St. George’s University MOOC Has 60% Completion Rate

Jim ShimabukuroBy Jim Shimabukuro
Editor

Completion rates for MOOCs are notoriously poor, with a median rate of 12.6%. But there are exceptions. Dr. Satesh Bidaisee’s MOOC, One Health, One Medicine, had a 60% completion rate. Bidaisee is a professor at St. George’s University, Grenada, West Indies. The following is a transcript of our interview from Aug. 7 through Oct. 3, 2017.

ETC: What made you decide to offer this course as a MOOC?

Bidaisee: Chancellor Charles Modica’s vision is to provide access to an SGU education to as many students as possible. Chancellor Modica is the founder of St. George’s University and has spent his life working towards educating a global community of students and alumni. The advent of online technology provides another avenue for SGU to provide educational access to a wider audience.

I am also passionate towards education. A background as a survivor of a motor vehicle accident, a ruptured aneurysm, and testicular cancer have provided sufficient experience to motivate me to contribute to the learning development of others as a purpose in life.

ETC: One of your course objectives is “To demonstrate effective oral skills for communicating with different audiences in the context of human, animal and environmental health.” How do students “demonstrate oral skills”?

Bidaisee: Through live seminar sessions, recorded presentations.

ETC: Can you give us an example?

Bidaisee: Students prepared, presented and recorded oral presentations, which were shared with the course community and peer assessed by colleagues. Diseases such as Lyme Diseases, West Nile Virus, Ebola, etc. were discussed in the context of having applications for human health, animal health and environmental considerations.   Continue reading

TCC 2017 Worldwide Online Conference April 18-20

bert-kimura-2016-80By Bert Kimura
Co-coordinator: Annual TCC Worldwide Online Conference

Join us for the TCC 2017 Worldwide Online Conference, April 18-20: Changing to Learn, Learning to Change

L-R, Malcolm Brown, Veronica Diaz, Hannah Gerber, Kumiko Aoki, Peter Leong, Mikhail Fominykh

Enjoy keynote and special regional sessions by:

  • Drs. Malcolm Brown & Veronica Diaz, Educause Learning Initiative, USA
  • Dr. Hannah Gerber, Sam Houston State University, Texas, USA
  • Dr. Kumiko Aoki, Open University of Japan, Tokyo
  • Dr. Peter Leong, University of Hawaii, Honolulu, USA
  • Dr. Mikhail Fominykh, Molde University College, Norway

TCC is a three-day, entirely online conference for post-secondary faculty and staff worldwide with over 100 sessions that cover a wide-range of topics related to distance learning and emerging technologies for teaching and learning.

To register:

http://2017.tcconlineconference.org/registration/

Individuals participate in real-time sessions from the comfort of their workplace or home using a web browser to connect to individual sessions. All sessions are recorded for on-demand viewing.

For the current schedule of presentations and descriptions, see:

http://2017.tcconlineconference.org/program/

University of Hawaii faculty and staff: Special reduced rates are available. Contact Sharon Fowler <fowlers@hawaii.edu>.

We look forward to seeing you at TCC 2017.

Should Online Classes Be Fun?

Jim ShimabukuroBy Jim Shimabukuro
Editor

There’s fun as comic relief, then there’s fun as passion.

The first is temporary and a diversion. In the classroom, it’s the seventh-inning stretch in a long lecture. The piano stairs (see the video below) falls into this category, a diversion from the dreary commute from one point to another in a big city. The jokes in an otherwise long and boring speech, too, are diversionary, sugar coating for a bland or bitter pill. The assumption is that the speaker has a captive audience that requires some form of relief.

The fun that makes the most sense for education is passion. Think of our personal interests, joys, hobbies. These aren’t haha funny. They’re aha fun. And the interesting thing is, we don’t need comic relief in these pursuits because they’re inherently engaging, absorbing. We lose ourselves in them. In a word, this type of fun is what Dewey calls “educative.”

When we have passion for something, we have an insatiable hunger for all there is to know about it. My son, growing up, wasn’t the best student, but I never worried because I knew he was bright. Even in grade school, he knew all the NBA teams and players and was an expert on MJ and the Bulls and, later, Kobe and his Lakers.

Continue reading

OLC Innovate 2017 – April 5-7 New Orleans, Louisiana

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In April 2017, the Online Learning Consortium will host its second OLC Innovate conference in New Orleans, Louisiana. This conference was designed with attendees in mind, working to address the diverse professional development needs of the higher education community. As professional development needs vary from individual to individual, a variety of components were designed to take place within and beside the general conference and are intended to enhance and expand the traditional conference learning experience in meaningful, intentional, and networked ways. A few to explore:

  • The HBCU Affordable Learning Summit provides a forum for discussion and collaboration around making higher education more affordable for students. Attendees will work collaboratively to develop plans that they can take back and implement at their home institutions.
  • The Community College Summit is a half-day program facilitating discussion and sharing among faculty and practitioners in the community college space. A shared, iterative document will be created, allowing participants to reflect and create new knowledge.
  • The Solution Design Summit brings together teams from a variety of institutions to work together with conference attendees on creating interdisciplinary solutions to institutional challenges.
  • The Innovation Lab offers a hands-on, open space for pedagogical experimentation, design thinking, and experimentation. Demos, reflection exercises, and the inaugural “Whose Design Is It Anyway” competition all offer a fun break for the engaged and often overwhelmed conference mind.
  • Defining Innovation – An Interactive Installation is an experimental innovation space, aiming to re-think how we share and leverage information in higher educational contexts.

As engagement chair of the OLC Innovate conference, I invite you to reach out to me and share what your favorite conference experience has been. Are you planning to attend OLC Innovate, and are you looking to get involved, volunteer? Or do you need assistance and recommendations? Email me at jlknott@gmail.com

For more information about OLC Innovate 2017, visit https://onlinelearningconsortium.org/innovate/.

TCC Online Conference: Proposal Call Deadline 5 Jan. 2017

bert-kimura-2016-80By Bert Kimura
Co-coordinator: Annual TCC Worldwide Online Conference

Happy Holidays!

We have extended the deadline for TCC 2017 (April 18-20) proposal submissions to January 5, 2017.

Registration details to be announced in February. Stay tuned!

Full details available at: http://tcchawaii.org/call-for-proposals-2017/

For updates about TCC 2017: http://tcchawaii.org/

Best wishes for the New Year from the TCC conference team!

Aloha,
– Bert Kimura for the TCC conference team

A Successful Public Health MOOC: Interview with Dr. Satesh Bidaisee

Jim ShimabukuroBy Jim Shimabukuro
Editor

One Health, One Medicine: An Ecosystem Approach was a five-week public health MOOC offered by Dr. Satesh Bidaisee1 at St. George’s University, Grenada, in summer 2016. The course attracted 582 students from all over the world and was especially popular with students from the Caribbean, United States, and even Sub-Saharan Africa and Europe.

Among the 582 who enrolled, participants, or “students who took at least one graded activity in the course,” numbered 98, which is 17% of the total enrolled. Of the 98 participants, 52 completed the course. Completion is defined as achieving “at least a 50% in the course, which required them to get full participation and quiz credit and at least one additional exercise (case or presentation).”

Calculated in this way, the completion rate among participants was 53%, four times the rate in previous years. Of the 50 students who completed the survey, 98% rated their overall experience in the course as good or excellent. To the question “Would you be interested in pursuing a degree from St. Goerge’s University?”, 82% answered yes. Of this number, 30% preferred online courses, 16% preferred on-campus classes, and the remaining 36% had no preference either way.

Dr. Satesh Bidaisee, St. George's University, Grenada.

Dr. Satesh Bidaisee, St. George’s University, Grenada.

ETC: How would you explain the high rate of completion for your MOOC?
Bidaisee: The key factors were: (1) A user-friendly online course management system, SGUx, which is built on the EdX platform. (2) Accessible course team. (3) Interactions with students through live seminars, live office hours, discussion blogs, Twitter communication. (3) Case study reviews, peer-review evaluation of student-produced seminars. (4) Focused course topic and content on One Health, One Medicine.  Continue reading

80 Percent of K-12 Schools Now Using Digital Content

Jim ShimabukuroBy Jim Shimabukuro
Editor

A study by ASCD and Overdrive, Inc.,1 is being released today (1 April 2016). Digital Content Goes to School: Trends in K–12 Classroom E-Learning is available for download here. Here are some of the highlights:

1. More than 80 percent of K-12 schools and districts are now using some form of digital content — including eBooks, audiobooks and digital textbooks — in the classroom.

2. Of the 80 percent of respondents who report using digital content in their schools or districts, four out of 10 are using it as part of their curriculum.

3. Devices used for digital content: laptops (75 percent), tablets (62 percent), personal computers (49 percent), and smartphones (17 percent).

4. Contributors to this growth include recognized benefits such as the ability to deliver individualized instruction, allowing students to practice independently, and greater student attention/engagement.

5. As digital content continues to transform the classroom, the concept of a personalized, individualized model of schooling becomes more feasible, according to the report.

6. “Devices bring more knowledge to students’ fingertips than the teacher can give, so the traditional lecture model is no longer applicable. We want content that will engage students and the ability to introduce flipped classrooms with content that students can access at any time, at any place” (Kahle Charles, executive director of curriculum, St. Vrain Valley Schools, Longmont, Colorado).

7. The two issues cited most often were equity concerns about lack of Internet access at home and the fear of teachers not wanting to go digital, including teachers not comfortable or effective with digital learning.

8. Across the board, teachers most desire English/Language Arts (ELA) content in digital format (74 percent), followed by science (62 percent), math (61 percent) and social studies (56 percent).

9. Survey respondents report that digital content currently occupies about one-third of the instructional materials budget and the use of digital content continues to grow.

10. This report is based on a survey of more than 2,000 administrators at the school or district level in the U.S.

__________
1 Overdrive, Inc., is a provider of eBook and audiobook platforms for schools.