際際滷shows by User: tjoosten / http://www.slideshare.net/images/logo.gif 際際滷shows by User: tjoosten / Wed, 18 Nov 2020 14:27:49 GMT 際際滷Share feed for 際際滷shows by User: tjoosten OLC Research Summit - Part 2: Meet The DETA Research /slideshow/olc-research-summit-part-2-meet-the-deta-research/239317974 olcresearchsummit-201118142750
SUMMIT OLC Research Summit - Part 2: Meet The DETA Research Toolkit 2.0 Date: Tuesday, November 17th Time: 3:30 PM to 4:15 PM Conference Session: Concurrent Session 7 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: This session will spotlight The National Research Center for Distance Education and Technological Advancements (DETA) Research Toolkit, a resource to support research conducted at the course, program, institutional, or cross-institutional levels. ]]>
SUMMIT OLC Research Summit - Part 2: Meet The DETA Research Toolkit 2.0 Date: Tuesday, November 17th Time: 3:30 PM to 4:15 PM Conference Session: Concurrent Session 7 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: This session will spotlight The National Research Center for Distance Education and Technological Advancements (DETA) Research Toolkit, a resource to support research conducted at the course, program, institutional, or cross-institutional levels. ]]> Wed, 18 Nov 2020 14:27:49 GMT /slideshow/olc-research-summit-part-2-meet-the-deta-research/239317974 tjoosten@slideshare.net(tjoosten) OLC Research Summit - Part 2: Meet The DETA Research tjoosten SUMMIT OLC Research Summit - Part 2: Meet The DETA Research Toolkit 2.0 Date: Tuesday, November 17th Time: 3:30 PM to 4:15 PM Conference Session: Concurrent Session 7 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: This session will spotlight The National Research Center for Distance Education and Technological Advancements (DETA) Research Toolkit, a resource to support research conducted at the course, program, institutional, or cross-institutional levels. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/olcresearchsummit-201118142750-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> SUMMIT OLC Research Summit - Part 2: Meet The DETA Research Toolkit 2.0 Date: Tuesday, November 17th Time: 3:30 PM to 4:15 PM Conference Session: Concurrent Session 7 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: This session will spotlight The National Research Center for Distance Education and Technological Advancements (DETA) Research Toolkit, a resource to support research conducted at the course, program, institutional, or cross-institutional levels.
OLC Research Summit - Part 2: Meet The DETA Research from Tanya Joosten
]]> 47 0 https://cdn.slidesharecdn.com/ss_thumbnails/olcresearchsummit-201118142750-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Using A Research Lens To Examine Your COVID-19 Pandemic Response /slideshow/using-a-research-lens-to-examine-your-covid19-pandemic-response/239317951 olccovid-201118142549
FEATURED SESSION Using A Research Lens To Examine Your COVID-19 Pandemic Response Date: Tuesday, November 17th Time: 11:45 AM to 12:30 PM Conference Session: Concurrent Session 4 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Using a recently developed research toolkit to drive our discussion, this session will help you identify meaningful research questions, variables, measures, instrumentation and other data collection tools, and data collection techniques to more effectively understand your and your institutions response to providing instruction and support remotely during COVID-19 pandemic. ]]>
FEATURED SESSION Using A Research Lens To Examine Your COVID-19 Pandemic Response Date: Tuesday, November 17th Time: 11:45 AM to 12:30 PM Conference Session: Concurrent Session 4 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Using a recently developed research toolkit to drive our discussion, this session will help you identify meaningful research questions, variables, measures, instrumentation and other data collection tools, and data collection techniques to more effectively understand your and your institutions response to providing instruction and support remotely during COVID-19 pandemic. ]]> Wed, 18 Nov 2020 14:25:48 GMT /slideshow/using-a-research-lens-to-examine-your-covid19-pandemic-response/239317951 tjoosten@slideshare.net(tjoosten) Using A Research Lens To Examine Your COVID-19 Pandemic Response tjoosten FEATURED SESSION Using A Research Lens To Examine Your COVID-19 Pandemic Response Date: Tuesday, November 17th Time: 11:45 AM to 12:30 PM Conference Session: Concurrent Session 4 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Using a recently developed research toolkit to drive our discussion, this session will help you identify meaningful research questions, variables, measures, instrumentation and other data collection tools, and data collection techniques to more effectively understand your and your institutions response to providing instruction and support remotely during COVID-19 pandemic. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/olccovid-201118142549-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> FEATURED SESSION Using A Research Lens To Examine Your COVID-19 Pandemic Response Date: Tuesday, November 17th Time: 11:45 AM to 12:30 PM Conference Session: Concurrent Session 4 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Using a recently developed research toolkit to drive our discussion, this session will help you identify meaningful research questions, variables, measures, instrumentation and other data collection tools, and data collection techniques to more effectively understand your and your institutions response to providing instruction and support remotely during COVID-19 pandemic.
Using A Research Lens To Examine Your COVID-19 Pandemic Response from Tanya Joosten
]]> 19 0 https://cdn.slidesharecdn.com/ss_thumbnails/olccovid-201118142549-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions /slideshow/systematic-review-and-environmental-scan-on-digital-learning-at-minority-serving-institutions/239317890 msiaccldeta-olc-elenov2020-201118142157
EDUCATION SESSION Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions Date: Tuesday, November 10th Time: 6:00 PM to 6:45 PM Conference Session: Concurrent Session 8 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Co-presenter: Kate Lee-McCarthy (The Online Learning Consortium (OLC)) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.]]>
EDUCATION SESSION Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions Date: Tuesday, November 10th Time: 6:00 PM to 6:45 PM Conference Session: Concurrent Session 8 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Co-presenter: Kate Lee-McCarthy (The Online Learning Consortium (OLC)) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.]]> Wed, 18 Nov 2020 14:21:56 GMT /slideshow/systematic-review-and-environmental-scan-on-digital-learning-at-minority-serving-institutions/239317890 tjoosten@slideshare.net(tjoosten) Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions tjoosten EDUCATION SESSION Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions Date: Tuesday, November 10th Time: 6:00 PM to 6:45 PM Conference Session: Concurrent Session 8 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Co-presenter: Kate Lee-McCarthy (The Online Learning Consortium (OLC)) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/msiaccldeta-olc-elenov2020-201118142157-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> EDUCATION SESSION Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions Date: Tuesday, November 10th Time: 6:00 PM to 6:45 PM Conference Session: Concurrent Session 8 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Co-presenter: Kate Lee-McCarthy (The Online Learning Consortium (OLC)) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.
Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions from Tanya Joosten
]]> 21 0 https://cdn.slidesharecdn.com/ss_thumbnails/msiaccldeta-olc-elenov2020-201118142157-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Systematic Review And Environmental Scan On Adaptive Technology And OER On Student Success /slideshow/systematic-review-and-environmental-scan-on-adaptive-technology-and-oer-on-student-success/239317856 adaptiveoeraccldeta-olc-ele-201118141934
FEATURED SESSION Systematic Review And Environmental Scan On Adaptive Technology And OER On Student Success Date: Wednesday, November 18th Time: 8:30 AM to 9:15 AM Conference Session: Concurrent Session 1 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Co-presenters: Justin Dellinger (University of Texas at Arlington), Kate Lee-McCarthy (The Online Learning Consortium (OLC)) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step weve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success.]]>
FEATURED SESSION Systematic Review And Environmental Scan On Adaptive Technology And OER On Student Success Date: Wednesday, November 18th Time: 8:30 AM to 9:15 AM Conference Session: Concurrent Session 1 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Co-presenters: Justin Dellinger (University of Texas at Arlington), Kate Lee-McCarthy (The Online Learning Consortium (OLC)) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step weve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success.]]> Wed, 18 Nov 2020 14:19:33 GMT /slideshow/systematic-review-and-environmental-scan-on-adaptive-technology-and-oer-on-student-success/239317856 tjoosten@slideshare.net(tjoosten) Systematic Review And Environmental Scan On Adaptive Technology And OER On Student Success tjoosten FEATURED SESSION Systematic Review And Environmental Scan On Adaptive Technology And OER On Student Success Date: Wednesday, November 18th Time: 8:30 AM to 9:15 AM Conference Session: Concurrent Session 1 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Co-presenters: Justin Dellinger (University of Texas at Arlington), Kate Lee-McCarthy (The Online Learning Consortium (OLC)) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step weve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/adaptiveoeraccldeta-olc-ele-201118141934-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> FEATURED SESSION Systematic Review And Environmental Scan On Adaptive Technology And OER On Student Success Date: Wednesday, November 18th Time: 8:30 AM to 9:15 AM Conference Session: Concurrent Session 1 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Co-presenters: Justin Dellinger (University of Texas at Arlington), Kate Lee-McCarthy (The Online Learning Consortium (OLC)) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step weve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success.
Systematic Review And Environmental Scan On Adaptive Technology And OER On Student Success from Tanya Joosten
]]> 28 0 https://cdn.slidesharecdn.com/ss_thumbnails/adaptiveoeraccldeta-olc-ele-201118141934-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 OER & the Digital Learning Innovation Trends Report /slideshow/oer-the-digital-learning-innovation-trends-report/239014240 oeropeneddeta-olc-ele10-201029225731
Presented at #OpenED Friday, November 13 2:30pm - 2:30pm Tanya Joosten and Kate Lee-McCarthy The Digital Learning Innovation Trends report identifies the 10 most prominent trends in digital learning. The report, published in 2020 by OLC and DETA, stemmed from the Every Learner Everywhere Network and its initiatives. It was developed using OLC Digital Learning Innovation Award submissions plus a review of documents produced by industry leaders, national organizations advancing technology in learning, journals and peer-reviewed research, news and media sources, and prominent research centers. While research indicates that OER is one of the top trends in digital learning, the findings about open resources are not exactly what one would expect. To maximize the potential of OER to support digital learning, it is important to examine not just existing implementation and utilization, but to empirically link these initiatives with student success. Combining our expertise and experiences, we can better identify effective actions as well as gaps in research and practice to shape a better digital learning experience and support more students in their learning endeavors. Further, reaching others through our research can propel technology development and utilization, as well as further advance OER integration with active learning platforms. Watch our lightning talk highlighting the Trends Report, the surprise findings about OER, and get insider information and preliminary results on more empirical research on OER that the same teams are working on today. In this session youll hear from some of the top leaders in the space and gain knowledge about why OER trended, what the concerns are regarding current research (including equity and the close ties there are to OER), and our proposed next steps plus recommendations to propel this fantastic resource further into practical implementation at institutions and learning environments. Learning Outcomes: 5 Learning Outcomes of OER & the Digital Learning Innovation Trends Report: 1) Introduction to the Digital Learning Innovations Trends report 2) Understand how OER was identified as a primary trend 3) Learn about surprising OER findings in relation to the report 4) Understand continued empirical research being done on OER 5) Identify proposed next steps and recommendations for OER implementation and use ]]>
Presented at #OpenED Friday, November 13 2:30pm - 2:30pm Tanya Joosten and Kate Lee-McCarthy The Digital Learning Innovation Trends report identifies the 10 most prominent trends in digital learning. The report, published in 2020 by OLC and DETA, stemmed from the Every Learner Everywhere Network and its initiatives. It was developed using OLC Digital Learning Innovation Award submissions plus a review of documents produced by industry leaders, national organizations advancing technology in learning, journals and peer-reviewed research, news and media sources, and prominent research centers. While research indicates that OER is one of the top trends in digital learning, the findings about open resources are not exactly what one would expect. To maximize the potential of OER to support digital learning, it is important to examine not just existing implementation and utilization, but to empirically link these initiatives with student success. Combining our expertise and experiences, we can better identify effective actions as well as gaps in research and practice to shape a better digital learning experience and support more students in their learning endeavors. Further, reaching others through our research can propel technology development and utilization, as well as further advance OER integration with active learning platforms. Watch our lightning talk highlighting the Trends Report, the surprise findings about OER, and get insider information and preliminary results on more empirical research on OER that the same teams are working on today. In this session youll hear from some of the top leaders in the space and gain knowledge about why OER trended, what the concerns are regarding current research (including equity and the close ties there are to OER), and our proposed next steps plus recommendations to propel this fantastic resource further into practical implementation at institutions and learning environments. Learning Outcomes: 5 Learning Outcomes of OER & the Digital Learning Innovation Trends Report: 1) Introduction to the Digital Learning Innovations Trends report 2) Understand how OER was identified as a primary trend 3) Learn about surprising OER findings in relation to the report 4) Understand continued empirical research being done on OER 5) Identify proposed next steps and recommendations for OER implementation and use ]]> Thu, 29 Oct 2020 22:57:31 GMT /slideshow/oer-the-digital-learning-innovation-trends-report/239014240 tjoosten@slideshare.net(tjoosten) OER & the Digital Learning Innovation Trends Report tjoosten Presented at #OpenED Friday, November 13 2:30pm - 2:30pm Tanya Joosten and Kate Lee-McCarthy The Digital Learning Innovation Trends report identifies the 10 most prominent trends in digital learning. The report, published in 2020 by OLC and DETA, stemmed from the Every Learner Everywhere Network and its initiatives. It was developed using OLC Digital Learning Innovation Award submissions plus a review of documents produced by industry leaders, national organizations advancing technology in learning, journals and peer-reviewed research, news and media sources, and prominent research centers. While research indicates that OER is one of the top trends in digital learning, the findings about open resources are not exactly what one would expect. To maximize the potential of OER to support digital learning, it is important to examine not just existing implementation and utilization, but to empirically link these initiatives with student success. Combining our expertise and experiences, we can better identify effective actions as well as gaps in research and practice to shape a better digital learning experience and support more students in their learning endeavors. Further, reaching others through our research can propel technology development and utilization, as well as further advance OER integration with active learning platforms. Watch our lightning talk highlighting the Trends Report, the surprise findings about OER, and get insider information and preliminary results on more empirical research on OER that the same teams are working on today. In this session youll hear from some of the top leaders in the space and gain knowledge about why OER trended, what the concerns are regarding current research (including equity and the close ties there are to OER), and our proposed next steps plus recommendations to propel this fantastic resource further into practical implementation at institutions and learning environments. Learning Outcomes: 5 Learning Outcomes of OER & the Digital Learning Innovation Trends Report: 1) Introduction to the Digital Learning Innovations Trends report 2) Understand how OER was identified as a primary trend 3) Learn about surprising OER findings in relation to the report 4) Understand continued empirical research being done on OER 5) Identify proposed next steps and recommendations for OER implementation and use <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/oeropeneddeta-olc-ele10-201029225731-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presented at #OpenED Friday, November 13 2:30pm - 2:30pm Tanya Joosten and Kate Lee-McCarthy The Digital Learning Innovation Trends report identifies the 10 most prominent trends in digital learning. The report, published in 2020 by OLC and DETA, stemmed from the Every Learner Everywhere Network and its initiatives. It was developed using OLC Digital Learning Innovation Award submissions plus a review of documents produced by industry leaders, national organizations advancing technology in learning, journals and peer-reviewed research, news and media sources, and prominent research centers. While research indicates that OER is one of the top trends in digital learning, the findings about open resources are not exactly what one would expect. To maximize the potential of OER to support digital learning, it is important to examine not just existing implementation and utilization, but to empirically link these initiatives with student success. Combining our expertise and experiences, we can better identify effective actions as well as gaps in research and practice to shape a better digital learning experience and support more students in their learning endeavors. Further, reaching others through our research can propel technology development and utilization, as well as further advance OER integration with active learning platforms. Watch our lightning talk highlighting the Trends Report, the surprise findings about OER, and get insider information and preliminary results on more empirical research on OER that the same teams are working on today. In this session youll hear from some of the top leaders in the space and gain knowledge about why OER trended, what the concerns are regarding current research (including equity and the close ties there are to OER), and our proposed next steps plus recommendations to propel this fantastic resource further into practical implementation at institutions and learning environments. Learning Outcomes: 5 Learning Outcomes of OER &amp; the Digital Learning Innovation Trends Report: 1) Introduction to the Digital Learning Innovations Trends report 2) Understand how OER was identified as a primary trend 3) Learn about surprising OER findings in relation to the report 4) Understand continued empirical research being done on OER 5) Identify proposed next steps and recommendations for OER implementation and use
OER & the Digital Learning Innovation Trends Report from Tanya Joosten
]]> 57 0 https://cdn.slidesharecdn.com/ss_thumbnails/oeropeneddeta-olc-ele10-201029225731-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Minority students' online learning readiness /tjoosten/minority-students-online-learning-readiness uwdtlminoritystudentsonlinelearningreadiness-200808001422
This mixed methods study explored racial or ethnic minority students who were enrolled in an online course to determine if there was a relationship between their online learning readiness characteristics and their outcomes across institutions. Also, minority student perceptions of what skills and experiences lead to success and how they can be better supported for online online learning is reported. Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Significant findings were discovered from multiple regression analyses indicating that several of these measures of readiness (online work skills, online efficacy, self-directedness and organization, communication with instructor, communication with classmates) positively influence student outcomes (learning, satisfaction, and academic performance). Qualitative findings indicate that minority students report time management, previous online course experience, and online work skills as the most prevalent themes of skills and experiences that positively influence their success. Moreover, they recommend that instructors and institutions provide them additional resources prior to the class to better prepare them to be successful, and that they receive support during the class by instructors and academic support staff. Recommendations are shared.]]>
This mixed methods study explored racial or ethnic minority students who were enrolled in an online course to determine if there was a relationship between their online learning readiness characteristics and their outcomes across institutions. Also, minority student perceptions of what skills and experiences lead to success and how they can be better supported for online online learning is reported. Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Significant findings were discovered from multiple regression analyses indicating that several of these measures of readiness (online work skills, online efficacy, self-directedness and organization, communication with instructor, communication with classmates) positively influence student outcomes (learning, satisfaction, and academic performance). Qualitative findings indicate that minority students report time management, previous online course experience, and online work skills as the most prevalent themes of skills and experiences that positively influence their success. Moreover, they recommend that instructors and institutions provide them additional resources prior to the class to better prepare them to be successful, and that they receive support during the class by instructors and academic support staff. Recommendations are shared.]]> Sat, 08 Aug 2020 00:14:22 GMT /tjoosten/minority-students-online-learning-readiness tjoosten@slideshare.net(tjoosten) Minority students' online learning readiness tjoosten This mixed methods study explored racial or ethnic minority students who were enrolled in an online course to determine if there was a relationship between their online learning readiness characteristics and their outcomes across institutions. Also, minority student perceptions of what skills and experiences lead to success and how they can be better supported for online online learning is reported. Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Significant findings were discovered from multiple regression analyses indicating that several of these measures of readiness (online work skills, online efficacy, self-directedness and organization, communication with instructor, communication with classmates) positively influence student outcomes (learning, satisfaction, and academic performance). Qualitative findings indicate that minority students report time management, previous online course experience, and online work skills as the most prevalent themes of skills and experiences that positively influence their success. Moreover, they recommend that instructors and institutions provide them additional resources prior to the class to better prepare them to be successful, and that they receive support during the class by instructors and academic support staff. Recommendations are shared. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/uwdtlminoritystudentsonlinelearningreadiness-200808001422-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This mixed methods study explored racial or ethnic minority students who were enrolled in an online course to determine if there was a relationship between their online learning readiness characteristics and their outcomes across institutions. Also, minority student perceptions of what skills and experiences lead to success and how they can be better supported for online online learning is reported. Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Significant findings were discovered from multiple regression analyses indicating that several of these measures of readiness (online work skills, online efficacy, self-directedness and organization, communication with instructor, communication with classmates) positively influence student outcomes (learning, satisfaction, and academic performance). Qualitative findings indicate that minority students report time management, previous online course experience, and online work skills as the most prevalent themes of skills and experiences that positively influence their success. Moreover, they recommend that instructors and institutions provide them additional resources prior to the class to better prepare them to be successful, and that they receive support during the class by instructors and academic support staff. Recommendations are shared.
Minority students' online learning readiness from Tanya Joosten
]]> 179 0 https://cdn.slidesharecdn.com/ss_thumbnails/uwdtlminoritystudentsonlinelearningreadiness-200808001422-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Empirical Approach to Identifying Digital Learning Innovation Trends /slideshow/empirical-approach-to-identifying-digital-learning-innovation-trends/237659224 detaolcdtl8-200808000135
The focus of this effort was to illustrate trends in digital learning innovation. Digital learning innovations were to be located through a scan of the postsecondary environment through various data sources in order to identify prominent innovations that have the potential to improve student outcomes in postsecondary education. Digital learning innovations were to include technologies, such as adaptive learning and open education resources, that improve access, equity, and learning. A timeframe for the collection of relevant data was established from January 1st, 2018, to September 1st, 2019. Previous DLI award analysis was included as one data source. Other data sources included industry leaders, national organizations advancing technology and learning, prominent research centers, influential research journals (peer reviewed), popular news and media outlets, funded initiatives, key institutions, vendors or products of interest, and other key publications from national organizations or efforts to see what themes and topics are relevant in the current landscape. Over a dozen data sources were reviewed. Documents, including articles, reports, web content, and more) were pulled directly from database and organizations sites when possible. Informal interviews were conducted with various academic leaders in the field at key organizations. Articles were summarized noting key themes and findings until themes were saturated, at which point key themes were noted but articles were not summarized. Articles were saved and compiled on a server for additional review or verification. In sum, over 400 articles were reviewed. ]]>
The focus of this effort was to illustrate trends in digital learning innovation. Digital learning innovations were to be located through a scan of the postsecondary environment through various data sources in order to identify prominent innovations that have the potential to improve student outcomes in postsecondary education. Digital learning innovations were to include technologies, such as adaptive learning and open education resources, that improve access, equity, and learning. A timeframe for the collection of relevant data was established from January 1st, 2018, to September 1st, 2019. Previous DLI award analysis was included as one data source. Other data sources included industry leaders, national organizations advancing technology and learning, prominent research centers, influential research journals (peer reviewed), popular news and media outlets, funded initiatives, key institutions, vendors or products of interest, and other key publications from national organizations or efforts to see what themes and topics are relevant in the current landscape. Over a dozen data sources were reviewed. Documents, including articles, reports, web content, and more) were pulled directly from database and organizations sites when possible. Informal interviews were conducted with various academic leaders in the field at key organizations. Articles were summarized noting key themes and findings until themes were saturated, at which point key themes were noted but articles were not summarized. Articles were saved and compiled on a server for additional review or verification. In sum, over 400 articles were reviewed. ]]> Sat, 08 Aug 2020 00:01:35 GMT /slideshow/empirical-approach-to-identifying-digital-learning-innovation-trends/237659224 tjoosten@slideshare.net(tjoosten) Empirical Approach to Identifying Digital Learning Innovation Trends tjoosten The focus of this effort was to illustrate trends in digital learning innovation. Digital learning innovations were to be located through a scan of the postsecondary environment through various data sources in order to identify prominent innovations that have the potential to improve student outcomes in postsecondary education. Digital learning innovations were to include technologies, such as adaptive learning and open education resources, that improve access, equity, and learning. A timeframe for the collection of relevant data was established from January 1st, 2018, to September 1st, 2019. Previous DLI award analysis was included as one data source. Other data sources included industry leaders, national organizations advancing technology and learning, prominent research centers, influential research journals (peer reviewed), popular news and media outlets, funded initiatives, key institutions, vendors or products of interest, and other key publications from national organizations or efforts to see what themes and topics are relevant in the current landscape. Over a dozen data sources were reviewed. Documents, including articles, reports, web content, and more) were pulled directly from database and organizations sites when possible. Informal interviews were conducted with various academic leaders in the field at key organizations. Articles were summarized noting key themes and findings until themes were saturated, at which point key themes were noted but articles were not summarized. Articles were saved and compiled on a server for additional review or verification. In sum, over 400 articles were reviewed. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/detaolcdtl8-200808000135-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The focus of this effort was to illustrate trends in digital learning innovation. Digital learning innovations were to be located through a scan of the postsecondary environment through various data sources in order to identify prominent innovations that have the potential to improve student outcomes in postsecondary education. Digital learning innovations were to include technologies, such as adaptive learning and open education resources, that improve access, equity, and learning. A timeframe for the collection of relevant data was established from January 1st, 2018, to September 1st, 2019. Previous DLI award analysis was included as one data source. Other data sources included industry leaders, national organizations advancing technology and learning, prominent research centers, influential research journals (peer reviewed), popular news and media outlets, funded initiatives, key institutions, vendors or products of interest, and other key publications from national organizations or efforts to see what themes and topics are relevant in the current landscape. Over a dozen data sources were reviewed. Documents, including articles, reports, web content, and more) were pulled directly from database and organizations sites when possible. Informal interviews were conducted with various academic leaders in the field at key organizations. Articles were summarized noting key themes and findings until themes were saturated, at which point key themes were noted but articles were not summarized. Articles were saved and compiled on a server for additional review or verification. In sum, over 400 articles were reviewed.
Empirical Approach to Identifying Digital Learning Innovation Trends from Tanya Joosten
]]> 173 0 https://cdn.slidesharecdn.com/ss_thumbnails/detaolcdtl8-200808000135-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Pivoting to remote learning and online instruction /slideshow/pivoting-to-remote-learning-and-online-instruction/233153632 pivotingtoremotelearningandonlineinstruction-200504160450
Pivoting to remote and online instruction Presented at Northwestern Health Sciences University May 4th, 2020 Tanya Joosten, Ph.D., will discuss some top considerations when having to teach remotely and online, including supporting your students, selecting appropriate media, building collaboration and engagement, and more. ]]>
Pivoting to remote and online instruction Presented at Northwestern Health Sciences University May 4th, 2020 Tanya Joosten, Ph.D., will discuss some top considerations when having to teach remotely and online, including supporting your students, selecting appropriate media, building collaboration and engagement, and more. ]]> Mon, 04 May 2020 16:04:50 GMT /slideshow/pivoting-to-remote-learning-and-online-instruction/233153632 tjoosten@slideshare.net(tjoosten) Pivoting to remote learning and online instruction tjoosten Pivoting to remote and online instruction Presented at Northwestern Health Sciences University May 4th, 2020 Tanya Joosten, Ph.D., will discuss some top considerations when having to teach remotely and online, including supporting your students, selecting appropriate media, building collaboration and engagement, and more. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/pivotingtoremotelearningandonlineinstruction-200504160450-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Pivoting to remote and online instruction Presented at Northwestern Health Sciences University May 4th, 2020 Tanya Joosten, Ph.D., will discuss some top considerations when having to teach remotely and online, including supporting your students, selecting appropriate media, building collaboration and engagement, and more.
Pivoting to remote learning and online instruction from Tanya Joosten
]]> 96 0 https://cdn.slidesharecdn.com/ss_thumbnails/pivotingtoremotelearningandonlineinstruction-200504160450-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Digital Learning Innovation Trends /slideshow/digital-learning-innovation-trends/196518612 detaolcaccelerate11-191122164317
OLC and DETA effort to indentify trends through research]]>
OLC and DETA effort to indentify trends through research]]> Fri, 22 Nov 2019 16:43:17 GMT /slideshow/digital-learning-innovation-trends/196518612 tjoosten@slideshare.net(tjoosten) Digital Learning Innovation Trends tjoosten OLC and DETA effort to indentify trends through research <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/detaolcaccelerate11-191122164317-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> OLC and DETA effort to indentify trends through research
Digital Learning Innovation Trends from Tanya Joosten
]]> 223 0 https://cdn.slidesharecdn.com/ss_thumbnails/detaolcaccelerate11-191122164317-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Indicators affecting student success in online learning. /slideshow/indicators-affecting-student-success-in-online-learning/151976900 detapstcc6-190626132819
The online environment continues to grow resulting in institutions and instructors searching for ways to determine and ensure quality in these courses. Not only are online courses as effective as onsite courses (see Allen, Bourhis, Burrell, & Mabry, 2002; Allen, Mabry, Mattrey, Bourhis, Titsworth, & Burrell, 2004), the demand in these course offerings continues to grow as students require more flexibility in where and when they learn due to work, family, and other obligations. Allen and Seaman (2015) reported that enrollments continue to grow at a healthy rate, showing a 7% increase overall between fall 2012 and fall 2014 (p. 13). With increasing demand for online courses and the evidence that online and face-to-face courses are comparative in quality, research efforts re-focus on understanding how to best prepare students for online learning, design online courses, and deliver instruction online to positively influence student outcomes, in particular student learning. A series of cross-institutional studies were conducted at the National Research Center for Distance Education and Technological Advancements (DETA) to examine learner and instructional characteristics and their relationship to student outcomes in online courses. The keynote session will highlight the top indicators that emerged from the mixed methods studies to help inform the practice of learner support, course design, and instruction.]]>
The online environment continues to grow resulting in institutions and instructors searching for ways to determine and ensure quality in these courses. Not only are online courses as effective as onsite courses (see Allen, Bourhis, Burrell, & Mabry, 2002; Allen, Mabry, Mattrey, Bourhis, Titsworth, & Burrell, 2004), the demand in these course offerings continues to grow as students require more flexibility in where and when they learn due to work, family, and other obligations. Allen and Seaman (2015) reported that enrollments continue to grow at a healthy rate, showing a 7% increase overall between fall 2012 and fall 2014 (p. 13). With increasing demand for online courses and the evidence that online and face-to-face courses are comparative in quality, research efforts re-focus on understanding how to best prepare students for online learning, design online courses, and deliver instruction online to positively influence student outcomes, in particular student learning. A series of cross-institutional studies were conducted at the National Research Center for Distance Education and Technological Advancements (DETA) to examine learner and instructional characteristics and their relationship to student outcomes in online courses. The keynote session will highlight the top indicators that emerged from the mixed methods studies to help inform the practice of learner support, course design, and instruction.]]> Wed, 26 Jun 2019 13:28:19 GMT /slideshow/indicators-affecting-student-success-in-online-learning/151976900 tjoosten@slideshare.net(tjoosten) Indicators affecting student success in online learning. tjoosten The online environment continues to grow resulting in institutions and instructors searching for ways to determine and ensure quality in these courses. Not only are online courses as effective as onsite courses (see Allen, Bourhis, Burrell, & Mabry, 2002; Allen, Mabry, Mattrey, Bourhis, Titsworth, & Burrell, 2004), the demand in these course offerings continues to grow as students require more flexibility in where and when they learn due to work, family, and other obligations. Allen and Seaman (2015) reported that enrollments continue to grow at a healthy rate, showing a 7% increase overall between fall 2012 and fall 2014 (p. 13). With increasing demand for online courses and the evidence that online and face-to-face courses are comparative in quality, research efforts re-focus on understanding how to best prepare students for online learning, design online courses, and deliver instruction online to positively influence student outcomes, in particular student learning. A series of cross-institutional studies were conducted at the National Research Center for Distance Education and Technological Advancements (DETA) to examine learner and instructional characteristics and their relationship to student outcomes in online courses. The keynote session will highlight the top indicators that emerged from the mixed methods studies to help inform the practice of learner support, course design, and instruction. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/detapstcc6-190626132819-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The online environment continues to grow resulting in institutions and instructors searching for ways to determine and ensure quality in these courses. Not only are online courses as effective as onsite courses (see Allen, Bourhis, Burrell, &amp; Mabry, 2002; Allen, Mabry, Mattrey, Bourhis, Titsworth, &amp; Burrell, 2004), the demand in these course offerings continues to grow as students require more flexibility in where and when they learn due to work, family, and other obligations. Allen and Seaman (2015) reported that enrollments continue to grow at a healthy rate, showing a 7% increase overall between fall 2012 and fall 2014 (p. 13). With increasing demand for online courses and the evidence that online and face-to-face courses are comparative in quality, research efforts re-focus on understanding how to best prepare students for online learning, design online courses, and deliver instruction online to positively influence student outcomes, in particular student learning. A series of cross-institutional studies were conducted at the National Research Center for Distance Education and Technological Advancements (DETA) to examine learner and instructional characteristics and their relationship to student outcomes in online courses. The keynote session will highlight the top indicators that emerged from the mixed methods studies to help inform the practice of learner support, course design, and instruction.
Indicators affecting student success in online learning. from Tanya Joosten
]]> 426 1 https://cdn.slidesharecdn.com/ss_thumbnails/detapstcc6-190626132819-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Turning Findings into Practice /slideshow/turning-findings-into-practice/102734451 suny2-180620192007
Presented at OPEN SUNY Summit in New York, NY on February 28th, 2017.]]>
Presented at OPEN SUNY Summit in New York, NY on February 28th, 2017.]]> Wed, 20 Jun 2018 19:20:07 GMT /slideshow/turning-findings-into-practice/102734451 tjoosten@slideshare.net(tjoosten) Turning Findings into Practice tjoosten Presented at OPEN SUNY Summit in New York, NY on February 28th, 2017. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/suny2-180620192007-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presented at OPEN SUNY Summit in New York, NY on February 28th, 2017.
Turning Findings into Practice from Tanya Joosten
]]> 113 2 https://cdn.slidesharecdn.com/ss_thumbnails/suny2-180620192007-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Approaches for Conducting Research in Distance Education /slideshow/approaches-for-conducting-research-in-distance-education/102734202 researchtechniquestj-180620191447
This presentation was part of a lightning round presentation at #DTL17. 2017, July 25th, Approaches for Conducting Research in Distance Education w/ Chris Dede, Harvard, and Ellen Wagner, Hobsons. Distance Teaching and Learning Conference. Madison, WI. ]]>
This presentation was part of a lightning round presentation at #DTL17. 2017, July 25th, Approaches for Conducting Research in Distance Education w/ Chris Dede, Harvard, and Ellen Wagner, Hobsons. Distance Teaching and Learning Conference. Madison, WI. ]]> Wed, 20 Jun 2018 19:14:47 GMT /slideshow/approaches-for-conducting-research-in-distance-education/102734202 tjoosten@slideshare.net(tjoosten) Approaches for Conducting Research in Distance Education tjoosten This presentation was part of a lightning round presentation at #DTL17. 2017, July 25th, Approaches for Conducting Research in Distance Education w/ Chris Dede, Harvard, and Ellen Wagner, Hobsons. Distance Teaching and Learning Conference. Madison, WI. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/researchtechniquestj-180620191447-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation was part of a lightning round presentation at #DTL17. 2017, July 25th, Approaches for Conducting Research in Distance Education w/ Chris Dede, Harvard, and Ellen Wagner, Hobsons. Distance Teaching and Learning Conference. Madison, WI.
Approaches for Conducting Research in Distance Education from Tanya Joosten
]]> 16 2 https://cdn.slidesharecdn.com/ss_thumbnails/researchtechniquestj-180620191447-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research /slideshow/fostering-quality-by-identifying-evaluating-effective-practices-through-rigorous-research/96434996 nebraska5-180508202254
Featured extended presentation at the University of Nebraska Innovation in Pedagogy and Technology Symposium 2018 Featured Guest Speaker: Tanya Joosten, University of Wisconsin-Milwaukee (UWM) In redesigning digital education courses, special attention is paid to sound instructional approaches and ensuring practices foster success for all students. In this session attendees will learn how to inform instructional practices based on previous research and conducting rigorous research on their new innovations. https://symposium.nebraska.edu/]]>
Featured extended presentation at the University of Nebraska Innovation in Pedagogy and Technology Symposium 2018 Featured Guest Speaker: Tanya Joosten, University of Wisconsin-Milwaukee (UWM) In redesigning digital education courses, special attention is paid to sound instructional approaches and ensuring practices foster success for all students. In this session attendees will learn how to inform instructional practices based on previous research and conducting rigorous research on their new innovations. https://symposium.nebraska.edu/]]> Tue, 08 May 2018 20:22:54 GMT /slideshow/fostering-quality-by-identifying-evaluating-effective-practices-through-rigorous-research/96434996 tjoosten@slideshare.net(tjoosten) Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research tjoosten Featured extended presentation at the University of Nebraska Innovation in Pedagogy and Technology Symposium 2018 Featured Guest Speaker: Tanya Joosten, University of Wisconsin-Milwaukee (UWM) In redesigning digital education courses, special attention is paid to sound instructional approaches and ensuring practices foster success for all students. In this session attendees will learn how to inform instructional practices based on previous research and conducting rigorous research on their new innovations. https://symposium.nebraska.edu/ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nebraska5-180508202254-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Featured extended presentation at the University of Nebraska Innovation in Pedagogy and Technology Symposium 2018 Featured Guest Speaker: Tanya Joosten, University of Wisconsin-Milwaukee (UWM) In redesigning digital education courses, special attention is paid to sound instructional approaches and ensuring practices foster success for all students. In this session attendees will learn how to inform instructional practices based on previous research and conducting rigorous research on their new innovations. https://symposium.nebraska.edu/
Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research from Tanya Joosten
]]> 259 2 https://cdn.slidesharecdn.com/ss_thumbnails/nebraska5-180508202254-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 OLC Innovate: Why Isnt There More Cross-Institutional Research? /slideshow/olc-innovate-why-isnt-there-more-crossinstitutional-research/94349487 olcinnovate2018detapreso-180419144410
Why Isnt There More Cross-Institutional Research? Date: Thursday, April 19th Time: 8:45 AM to 9:30 AM Conference Session: Concurrent Session 4 Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee) Co-presenters: Rachel Cusatis (National Center for Distance Education and Technological Advancements), Lindsey Harness (Distance Education and Technological Advancements) Track: Research: Designs, Methods, and Findings Location: Belmont A Session Duration: 45min Brief Abstract: After conducting seven cross-institutional research studies in online learning and competency-based education, we will share what we have learned in the process and discuss ways to advance cross-institutional research.]]>
Why Isnt There More Cross-Institutional Research? Date: Thursday, April 19th Time: 8:45 AM to 9:30 AM Conference Session: Concurrent Session 4 Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee) Co-presenters: Rachel Cusatis (National Center for Distance Education and Technological Advancements), Lindsey Harness (Distance Education and Technological Advancements) Track: Research: Designs, Methods, and Findings Location: Belmont A Session Duration: 45min Brief Abstract: After conducting seven cross-institutional research studies in online learning and competency-based education, we will share what we have learned in the process and discuss ways to advance cross-institutional research.]]> Thu, 19 Apr 2018 14:44:10 GMT /slideshow/olc-innovate-why-isnt-there-more-crossinstitutional-research/94349487 tjoosten@slideshare.net(tjoosten) OLC Innovate: Why Isnt There More Cross-Institutional Research? tjoosten Why Isnt There More Cross-Institutional Research? Date: Thursday, April 19th Time: 8:45 AM to 9:30 AM Conference Session: Concurrent Session 4 Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee) Co-presenters: Rachel Cusatis (National Center for Distance Education and Technological Advancements), Lindsey Harness (Distance Education and Technological Advancements) Track: Research: Designs, Methods, and Findings Location: Belmont A Session Duration: 45min Brief Abstract: After conducting seven cross-institutional research studies in online learning and competency-based education, we will share what we have learned in the process and discuss ways to advance cross-institutional research. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/olcinnovate2018detapreso-180419144410-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Why Isnt There More Cross-Institutional Research? Date: Thursday, April 19th Time: 8:45 AM to 9:30 AM Conference Session: Concurrent Session 4 Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee) Co-presenters: Rachel Cusatis (National Center for Distance Education and Technological Advancements), Lindsey Harness (Distance Education and Technological Advancements) Track: Research: Designs, Methods, and Findings Location: Belmont A Session Duration: 45min Brief Abstract: After conducting seven cross-institutional research studies in online learning and competency-based education, we will share what we have learned in the process and discuss ways to advance cross-institutional research.
OLC Innovate: Why Isnt There More Cross-Institutional Research? from Tanya Joosten
]]> 945 2 https://cdn.slidesharecdn.com/ss_thumbnails/olcinnovate2018detapreso-180419144410-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 What Do We Do with Distance Education Research Findings? Developing New Instructional and Institutional Practices /slideshow/what-do-we-do-with-distance-education-research-findings-developing-new-instructional-and-institutional-practices/73546302 upcea17-170323155634
Lets talk about how to interpret research findings from several National Distance Education and Technological Advancement (DETA) Research Center-supported studies. In this session, well determine what these findings mean for us and our institutions, turn these results into new or altered practices in our online programs, and diffuse these innovative practices across our institutions for students, instructors/faculty, support staff, and administrators. Tanya Joosten, University of Wisconsin-Milwaukee Rachel Cusatis, University of Wisconsin-Milwaukee Moderator: Terrie Nagel, University of Missouri, Columbia]]>
Lets talk about how to interpret research findings from several National Distance Education and Technological Advancement (DETA) Research Center-supported studies. In this session, well determine what these findings mean for us and our institutions, turn these results into new or altered practices in our online programs, and diffuse these innovative practices across our institutions for students, instructors/faculty, support staff, and administrators. Tanya Joosten, University of Wisconsin-Milwaukee Rachel Cusatis, University of Wisconsin-Milwaukee Moderator: Terrie Nagel, University of Missouri, Columbia]]> Thu, 23 Mar 2017 15:56:33 GMT /slideshow/what-do-we-do-with-distance-education-research-findings-developing-new-instructional-and-institutional-practices/73546302 tjoosten@slideshare.net(tjoosten) What Do We Do with Distance Education Research Findings? Developing New Instructional and Institutional Practices tjoosten Lets talk about how to interpret research findings from several National Distance Education and Technological Advancement (DETA) Research Center-supported studies. In this session, well determine what these findings mean for us and our institutions, turn these results into new or altered practices in our online programs, and diffuse these innovative practices across our institutions for students, instructors/faculty, support staff, and administrators. Tanya Joosten, University of Wisconsin-Milwaukee Rachel Cusatis, University of Wisconsin-Milwaukee Moderator: Terrie Nagel, University of Missouri, Columbia <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/upcea17-170323155634-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Lets talk about how to interpret research findings from several National Distance Education and Technological Advancement (DETA) Research Center-supported studies. In this session, well determine what these findings mean for us and our institutions, turn these results into new or altered practices in our online programs, and diffuse these innovative practices across our institutions for students, instructors/faculty, support staff, and administrators. Tanya Joosten, University of Wisconsin-Milwaukee Rachel Cusatis, University of Wisconsin-Milwaukee Moderator: Terrie Nagel, University of Missouri, Columbia
What Do We Do with Distance Education Research Findings? Developing New Instructional and Institutional Practices from Tanya Joosten
]]> 710 2 https://cdn.slidesharecdn.com/ss_thumbnails/upcea17-170323155634-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Promoting Effective Teaching and Learning Ecosystems via Research Proven Practice /slideshow/promoting-effective-teaching-and-learning-ecosystems-via-research-proven-practice/66350953 eli2016slideshare-160923170427
ELI Leadership Seminar, 2016, San Antonio TX The ELI Leadership Seminar, "Promoting a Sustainable and Effective Teaching and Learning Ecosystem via Research Proven Practice," is an extended learning opportunity threaded throughout the annual meeting program. The goals for this seminar are to: Enable quality teaching and learning through evidence-based faculty development to diffuse proven instructional interventions and practices Discover ways to gather evidence using a research model for online learning, including key research questions driving inquiry Explore different research designs (experimental and survey with data mining) for studying teaching and learning innovations Develop a research plan for your program or institution that will assist in identifying effective instructional and institutional practices in blended and online learning Identify potential methods of effectively engaging faculty in teaching and researching innovations in student learning Learn about institutional mechanisms that can impact quality in teaching and learning, particularly in blended and online environments Enable participants to network with peers interested in promoting effective teaching and learning through research on blended and online programming at universities Participants, both new and experienced, will benefit from peer interaction and the opportunity to network and engage with leaders during small group discussions. Participants will meet with, share with, and learn from a cohort of peers from a wide range of positions supporting teaching and learning from different types of higher education institutions.]]>
ELI Leadership Seminar, 2016, San Antonio TX The ELI Leadership Seminar, "Promoting a Sustainable and Effective Teaching and Learning Ecosystem via Research Proven Practice," is an extended learning opportunity threaded throughout the annual meeting program. The goals for this seminar are to: Enable quality teaching and learning through evidence-based faculty development to diffuse proven instructional interventions and practices Discover ways to gather evidence using a research model for online learning, including key research questions driving inquiry Explore different research designs (experimental and survey with data mining) for studying teaching and learning innovations Develop a research plan for your program or institution that will assist in identifying effective instructional and institutional practices in blended and online learning Identify potential methods of effectively engaging faculty in teaching and researching innovations in student learning Learn about institutional mechanisms that can impact quality in teaching and learning, particularly in blended and online environments Enable participants to network with peers interested in promoting effective teaching and learning through research on blended and online programming at universities Participants, both new and experienced, will benefit from peer interaction and the opportunity to network and engage with leaders during small group discussions. Participants will meet with, share with, and learn from a cohort of peers from a wide range of positions supporting teaching and learning from different types of higher education institutions.]]> Fri, 23 Sep 2016 17:04:27 GMT /slideshow/promoting-effective-teaching-and-learning-ecosystems-via-research-proven-practice/66350953 tjoosten@slideshare.net(tjoosten) Promoting Effective Teaching and Learning Ecosystems via Research Proven Practice tjoosten ELI Leadership Seminar, 2016, San Antonio TX The ELI Leadership Seminar, "Promoting a Sustainable and Effective Teaching and Learning Ecosystem via Research Proven Practice," is an extended learning opportunity threaded throughout the annual meeting program. The goals for this seminar are to: Enable quality teaching and learning through evidence-based faculty development to diffuse proven instructional interventions and practices Discover ways to gather evidence using a research model for online learning, including key research questions driving inquiry Explore different research designs (experimental and survey with data mining) for studying teaching and learning innovations Develop a research plan for your program or institution that will assist in identifying effective instructional and institutional practices in blended and online learning Identify potential methods of effectively engaging faculty in teaching and researching innovations in student learning Learn about institutional mechanisms that can impact quality in teaching and learning, particularly in blended and online environments Enable participants to network with peers interested in promoting effective teaching and learning through research on blended and online programming at universities Participants, both new and experienced, will benefit from peer interaction and the opportunity to network and engage with leaders during small group discussions. Participants will meet with, share with, and learn from a cohort of peers from a wide range of positions supporting teaching and learning from different types of higher education institutions. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eli2016slideshare-160923170427-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ELI Leadership Seminar, 2016, San Antonio TX The ELI Leadership Seminar, &quot;Promoting a Sustainable and Effective Teaching and Learning Ecosystem via Research Proven Practice,&quot; is an extended learning opportunity threaded throughout the annual meeting program. The goals for this seminar are to: Enable quality teaching and learning through evidence-based faculty development to diffuse proven instructional interventions and practices Discover ways to gather evidence using a research model for online learning, including key research questions driving inquiry Explore different research designs (experimental and survey with data mining) for studying teaching and learning innovations Develop a research plan for your program or institution that will assist in identifying effective instructional and institutional practices in blended and online learning Identify potential methods of effectively engaging faculty in teaching and researching innovations in student learning Learn about institutional mechanisms that can impact quality in teaching and learning, particularly in blended and online environments Enable participants to network with peers interested in promoting effective teaching and learning through research on blended and online programming at universities Participants, both new and experienced, will benefit from peer interaction and the opportunity to network and engage with leaders during small group discussions. Participants will meet with, share with, and learn from a cohort of peers from a wide range of positions supporting teaching and learning from different types of higher education institutions.
Promoting Effective Teaching and Learning Ecosystems via Research Proven Practice from Tanya Joosten
]]> 1497 2 https://cdn.slidesharecdn.com/ss_thumbnails/eli2016slideshare-160923170427-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Conducting Research on Blended and Online Education: A Research Toolkit /slideshow/conducting-research-on-blended-and-online-education-a-research-toolkit/62064406 elishortcoursenotes-160516162412
An ELI Short Course delivered on May 16th, 2016. This session consists of practice-based research planning activities to help participants prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research toolkit developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online learning. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative. The DETA Center seeks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented learners. Objectives: After participating in this webinar, participants will be able to: Develop research questions Clarify variables and measures Identify data gathering techniques Consider other actionable milestones necessary to conduct rigorous research http://www.educause.edu/events/eli-webinar-conducting-research-blended-and-online-education]]>
An ELI Short Course delivered on May 16th, 2016. This session consists of practice-based research planning activities to help participants prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research toolkit developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online learning. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative. The DETA Center seeks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented learners. Objectives: After participating in this webinar, participants will be able to: Develop research questions Clarify variables and measures Identify data gathering techniques Consider other actionable milestones necessary to conduct rigorous research http://www.educause.edu/events/eli-webinar-conducting-research-blended-and-online-education]]> Mon, 16 May 2016 16:24:12 GMT /slideshow/conducting-research-on-blended-and-online-education-a-research-toolkit/62064406 tjoosten@slideshare.net(tjoosten) Conducting Research on Blended and Online Education: A Research Toolkit tjoosten An ELI Short Course delivered on May 16th, 2016. This session consists of practice-based research planning activities to help participants prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research toolkit developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online learning. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative. The DETA Center seeks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented learners. Objectives: After participating in this webinar, participants will be able to: Develop research questions Clarify variables and measures Identify data gathering techniques Consider other actionable milestones necessary to conduct rigorous research http://www.educause.edu/events/eli-webinar-conducting-research-blended-and-online-education <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/elishortcoursenotes-160516162412-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> An ELI Short Course delivered on May 16th, 2016. This session consists of practice-based research planning activities to help participants prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research toolkit developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online learning. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative. The DETA Center seeks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented learners. Objectives: After participating in this webinar, participants will be able to: Develop research questions Clarify variables and measures Identify data gathering techniques Consider other actionable milestones necessary to conduct rigorous research http://www.educause.edu/events/eli-webinar-conducting-research-blended-and-online-education
Conducting Research on Blended and Online Education: A Research Toolkit from Tanya Joosten
]]> 1773 4 https://cdn.slidesharecdn.com/ss_thumbnails/elishortcoursenotes-160516162412-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 DETA Research Center Update /slideshow/deta-research-center-update/60031043 opcmarch25th2016-160325161657
Presented at the UWM Online Program Council on 3.25.16]]>
Presented at the UWM Online Program Council on 3.25.16]]> Fri, 25 Mar 2016 16:16:56 GMT /slideshow/deta-research-center-update/60031043 tjoosten@slideshare.net(tjoosten) DETA Research Center Update tjoosten Presented at the UWM Online Program Council on 3.25.16 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/opcmarch25th2016-160325161657-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presented at the UWM Online Program Council on 3.25.16
DETA Research Center Update from Tanya Joosten
]]> 1436 4 https://cdn.slidesharecdn.com/ss_thumbnails/opcmarch25th2016-160325161657-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Social and Academic Integration as Important Components of Engagement in Distance /slideshow/social-and-academic-integration-as-important-components-of-engagement-in-distance/58628497 joostennebraksa2-160223205337
Over the last 50 years, research in student engagement has examined relationships between engagement and student outcomes such as attrition, retention, learning, and satisfaction. Most recently, social and academic integration have been the central focus, especially in contexts where students and faculty are distanced by time and space, such as in online and blended courses. In this presentation, Tanya Joosten will discuss how to design such courses and gather evidence of their effectiveness. ]]>
Over the last 50 years, research in student engagement has examined relationships between engagement and student outcomes such as attrition, retention, learning, and satisfaction. Most recently, social and academic integration have been the central focus, especially in contexts where students and faculty are distanced by time and space, such as in online and blended courses. In this presentation, Tanya Joosten will discuss how to design such courses and gather evidence of their effectiveness. ]]> Tue, 23 Feb 2016 20:53:36 GMT /slideshow/social-and-academic-integration-as-important-components-of-engagement-in-distance/58628497 tjoosten@slideshare.net(tjoosten) Social and Academic Integration as Important Components of Engagement in Distance tjoosten Over the last 50 years, research in student engagement has examined relationships between engagement and student outcomes such as attrition, retention, learning, and satisfaction. Most recently, social and academic integration have been the central focus, especially in contexts where students and faculty are distanced by time and space, such as in online and blended courses. In this presentation, Tanya Joosten will discuss how to design such courses and gather evidence of their effectiveness. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/joostennebraksa2-160223205337-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Over the last 50 years, research in student engagement has examined relationships between engagement and student outcomes such as attrition, retention, learning, and satisfaction. Most recently, social and academic integration have been the central focus, especially in contexts where students and faculty are distanced by time and space, such as in online and blended courses. In this presentation, Tanya Joosten will discuss how to design such courses and gather evidence of their effectiveness.
Social and Academic Integration as Important Components of Engagement in Distance from Tanya Joosten
]]> 390 5 https://cdn.slidesharecdn.com/ss_thumbnails/joostennebraksa2-160223205337-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Conducting Research in Blended and Online /slideshow/conducting-research-in-blended-and-online/55824080 oeb15-151204150435-lva1-app6892
Presented at Online EDUCA in Berlin Germany.]]>
Presented at Online EDUCA in Berlin Germany.]]> Fri, 04 Dec 2015 15:04:35 GMT /slideshow/conducting-research-in-blended-and-online/55824080 tjoosten@slideshare.net(tjoosten) Conducting Research in Blended and Online tjoosten Presented at Online EDUCA in Berlin Germany. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/oeb15-151204150435-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presented at Online EDUCA in Berlin Germany.
Conducting Research in Blended and Online from Tanya Joosten
]]> 2082 5 https://cdn.slidesharecdn.com/ss_thumbnails/oeb15-151204150435-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-tjoosten-48x48.jpg?cb=1734910089 The University of Wisconsin-Milwaukee (UWM) will share their establishment of a National Distance Education and Technological Advancement (DETA) Research Center to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs). UWMs partners in this endeavor are the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), and EDUCAUSE Learning Initiative (ELI). The objective of the DETA Research Center is to promote student access and success through evidence-based online learning practices and learning technologies. Specifically, the DETA Center will identify and evaluate effective course and institutional pr... tanyajoosten.com/ https://cdn.slidesharecdn.com/ss_thumbnails/olcresearchsummit-201118142750-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/olc-research-summit-part-2-meet-the-deta-research/239317974 OLC Research Summit - ... https://cdn.slidesharecdn.com/ss_thumbnails/olccovid-201118142549-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/using-a-research-lens-to-examine-your-covid19-pandemic-response/239317951 Using A Research Lens ... https://cdn.slidesharecdn.com/ss_thumbnails/msiaccldeta-olc-elenov2020-201118142157-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/systematic-review-and-environmental-scan-on-digital-learning-at-minority-serving-institutions/239317890 Systematic Review And ...