5 Key Ways to Implement Technology in Learning

Charlie Brenda’s newest article, 5 Key Ways to Implement Technology in Learning, is a brief how-to synopsis in how the ...

APUS Rocks the 2013 DLA Conference – Barbara Manuputy 6/11/2013

This past week (June 2nd – 5th) I had the privilege of attending and presenting at this year’s Distance Learning Administration Conference, hosted by the University of West Georgia on Jekyll Island.  Although this is a relatively small conference that focuses on administration, management, planning, and evaluation of online programs for higher education, it always delivers with relevant and timely topics of interest.  The informal setting allows for ample opportunity to exchange ideas and experiences for online educators and administrators.

This year was particularly exciting as our own Dr. Wally Boston was presented with the Wagner Award for Distance Education Leadership.  Dr. Boston also delivered the Keynote Address on MOOCs in higher education (“Online Disruption, MOOC Mania, and Change in Higher Education”), sharing his perspectives regarding the significant changes that lie ahead for higher education.

APUS was well represented at the conference with 18 in attendance.  Of the 96 presentations given, APUS faculty and staff gave 12 (12.5% of the total); CTL team members gave two presentations.  Topics ranged from stratification within the online higher education system to helping students assimilate to developing an assessment culture in the online environment.

To a near packed breakout room, Dr. Teresa Williams and I presented on the topic of the CTL creation and development of the Community Course as a MOOC alternative for required training for all APUS faculty members.  Dr. Williams and her APUS colleague Anne Erickson teamed up for a fishbowl presentation entitled “Remedial Training for Online Instructors”.  A lively discussion in-the-round occurred throughout their talk.

As I focused my own attendance on the various breakout sessions regarding faculty development for online professors/instructors, I was so pleased to be a part of what the CTL team has helped to develop for our APUS faculty.  When I shared during our presentation on the Community Course that our first cohort had a 97% successful completion rate and that the overall completion rate for all three cohorts was 88%, attendees were beyond amazed.  In their experience (mostly with public universities beginning to develop an online component), the thought of “requiring” faculty members – particularly tenured ones – was unthinkable.  Many of these faculty development staffers indicated that even instructors who had been assigned as first time teachers in online courses could not be require to take online training and many of them tackled the task with no knowledge of online pedagogy.  (That’s what I find amazing!!)

As the CTL continues to search for ways to bring cutting edge training assets to our faculty to enrich their teaching skills and thereby provide the optimum learning experience for our students, I will continue to be proud to represent APUS as I attend and participate in nationwide distance learning conferences.

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Where Are My Bunny Slippers? – Dr. Teresa Williams 5/30/2013

It happens often, at least every other month. Someone I know or someone who knows me knows someone else who wants to get started teaching online. So, who ya gonna call? Why, me, of course. I’m lucky. I teach online. I work from home in my bunny slippers. Every day. It seems that working in my slippers daily, creating my own hours, and working as I wish, and how I wish is nirvana to others, but like everything else, there is a trade off. Working from home, teaching online, can be stressful, harried, and just as nerve wracking as working in an office with folks that one may not have the pleasure of choosing to communicate with daily.

While teaching online is a great job and it can be most fulfilling, it certainly has its drawbacks. First and probably foremost, one can’t see others, at least not easily and readily, and we just don’t realize how much more difficult communication can be when we can’t use facial and body language or voice inflection to help us converse. And, we don’t see others daily to chat about the kids, the latest movie, or other simple instances that those in an office discuss daily around the water cooler. Sometimes, working from home can be lonely and one can feel as if he or she is all alone and must make decisions without discussing it first with others because many times, that is the exact situation and we must go it alone.

So, you want to teach online? Here are some more tips you need to know before putting away the corporate suits and pulling out those comfy sweats and slippers. First, know that you must be highly organized and self motivated. You have to be a deadlines person, and you must always be available, always, 24/7. The one big drawback to teaching online is that you’re never really off duty. That’s right. Never off duty. You must be ready and willing to be available to check your phone for messages, go online and check for questions from students, and you must be able to maintain that almost constant communication, even through all holidays and major events, even those in your own life and those most personal to you, like the birth of your children or grandchildren. Unless, you are officially off the clock, you are officially on duty and students could not care less if you are about to push out another human being. If you are the teacher, you must be available.

Online instructors must be organized and ready to check their classrooms daily, no less than twice a day. Most institutions give instructors at least 24 hours to respond to students’ messages/questions, but put yourself in the student’s place.  If there is a deadline you must meet as a student within 12 hours, do you have 24 hours, as the student, to wait on a response?

Online instructors must be able to be available to set and publish office hours.  While most online students communicate with the instructor online, other students prefer to pick up the phone. So, when you tell students you are available at particular times and days of the week, you must be available then to answer the phone right away, or at least to be able to return the call within minutes.

Online instructors have meetings, sometimes many meetings, to attend on a regular basis. You have faculty meetings and you have committee meetings, department meetings, and sometimes, even subject matter meetings.  You are required to be there, regardless of what is happening in your life at the moment, so expect to meet frequently at times, and be prepared to participate and contribute in those meetings as well. Be prepared to get on a meeting call, sometimes with just a moment’s notice, when something has popped up that is urgent and must be discussed or decided.

Finally, online instructors must be fabulous communicators and not just any communicator but one who understands how to use humor, graphics, and other devices to help engage, intrigue, and instruct students. You must love technology and be open to the many technological inventions that come at us daily. You must be a communicator who never takes offense at gnarly messages from some students, but one who can read between the lines and understand that students too are under stress and that their frustration rarely is about you, but something else entirely.

You have to realize that you must smile and compose an even-toned message even when you want to throw the cat across the room because a student just can’t get it and you don’t know what else to do for him or her. You must be creative in both words and thoughts to never ever let your students down, but to always build them up, give them hope and success to help them reach their goals.  You must have empathy and understanding, and you must be able to communicate it in course announcements, notes, emails, and phone conversations.

So, if you’re ready, truly ready to be all that and a bag of chips to students, administrators, and your own family, you’re ready to teach online. Fluff up your slippers and get comfy. You can work from home.

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The Balancing Act

These days it is hard to find a time when I am not tethered somehow to technology. You will usually find me close to my computer, smart phone, or iPad, or fiddling with some GPS or random radio transmission device.

As a remote worker I use technology to stay connected with my professional community. I use technology to reach out to my team, and to facilitate interaction with the faculty at our institution. I use technology to access resources that interest me, and to learn new skills. I use technology to stay on top of current trends in online teaching and learning. I use technology to do my job.

I also use technology in my personal life to connect with my family, friends and colleagues around the world. I love social media, and am active in the online communities that I have joined through Twitter, Facebook, LinkedIn, etc.

I love my technology. I love nature and humankind as well. There is a balance. Learning to find that balance is a challenge that I face every day. Here are a few tips that I can share for finding and keeping that balance:

Look out the window. My office computer faces the wall where I have two windows that I can look out of. For some reason, cardinals love the tree outside the window and they visit year round. The contrast of red against green (or grey in the winter) always catches my eye, and I stop and watch for a while.

Go fishing. I am an avid angler, and enjoy fly fishing in Adirondack rivers and streams. Every technology stays in the car when I’m out standing in the river in my waders (I once made the mistake of bringing my car keys into the river and shorted out my remote). I actually do some of my best thinking in the river when I’m streaming a fly down the river flow.

No toys at the table. This has been a house rule since the kids were little, and now we include technology toys as well. Family meals are tech-free, and conversation abounds. It helps that my kids pride themselves on their intellect and like to discuss and debate any and everything.

First one picks up the tab. This one I have yet to try, as I’m afraid I might be the one picking up the tab. I have a friend who insists that everyone put their phones into a basket in the middle of the table when dining out, and the first one who reaches for their phone pays the bill. Good incentive!

Read a good book. I don’t have an e-book reader, and prefer to hold a real book in my hands. There’s something about turning pages and using a bookmark that makes the reading process real for me. Right now I’m reading “Alone Together”, a book by Sherry Turkle which is subtitled “Why We Expect More from technology and Less from Each Other, which is what prompted this post in the first place! I’m only on chapter 1 and I’m sure I will post more on the book and this topic in the future!

I know there is a balance and I will do my best to find it, even if I’m a geek at heart and love my toys!

Read more from Sherry Turkle in this article from the New York Times: The Flight from Conversation.

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Empowering K-12 via County Partnerships

By Dr. Conrad Lotze
VP & Dean, School of Education at American Public University

American Public University System (APUS) created the Leadership in Learning Partnership (LLP) in partnership with West Virginia schools. Through this partnership, we offer an opportunity for school districts to work with a nationally recognized online university to provide professional development opportunities to their staff members.

The LLP initiative is similar to the Professional Development School concept, which provides partner schools the ability to create a collaborative relationship with a university’s school of education. The purpose of the LLP is to:

  • Identify, develop, test and refine practices that promote student achievement
  • Support initial preparation—and continuing professional development—for teachers and other school-based educators
  • Improve student and educator development

(more…)

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