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
Paperback
January 2021
9781620369876
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781620369876
  • Language English
  • Pages 324 pp.
  • Size 6" x 9"
  • Images 50 figures & tables
$37.50
Hardback
January 2021
9781620369869
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781620369869
  • Language English
  • Pages 324 pp.
  • Size 6" x 9"
  • Images 50 figures & tables
$125.00
Lib E-Book

Library E-Books

We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a “patron-driven demand” model.

These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

  • Ebook Library, a service of Ebooks Corporation Ltd. of Australia
  • ebrary, based in Palo Alto, a subsidiary of ProQuest
  • EBSCO / netLibrary, Alabama

as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

January 2021
9781620369883
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781620369883
  • Language English
  • Pages 324 pp.
  • Size 6" x 9"
  • Images 50 figures & tables
$125.00
E-Book (ePub)
January 2021
9781620369890
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781620369890
  • Language English
  • Pages 324 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.

Foreword
Intoduction

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) Learning Science and Educational Technology—Kristen DiCerbo and Daniel Belenky
3) Empowering Faculty to Design Technology-enriched Student Learning: A Constructivist and Connectivist Hybrid MOOC—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 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
10) Advancing General Education Assessment Through Faculty and Student Engagement with Collegewide Electronic Portfolios and an Assessment Portfolio—Kem Barfield
11) Assessment and Technology Use in A Graduate Health University—Melanie Davis, Jordan Farris, Jill Matejcik, Forrest Bollow, Lise McCoy, Arron Hunt, and Ammar Musawi

Editor and Contributor Bios
Index

Peggy L. Maki

Peggy L. Maki is a higher education consultant, specializing in assisting undergraduate and graduate colleges and universities, higher education boards, higher education organizations, and disciplinary organizations integrate assessment of student learning into educational practices, processes and structures. She has served on several assessment advisory boards, including the national advisory board for AAC&U’s VALUE Project and its Quality Assurance Group and one of Lumina Foundation’s advisory boards. In August 2016 she was appointed to the National Institute for Learning Outcomes Assessment’s (NILOA) National Advisory Panel. For three years she was sole consultant to the Rhode Island Board of Governors for Higher Education and its public higher education institutions under a multi-year assessment project. From May, 2011-May, 2013 under a grant from the Davis Education Foundation awarded to the Massachusetts Department of Higher Education, she served as sole consultant to the 28 public colleges and universities in Massachusetts to assist them build their assessment capacity to score students’ authentic work using the VALUE rubrics. Altogether, she has presented over 550 workshops and keynotes in the US and abroad. At the request of Inside Higher Education, Educause, and Project Kaleidoscope, she has presented national webinars on assessment of student learning. She is also the recipient of a national teaching award, The Lindback Award for Distinguished Teaching.

Peter Shea

No information