Distance Education

FlexStudio: A Workshop Methodology for Course Design

Utah Valley University
This tool provides a solution for institutions who need to increase the number of high-quality online and blended courses offered.

FlexStudio is a research-informed workshop approach to course design and redesign. The FlexStudio methodology was informed by the Carpe Diem model of course design that is currently in use throughout the UK and in parts of Australia. It draws on best practices related to Backwards Design, Communities of Inquiry, Social Learning Theory, Designing for Student Success, and Students as Partners. After implementing FlexStudio, UVU experienced a 244% increase in online course design projects in just 6 months, i.e. from 27 projects to 93 projects. The workshop format provides a scalable way to support and empower many more faculty at once, while at the same time creating an interdisciplinary community of practice for faculty who are redesigning their courses.

Bethany Alden-Rivers


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Collaborative Teaching and Mentoring model (CTM)

University of Alaska Fairbanks
The Collaborative Teaching and Mentoring model (CTM) can significantly reduce the gap between existing knowledge of high school students in mathematics (and other subjects) and college professor expectations in order to increase participation and success of underrepresented minority students in university STEM programs. This model provides systematic coordination of efforts and activities that create the infrastructure necessary for building a successful and workable school/college bridging mathematics program.

The model provides students, especially in rural settings, to complete their secondary four-year mathematics sequence concurrently with obtaining credit for equivalent college level work and provide secondary teachers with support. The collaborative teaching model increases collaboration with local school districts across Alaska and better prepares their students for serious college work or successful post-secondary careers. The project focuses on the math preparation of the school age kids to experience rigor and expectations of college while they are still in the high school. The project also has a mentoring component with a college instructor working with a district math teacher in joint efforts to deliver a high quality course.

Victor Zinger


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Collaborative and Responsive Model of Course Development

Laramie County Community College

Traditionally, online course offerings were produced as needed rather than programmatically with minimal consistency in delivery or development of course materials.

The Center for Learning Technologies complied research on best practices for consistent, high quality online course delivery led to the formation of this project. The instructional designers and subject matter experts collaborated to design both online that ensure comparability and consistency in meeting course competencies and learning objectives that mirror LCCC’s face-2-face courses.

Les Balsiger


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Great Falls College-MSU/Colorado Community College System/North Island College/WICHE

NANSLO is an international consortium enabling access to high-quality, modular, openly licensed courseware, integrating immersive web-based labs with software, video and robotics for the study of science courses. These creative science solutions allow students that might not otherwise have the opportunity to take science courses, the ability to access and perform sophisticated experiments remotely. NANSLO currently has three Nodes where remote web-based science labs are hosted – in Colorado, Montana, and British Columbia

The North American Network of Science Labs Online (NANSLO) is an alliance of cutting-edge science laboratories that provide students enrolled in higher education science courses with opportunities to conduct their lab experiments on state-of-the-art science equipment over the Internet. From any computer, students can log into one of the labs’ web interfaces and manipulate the controls on a microscope or other scientific equipment, participate in conversations with lab partners, ask for assistance from a knowledgeable lab technician in real time, and collect data and images for their science assignments. Over 25 lab activities have been designed and developed to target online science students in introductory level biology, physics and chemistry courses. Node locations include Denver, CO (Colorado Community College System) and Great Falls, MT (Great Falls College Montana State University) and Courtenay, British Columbia (North Island College). Students however are not limited by the physical locations of the labs and anyone in the world with an internet connection can log in to this unique cutting edge technology to perform scientific lab activities using real equipment. Online science education has lagged behind other online educational disciplines due to many factors including reticence to replace hands on labs and lack of technology to adequately replicate a student lab experience. The NANSLO nodes have overcome these technological hurdles and allows students to gather highly accurate data and perform activities in real time. These activities are not simulations and the data the student gathers is of higher quality than that obtained via home lab kits. The remote lab experience also emphasizes student inquiry and problem solving in a collaborative environment as students work in groups via teleconference to complete activities. NANSLO lab activities provide a unique online laboratory experience for distance students at all educational levels.

Brenda Canine


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Technical Education at a Distance (TED) Model

Mitchell Technical Institute

Technical training and education typically includes face-to-face opportunities for students to observe, practice, and demonstrate hands-on skills needed to achieve required program competencies. The issue is how to provide hands-on skill training for online students without requiring their travel to campus. Furthermore, online students often feel disconnected and isolated in their studies. The TED model uses a variety of tools and activities to overcome this barrier.

Provide a hybrid delivery model incorporating web based videoconferencing, mobile device technologies, virtual simulations, highly interactive software, mentors, and off-campus regional labs. Combined, this results in online instruction and hands-on skills training that results in high quality "Technical Education at a Distance". This tool has been piloted to provide a distance delivery option for students enrolled in the Speech-Language Pathology Assistant (SLPA) Associates of Applied Science (AAS) degree program at Mitchell Technical Institute.

John Heemstra


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ASSIST Transfer Information System

California State University

The ASSIST.org database shows California Community College (CCC) courses that the California State University (CSU) accepts for transfer and for GE credit. The ASSIST acronym stands for Articulation System Stimulating Interinstitutional Student Transfer.

ASSIST is an online student-transfer information system that shows how course credits earned at one public California college or university can be applied when transferred to another. ASSIST is the official repository of articulation for California’s public colleges and universities and provides the most accurate and up-to-date information about student transfer in California.

Average: 3.7 (3 votes)
Ken O’Donnell


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