 30-minute presentation embedded within the audio. Some resources from Ben Watson of the Faith-Based Online Learning Directors: Screen Readers:JAWS for Windows and NVDA for WindowsVoiceOver for both the iPhone and iPad.Reading Apps (all for the iPhone and iPad)Voice Dream ReaderKindleIBooksNookEasy ReaderPocketBard Mobile. This is the application from the National Library for the Blind and Physically Handicapped in the US. BARD stands for Braille and Audio Reading Download. Both audio and braille books can be accessed on the appFor reading the classics LibriVox or Audio Books Headquarters both work well. Overdrive, an app used by libraries across the country.App from Learning Ally. They have 75,000 mostly textbooks that have been recorded for blind and people with other learning disabilities that listening to a book can help.Audible should be mentioned, very accessible in both Windows and IOS.Apple’s news app for news and their podcast app for listening to podcasts.Writing:MicroSoft Office is very accessible.Word processing app called Voice Dream Writer.For blogging, Byword.Research:Everybody’s favorite Google app works well in both Windows and IOS and the Wikipedia app works well in IOS.Dr. Lawrence Hopperton is the Director of Distributed Learning at Tyndale University College and Seminary. He was formerly the Director of Research for the Canadian TeleLearning National Centre of Excellence and Senior Instructional Designer for the Canadian Centre of Excellence for Refugee and Immigrant Studies.

Abstract Learning management systems (LMS) such as Blackboard and Canvas provide a foundation for instructors to design online learning experiences. In recent years, the functionality of most LMSs has expanded to offer more flexibility, primarily by allowing external tools to be integrated. Tools such as Twitter, YouTube, and Quizlet have the potential to increase learners’ access to content, foster interaction with others in the community, and assess learning in diverse ways. In this session, we will provide examples of how these tools can support sound pedagogical practices, and encourage attendees to explore integrations in their online courses. Specifically, an instructor shares experiences of utilizing several integration tools within Canvas online courses. Presenters Amanda Groff, Ph.D. Associate Lecturer of Anthropology College of Sciences College of Education and Human Performance University of Central Florida Amanda T. Groff is an Associate Lecturer in the Anthropology Department in the College of Sciences at UCF. Over the years, Dr. Groff has integrated various tools and strategies to engage online learners in her undergraduate archaeology and cultural courses. Dr. Groff was awarded the Chuck. D. Dziuban Excellence in Online Teaching Award (2012), as well as a Scholarship of Teaching and Learning Award (2014) for her research on the integration of Twitter into online courses. John Raible, M.A. Instructional Designer Center for Distributed Learning University of Central Florida John Raible is an Instructional Designer with the Center for Distributed Learning and an Adjunct Professor in the College of Education and Human Performance. He facilitates faculty with the design, development, and delivery of online and mixed-mode courses. His research interests include integrating emerging technologies into the curriculum, open educational resources, and universal design for learning. Session Recordings and Supporting MaterialsRecording Streamed Podcast SessionPresentation MaterialsPresentation ResourcePowerPoint PresentationCenter for Distributed Learning ResourcesTOPcast Episode 12: The LMS: Past, Present, and Future podcast featuring Kelvin Thompson and Tom Cavanagh discussing “the future of the LMS” with a listing of helpful resources on the topic.Enhancing Your Course on Webcourses@UCF Using Integrations: This webpage provides a list of the integrations most commonly used at UCF.Are you interested in using one of the Webcourses@UCF integrations in your UCF online course? Please fill out our Webcourses@UCF Custom Integrations form to begin a conversation with a Center for Distributed Learning team member.Would you like to request that an application be integrated into Webcourses@UCF Canvas LMS or suggest an integration that could be developed in-house? Please request an integration.Scholarly Articles and ResourcesBrown, M. (2016). 6 implications of the Next-Generation Digital Learning Environments (NGDLE) framework.Brown, M., Dehoney, J., & Millichap, N. (2015). What's next for the LMS?. Educause Review, 50(4), 40-51.Dahlstrom, E., Brooks, D. C., & Bichsel, J. (2014). The current ecosystem of learning management systems in higher education: Student, faculty, and IT perspectives. Educause Center for Analysis and Research.Demski, J. (2012). Rebuilding the LMS for the 21st Century. Campus Technology.Educause Learning Initiative. (2012). 7 things you should know about learning tools interoperability.Educause Learning Initiative. (2015). 7 things you should know about Next Generation Digital Learning Environment (NGDLE).Canvas GuideHow do I use the Canvas App Center in a course?

On this episode, I am joined by two guests, Tom Cavanagh and Kelvin Thompson. Dr. Tom Cavanagh is Associate Vice President of Distributed Learning at the University of Central Florida (UCF). In this role he oversees the distance learning strategy, policies, and practices of the nation's second-largest university, including program and course design, development, and assessment. In his career, Tom has administered e-learning development for both academic (public and private) and industrial (Fortune 500, government/military) audiences. A regular presenter at academic and industry conferences, he is an award-winning instructional designer, program manager, faculty member, and administrator. In 2014 he was named an Online Learning Consortium Fellow. Tom's research interests include e-learning, technical communication, and the societal influence of technology on education, training, culture, and commerce. He is also an award-winning author of several mystery novels and a co-host of Topcast: The Teaching Online Podcast. Dr. Kelvin Thompson serves as the Director of Online Design & Development Strategy for the University of Central Florida's (UCF) Center for Distributed Learning with a faculty appointment as a graduate faculty scholar within UCF's College of Education & Human Performance. He has collaborated on the design of hundreds of online and blended courses over the past eighteen years. Dr. Thompson oversees CDL's strategic initiatives, including accessibility activities, and he developed the BlendKit Course open courseware as part of UCF's Blended Learning Toolkit. His personal research interests center on how interaction affects learner engagement. Kelvin regularly addresses groups throughout the US on topics related to online/blended learning and educational technology and he also co-hosts TOPcast: The Teaching Online Podcast available on iTunes. Kelvin holds a Bachelor of Music Education degree from The Florida State University, and an MA in instructional systems technology and an Ed.D in curriculum and instruction from the University of Central Florida. Segment 1: Why is Reading Research Important? [00:00-11:31] In this first segment, Tom and Kelvin describe why keeping up with the research in their field is a priority. Segment 2: How Are We Finding Things to Read & Organizing It? [11:31-22:09] In segment two, Kelvin and Tom share how they find and collect the items that are on their to-read piles. Segment 3: Strategies for Finding Time to Read [22:10-34:24] In segment three, Tom and Kelvin share some of their tactics for squeezing reading into busy schedules. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review.

On this episode, I am joined by Dr. Patsy Moskal, the Associate Director for the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF).  Since 1996, she has served as the liaison for faculty research of distributed learning and teaching effectiveness at UCF. Patsy specializes in statistics, graphics, program evaluation, and applied data analysis. She has extensive experience in research methods including survey development, interviewing, and conducting focus groups and frequently serves as an evaluation consultant to school districts, and industry and government organizations. She has also served as a co-principal investigator on grants including the National Science Foundation, the Alfred P. Sloan Foundation and Gates-Foundation-funded Next Generation Learning Challenges (NGLC). She frequently serves as a reviewer for conferences and journals and also for Department of Education and National Science Foundation SBIR/STTR proposals. Patsy has co-authored numerous articles and chapters on blended and online learning and frequently presents on these topics. In 2011 she was named a Sloan-C Fellow in recognition of her groundbreaking work in the assessment of the impact and efficacy of online and blended learning. Patsy’s most recent book, with co-authors, Dziuban, Picciano and Graham, Conducting research in online and blended learning environments: New pedagogical frontiers was published in 2015. Show Notes Segment 1: Distance Education Research [00:00-12:25] In this first segment, Patsy shares about her experiences with research on distance education. Segment 2: Research Productivity [12:26-23:26] In segment two, Patsy talks about staying productive with research and learning how to say no to new projects. Segment 3: Exploring Gaps in Distance Education Research [23:27-33:33] In segment three, Patsy shares some of her ideas for future research areas in distance education. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review.

The NMC has awarded the 2016 Center of Excellence award to the University of Central Florida (UCF). Located in Orlando, Florida, the University of Central Florida is the second-largest university in the US. Many students experience the institution in blended and online formats through the Center for Distributed Learning. The institution’s instructional design team creates high-quality online courses that employ a mastery learning approach, personalized assessments, and real-time feedback. UCF prides itself on technology-based innovation and instills those values in its students.

Abstract Addressing the needs of individual learners in online courses is commonly perceived as challenging for instructors. Design principles included in the Universal Design for Learning (UDL) framework have the potential to optimize learning in all spaces for all people, based on scientific insights in how people learn. In this session, we will share principles from the UDL framework that promote flexible learning opportunities within online courses. Specifically, an instructor’s experience of integrating UDL principles into online courses will be presented, and an online tool called Universal Design Online Inspection Tool (UDOIT) will be showcased.PresentersMary E. Little, Ph.D.Professor and Program Coordinator Department of Child, Family, and Community Sciences College of Education and Human Performance University of Central FloridaDr. Little is a Professor and Coordinator of Graduate Programs in Exceptional Student Education at UCF. She teaches undergraduate and graduate courses, both online and face-to-face, in subjects such as mathematics, assessment, instruction, action research, and program evaluation. In addition, Dr. Little implements the principles of Universal Design for Learning (UDL) to meet the diverse learning needs of students, and often presents in this area at state and national venues.Nancy Swenson, M.A.Instructional Designer Center for Distributed Learning University of Central FloridaNancy Swenson is an Instructional Designer at UCF's Center for Distributed Learning, assisting faculty in the design, development, and delivery of online courses. She has over 25 years of experience in the educational field and has taught online, mixed-mode, and face-to-face courses. Her online teaching and learning research interests include adult learning theory, accessibility of online education, and universal design for learning.Session Recordings and Supporting MaterialsRecording: Streamed Podcast Session:http://media.blubrry.com/faculty_seminars_in_online/p/cdl.ucf.edu/staticfiles/faculty_seminars/seminar14.mp3Podcast (faculty-seminars-in-online-teaching): Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Play | Stitcher | TuneIn | RSS | About Faculty SeminarsPresentation MaterialsPresentation Resources PowerPoint Presentation [PDF; 2MB] Universal Design for Learning Guidelines: This interactive graphic designed by the Maryland State Department of Education and Howard County Public Schools showcases the three main principles of UDL and offers strategies on how to apply them. Center for Applied Special Technology (CAST): This is the primary site for the Universal Design for Learning framework, and goes into detail about the UDL guidelines. UDL On Campus Universal Design in Higher Education: This page from CAST demonstrates how the UDL Framework applies to the higher education learning environment and provides additional resources. Ten Steps Toward Universal Design of Online Courses: This page provided by the University of Arkansas at Little Rock offers ten practical strategies to uphold the principles of universal design in online learning. Learn the Basics with Equal Access: This page from the University of Washington provides a video and publication about how college teachers can design courses to be more accessible to all students. UDL Toolkit: A state collection of UDL resources, including the UDL Curriculum Toolkit, guidelines, and policy foundations for UDL. Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center: Gainesville, FL. Universal Design for Learning: Recommendations for Teacher Preparation and Professional Development: This document sponsored by the CEEDAR Center features an innovation configuration (IC) matrix that can guide teacher educators in the development of appropriate Universal Design for Learning (UDL) content. What is UDOIT?: This page provides an overview of the Universal Design ...

Seminar Date: March 29, 2016 Seminar Time: 1:00pm Location: Streamed Online from LIB 161B AbstractThe ability to communicate in real time (synchronous) through media such as text, audio, and video, can enhance the online learning experience by providing dynamic opportunities for social connection, collaborative problem solving, and collective reflection. However, issues related to synchronous communication include scheduling conflicts, technical support, and the perception that it is extra or busy work. In this session, we will share strategies to incorporate synchronous elements that enhance engagement and learning within online courses for instructors and students. Concrete examples of applying these synchronous strategies will be shared by an instructor.PresentersBernardo Ramirez MDAssociate Professor Department of Health Management and Informatics College of Health and Public Affairs University of Central Florida Bernardo Ramirez is an Associate Professor as well as the director of the Executive Health Services Administration and Global Health Initiatives programs for the Department of Health Management and Informatics at UCF. He teaches classes on the U.S. health system, international health systems, issues and trends in health professions, and quality improvement. He has incorporated synchronous elements in his online and blended courses for three years.Tina Calandrino MEdInstructional Designer Center for Distributed Learning University of Central Florida Tina Calandrino is an Instructional Designer for the Center for Distributed Learning at UCF, assisting faculty in the design, development, and delivery of online courses. She has over twenty years of experience in the educational field and has taught online, blended, and face-to-face courses in the United States, Canada, and Italy. Her research focuses on developing tools and strategies for effective synchronous teaching in the online learning environment.Session Recordings and Supporting MaterialsRecording: Streamed Podcast Session:http://media.blubrry.com/faculty_seminars_in_online/p/cdl.ucf.edu/staticfiles/faculty_seminars/seminar13.mp3Podcast (faculty-seminars-in-online-teaching): Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Play | Stitcher | TuneIn | RSS | About Faculty SeminarsPresentation MaterialsPresentation Resources PowerPoint Presentation [PDF; 5.7MB] Rubric for Online Synchronous Participation [PDF; 180KB] Tools and Resources Guidelines for Synchronous Assignments: This resource provided by Webcourses@UCF describes best practices currently in use by some online faculty at UCF. Skype for Business: This page on UCF’s Teach site describes Skype for Business and shares best practices for holding successful online meetings using the tool. Specific examples provided. Adobe Connect: This is the official page for learning more about Adobe Connect meeting feature. Free trial is offered. Zoom: This is the official page for Zoom. Google Hangouts: Hangouts bring conversations to life with photos, emoji, and group video calls for free. Connect with friends across computers, Android, and Apple devices. Educreations: Teachers can record voice and screen to create video lessons in which students can interact instantly. Available on the web or as an iPad app. Nearpod: Create presentations in which students can interact via Web and/or mobile devices. Articles and Artifacts Small Group Work and Whole Group Discussion Mediated through Webconferencing Software: This article, published in the International Journal for the Scholarship of Technology Enhanced Learning, reports on a case study that explored the benefits and challenges of facilitating group activities in a synchronous environment in an undergraduate course. Benefits of Synchronous and Asynchronous e-Learning: The purpose of this article, published by the eLearning Industry site, is to discuss the advantages of using both synchronous and asynchrono...

Seminar Date: November 4, 2015 at 1:00 pmAbstractOnline discussions are extensively used in online and mixed-mode courses. However, a common concern is that students will minimally participate in order to fulfill the grading requirements, and not truly engage with the content, instructor, or peers. In this session, we will share strategies to create and sustain online discussions that foster critical thinking and student voice. These strategies guide an instructor to effectively design the discussion before it commences, as well as to facilitate the discussion as it progresses, and assess the discussion when it concludes. Specifically, an instructor’s experience of using innovative discussion prompts within Webcourses@UCF will be showcased.PresentersBeatriz Reyes-Foster Ph.D.Assistant Professor of Anthropology College of Sciences University of Central Florida Dr. Beatriz M. Reyes-Foster is an Assistant Professor of Anthropology at UCF. Since 2012, she has taught online and mixed-mode classes and regularly incorporates online discussions. She has co-authored two articles that explore the relationship between the use of word clouds in online discussions and increased critical thinking and engagement. She is also the 2015 recipient of the Chuck D. Dziuban Award for Excellence in Online Teaching.Rohan Jowallah Ed.D.Instructional Designer Center for Distributed Learning University of Central FloridaDr. Rohan Jowallah is an Instructional Designer for the UCF Center for Distributed Learning, assisting faculty in the design, development, and delivery of online courses. He has over twenty years of experience in the educational field and has taught online, mixed-mode, and face-to-face courses in the United States, the Caribbean, and England. His research focuses on developing and sustaining participation in the online learning environment.Session Recordings and Supporting MaterialsRecording: Streamed Podcast Session: http://media.blubrry.com/faculty_seminars_in_online/p/cdl.ucf.edu/staticfiles/faculty_seminars/seminar12.mp3Podcast (faculty-seminars-in-online-teaching): Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Play | Stitcher | TuneIn | RSS | About Faculty SeminarsPresentation MaterialsSeminar Presentation (3.5MB; PDF) Resources Wordle: Free, online word cloud generator used by Dr. Reyes-Foster TedEd Talks: Build a lesson around any TED-Ed Original, TED Talk, or You Tube video – as presented by Dr. Rohan Jowallah Pic Collage: Application which allows you to build a collage made up of student photos, used by Dr. Reyes-Foster in her photovoice assignment. Available for iOS and Android. Word Cloud Discussion: Dr. Beatriz Reyes-Foster’s discussion activity with word clouds is located in Canvas Commons, which is a learning object repository available to Canvas users. Log into Canvas and click on Commons. Search for “Group Discussion Using Word Clouds”. Click “Import into Course” if you’d like to use/edit the survey in one of your courses. Survey about Discussion Strategies: Dr. Beatriz Reyes-Foster’s survey about discussion effectiveness is located in Canvas Commons, which is a learning object repository available to Canvas users. Log into Webcourses@UCF and click on Commons. Search for “Survey about Discussion Strategies”. Click “Import into Course” if you’d like to use/edit the survey in one of your courses. Articles Using Word Clouds in Online Discussions to Support Critical Thinking and Engagement: This article, published in the Online Learning Journal, shares the study that was presented by Dr. Reyes-Foster in the seminar. Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions: This article in the Journal of Online Learning and Teaching, co-written by two instructional designers from UCF, shares practical strategies (such as peer facilitation and providing audio feedback) that support the emergence of a student community of inquiry.

At the Center for Distributed Learning we often hear from faculty, “that’s a great idea, but it’ll never work for me because I teach such large classes.” Student engagement can be a challenge in any size class, but it can be overwhelming trying to reach hundreds of students individually when there’s only one of you. In this brief seminar, we will share a set of strategies that can be used to make the most effective use of your time to provide a personal touch to all of your students. We will provide specific examples using existing tools in Webcourses@UCF and share anecdotal experiences using these strategies with classes of over 1400 students. The strategies presented in this session were developed with large classes in mind, but they can be used successfully in any size class.

Dr. Nancy Brown develops programs that help social workers who interact with members of the military.

Mon, 26 Jan 2009 12:00:00 +0100 https://edoc.ub.uni-muenchen.de/9612/ https://edoc.ub.uni-muenchen.de/9612/1/Gao_Huaien.pdf Gao, Huaien ddc:000, ddc:004, Fakultät für Mathematik, Informatik und Statistik