BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Transforming Digital Learning and Assessment

A Guide to Available and Emerging Practices and Building Institutional Consensus

Edited by Peggy L. Maki and Peter Shea
Foreword by Bryan Alexander
Paperback
February 2021
9781620369876
More details
  • Publisher
    Stylus Publishing
  • Published
    12th February
  • ISBN 9781620369876
  • Language English
  • Pages 320 pp.
  • Size 6" x 9"
  • Images 50 figures & tables
$37.50
Hardback
February 2021
9781620369869
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  • Publisher
    Stylus Publishing
  • Published
    16th February
  • ISBN 9781620369869
  • Language English
  • Pages 320 pp.
  • Size 6" x 9"
  • Images 50 figures & tables
$125.00
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March 2021
9781620369883
More details
  • Publisher
    Stylus Publishing
  • Published
    17th March
  • ISBN 9781620369883
  • Language English
  • Pages 320 pp.
  • Size 6" x 9"
  • Images 50 figures & tables
$125.00
E-Book (ePub)
March 2021
9781620369890
More details
  • Publisher
    Stylus Publishing
  • Published
    17th March
  • ISBN 9781620369890
  • Language English
  • Pages 320 pp.
  • Size 6" x 9"
  • Images 50 figures & tables
$37.50

Responding to both the trend towards increasing online enrollments as the demand for face-to-face education declines, and to the immediate surge in remote learning owing to the COVID-19 pandemic, this book provides vital guidance to higher education institutions on how to develop faculty capacity to teach online and to leverage the affordances of an ever-increasing array of new and emerging learning technologies.

This book provides higher education leaders with the context they need to position their institutions in the changing online environment, and with guidance to build support in a period of transition.

It is intended for campus leaders and administrators who work with campus teams charged with identifying learning technologies to meet an agreed upon program- or institution-level educational needs; for those coordinating across campus to build consensus on implementing online strategies; and for instructional designers, faculty developers and assessment directors who assist departments and faculty effectively integrate learning technologies into their courses and programs. It will also appeal to faculty who take an active interest in improving online teaching.

The contributors to this volume describe the potential of artificial intelligence algorithms, such as those that fuel learning analytics software that mines LMS data to enable faculty to quickly and efficiently assess individual students’ progress in real time, prompting either individual attention or the need to more generally clarify concepts for the class as whole. They describe and provide access to a hybrid professional development MOOC and an associated WIKI that curate information about a wide range of learning software solutions currently available; and present case studies that offer guidance on building the buy-in and consensus needed to successfully integrate learning technologies into course, program- and institution-level contexts.

In sum, this book provides readers with a comprehensive understanding of the technological capabilities available to them and identifies collaborative processes related to engaging and building institutional support for the changes needed to provide the rapidly growing demand for effective and evidence-based online learning.

"Maki and Shea brilliantly combine foundational educational theory with a practical collection of resources and case studies on digital teaching, learning and assessment. Evidence-based strategies guide administrators, faculty, and instructional support staff on how to navigate rapidly evolving educational technologies and enable customized learning for individual students. Comprehensive chapters by experts provide roadmaps for successful development and implementation of teaching, learning and assessment technologies, not just for today, but far into the future."   

Monica Devanas, Director, Teaching Evaluation and Faculty Development Center for Teaching Advancement and Assessment Research - Rutgers University

"This timely book proves essential for educational technologists, transformative for instructors, and critical for higher education's online learning leaders. Covering rich and relevant topics, the editors have crafted a book that captures the expansive opportunities, real challenges, and dynamic contexts for implementing emerging technologies with a solid mixture of theory, analysis, and examples."

Lance Eaton, Educational Programs Manager, Berkman Klein Center for Internet and Society - Harvard University

"Transforming Digital Learning and Assessment thoughtfully addresses the pressures facing higher education today. In order to survive, institutions need to give next generation learners access to a ubiquitous and affordable quality education. With integration of emergent instructional strategies, some discovered during the COVID-related, “Great Digital Migration of 2020,” this book is a key resource for higher education administrators and faculty navigating a 'new normal.'"

Kim Round, Instructor, Harvard University Extension School Program Chair - Western Governors University

"This book provides an extraordinarily rich and compelling view into the emerging landscape of digital assessment, showing us how learning technologies, artificial intelligence, and learning analytics can enhance university learning ecosystems. It deftly weaves in assessment-related, research-informed learning science, including concepts such as self-regulated learning and feedback. The examples and case studies elaborate concepts through deep dives into the specifics of technology integration, including change management approaches to collaboration across and within academic silos."

John McCormick, Associate Director of Learning Design - Brandeis University

"This volume compromises a pragmatic approach relevant to campus leaders, administrators, learning designers, and faculty looking to successfully embrace the application of learning technologies. The chapters are a direct and applied source of implementation instances at the course and institutional level. The reality is that assimilating new and dynamic learning technologies can be messy, this volume gives you insights on how to tackle the messiness in a coherent manner!" 

Enilda Romero-Hall, Associate Professor of Education and Graduate Coordinator of the Instructional Design and Technology Program - University of Tampa

Foreword—Bryan Alexander
Acknowledgments

Introduction — Peggy L. Maki

Part One: An Introduction to Current and Emerging 21st-Century Learning Technologies

1) The Evolving Landscape of 21st-Century Learning Technologies—Peggy L. Maki
2) The Learning Sciences and Educational Technology—Kristen DiCerbo and Daniel Belenky
3) Empowering Faculty to Design Technology-Enriched Student Learning: A Constructivist and Connectivist Hybrid Massive Open Online Course—Roberta (Robin) Sullivan, Cherie van Putten, Emily Cole, Katrina Fulcher-Rood, Jessica Kruger, Gina Sipley, Rachel Rigolino, and Jennifer H. Herman
4) A Guide for Successful Integration and Support of Educational Technologies—Danielle Leek, Matthew Olson, and Peter Shea

Part Two: Some Representative Examples of  Course-Based Use of Emerging Learning Technologies
5) Applying a Learning Analytics Approach to Support Successful Course Achievement: Using Data Stored in Learning Management Systems—Pauline Salim Muljana, Greg V. Placencia, and Tian Luo
6) Data-Informed Online Discussion Facilitation: Using Data From a Social Network Analysis App to Improve Students’ Online Interactions—Jing Qi
7) Teaching, Technology, and Building Trust: What I’ve Learned About How AI Can Improve Student Writing—Jamey Heit
8) How We May Learn: Cybersecurity Awareness Training as a Model for Future Learning Platforms—Peter Shea and Bora Aytun

Part Three: Adoption and Integration of Learning Technologies Across The Institution: Case Studies
9) Enabling a Solution for Assessment and Technology—Ruth Newberry, Robin Robinson, and Adriana Bosha
10) Advancing General Education Assessment Through Faculty and Student Engagement With College-Wide Electronic Portfolios and an Assessment Portfolio—Kem Barfield
11) Assessment and Technology Use at a Graduate Health University—Melanie Davis, Jordan Farris, Jill Matejcik, Forrest Bollow, Lise McCoy, Arron Hunt, and Ammar Musawi

Contributors 

Index

Peggy L. Maki

Peggy L. Maki, PhD in literature and linguistics, University of Delaware, writes, speaks about, and consults with higher education organizations and institutions on the process of assessing student learning, an internally motivated and shared commitment to currently enrolled students’ equitable progress toward achieving high-quality learning outcomes.

She has consulted at over 610 institutions in the United States and abroad and has written books and articles on assessment for more than 20 years. Her previous book, Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs (Stylus, 2017), challenges institutions to prioritize the use of chronological assessment results to benefit enrolled students compared with the more common practice of prolonged assessment cycles that generally benefit future students.

She served as the former American Association for Higher Education’s (AAHE) senior scholar on assessment; a consultant in the Association of American Colleges & Universities’ (AAC&U’s) annual General Education and Assessment Institutes; and a member of several advisory boards, including one for the Lumina Foundation.

Currently, she serves on the National Institute for Learning Outcomes Assessment (NILOA) advisory board. Recently an accredited organization in the United Kingdom invited her to design and teach online professional development courses and workshops among those it offers worldwide to higher education. She is the recipient of a national teaching award, the Lindback Award for Distinguished Teaching.

Peter Shea

No information

learning technology; educational technology; hybrid MOOC; constructivist; connectivist; learning-analytics; leraning mangement systems; LMS; cybersecurity; electronic portfolio; assessment portfolio; student engagement; educational technologists; researched-informed learning science; WIKI