eLearning

Record Numbers of Faculty attend eLearning Seminars and Professional Development Sessions

As Grand Valley State University continues to respond to COVID-19, engage students in quality remote teaching, and in the work to better prepare for Fall 2020, the eLearning team is here to help!

[See also increases in the use of Blackboard, Ally, Collaborate, Panopto, and Respondus during GVSU’s pivot to remote teaching.]

eLearning June Seminar HandoutIn May and June, the eLearning and Emerging Technologies team offered over 40 faculty professional development sessions on a wide array of topics, including: leveraging the Blackboard learning management system, meeting students LIVE with Blackboard Collaborate, monitoring accessibility with Blackboard Ally, tips for time management in online/hybrid courses, building online learning communities, creating video with Panopto and much more!

[View the June Seminar Handout]

During this time, there were over 1,471 faculty registrations. This is a record number of faculty attending the spring seminars! All seminars were offered LIVE via Blackboard Collaborate.

Here were the 10 most popular sessions (by total faculty registrations) offered by eLearning and Emerging Technologies:

  • #1 = Foundations of Online and Hybrid Course Development and Delivery (205)
  • #2 = Blackboard Learn (179)
  • #3 = Blackboard Collaborate (141)
  • #4 = I wish I’d known Blackboard could do That (133)
  • #5 = Panopto (131)
  • #6 = Introduction to Flipgrid (101)
  • #7 = Lights, Camera, Action (79)
  • #8 = Creating and Facilitating Grading in the Blackboard Discussion Board (78)
  • #9 = Essential Time Management for Online/Hybrid Instructors (73)
  • #10 = Tips for Building and Maintaining Instructor Presence (70)

We’re here to help!

Missed a session? No problem!

We can meet with you individually, you can browse our self-help resources, and you can connect with us electronically, head on over to our eLearning and Emerging Technologies Web Site.

Stay Updated with the Latest Info and News from eLearning
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Winter 2020 Blackboard Usage Report

Blackboard is GVSU’s enterprise learning management system, used by faculty to:

  • enhance student success
  • increase student engagement
  • improve instructor efficiency
  • build and share course content
  • establish teaching presence
  • provide effective course design

This post highlights a variety of statistics related to the use of Blackboard by faculty and students.


Blackboard Login and User Statistics

As of April 15:

    • In the last 30 days, 1,667 faculty and 22,263 students have logged in to Blackboard.
    • At 4:00 PM on 4/15 there were 20,077 simultaneous users logged in, with the Blackboard environment averaging 78 logins per minute.

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Content Uploaded by Faculty

  • 278,369 total items created
  • 3,558 courses with content
  • Top content types: 25% PDF, 22% Items, 18% Word, 11% Images, 9% Presentations, 6% External Links

Simultaneous Assessments Delivered

The most assessment delivered simultaneously was recorded at noon on April 22 with 4,415 tests taken within 1 hour. In addition, a total of 36,946 assessment attempts occurred within 24 hours.

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Use of Blackboard Tools by Faculty

    • In the past 30 days as of Friday, April 24:
      • Announcements
        • 3,302 courses have posted announcements
        • 64,068 announcements have been posted
        • 107,798 student enrollments have received
        • 25,002 emails sent within 1 hour
      • Assessments
        • 1,726 courses have assessments created
        • 11,033 assessments have been created
        • 66,376 student enrollments are impacted
      • Assignments
        • 2,674 courses have assignments created
        • 23,632 assignments have been posted
        • 86,425 student enrollments
      • Discussion Boards
        • 2,135 courses have discussion forums
        • 18,254 discussion forums have been created
        • 68,149 student enrollments have access
      • Grade Center
        • 3,401 courses have grade center columns
        • 80,557 columns have been created
        • 111,231 student enrollments have access

Blackboard Disk Usage

Files and content have also grown over the Winter 2020 semester. Course files are those content items uploaded by faculty and protected files are student assignment uploads.

bbcoursediskusagew2020

Blackboard Course Page Views

Total number of course page views to date. A course page view is a request for a page that occurs within a course or organization.

The most page views ever recorded at GVSU occurred on April 22, the total was 1,045,069.  An increase in use of Blackboard and access to courses was also observed,  beginning on March 8.

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Teaching at GVSU?

Head on over to our web page for more information
and help in increasing student engagement, improving instructor efficiency,
building and sharing course content, establishing teaching presence,
and using Blackboard to support student success!

GO TO: Blackboard at GVSU

COVID Remote Teaching – Remote Support from eLearning at GVSU

Faculty, as you continue in delivering your courses through remote teaching, we’re here to help!

Here are the top 4 ways you can connect with us to receive assistance:

1. Drop-in Today | Tuesday, March 17
The eLearning team will be available to assist with Blackboard, Blackboard Collaborate, Panopto, and remote teaching questions until 4 PM.

  • ALLENDALE: Please SIGN UP for a Consultation
    Drop-in location – 4402 Kindschi Hall of Science (KHS)
  • PEW GRAND RAPIDS CAMPUS: Please SIGN UP for a Consultation
    Drop-in location – DEV A, Steelcase Library Knowledge Market

2. Email Us | bbadmin@gvsu.edu
Send an email to bbadmin@gvsu.edu and include as much detail as possible. We will respond as soon as possible via email or a live Blackboard Collaborate session to work with you.

3. Call Us | (616) 331-8526 | 9 – 5 Monday through Friday
If we are unable to take your call, please leave a message and we’ll get back with you as soon as possible. Your phone message is monitored by bbadmin@gvsu.edu. 

4. Visit our Support Web Pages

We’re here to help!


Stay Updated with the Latest Info and News from eLearning
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Meet the NEW eLearning and Emerging Technologies Team!

As GVSU looks to the future, eLearning and Emerging Technologies is building up and aligning services, support, and structure – targeted to scale up digital learning options for learners.

We partner with YOU to create programs, courses, certificates, and digital experiences to support student success. In addition, we collaborate with the Office of the Provost, Pew Faculty Teaching and Learning Center, University Libraries, and Disability Support Resources to ensure we provide wrap around services and encourage high impact practices.

Our eLearning and Emerging Technologies team specializes on the following 5 key areas as we focus on accelerating digital transformation at GVSU.

Ven diagram with Instructional Design, Technology Showcase, Blackboard, Teaching with Technology, and Digital Studio

The eLearning team includes 15 staff and 15 student assistants on mission to support faculty pursuing innovation in teaching and learning.

With over 150 years of higher education experience in leveraging technology in teaching – we’re here to help faculty deliver the next generation of teaching and learning…

  1. David Nivala, Instructional Technology Project Specialist
    David is located in Lake Michigan Hall.

    David holds an MA plus 20 credits in Educational Administration. He has been immersed in educational technology since 1993 in California and Michigan, became an instructional designer in 2010 at a local 4 year university and joined GVSU in 2020.

    As a teacher, school administrator and instructional designer, David has always been focused on student success. Learning objectives, student engagement and authentic assessment are of particular interest to him. He has also planned and implemented a wide range of subjects in faculty and staff development. Away from work, David enjoys kayaking, mountain biking and snow skiing.

  2. Jeanne Smith, Instructional Technology Project Specialist
    Jeanne will be starting on March 12, and be located downtown in the Center for Health Sciences.

    Most recently, Jeanne Smith worked as a Learning and Development Specialist at the Michigan State University and as a member of the Spectrum Health/MSU Graduate Medical Education program. Formerly, Jeanne was an Instructional Design Specialist working at GVSU from 2007-2013. Jeanne has an M.Ed. in Educational Technology from GVSU, B.S. in Business Administration from Aquinas College, and was a participant in the Program for Educators in Health Professions from the Harvard Medical School, Macy Institute.

  3. Barbara Stevens, Instructional Technology Project Specialist
    Barbara’s office is located in the Kindschi Hall of Science.

    Barb Stevens has been working in higher ed since 1998 and in online education since 1999. She has experience in instructional design, course development as a subject matter expert, managing faculty, and teaching, both on campus and online. She has experience working with faculty from a multitude of disciplines at both the undergrad and graduate levels. She lives in Kalamazoo with her husband and two Yorkies.

  4. Stephanie Webber, Instructional Technology Project Specialist
    Stephanie is located downtown in DeVos on the Pew Campus.

    Stephanie Webber joins Grand Valley State University with a background in operations management, project management, and instructional design solutions.Prior to GVSU, she worked as a Project Specialist for Davenport University serving clients around the globe to develop innovative training solutions. She has a passion for cultivating the next generation entering the workforce and enjoys mentoring young students.

    In her spare time, Stephanie is a hospice volunteer, violinist, and martial artist. She completed her undergraduate degree in Business Administration at Grand Valley State University with an emphasis in business management. Currently she is pursuing her Master’s in Organizational Performance and Workplace Learning. Through her professional practices, she aspires to consistently exceed the expectations of those around her.

  5. Justin Melick, Instructional Designer
    Justin was promoted to Instructional Designer from his prior position as Digital Media Developer. Justin will be located downtown in DeVos on the Pew Campus.

    Justin joined the eLearning team in 2014 and holds master’s degrees from Grand Valley State University in both Educational Technology and Adult and Higher Education. Prior to coming on board at GVSU, Justin taught social studies at the K-12 level. He has also served as an adjunct faculty member in Grand Valley’s College of Education since 2018, teaching and developing courses in educational technology.

  6. Noah Campbell, Digital Media Developer
    Noah comes to us as a former eLearning Digital Studio student assistant and most recently a graduate assistant in the College of Education. He will be replacing Justin Melick, and his office will be in the Kindschi Hall of Science.

    Noah is a Graduate student in the Educational Technology Master’s program, set to graduate in December 2020. He has been working with the eLearning department since 2017 through the Digital Studio. His goal is to help faculty and staff by creating videos and other digital content to fit their course needs, and is thrilled to be able to get a job that will allow him to do this so early on in his career.


What is an Instructional Technology Project Specialist?

The specialists will be responsible for working collaboratively with faculty, subject matter experts, instructional designers, digital media developers, and cross-departmental stakeholders in leading the design, development, and on-time delivery of quality digital learning experiences.


Top 10 Digital Learning Support, Services, and Resources at GVSU

Our goal is to help ensure GVSU’s digital learning experiences are designed in alignment with a cohesive and consistent learner experience, focusing on best practices, quality frameworks, and high impact teaching practices.

We’re here to help! Here are the Top 10 Digital Learning Support, Services, and Resources offered by the eLearning and Emerging Technologies team.


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The mission of eLearning and Emerging Technologies is to support faculty, contribute to teaching excellence, and to enhance student success through:

Top 10 Digital Learning Support, Services, and Resources at GVSU

We’re here to help!

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gvsu.edu/elearn

Goal: To ensure degrees, programs, micro-credentials, courses, and digital learning experiences are designed in alignment with cohesive and consistent learner experience best practices and quality frameworks.

We are here to help faculty transition courses from in person to online, while supporting faculty in the delivery of high quality – high impact digital learning experiences.

 

IDeL – Instructional Design for eLearning (gvsu.edu/idel)

  1. Instructional Design Expertise and Support
    IDeL includes 4 instructional designers (Glenna Decker, Kim Kenward, Matt Roberts, Justin Melick) who specialize in designing online/hybrid teaching and learning.
  2. NEW! Instructional Technology Project Specialists (ITPS)
    NEW! To more effectively prioritize support in the creation of digital materials, 4 ITPS positions (David Nivala, Barb Stevens, Stephanie Webber, Jeanne Smith) have been created! The specialists will be responsible for working collaboratively with subject matter experts, instructional designers, digital media developers, and cross-departmental stakeholders in leading the design, development, and on-time delivery of high-quality digital learning experiences.
  3. Foundations for Online/Hybrid Course Development
    Learn how to design, build, and teach the next generation of education. Learn more: www.gvsu.edu/idel/foundations
  4. Online/Hybrid Faculty Learning Communities (FLC)
    Faculty are encouraged to join an FLC to make connections, learn best practices, and to find additional support and resources. Learn more: www.gvsu.edu/idel/flc

Digital Studio (gvsu.edu/elearn/ds)

  1. Multimedia and Digital Media Development
    Media-rich instruction can help solve instructional problems, enhance learning, and support student success. The Digital Studio promotes the creation of digital learning experiences for faculty.
  2. Lightboard
    This exciting technology was custom built at GVSU, and it combines a whiteboard-like experience with visibility of the instructor, resulting in highly engaging course content. Lightboard videos can be easily integrated into Blackboard and placed online. Learn more: http://www.gvsu.edu/elearn/lightboard

Atomic Object Technology Showcase (gvsu.edu/techshowcase)

  1. Innovative Emerging Technology
    The showcase provides faculty, staff, and students with an immersive and engaging environment to: interactdiscoverlearn, and share how innovative emerging technologies can enhance teaching and improve student learning at GVSU. Check out the latest at: http://www.gvsu.edu/techshowcase

Teaching and Learning with Technology (gvsu.edu/elearn/help)

  1. Teaching and Learning with Technology
    Save time, increase your efficiency and effectiveness, better communicate with your students, easily share content, and provide timely feedback to students with a variety of technologies.Blackboard is GVSU’s enterprise learning management system, providing a consistent user experience for students as they access digital resources. In addition, resources such as online proctoring tools such as Respondus LockDown Browser/Monitor, and Blackboard Ally help to ensure content is accessible.

    Further, all students are provided a tutorial and Online/Hybrid Orientation to learn the basics of how to be successful at GVSU. Here is a complete list of Grand Valley’s Enterprise Instructional Technologies.

    The eLearning team of instructional technologists provide support to faculty in individual consultations, seminars, email support, and web resources. Learn more at: http://www.gvsu.edu/elearn/help

Get Plugged In

  1. Seminars
    In addition to individual consultations and email support, training opportunities are offered through a wide array of seminars. Registration is available through the Sprout: http://www.gvsu.edu/sprout
  2. Contact Us

EDUCAUSE Study of Faculty, Students, and Information Technology

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EDUCAUSE has recently released the “2019 Study of Undergraduate STUDENTS and Information Technology“, along with it’s pair the “2019 Study of FACULTY and Information Technology“.

These surveys provide insight into faculty and students – and their use of technology in education.  This research has been ongoing since 2004 with 40,000 students from 118 institutions and 9,500 faculty from 119 institutions participating in this year’s survey.

See also: GVSU participated in this research study in 2015, see: “ECAR Study of Students and Technology at GVSU


ECAR > Study Findings

While this report contains a wealth of information of value to higher ed, here are a few of the findings and recommendations from the FACULTY and STUDENT report through the lens of eLearning and Emerging Technologies at GVSU:


Key Findings

  • ECAR FACULTY > A majority (51%) of faculty prefer to teach in a blended environment that includes both face-to-face and online components.
  • ECAR STUDENT > While the majority of students (70%) prefer mostly or completely face-to-face learning environments, specific demographic factors influence these preferences. (Students who are married or in a domestic partnership, those who are independent with dependents, those who work 40 or more hours a week, students age 25 and older, and individuals who identified as having both a physical and a learning disability that require technology for their coursework all had a stronger preference for classes that are mostly or completely online.)
  • ECAR STUDENT > Labs and demonstrations, faculty/student conferences, and lectures were rated as the most preferred activities in completely face-to-face environments. (Students see in-class lectures as opportunities to engage with instructors, peers, and course content, and they see technology as a means to that engagement. The majority of students prefer some form of blended environment for collaborations or projects with peers, homework/assignment submission, peer reviewing/peer grading, exams, quizzes or tests, and asking questions.)

CZnzUuCt_400x400The eLearning team at GVSU provides support for faculty teaching online, hybrid and traditional classes. Our goal is to assist faculty in finding the correct balance of leveraging online tools and activities through Blackboard to save time and increase effectiveness. A few examples include: online content, pre-class quizzes, and communicating live or asynchronously.

At GVSU, 24.1% of students were enrolled in at least one online or hybrid course in the Fall 2019 semester. This is up from 20.4% in 2018. In addition, in the spring/summer semester, 57.8% of students were taking at least one distance education course in 2019, up from 49.7% in 2018.

See also: “Enrollments Grow in Online Learning while Enhancing Teaching Effectiveness

  • ECAR FACULTY > Many faculty aren’t using online student success tools, but when they do use them, a majority find them at least moderately useful. (This year we found that, for each tool we asked about, between 27% and 39% of faculty didn’t use student success tools, while between 15% and 27% of faculty told us that these tools were not available to them.)

CZnzUuCt_400x400While GVSU does not currently offer an enterprise early alert tool that takes advantage of data in the Blackboard learning management system such as Starfish Retention Solutions, there are tools that can be used at GVSU to monitor students.

For example, faculty can focus on student success and retention with existing  Blackboard features, such as proactively contacting inactive students, students with missing deadlines, or poor performance. Specifically, the Blackboard Grade Center shows the date of last course access for students and gradebook colors can be set to trigger alerts for faculty based on student performance.

The Retention CenterPerformance Dashboard and Item Statistics provide faculty with information about student activity as well as the ability to monitor students at-risk. Using these tools can assist faculty in determining whether students in classees are falling behind or neglecting to check Blackboard regularly. The goal is always to intervene early on, so they get back on track quickly.

  • ECAR FACULTY > Faculty’s receiving training on integrating technology in the classroom is associated with increased use of mobile technology in the classroom. (Among faculty who received professional development training on integrating technology in their classroom, fewer than half (47%) reported banning smartphones in their classrooms. Among faculty who did not receive such training, 63% banned these devices.)
  • ECAR STUDENT > Two-thirds of students agreed that their instructors use technology to engage them in class, but it is not always with the devices students already own. (Significantly fewer students said they are encouraged to use their personal technology as tools to deepen their learning. Half of the respondents said their instructors ask them to use their laptops in class, and only a quarter reported they were encouraged to use their smartphones.)

CZnzUuCt_400x400The eLearning team at GVSU provides over 20 seminars on a variety of technologies and pedagogical strategies and guidance designed to support student success each semester. Further, our team offers a yearly “Teaching and Learning with Technology Symposium“, faculty consultations, Online and Hybrid Faculty Learning Communitiesweekly open office hours, and digital studio spaces are offered to faculty so that the eLearning team can “Support faculty pursuing innovation in teaching and learning”. To zero in on emerging technologies, we offer a dedicated space (Atomic Object Technology Showcase) to explore extended reality experiences.

  • ECAR FACULTY > Faculty give high ratings to support services for accessibility technology, when they use them.
  • ECAR STUDENT > Only half of the students who have physical and/or learning disabilities and who need accessible technologies or accommodations rated their institution’s support positively. (Nearly a quarter said their institution’s support (21%) and awareness (24%) was poor or fair. Of particular concern is the 11% of students with disabilities who said their institution was not aware at all of their technology needs, which suggests many may experience barriers to disclosing their disability, including stigma and their own lack of awareness of available support services.)

CZnzUuCt_400x400The eLearning team at GVSU supports inclusive education through professional development for faculty in the adoption of Universal Design for Learning principles, along with specific support for accessibility with Blackboard Ally and Panopto video captioning.


Recommendations

  • ECAR FACULTY > Promote benefits and strategies for engaging in online teaching through mentoring and the creation of sustainable learning communities. Academic departments need to consider changes to their tenure requisites to reward faculty who choose to engage in course development and online instruction. (Faculty report strong preferences for face-to-face learning environments, but with increasing offerings and enrollments in online classes, institutions need to provide professional development to faculty who have the interest and skills to teach online.)
  • ECAR STUDENT > Continue to promote online success tools and provide training to students on their use through orientations and advisement sessions. (…explore the possibilities of predictive analytics with the use of success tools as a supplement to the personalized support of student advisors.)

CZnzUuCt_400x400While GVSU does not currently offer an enterprise early alert tool that takes advantage of data in the Blackboard learning management system such as Starfish Retention Solutions, there are tools that can be used at GVSU to monitor students.

For example, faculty can focus on student success and retention with existing  Blackboard features, such as proactively contacting inactive students, students with missing deadlines, or poor performance. Specifically, the Blackboard Grade Center shows the date of last course access for students and gradebook colors can be set to trigger alerts for faculty based on student performance.

The Retention CenterPerformance Dashboard and Item Statistics provide faculty with information about student activity as well as the ability to monitor students at-risk. Using these tools can assist faculty in determining whether students in classees are falling behind or neglecting to check Blackboard regularly. The goal is always to intervene early on, so they get back on track quickly.

Finally, the eLearning and Emerging Technologies team, along with the Office of the Provost, Pew Faculty Teaching and Learning Center, and University Libraries, collaborated on a new Online/Hybrid Orientation for students. This site is designed to take students through best practices in learning online, encouraging them to be mindful of time management techniques and skills for success.

  • ECAR FACULTY > Increase awareness among IT support services staff that quality services for faculty contribute to faculty’s overall ratings of their technology experiences. IT support staff are first responders to faculty technology issues and can make a real difference in faculty experiences.
  • ECAR FACULTY > Facilitate faculty professional development on integrating technology into teaching. (Promote professional development for faculty on effectively incorporating mobile technologies into their classrooms. Bans on all technology devices in the classroom will likely decrease student engagement. These bans disproportionately affect minority students and students with disabilities needing accommodations. Quash the “devices in the classroom” debate by leveraging mobile technologies in students’ hands to increase engagement and learning.)
  • ECAR STUDENT > Allow students to use the devices that are most important to their academic success in the classroom. (Provide training to faculty on the purposeful integration of student-owned technology for more inclusive, active, and engaged learning. Offer alternatives to in-class tech bans, such as involving students in the development of their class’s technology policy and designated seating for device users.)

CZnzUuCt_400x400Our eLearning and Emerging Technologies team provides a wide array of services and resources designed to facilitate digital learning at GVSU through supporting faculty in delivering high quality, innovative teaching.

We support faculty, contribute to teaching excellence, and enhance student success through:

Our eLearning team encourages faculty to review our website, follow and like us on  social media (GVSUeLearn on Twitter, GVSUeLearn on Facebook, listen in on our  teaching and technology podcast (T-Squared), read our email newsletters, and to stay up to date by viewing our gvsuelearn.wordpress.com blog highlights as well!

CZnzUuCt_400x400Tbe eLearning team facilitates 3 Online and Hybrid Faculty Learning Communities across all GVSU campus locations, designed to explore best practices and pedagogy in teaching at a distance, while encouraging learning from peers. Further our team provides over 20 seminars on a variety of technologies and pedagogical strategies and guidance designed to best support faculty. Finally, we offer a yearly “Teaching and Learning with Technology Symposium“, faculty consultations, weekly open office hours, and digital studio spaces are offered to faculty so that the eLearning team can “Support faculty pursuing innovation in teaching and learning”.

  • ECAR FACULTY > Increase faculty awareness of student needs and accessibility support services, particularly among non-AA institutions. (Disability disclosure rates remain low among students, limiting faculty awareness and ability to address accessibility needs in the classroom. When faculty use accessibility support services, however, they report high levels of satisfaction with those services.)
  • ECAR STUDENT > Establish a campus community to address accessibility issues and give “accessibility evangelists” a seat at the table. Colleagues and students with disabilities can be valuable consultants who offer perspectives on the barriers they experience with tech inaccessibility in their learning environments. Partner with units across campus such as disability services, advisement, health services, and admissions to educate all students on the available accessible technology services and how to request them. Tap the expertise of teaching and learning centers and instructional designers to train faculty on the universal design for learning (UDL) framework to promote inclusive strategies that benefit all learners.

CZnzUuCt_400x400The eLearning team at GVSU supports inclusive education through professional development for faculty in the adoption of Universal Design for Learning principles, along with specific support for accessibility with Blackboard Ally and Panopto video captioning.

Enrollments Grow in Online Learning while enhancing Teaching Effectiveness

Recently, an article in InsideHigher Ed “Online Enrollments Grow, but Pace Slows” featured new federal data that show that more than 1/3 of all 2018 college and university students took at least one online course, and online enrollments have grown.

In fact, 34.7% of students have taken at least one online course in 2018, making up 3,677,689 students. Further, there were 3,259,560 students enrolled in exclusively distance education courses.

In comparison, according to the federal data report, overall enrollment in higher education was down -1.1%.

Enrollment in online courses at GVSU continues to grow as do the national numbers.

At GVSU, 24.1% of students were enrolled in at least one online or hybrid course in the Fall 2019 semester. This is up from 20.4% in 2018. In addition, in the spring/summer semester, 57.8% of students were taking at least one distance education course in 2019, up from 49.7% in 2018.

Here is a chart of the number of the unduplicated count of students enrolled in at least one online or hybrid course from 2016 through 2019 at GVSU:

enrollmentinonlinehybridgvsu.jpg


Related, in a recent “Faculty Attitudes on Technology Survey” administered by InsideHigher Ed, results indicate that professors’ are showing a steady acceptance of online learning.

In fact, professors also indicate that teaching online makes them better and more effective in their practice:

  • Three-quarters (77%) of instructors who have taught online say they have developed pedagogical skills and practices that have improved their teaching.

  • 75% think more critically about engaging students with content; 65% make better use of multimedia content; 63% more likely to experiment and make changes to try to improve the learning experience.

  • Two-thirds of instructors who had converted face-to-face course to an online or hybrid (blended) class said that they spent less time lecturing (65%) and incorporated more active learning techniques into the new course (69%).

Based on the Inside Higher Ed survey, now more than 46% of faculty members have taught an online course.

Further, for those faculty that have taught online, 61% agree that online courses can produce equivalent student outcomes.

As far as the adoption of using technology in teaching:

  • Nearly four in 10 instructors (39 percent) say they fully support the increased use of educational technologies, up from 32 percent in 2018 and 29 percent in 2017.

  • Professors who support educational technologies say they do so because “some students simply cannot attend a face-to-face class due to work or family obligations“ (64%) and “students learn better when I engage them with effective technology tools“ (57%).

  • Rated colleges positively on encouraging experimentation with new approaches to teaching (56% agree) and providing adequate technical support for creating and teaching online courses (52% agree for both).


About eLearning and Emerging Technologies

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eLearning and Emerging Technologies provides a wide array of services and resources designed to facilitate digital learning at GVSU through supporting faculty in delivering high quality, innovative teaching.

We support faculty, contribute to teaching excellence, and enhance student success through:

Top 9 Posts from 2019

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At GVSU, the eLearning and Emerging Technologies team is here to support faculty pursuing innovation in teaching and learning. Our team is 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)
  • deployment of innovative emerging technologies

Reflecting back on 2019, we would like to recognize and celebrate the work of faculty at GVSU in their efforts to advance education through the application of technology in teaching. Digital transformation brings about tremendous opportunities and we are excited to collaborate to pioneer the future of education.

In the past year, our gvsuelearn.wordpress.com blog has had 4,849 views by 3,295 visitors, and we have published 56 posts!

Here are the top 9 most viewed posts from the eLearning and Emerging Technologies blog in the year 2019:

#1 – 7 Things you didn’t know that Blackboard can do!

#2 – Blackboard Achievements, Badges, and Quick-and-Easy Certificates

#3 – Teaching with the Lightboard @GVSU

#4 – Using Blackboard Goals to Monitor Curriculum and for Accreditation

#5 – Virtual Office Hours for Student Success with Blackboard Collaborate and IM

#6 – GVSU Offers Virtual Reality Space for Faculty and Students

#7 – Designing Quality Courses in Blackboard with Cheryl Kautz

#8 – How to use Blackboard Analytics to Support your Students at GVSU

#9 – First ever hackGVSU ‘hackathon’ brings Innovative ideas to enhance Blackboard at GVSU

GVSU explores Extended Reality in the Showcase

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Photo Credit: Amanda Pitts

Extended Reality (XR) is a frequent topic among those in higher education. XR is about engaging students across a wide array of digital experiences, including: virtual, augmented, mixed, and haptics-based interactions.

Augmented reality (AR) is an interactive experience of the physical “real world” environment where the objects that reside in the real world are enhanced by computer-generated perceptual information, sometimes across multiple sensory modalities, including visual, auditory, haptic, somatosensory, and olfactory.

In the showcase we have multiple Augmented Reality experiences including the MERGE CUBE and the CURISCOPE AR T-Shirt. The Merge Cube includes multiple apps that can transpose various three dimensional holographic applications a user can experience, while the Curiscope T-Shirt pairs with an application named Virtual-tee to provide an anatomical visualization of the human body.

Justin Robinson, student assistant in the showcase, is currently developing an app for the Merge Cube to assist GVSU medical students in the study of Moro Infant Reflexes.

The app will project a “virtual” baby that will respond to the movement of the cube in the same way a baby would respond tilted in a given direction. This provide students with the understanding of infant reflexes without having to use an actual child.

Here are a couple of photos of the AR experience that Justin is developing in collaboration with Hunter Bridwell, digital media developer, in eLearning and Emerging Technologies.

Merge Cube    Merge Cube AR Experience

“The Technology Showcase gives me and other students the ability to experience and develop the future of learning and entertainment and I’m blessed to be a part of it.” – Justin Robinson

GVSU Alum visits the Showcase

We were grateful and thankful to have a recent visit by a GVSU alumna, Lily Snyder. A graduate of GVSU in 2010, Lily went on to receive project management and ScrumMaster certificates while pioneering the way in virtual reality through her experiences as COO for Doghead Simulations.

Lily is a writer and speaker and has provided keynote addresses at a variety of events, including the Cincinnati Tech Frontier Series, Seattle Startup Week, and IILeX Europe in Amsterdam.

Here is an excerpt from a recent post on Lily’s LinkedIn profile regarding her visit to the Atomic Object Technology Showcase at Grand Valley State University:

“Super stoked to have gotten a tour of the GVSU – Atomic Object TECHNOLOGY SHOWCASE today. I met enthusiastic students and GV’s associate director of eLearning, Eric Kunnen along with Hunter Bridwell M.S., Digital Media Director. If you want to know how universities are implementing emerging technology like virtual reality, you should reach out to them. Grand Valley State University is my Alma Mater and I’m proud to see their continued dedication to their students, education, and technology.”
#digitialtransformation #education #virtualreality #augmentedreality
Showcase Behind the Scenes
Photo courtesy: Lily SnyderPictured left to right: Carson (student assistant), Lily Snyder, Hunter Bridwell, Eric Kunnen
Pictured left to right:
Carson (student assistant), Lily Snyder, Hunter Bridwell, and Eric Kunnen