Podcasts about educational technologies wcet

Zoom lectures might be new to some students, but distance education is not, and neither is its accreditation.In this episode, Leah Matthews joins the podcast to speak about her role as Executive Director and Chief Executive Officer of the Distance Education Accrediting Commission (DEAC). DEAC is in its 96th year of operating as a quality assurance body for distance education. But what exactly does that mean?To Leah, personally, it means quite a lot. Her life's work has been to develop accreditation procedures to serve and protect students and communities.Come along as we explore some timely topics in the accreditation world such as the accreditation of distance education, improvements to better protect students, and the future of accreditation.Join us as we discuss:The quality review process of distance education programsNC-SARA's importance to the success of distance education in AmericaHow the four regional compacts are champions for student protectionEvaluating student-readiness for distance learning through accreditation standardsThe process of developing assessment standards as an accreditation commission Check out these resources we mentioned during the podcast:NC-SARA WCET Quality Matters EDUCAUSE Regional Compacts:Western (WICHE) Southern (SREB) Midwestern (MHEC) New England (NEBHE) See Leah's full bio below!Keep connected with us by subscribing to Accreditation Conversations on Google Podcasts, Apple Podcasts, Spotify, or your favorite podcast player. Check out our website here.Leah Matthews currently serves as the Executive Director of the Distance Education Accrediting Commission located in Washington, DC. The DEAC is a private, non-profit accrediting organization founded in 1926. Ms. Matthews has over twenty years of experience in higher education accreditation. Her expertise in distance education policy led to her selection as a member of the U.S. Department of Education's 2019 Distance Education and Innovation Committee. Ms. Matthews has contributed her expertise in distance education that includes serving as Chair of the WICHE Cooperative for Educational Technologies (WCET) a board member of the National Council for State Authorization Reciprocity Agreements (NC-SARA) and as vice-president of the board of directors for the International Network for Quality Assurance Agencies in Higher Education (INQAAHE).

To be eligible for U.S. federal financial aid funding, colleges and universities offering distance learning programs must satisfy new federal regulations that went into effect in July 2020 and July 2021.  In this episode, Russell Poulin joins us to discuss how these requirements have changed and what these changes mean for faculty and institutions offering online classes. Russ is the Executive Director of the WICHE Cooperative for Educational Technologies (WCET), and the Vice President for Technology Enhanced Education at the Western Interstate Commission for Higher Education. A transcript of this episode and show notes may be found at http://teaforteaching.com.

The implementation of some of the latest higher education regulations is in limbo, thanks to the coronavirus pandemic. However, higher education institutions need to keep an eye on how decisions to move to online or digital courses will be governed by other regulations that are still in place. In addition, leaders need to analyze how the hiatus of some regulations could lead to unexpected impacts for an institution. This podcast’s guest is Dr. Russ Poulin, the executive director of WICHE Cooperative for Educational Technologies (WCET). Substantive Interactions All NegReg guidance has been published, including the latest one on online education. This regulation includes the definition of distance education, which officially will go into effect July 2021 but can be implemented earlier by individual institutions. For years, there was not a clear definition that delineated the difference between distance education and correspondence education. Now the big difference is that some definitions, including regular substantive interaction, are being developed. These definitions must be general enough to cover the wide variety in higher education institutions. Substantive interactions previously were defined as having conversations that were relative to the subject. For example, if the content focused on Shakespeare, the conversations that went along with the content should not be about what happened in the basketball game. Now, the definition has changed to include a number of different activities, such as instruction, feedback on the instruction, assessments on instruction, etc. Higher education leaders need to start reviewing this new definition to ensure that their courses--whether distance education, correspondence education or other types of distance offerings--are in alignment. Otherwise, the institution’s federal financial aid could be placed at risk if an institution offers too many distance education courses that do not have regular substantive interactions. Competency-Based Education The definition also begins to bring in competency-based education, which includes regular predictable interactions and the ability for the faculty member to assist the student when the student needs it as opposed to a fixed schedule. The Department of Education is saying this should happen once a week for a standard course; however, this timeframe should be adjusted if an institution is offering a shorter course. The NegReg calls for regular interactions as part of a competency-based course, but this may cause issues for CBE institutions in figuring out how to do this. In competency-based education, the interaction is triggered by the student; however, the regulation puts the onus for this type of regular interaction on the faculty. This regulation also serves as an aid in starting to signal when interactions need to happen for computer-assisted, adaptive classes. COVID’s Influence Some of the NegReg implementation was thrown into turmoil as the COVID pandemic swept the nation. There has been a lot of forgiveness among federal officials, accreditors and most states in terms of these rules. However, not every rule has waivers. For example, institutions need to understand that the accessibility rules are now in effect and need to be followed. In addition, as more courses are digitized and offered online in some format, institutions need to know which rules are in place and which are not. The Department of Education set aside a number of regulations in spring term and then extended those until the end of the fall term (or end of the crisis). With that, there are serious challenges if institutions aren’t thinking about assessments. Institutions may have an extended gap in assessment data, which could prove to be a huge challenge. Online courses need to deepen from the original emergency conversions (which many institutions were forced to do in March) to become rich learning opportunities for students that include meaningful assessments. However, many institutions are struggling with assessments. Some institutions had to increase proctoring for high-stake tests in the wake of the pandemic. This led to pedagogical discussions about assessments and cheating. By spreading the assessments out and diversifying the types of assessments, there is better demonstration of learning while also cutting down student cheating. Additionally, online opens the door to using different artifacts--such as videos or simulations--that can help get the content across. However, the creation of these artifacts needs more thought and planning. WCET developed a policy playbook to help institutions convert courses to online or other modalities. This came out of the “Every Learner Everywhere” which was funded by the Bill and Melinda Gates Foundation. As institutions transition traditional courses to become online courses, the rules change. Institutions need to be aware of these rules since they differ in a digital context as opposed to in a face-to-face course. The playbook has an important addendum noting that the time for forgiveness for waivers will not last forever. Accreditors soon will be asking hard questions that institutions need to be prepared to answer. Elections The presidential candidates have major differences in their platforms related to higher education. It’s important to consider these when voting. If reelected, President Trump and his administration may not have huge plans for traditional higher education. However, they are very interested in career-focused education and expanding federal financial aid beyond traditional institutions to include providers who offer short-term paths to careers. If Joe Biden is elected, some of the decisions made by the Trump Administration—such as Title IX, distance education and other NegReg regulations--probably will be reversed. There also could be a consumer-protection focus. Three Recommendations for Higher Education Leaders Dr. Poulin suggested several takeaways for higher education leaders: When an institution moves from face-to-face courses to digital courses, this transition also triggers other changes. Presidents need to make sure that someone on the university’s staff is paying attention to compliance. While there is some forgiveness now, that won’t go on forever. If Biden is elected, there will be changes in regulations so institutions need to remain flexible. Honor the campus heroes who helped institutions transition to a digital format. What started as a sprint around spring break has turned into a marathon. Bullet Points A new regulation that defines distance education officially will go into effect July 2021 but can be implemented earlier by individual institutions. This regulation broadens the area of substantive interactions to include a number of different activities, such as instruction, feedback on the instruction, assessments on instruction, etc. Higher education leaders need to review this new definition to ensure that their courses--whether distance education, correspondence education or other types of distance offerings--are in alignment. Otherwise, federal financial aid could be placed at risk. Increased substantive interactions also need to be part of competency-based education. This should include regular predictable interactions and the ability for the faculty member to assist the student when the student needs it as opposed to a fixed schedule. Some of the NegReg implementation was thrown into turmoil by the COVID pandemic, leading to a lot of forgiveness among federal officials, accreditors and most states in terms of these rules. Not every rule has waivers. As more courses are digitized and offered online in some format, institutions need to know which rules are in place and which are not. Assessments are deepening and broadening beyond a single exam. This conversation needs to continue since the implementation does have NegReg implications. WCET has developed a policy playbook to help institutions convert courses to online or other modalities and identify which regulations need to be addressed. The presidential election may have ramifications for higher education and the NegReg implementation. Links to Articles, Apps, or websites mentioned during the interview: Western Interstate Commission for Higher Education WICHE Cooperative for Educational Technology Guests Social Media Links: WICHE Twitter: @wicheEDU WCET Twitter: @wcet_info Russ Poulin LinkedIn: https://www.linkedin.com/in/russellpoulin/ The Change Leader’s Social Media Links: Website: https://thechangeleader.com Website: https://changinghighered.com LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com Keywords: #Education #HigherEducation #University #DistanceLearning

Online education continues to grow. And with the constant developments in technology, the delivery systems are rapidly evolving. Therefore, institutional need to be thoughtful about which programs they offer online, who they contract with to offer these services, what types of systems and support structures they put into place and how they get faculty buy-in. Background on WICHE and WCET Western Interstate Commission for Higher Education (WICHE) is a regional organization that was created in 1953 to facilitate resource sharing among higher education systems in western states and territories. WICHE’s members include New Mexico, Montana, Arizona, Utah, Oregon, Colorado, Wyoming, Idaho, Alaska, Washington, California, Nevada, Hawaii, North Dakota, South Dakota and the Commonwealth of the Northern Mariana Islands. WICHE analyzes student access, policy and research issues among these states. One of WICHE’s key initiatives is the WICHE Cooperative for Educational Technologies (WCET), which is the leader in the policy, practice and advocacy of technology-enhanced learning in higher education. The group’s work concentrates on four focuses areas: institutional success, policy and regulation, student success and technology. WCET had a long history of working in distance education. Growth of Online Learning The U.S. Department of Education’s annual survey of fall enrollments over the past seven years shows that while higher education enrollment has been declining, distance education is growing. Currently, approximately 15 percent of students are taking all of their courses online. An additional 15 percent of students are taking at least one course online. Therefore, approximately one third of students are participating at some level in distance education. This increase is driven by a number of factors: Millennials and Gen Z are very comfortable with technology K-12 schools are increasingly offering more online courses, especially with dual credit or concurrent enrollment courses that allow high school students to take college courses. The educational market has shifted, thanks to for-profit higher education institutions. An Increasingly Crowded Marketplace Public and private institutions have joined for-profit institutions in growing their online presence. This has led to a crowded marketplace. For example, Western Governors University, which is entirely online, has over 100,000 students. Southern New Hampshire University, which has a large online component, is approaching 100,000 students. Arizona State University has grown its online presence and projections suggest about half of its enrollment will primarily be distance education within five years. These types of institutions are building a national presence instead of just serving as a regional institution. Online Program Management Online program management (OPM) allows an institution to outsource some operations to a company that focuses on these areas. Some of these operations could include getting programs online, instructional design or working with faculty to design online courses. OPM can offer many benefits, such as providing assistance reaching populations that the higher education institution hasn’t marketed to before. However, issues can emerge. For instance, faculty, accreditors and regulators may have concerns about whether the higher education institution is just selling its name. Concerns about who controls content are also common. In some instances, the company has tried to expand the curriculum or to create a new one without faculty input. And some states have laws that do not allow higher education institutions to have certain types of OPM relationships. Therefore, it’s important that higher education leaders use OPM with caution and make sure that they have done due diligence before signing any agreement. Faculty Buy-in Most institutions have some faculty who need to be “coaxed” into teaching online. It’s an iterative process in terms of trying to bring people along. Often, naysayers need to see others succeed in online learning. One way to get buy-in is through educating faculty about the growing interest in online education, which can translate into hiring more faculty. Open Educational Resources The cost of textbooks continues to increase, causing another economic barrier for prospective students.  However, there is a trend to create open textbooks that are available online for free or for a relatively low cost to students. These open educational resources (OER) are being created by a group of faculty working together. Because these texts are online, students have access once they enroll in the class or on the first day of class. WCET has received a grant from the William and Flora Hewlett Foundation to analyze open educational resources in relation to policies, faculty support, library usage, bookstore usage. The goal is to see how to expand adoption of these types of resources and find ways to make OER sustainable. Adaptive Learning Adaptive learning through the use of technology involves little tests or quizzes that gauge whether the student is understanding concepts. If a student is having issues, the software sends the student to a reminder section to help them understand the lesson better. In addition, the student may be sent to a tutor or the professor or may get additional support that will help with understanding. If a student is doing very well, the software allows the student to progress at his or her own pace and may allow them to skip some modules because they understand those concepts. Adaptive learning is allowing some institutions to have improved learning outcomes because students get help on areas that they’re weak and are able to advance in other areas where they are strong. Providing Support Local centers for support offer a place where students can physically go and get help. This concept – which is similar to an Apple Store where people can get in-person, hands-on experience – is starting to be utilized by a variety of institutions, including the University of Phoenix, Georgia Tech and Southern New Hampshire. Other institutions are finding ways to use technology to provide additional support. Embry-Riddle is a good example. The institution has gone from being almost exclusively face-to-face to now having approximately 50 percent of their students at a distance. The institution increasingly is using virtual reality to connect with students and provide assistance. Learning Management Systems A Learning Management System (LMS) keeps information utilized in an online course, such as the syllabus, resources, and videos. Companies such as Canvas are capturing a larger and larger share of the market in this area. However, some companies are also putting as much effort in creating side services so they are able to provide more support beyond just being an LMS. These types of arrangements are helpful in times of a crisis such as the recent earthquakes in Alaska or fires in California that cause an institution to physically close. In these cases, online courses can continue all of the software and courses are maintained at another location. Advice to Higher Education Leaders Prior to creating an online learning presence, higher education leaders need to consider their goal, the institution’s mission and which programs would be best served in this type of learning environment. They also need to consider what already is in the marketplace and do a market analysis to see if they can differentiate their proposed online learning programs from their competitors. The third step is to create staff positions – such as a chief online officer or chief learning officer – who are responsible for overseeing online education and who will maintain a high level of quality. They also need to identify if they are going to use an external company or build the online program internally. Leaders then need to set goals related to the program and come up with appropriate strategies

APUS Associate Dean of Alternative Learning Dr. Cali Morrison and APUS Provost Dr. Vernon Smith were each recently appointed to new leadership positions with the WICHE Cooperative for Educational Technologies (WCET), one of the leading authorities on the practice, policy, and advocacy of technology-enhanced learning in higher education. Cali recently sat down with Dr. Smith to discuss the value of APUS's long-standing relationship with WCET and their respective new advisory roles. To learn more about American Public University, visit http://www.APUS.edu See acast.com/privacy for privacy and opt-out information.

Ellen Wagner of Western Interstate Commission for Higher Education Cooperative for Educational Technologies (WCET) discusses the Gartner Hype Cycle, data and how it is being used for outcomes-based funding and more. She discusses the issue of balancing where we want to go with what we are held accountable to.

Ellen Wagner of Western Interstate Commission for Higher Education Cooperative for Educational Technologies (WCET) discusses the Gartner Hype Cycle, data and how it is being used for outcomes-based funding and more. She discusses the issue of balancing where we want to go with what we are held accountable to.