Genesis of an Online General Education Capstone Course

February 12, 2018 § 1 Comment

On Friday, January 26, I presented at the annual meeting of the Association of American Colleges and Universities (AACU) along with Steve Greenlaw of Mary Washington University and Gretchen McKay of McDaniel College in a panel called, “High-Impact Educational Practices in the Online Classroom”. Mark Lieberman of Inside Higher Ed covered the session in an article, “Making an Impact in Online Courses”, published January 31, 2018. In another post, I include my section of the panel, including the introduction and my description of how I teach the general education Capstone course online at St. Edward’s University. In this post, let me clarify the genesis of the online version of this course.

Screenshot of Capstone Online welcome Video

Welcome Video for Fall 2017 Capstone online, created in Panopto

The other two panelists discussed courses of their own design, but I described my experience as an adjunct instructor teaching a course designed by other faculty. In instructional design, we call these other faculty members, subject matter experts or SMEs (pronounced “smees”). I think this is an interesting case to describe because, especially for online courses, the model of adjunct instructors teaching a course designed by full time faculty is common. At the same time, this practice is not just a result of online delivery. Any course required to be taken by all students is likely to depend on this model of faculty content owner, with other instructors (whether full time or adjunct) charged with teaching other sections of the course. The case of the Capstone Course at St. Edward’s University provides a useful illustration. « Read the rest of this entry »

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My Script for High-Impact Educational Practices in the Online Classroom?

February 10, 2018 § 1 Comment

On Friday, January 26, I presented at the annual meeting of the Association of American Colleges and Universities (AACU) along with Steve Greenlaw of Mary Washington University and Gretchen McKay of McDaniel College in a panel called, “High-Impact Educational Practices in the Online Classroom”. Mark Lieberman of Inside Higher Ed covered the session in an article, “Making an Impact in Online Courses“, published January 31, 2018. In this post, I include my section of the panel, including the introduction and my description of how I teach the general education Capstone course online at St. Edward’s University. In another post, I will explain the genesis of the online version of this course.  Slides are available in a previous blogpost. « Read the rest of this entry »

Slides for High-Impact Educational Practices for the Online Classroom

January 26, 2018 § 2 Comments

 

See description and abstract in my previous blog post: High-Impact Educational Practices in the Online Classroom?

High-Impact Educational Practices in the Online Classroom?

January 19, 2018 § 2 Comments

On Friday, January 26, 2:45 – 4:00 pm in the Lafayette Park room, I’ll be co-presenting at the annual meeting of the Association of American Colleges and Universities (AACU) along with Steve Greenlaw of Mary Washington University and Gretchen McKay of McDaniel College.  Below is the  program listing along with the abstract we submitted for this session: « Read the rest of this entry »

Reconciling Online Learning and the Liberal Arts College

August 8, 2016 § Leave a comment

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Pokémon Go View from Westin Alexandria

Today, I’m speaking to teams at a workshop to launch  round two of the Consortium for Online Humanities Instruction, a project of the Council of Independent Colleges (CIC).  For some thoughts on round one, see these blog posts by Gretchen McKay (http://gretchenkreahlingmckay.net/uncategorized/thoughts-at-the-end-of-cic-online-humanities-consortium-i/) and Kevin Gannon (http://www.thetattooedprof.com/archives/640).

Here’s a description:

Reconciling Online Learning and the Liberal Arts College

The future of liberal education depends upon an integrative vision of digitally-informed learning that is not merely content delivery online but rather is reshaped in the same ways that digital learning has already fundamentally changed our culture. This session will present a vision for the digital transformation of liberal education through a curriculum that scaffolds self-directed, digitally-augmented problem-solving and the institutional strategies to support it.

Slides are available via slide share and references are below:

Slides

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Liberal Arts Online: An ACS Blended Learning Webinar

March 9, 2012 § 1 Comment

On March 9, 2012, I led a webinar for the Associated  Colleges of the South‘s (ACS) Blended Learning Initiative.  I include the description and slides below:

Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model–highly interactive, close work between students and faculty–into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.

Liberal Arts Online

March 17, 2011 § 1 Comment

On March 17, 2011 I led an Inside Higher Ed Audio Conference, “The Liberal Arts Online”. Slides are available via slideshare.

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