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Three Pillars: Content, Structure, Collaboration

Three Pillars: Content, Structure, Collaboration. High-level View. Talking point: identifying main components when building a learning environment is critical to: Decouple these components to faster meet new challenges and ensure independence

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Three Pillars: Content, Structure, Collaboration

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  1. Three Pillars: Content, Structure, Collaboration

  2. High-level View • Talking point: identifying main components when building a learning environment is critical to: • Decouple these components to faster meet new challenges and ensure independence • Properly map educational capabilities to technologies • Ensure scalability and reusability • Understand roles, responsibilities, budgets …

  3. Content • Important focus area • Cost implications • Three-tier approach: Provide the necessary technology and support services to accommodate all scenarios, from faculty self-support to video production by professional videographers. • Applies to all content types, not only video.

  4. Structure • This is where using LMS makes a difference. Always a must for online and blended formats, but nowadays becoming a mainstream for on-campus learning. • LMS is “just” a technology, but at the end of the day we need to work with details that sometimes aren’t pretty. • Some learnings from our research in the following slides.

  5. Collaboration • Key for learning for all delivery formats • Keep students engaged, maintain a learning energy conduit, transcend • distance and time with a combination of synchronous and asynchronous capabilities: 1. Video collaboration (distance) 2. Classroom and personal multimedia recording (time)

  6. Practical Benefits • Use content developed for online courses in blended and on-campus programs • Properly manage new technology introductions • Intelligent design of support services and managing learning curves • Maintain technology independence and avoid obsolescence (introduce new/replace old without creating a catastrophe) • Maintain focus on capabilities and interfaces instead of standardizing on vendors • Support different business models (e.g. on-campus model alone might not be able to support the use of dedicated instructional designers)

  7. Real Examples • Benefits of online/on-campus coexistence: • Online content developed for reward-winning MS CIS program is used in blended/on-campus courses • Recorded on-campus lectures and seminars are made available to online students • Mixed project teams, on-campus students present team projects in class while online team members participate remotely in real time

  8. Experiments BU MET edX Instance

  9. 3-Phase Project • Phase 1: Convert a complete online course from Blackboard 9.1 to edX • Phase 2: Identify edX elements not available or not currently used in our Blackboard courses • Phase 3: Develop/integrate new learning activities/virtual labs to investigate integration capabilities

  10. Phase 1: Blackboard  edX Converted online Blackboard course to edX platform, same page on both platforms below: edX Blackboard 9.1

  11. Phase 1 Learnings: • Pretty much straightforward conversion, most of Blackboard features have direct edX equivalents • Different user interface (faculty and ID), not always straightforward, training will be required • Estimated 1-2 weeks to convert of a full online course (after training) • Manual re-entering of quizzes • Most differences in discussion support (groups were not supported in edX at that time) • An LMS is an LMS (“Content is the King, and Motivation is the Kingdom”) • …

  12. Phase 2 – edX Innovations Cross-linked video and text in combination with variable speed, two-way navigation, supports different learning styles. We believe today this is the most attractive edX feature.

  13. Phase 2 – edX Innovations (cont.) Ease of combining video with other content, with sequence navigator to control the flow.

  14. Phase 2 – edX Innovations (cont.) A wide variety of assessment options to make quizzes more engaging and cheat-proof

  15. Phase 2 – edX Innovations (cont.) Crisp and engaging quiz design

  16. Phase 2 – edX Innovations (cont.) Warning: Some design elements involve Python or java script coding, which might not be a typical competency for faculty and/or instructional designers today.

  17. Embedded Virtual Lab (Oracle) • Easy access to real-world virtual environments helps students to develop practical workplace skills • Avoid setup overhead and focus on learning objectives • Accommodate students with various technical backgrounds • Instantaneous assessment and feedback

  18. Embedded Virtual Lab (Excel) Example from BU MET AD 715 ”QUANTITATIVE & QUALITATIVE DECISION-MAKING” course

  19. Embedded Virtual Lab (Cybersecurity)SQL Injection, Kali+Metasploitable

  20. Workspace Design

  21. Example: Embedded Hands-On Monte Carlo Simulation

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