eLearning

2019 Horizon Report meets eLearning and Emerging Technologies at GVSU

horizonreport2019The 2019 Horizon Report has recently been released by EDUCAUSE, highlighting innovative trends and technologies in higher education.

This report has always been an excellent #edtech radar so to speak, but also it raises some QUESTIONS:

  • So where does GVSU, and specifically the eLearning and Emerging Technologies team fit into this report?
  • What are the key areas that align with projects or initiatives that are occurring here at the university?
  • How can we use this report in eLearning to provide insights and to gain better understanding so that we can better support faculty and the university in continuing to be innovative and distinctive?

This post, similar to last year’s review, will attempt to provide links to various activities and work happening among the eLearning and Emerging Technologies team that focuses on the current trends, challenges, and developments in this report.

#1 – Key Trends Accelerating Technology Adoption in Higher Education

Short-TermDriving technology adoption in higher education for the next one to two years

  • Redesigning Learning Spaces – At GVSU, the most noteworthy example of an innovative learning space is none other than the Mary Idema Pew Library Learning and Information Commons. This space was built, from the ground up, to be a different kind of library. Infused into the space are resources that have not been “typical” library features, such as: the Technology Showcase, IT Help Desk, Knowledge Market (tutoring, writing, research, speech, data inquiry lab), Exhibition Space, and an active learning classroom.
  • Blended Learning Designs – The eLearning and Emerging Technologies team provides a wide array of resources and services to equip faculty in both the design and the use of technologies to transform learning. The question is no longer should I use technology to enhance my teaching, rather, how can I most effectively integrate technology effectively into my courses to increase engagement and student success. Further, the eLearning team assists in the support of the growth in distance education and the future of online and hybrid learning at GVSU.

Mid-TermDriving technology adoption in higher education for the next three to five years

18th Annual Teaching and Learning with Technology Symposium

 

  • Growing Focus on Measuring Learning – Predictive analytics is an opportunity to explore more deeply at GVSU. Products like Starfish by Hobson’s would provide value in leveraging large data sets, combined with activity of students and faculty in Blackboard to help inform and improve retention efforts. The Blackboard LMS at GVSU includes a Retention Center, Performance Dashboard, and Course Reports providing faculty with just-in-time student data whereby they can engage with students through nudges, reminders, and proactive communication.

#2 – Significant Challenges Impeding Technology Adoption in Higher Education

SolvableThose that we understand and know how to solve

  • Improving Digital Fluency – With a digital studies minor, and high levels of faculty adoption of educational technology, eLearning’s Digital Studio and lightboard, and the Technology Showcase, GVSU is well on it’s way to engaging in new ways with student to improve their digital literacy skills. Campus discussions have also included the creation of a new space where students can access and use a variety of digital resources in a “digital media center”.
  • Increasing Demand for Digital Learning Experience and Instructional Design Expertise – The eLearning team’s group of instructional designers make up “IDeL” who is on mission to: “…develop confident and competent faculty, prepared to teach in blended and fully online learning environments, who are able to integrate technology in a way that is learner-centered and pedagogically sound.”

DifficultThose that we understand but for which solutions are elusive & Wicked—Those that are complex to even define, much less address

#3 – Important Developments in Educational Technology for Higher Education

Time to Adoption: One Year or Less

  • Mobile Learning
  • Analytics Technologies

Time to Adoption: Two to Three Years

  • Mixed Reality
  • Artificial Intelligence

Time to Adoption: Four to Five Years

  • Blockchain
  • Virtual Assistants

At GVSU, through the eLearning and Emerging Technologies “Technology Showcase“, these #edtech trends are closely monitored. Most notable are exhibits and work being done around: virtual assistants with a custom app for the showcase that works with the Echo Show, mixed reality whereby one of the digital media developers on the eLearning team is working to explore virtual reality and augmented reality applications that are integrated into the curriculum, and mobile learning where a variety of technologies support BYOD along with tablet and smartphone integration.

Technology Showcase at GVSU

 


As we look further into the future, GVSU is focused on advancing education in a variety of ways. Specifically for the eLearning and Emerging Technologies team, we align most directly under the following 2021 Strategic Outcomes:

GVSU 2016-2021 Strategic Outcomes

Strategic Priority Area 1: Actively engage learners at all levels.

Institutional outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

 Objective 1.D.2: At least 93% of faculty members regularly use electronic course management tools, such as Blackboard, in their teaching. Baseline: 89% of faculty indicated either daily or weekly use of Blackboard in their teaching according to a GVSU faculty survey conducted winter 2016.

Objective 2.E.1: At least 75% of faculty and 75% of staff participate in professional development to expand, enhance or extend their competencies and capabilities within the context of the responsibilities of their positions. Baseline for faculty will be determined via Digital Measures in summer 2015. Baseline for Fall 2014 for staff is 50-55%.

Objective 3.D.2: At least 30% of undergraduate courses are offered in innovative approaches and formats, such as hybrid, online and competency-oriented. Baseline for undergraduate courses for Fall 2014 is 6%.

Objective 3.D.3: At least 30% of graduate courses are offered in innovative approaches and such as hybrid, online and competency-oriented. Baseline for graduate courses for Fall 2014 is 25%.

Objective 4.D.1: Effective technologies are integrated into every function and structure across the institution. Baseline: In 2013, IT implementation was above the median on 24 of 49 indicators across 7 functional domains.

eLearning Team Mission and Strategies

eLearning and Emerging Technologies is on mission and dedicated to supporting faculty, contributing to teaching excellence, and enhancing student success through: exemplary instructional design, effective application and integration of instructional technologies, interactive digital media development, administration and enhancement of the university’s enterprise learning management system (Blackboard), and the deployment of innovative emerging technologies.

Our team has been centered on executing the following strategies:

  • Leverage exemplary instructional design and instructional technologies to: create pedagogically sound and learner centered instruction, improve and ensure course quality, enhance faculty effectiveness, and to increase student success and retention.
  • Accelerate the evaluation, implementation, and application of educational technologies by coordinating resources, assisting, equipping, and empowering faculty and students.
  • Partner with faculty, staff, and students, to showcase, advocate, and increase awareness of the effective application of innovative instructional technologies through sharing best practices.
  • Develop interactive digital media courseware and resources to enhance teaching and improve student learning.
  • Advance the capabilities and adoption of the university’s enterprise course management system (Blackboard) to increase the effectiveness and efficiency of content delivery, assessment, and communication to support innovative teaching and learner engagement.
  • Build institutional capacity to: integrate and implement technologies into teaching and learning practices, generate economies of scale, and increase their deployment across the institution.
  • Investigate, acquire, test, prototype, pilot, research, and evaluate cutting-edge emerging technologies that have the potential to transform education, enhance teaching, and improve student learning.
  • Survey, collect data, analyze, and evaluate the effectiveness of instructional technologies, services, and support.

The eLearning team provides a wide array of support and services designed to empower faculty and contribute to student success.

elearning_team_services

Are you a professor at GVSU? Contact the eLearning and Emerging Technologies team, we’re here to help at the intersection of teaching, learning, and technology!

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18th Annual Symposium a Success!

The 18th Annual Teaching and Learning with Technology Symposium, held on May 1, was the largest symposium held at GVSU with over 160 attendees, a keynote by Provost Cimitile, recognition of the Julia VanderMolen who received the Pew FTLC Teaching with Technology Award, 5 Technology Test Kitchen “recipes”, and 25 ePoster sessions.

The Teaching and Learning with Technology Symposium was sponsored by eLearning and Emerging Technologies, Pew Faculty Teaching and Learning Center, and University Libraries.

If you missed attending this year, here are a few highlights:

  • WATCH the Symposium Keynote by Provost Cimitile

Save-the-date and see you next year in Allendale on Wednesday, April 29 for the 19th Annual Teaching and Learning with Technology Symposium!

The SPRING TECH EXPO Seminars are here!

springtechexpologoAll month long in May, GVSU’s eLearning and Emerging Technologies team will be highlighting a variety of tools and pedagogical approaches to support online/hybrid and in-seat courses in our SPRING TECH EXPO Seminars.

Our faculty professional development seminars are the perfect opportunity to get some new ideas, tips, and insights on key issues related to teaching.

Workshop subjects include: everything Blackboard, getting started with using interactive rubrics and the Grade Center, formative assessment strategies, assessing and creating student video assignments with Panopto, discussion board best practices, improving the ADA accessibility of your courses with Ally, integrating Google into Blackboard, live videoconferencing with Collaborate, and much more!

Please register in Sprout at GVSU for seminars and visit the SPRING TECH EXPO Calendar to learn about what sessions are offered!

The Future and Online Learning

online_ed_higher

Back in 2017, The Chronicle of Higher Education and VitalSource released results from a survey entitled: “Online Education Heading toward the Future“. This report includes key findings regarding distance education as online learning moves into the mainstream.

The survey captured the feedback of 1,286 respondents including higher-ed administrators, chief information officers, provosts, chief academic officers, deans, program directors and chairs, and directors of educational media.

This blog post captures a few highlights as well as connections to the work of the eLearning and Emerging Technologies team at GVSU.

“Online education is not a fad… online education — that is, distance learning delivered digitally, whether for an entire course or part of one — is not going away. A majority of colleges and universities understand this and are working to find the best online learning solutions for their students and faculty members.”


Online Learning Enrollment Expands

Almost all, 94%, of the institutions responding to the survey indicate that they offer classes entirely online, while enrollment in these classes has also increased at most institutions.

onlinelearninggrowth.jpg

Figure retrieved from: “Online Education Heading toward the Future

Enrollment in Online and Hybrid Learning Increased by 30%

Grand Valley State University started offering online courses before 2007 and the number of online/hybrid courses and enrollment are increasing annually. Since 2016, GVSU’s enrollment in online and hybrid courses has increased by 30%. In fact, in the 2018-19 academic year, 375 online courses are being taught to 10,221 students or 38 percent of the university’s student body. Read more at: “eLearning Team supports growth in Online/Hybrid Learning at GVSU“.


Increases in Acceptance and in Strategic Priority

strategicplanonline.jpg

Figure retrieved from: “Online Education Heading toward the Future

strategyonline.jpg

Figure retrieved from: “Online Education Heading toward the Future

“There seems to be a growing desire among faculty to at least figure out what it means to teach online.”

Institutions plan to continue or increase the investment, including 72% increasing resources dedicated to online learning initiatives, as illustrated in the following chart:

useidtogrow.jpg

Figure retrieved from: “Online Education Heading toward the Future

Quality is Key

According to the survey, 86% of the institutions reported having course enrollment caps for online courses as well as an internal process to review course quality.

Quality Matters and the Online Learning consortium where mentioned as resources for external quality certification.

Blackboard Exemplary Course Award Winners at GVSU

GVSU faculty have received awards for their quality courses through the Blackboard Exemplary Course Award Program.

Good Practice Teaching Standards

The eLearning team’s, IDeL group has provided a series of good practice teaching standards are derived from the GVSU’s Online Education Council’s Online/Hybrid Course Peer Review Rubric. The recommendations and good practice guidelines are adapted from: Quality Matters Higher Education Rubric 2011 – 2013 Edition, Penn State Peer Review Guide, Chickering, A. & Gamson, Z. (1987) Seven principles for good practice in undergraduate education. AAHE Bulletin (39)7, and the Blackboard Exemplary Course Rubric.


Instructional Design

51% of those responding to the survey indicated that their institution has 1 or 2 instructional designers, followed by 33% having 3 – 5. One of the important aspects of course quality has been contributed to the use of instructional designers in course creation.

instructionaldesignershired.jpg

Figure retrieved from: “Online Education Heading toward the Future

In a recent article by Campus Technology entitled: “Survey: Instructional Designers Drive Better Student Outcomes“, the importance of instructional design (ID) was raised in support of increasing the quality of online courses and in turn improving student learning as part of the 2019 CHLOE 3 REPORT. Read more in the “Working with Instructional Designers Improves Student Outcomes” blog post.

Connect with an Instructional Designer at GVSU!

At GVSU, the eLearning and Emerging Technologies team includes 3 instructional designers making up the “IDeL” (Instructional Design for Learning) group.

When preparing, designing, or facilitating an online or hybrid course, please reach out to one of our instructional designers for support, join an Online and Hybrid Faculty Learning Community, and/or review a variety of tipsvideo advice, and good practice teaching recommendations.


Online Teaching Improves Teaching Skills and Strengthens the Institution

In general administrators surveyed indicate that online teaching improves the institution and face to face teaching also. As faculty are prepare to teach online through professional development, this shapes also their teaching in person, traditional courses.

onlineimprovesinstitution.jpg

Figure retrieved from: “Online Education Heading toward the Future

onlineteachingimproveskills.jpg

Figure retrieved from: “Online Education Heading toward the Future

eLearning and Emerging Technologies @GVSU

Learn more about the support provided to faculty in the design, development, and delivery of online, hybrid, and traditional courses on the eLearning and Emerging Technologies website.

The eLearning team provides a wide array of support and services designed to empower faculty and contribute to student success.

elearning_team_services

From getting started to advanced technology integration into teaching, the eLearning team is here to support faculty. We have expertise in instructional design through the IDeL team, creative multimedia production authoring capabilities through the Digital Studio, instructional technology support and learning management solutions such as Blackboard, and a wide array of innovative emerging technologies in the Atomic Object Technology Showcase.

In short, the eLearning and Emerging Technologies team is dedicated to supporting faculty, contributing to teaching excellence, and enhancing student success through:

eLearning Team supports Growth in Online/Hybrid Learning at GVSU

Recently, the Grand Rapids Business Journal published an article on the importance of data protection as online learning. Also highlighted was the significant growth in online and hybrid learning enrollment.

Enrollment in Online and Hybrid Learning Increased by 30%

“Grand Valley State University started offering online courses before 2007 and the number of online/hybrid courses and enrollment are increasing annually.”

Since 2016, GVSU’s enrollment in online and hybrid courses has increased by 30%. In fact, in the 2018-19 academic year, 375 online courses are being taught to 10,221 students or 38 percent of the university’s student body.

onlineenrollmentgvsu

Faculty Support in Online and Hybrid Course Design, Development, and Delivery

“All faculty who teach in online or hybrid formats must undergo a several-week training in online pedagogies and course design,” Schendel said. “All faculty at the university have access to Blackboard to support their in-seat classes, as well, and there are many workshops offered to help faculty integrate technologies into their classroom in ways that enhance teaching and learning.”

The eLearning and Emerging Technologies team at GVSU supports faculty pursuing innovation in teaching and learning in online, hybrid, and traditional course delivery.

The eLearning team provides a wide array of support and services designed to empower faculty and contribute to student success.

elearning_team_services

From getting started to advanced technology integration into teaching, the eLearning team is here to support faculty. We have expertise in instructional design through the IDeL team, creative multimedia production authoring capabilities through the Digital Studio, instructional technology support and learning management solutions such as Blackboard, and a wide array of innovative emerging technologies in the Atomic Object Technology Showcase.

In short, the eLearning and Emerging Technologies team is dedicated to supporting faculty, contributing to teaching excellence, and enhancing student success through:

Protecting Student Information

Susan Korzinek, associate vice president and chief information officer at GVSU, said when students are enrolling into an online/hybrid class, all internal and vendor systems that utilize student data are reviewed for data security best practices, Family Educational Rights Privacy Act regulations and General Data Protection Regulation prior to use.

She also said any student enrolled at GVSU must be admitted and enrolled prior to being allowed into an online/hybrid course, and GVSU provides a unique login and password for each individual who is admitted/enrolled.

“Students are instructed to keep logins/passwords confidential and expected to abide by GVSU policies,” she said. “Logging of user activity, including where they logged in from, date/time stamps of login and logout, that can be reviewed as needed. Logging of user activity within certain applications, like a course management system, that shows what areas were viewed or data manipulated that can be reviewed as needed.”


Learn more about the support provided to faculty in the design, development, and delivery of online, hybrid, and traditional courses on the eLearning and Emerging Technologies website.

Working with Instructional Designers improves Student Outcomes

At GVSU, the eLearning team is on mission to support faculty pursuing innovation in teaching and learning. One of our strategies in achieving this mission is to:

  • Leverage exemplary instructional design and instructional technologies to: create pedagogically sound and learner centered instruction, improve and ensure course quality, enhance faculty effectiveness, and to increase student success and retention.

We also always say:

“We’re here to help!”

And we are!

In a recent article by Campus Technology entitled: Survey: Instructional Designers Drive Better Student Outcomes, the importance of instructional design (ID) was raised in support of increasing the quality of online courses and in turn improving student learning as part of the 2019 CHLOE 3 REPORT.

Online Student Performance compared to Face-to-Face Students, with and without Instructional Design Support

In the following chart, findings revealed that a higher proportion of institutions that require the use of an instructional designer in online course design and development indicate online students as “performing comparably to or better than on-ground students.”

onlinestudentperformance.jpg

Image Retrieved from CHLOE 3 REPORT

Online Course Development Model

As part of the 2019 CHLOE 3 Report, the survey also indicated that on average 38% of institutions use a faculty + option ID model, followed by 24% a faculty + required ID.

IDteamapproachchloe.jpg

Image Retrieved from CHLOE 3 REPORT

Online Engagement and the Student Experience

Further, the following chart illustrates a variety of course design and development approaches as it relates to the types of engagement used in the online course. For example, when faculty work independently, 64% of the student engagement is with course materials, whereas, when faculty are required to work with an ID or a team, course material engagement dropped to 47% and 44% respectively.

engagementbasedonID.jpg

Image Retrieved from CHLOE 3 REPORT

Connect with an Instructional Designer at GVSU!

At GVSU, the eLearning and Emerging Technologies team includes 3 instructional designers making up the “IDeL” (Instructional Design for Learning) group.

When preparing, designing, or facilitating an online or hybrid course, please reach out to one of our instructional designers for support, join an Online and Hybrid Faculty Learning Community, and/or review a variety of tips, video advice, and good practice teaching recommendations.

  • GLENNA DECKER

Title: Instructional Designer
Email: deckerg@gvsu.edu
Phone: 616-331-2598
Office: 4453 P. Douglas Kindschi Hall of Science (KHS)

Glenna’s Web Site

  • KIM KENWARD

Title: Instructional Designer
Email: kenwardk@gvsu.edu
Phone: 616-331-2131
Office:  268C Richard M. DeVos Center (DEV)

Kim’s Web Site

  • MATTHEW ROBERTS

Title: Instructional Designer
Email: robmatth@gvsu.edu
Phone: 616-331-9085
Office:  4452 P. Douglas Kindschi Hall of Science (KHS)

Matthew’s Web Site

We’re here to help!

Higher Education’s 2019 Trend Watch & Top 10 Strategic Technologies

strat_tech_top_of_pageRecently, EDUCAUSE released the Higher Education’s 2019 Trend Watch & Top 10 Strategic Technologies report, indicating what technologies institutions will spend the most time in implementing, planning and tracking in 2019.

 

According to the report, the Top 10 Strategic Technologies include:

  1. Uses of APIs
  2. Active learning classrooms
  3. Blended data center (on premises and cloud based)
  4. Incorporation of mobile devices in teaching and learning
  5. Open educational resources
  6. Institutional support for accessibility technologies
  7. Technologies for improving analysis of student data
  8. Application performance monitoring
  9. Predictive analytics for student success (institutional level)
  10. Integrated student success planning and advising systems and IT asset management tools (e.g., CMDB) (tie)

Highlighted on this list and connected to work in eLearning are:

Strategic Technology #1 – APIs

  • Through the use of APIs, GVSU’s eLearning team has enabled a wide array of integrations that further extend the capabilities of Blackboard. For example, through a Blackboard Building Block API, faculty an view photos of students in their classes, enhancing the personalization of teaching. This Blackboard Class Photo Roster project was a request through the Pew Faculty Teaching and Learning Center’s Strong Start Initiative.
  • Additional integrations made possible through APIs and Blackboard include: Panopto (video), Blackboard Ally (accessibility), Blackboard Collaborate (videoconferencing),  Top Hat and TurningPoint (student response), NSSE Survey deployment, opensource BbStats analytics and reporting tool, content providers such as CafeScribe, Cengage, McGraw-Hill, and Pearson, opensource Certificate of Completion, DropBox, Qwickly (productivity tool), and more!

Strategic Technology #2 – Active Learning Classrooms

  • Active learning classrooms provide a unique faculty and student experience as the spaces include flexible and movable furniture and technology to support: 1) a student-centered design, 2) enhanced collaboration, 3) increased faculty/student engagement, and 4) improved interaction through dynamic group work and classroom communication. GVSU has established a list of technology enhanced and active learning classrooms throughout the campus to increase opportunities for faculty and students.

Strategic Technology #3 – Blended Data Center

  • Teaching and learning applications at GVSU are a blend of on premise and hosted applications. For example, Blackboard is hosted locally while solutions such as Blackboard Ally, Blackboard Collaborate, Panopto and others are provided as a software as a service, in the “cloud”.

Strategic Technology #4 – Incorporation of Mobile Devices in Teaching and Learning

  • Mobile learning is an area of increasing importance as more and more of our day to day lives on and off campus reside on portable devices.
  • GVSU’s eLearning team has facilitated a wide array of sessions highlighting the value of mobile, including:
    • Blackboard Mobile Learning Solutions
    • Blackboard: Create Mobile-Friendly Courses
    • iPad 101: Beyond the Basics
    • iPad 102: Mobile Teaching and Learning
  • Blackboard includes a mobile app for students (Blackboard app) and for faculty (Blackboard Instructor).

Strategic Technology #5 – Open Educational Resources

  • GVSU has been involved in the open education resources (OER) movement for many years, and most recently has seen a growth in the adoption and use of #OER in teaching and learning. For example, there have been several adoptions of OpenStax textbooks in Chemistry and Mathematics, while an interdisciplinary team lead by the university’s library is helping to coordinate resources and raise awareness.
  • At GVSU, students have saved over $480,000 in textbook costs, with 3000+ course sections each semester that require no paper textbook.

Strategic Technology #6 – Institutional Support for Accessibility Technologies

  • Diversity, equity, and inclusion is “built-in to the DNA” at GVSU through the university’s vision:  “GVSU demonstrates its commitment to providing an inclusive learning environment where all students can explore new directions, find their niches, and develop skills for life and productive careers.”
  • The eLearning team focuses on supporting inclusive education through accessibility and UDL by equipping faculty. Blackboard Ally was adopted and put into production at GVSU in the summer of 2018 to:  generate awareness, build capacity, and increase institutional oversight of accessibility.
  • In addition, Panopto was implemented to provide video caption capability for faculty who are using instructional video content in their teaching. Both Ally and Panopto support the principles of inclusive education through accessibility and UDL.

EXTRA CREDIT: Strategic Technology #9 – Predictive Analytics for Student Success

  • While not at the institutional level, such as a solution like Starfish, all faculty at GVSU have access to 2 tools in Blackboard to leverage and analyze data to improve student success. The Performance Dashboard and Retention Center can equip faculty with insights as to how students are performing in their classes, while enabling communication channels with advisors, counselors, or student success coaches.

Learn more about the EDUCAUSE Higher Education’s 2019 Trend Watch & Top 10 Strategic Technologies.