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New IPEDS data, new online ed profile with consistent but slowing trends 
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Currently, the primary method to scale online course quality is through the use of rubrics that inform online course (re)design. Understanding the rubric field is critical for educational institutions that a) want to offer quality online programs, credentials, and/or certificates, and b) want to increase online student success rates. To support these institutions—especially those that do not yet use a rubric at scale—as well as the rubric providers themselves, I conducted a review of the most widely used online course design rubrics, which I have turned into a three-part series:
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From
mvlri
The intent of this document is to supply educational teams content that will provide support for the planning, implementation, and evaluation of programs and services for students with disabilities enrolled in online and blended learning environments.
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Online Certificate Programs
E-learning and Online Teaching Certificate
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Now that the number of students taking at least one online course has surpassed 6.7 million it’s high time we dispel the myth and discover the truth about online learning. Via: www.myeducation.com
ChristopherBell's curator insight,
May 14, 2015 10:47 PM
Awesome stuff to share with parents and graduating seniors! 
Carlos Godoy Rodríguez's curator insight,
May 15, 2015 1:13 PM
7 mitos y realidades sobre la formación online.
Mito nro. 1, no se puede obtener un empleo acreditando un diploma logrado mediante aprobación de cursos en línea. Reaalidad: 62% de los profesionales de RRHH creen que los diplomas obtenidos por cursos online son equivalentes o mejores que los logrados en universidades tradicionales.
Mito nro 2, sólo universidades de dudosa reputación ofrecen programas que se imparten totalmente en línea. Realidad: el porcentaje de instituciones que ofrecen programas completamente virtuales se ha duplicado en la última década hasta alcanzar 62.4%.
Mito nro. 3, los programas virtuales contribuyen con el aislamiento de sus estudiantes. Realidad: los cursos distribuídos en el formato presencial tradicional pueden también incentivar el aislamiento.
Mito nro. 4, obtener un diploma en línea es tomar el camino fácil. Realidad: si bien es cierto que el formato eLearning es más flexible, ello no significa que los cursos dictados en ésta modalidad sean menos rigurosos.
Mito nro. 5, "Tengo todo el tiempo del mundo para culminar mi curso online". Realidad: si intenta retrazar indefinidamente el cumplimiento de las tareas asignadas en un curso online, muy problamente, no superá ese curso. La procastinación no funciona el mundo real ni en el virtual.
Mito nro. 6, usted no aprenderá mucho tomando cursos vía eLearning. Realidad: investigaciones recientes indican que no hay diferencias significativas entre los resultados de aprendizaje por estudios virtuales y el método presencial tradicional.
Mito nro. 7, puedo hacer fraude en los programas de formación online. Realidad: muchas escuelas online han implementado sistemas de protección antifraude. Algunas otras exigen la realización de exámenes presenciales a sus alumnos. ¡ El gran hermano siempre está observando...! 
Ellen Comito McKeown's curator insight,
July 22, 2015 6:16 PM
A great, visual way to explain the value of online education.
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by Laura Gibbs:
"Using a five-point scale, where 5 means strongly agree and 1 means strongly disagree, please indicate your level of agreement with the following statement: I love teaching online...
... it seems to me that asking people what they love about teaching is a very important question. So, here are my Top Ten Reasons Why I Love Teaching Online. I’ll do the Top-Ten list backwards, Letterman-style. Meanwhile, if you are curious about the specific classes I teach, I’ve provided that background information at the bottom of the post." Via Miloš Bajčetić
Meryl van der Merwe's curator insight,
February 16, 2015 7:47 AM
I agree!! I first got into online teaching really tentatively about 2 years ago and now I love it. My physical classroom is so limited in comparison. My favorite thing is how I can give each student personal attention without ignoring the rest of the students. 
Sande Woodson's curator insight,
February 16, 2015 12:46 PM
Many good insights here... a positive attitude about online teaching, instead of a "less than" approach. ��
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Shannon Mersand: "This is a resource I am building to help myself, and possibly others, as they work toward building and facilitating online courses. It was inspired by my interactions with fellow students, Deb Kabler and Dr. Kay Lehmann in Collaborative Communities in eLearning. It is very much a work in progress."
Rosemary Tyrrell, Ed.D.'s curator insight,
November 14, 2014 1:56 PM
Some useful resources here. Thanks, Shannon! 
Claire Brooks's curator insight,
November 14, 2014 6:31 PM
not a lot of new or cutting edge stuff here, but nevertheless a collection that might be useful
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As an undergraduate pursuing a bachelor's in nursing, Ronda Clark was accustomed to taking online classes with 30 or 40 other students. She checked in to discussion forums as required, but felt she didn't have meaningful interaction with her fellow classmates. "It was a free-for-all," says Clark, a military spouse who lives on the Marine Corps base in Quantico, Virginia. "There was little organization."
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This resource will help you, as an instructor, consider many factors that contribute to a successful implementation of online discussion in your course. Via Rosemary Tyrrell, Ed.D.
Enrico De Angelis's curator insight,
June 14, 2014 3:05 PM
an element of an interesting "knowledge base" |
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Thompson said he’s an outlier among his military colleagues, few of whom maintain outside jobs while deployed. But in distance education, he’s far from alone. Online courses are often discussed in terms of opening opportunities for students in disparate locations. But instructors are increasingly seizing opportunities to teach from their homes or other locations convenient to their needs, if their institutions let them.
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In many ways this report takes a similar approach to the GMU report and a prior one by Caroline Hoxby from Stanford University, which was subsequently withdrawn, in asking important questions but providing flawed analysis to support conclusions. The problems with the American Enterprise Institute (AEI) report lie in its description of the history of online education and the 50 percent rule, the usage of data to describe the "supply side" of online, and some misinterpretations of IPEDS data. The flaws are hard to overlook, which is a shame, in that much of the qualitative discussion on online education provides a nuanced set of answers to the questions posed above.
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After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses
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Evidence-based preventive strategies, positive behavioral supports, effective interventions, and classroom management strategies for addressing problem behaviors, chronic noncompliance, ADHD-related issues, and disruptive conduct.
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The Blended and Online Assessment Taxonomy Infographic presents types of activities and grading and feedback criteria to help you plan better assessments. Via Miloš Bajčetić
Raquel Oliveira's curator insight,
March 19, 2015 5:29 PM
Genial a utilização da taxonomia de Bloom nesse infografico das possiveis atividades em formato "blended"(mix presencial e on line) 
Dr. Melissa A. Bordogna's curator insight,
March 26, 2015 1:59 AM
At a glance, I thought this a helpful infographic. It also made me think of the types of feedback I give my students. In addtion to using a rubric (marking criteria), I tend to provide a fair bit of written feedback. How about you...Which types of feedback have you found to be very effective in terms of student learning (as oppose to time-saving for us)? 
Karen Ellis's curator insight,
April 1, 2015 6:57 PM
Designing and planning assesment in online learning is very important. This infographic reminds us of the importance of making the task student centric and that ongoing feedback is critical.
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Harold Jarche "Platform capitalism is beginning to define the economy for the second Gilded Age we seem to be entering. It requires 4 contributing factors, which when combined, create a perfect opportunity for the “uberization” of almost any industry... ...Any work that can be billed by the hour is probably a commodity. Any work that can be standardized is a commodity in the eyes of platform capitalists. Any work that can be represented as a flowchart, and eventually put into a software program, is a commodity. What’s left is work that is creative. Solving complex or wicked problems is another area for human work. Dealing with people as individuals, requires human compassion and empathy." (emphasis mine - doconnor)
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According to the National Center for Education Statistics, in 2012 approximately 2.6 million students were enrolled in fully-online degree programs, while 5.5 million were taking at least one online course. For institutions to fully understand how to best serve this growing population, it is critical to understand who is studying online and what they are looking for in from their degree program.
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