Building an Interactive Fully-Online Degree Program

2010 ◽  
pp. 312-328
Author(s):  
Jennie Mitchell ◽  
Daesang Kim
Keyword(s):  
Military Personnel ◽  
Online Community ◽  
Degree Program ◽  
Net Generation ◽  
Community Of Learners ◽  
Distance Education Program ◽  
External Degree ◽  
Non Traditional Students ◽  
To Come ◽  
General Studies

Saint Mary-of-the-Woods College (SMWC) expects to launch an interactive fully-online undergraduate degree program in 2010. This program will fill a market need not currently met at SMWC. The program is designed for an online community of learners with a format and focus that appeals to net generation (millennial), neo-millennial, and computer savvy non-traditional students, including military personnel. The General Studies in the new program will focus on seven themes of Leadership for Environmental and Social Justice and will build upon a subset of the existing General Studies. This new program will complement the Woods External Degree (WED), an existing distance education program, established in 1973, that was built on the “correspondence model.” In the new program, students will not be required to come to campus, but will become a vibrant part of the SMWC community by being empowered to explore, discover, and interact through innovative technologies.

Building an Interactive Fully-Online Degree Program

2012 ◽  
pp. 66-88
Author(s):  
Jennie Mitchell ◽  
Daesang Kim
Keyword(s):  
Military Personnel ◽  
Online Community ◽  
Degree Program ◽  
Net Generation ◽  
Community Of Learners ◽  
Distance Education Program ◽  
External Degree ◽  
Non Traditional Students ◽  
To Come ◽  
General Studies

Saint Mary-of-the-Woods College (SMWC) expects to launch an interactive fully-online undergraduate degree program in 2010. This program will fill a market need not currently met at SMWC. The program is designed for an online community of learners with a format and focus that appeals to net generation (millennial), neo-millennial, and computer savvy non-traditional students, including military personnel. The General Studies in the new program will focus on seven themes of Leadership for Environmental and Social Justice and will build upon a subset of the existing General Studies. This new program will complement the Woods External Degree (WED), an existing distance education program, established in 1973, that was built on the “correspondence model.” In the new program, students will not be required to come to campus, but will become a vibrant part of the SMWC community by being empowered to explore, discover, and interact through innovative technologies.

Finding a Niche through an External Degree-Completion Program

2010 ◽  
pp. 149-166
Author(s):  
Evan S. Smith ◽  
Terrie Nagel
Keyword(s):  
Degree Completion ◽  
Student Services ◽  
Degree Program ◽  
University Of Missouri ◽  
Intensive Courses ◽  
External Degree ◽  
Writing Intensive Courses ◽  
General Studies ◽  
The University

The University of Missouri began seriously investigating an external degree- completion program in 2000, working with an existing Bachelor of General Studies Degree Program (BGS). Concerns included the development of Capstone and Writing Intensive courses. The program has entailed training advisors; updating curriculum; revising student services procedures; marketing; and coordinating with other branches of Extension.

Knowledge-Building Communities

2019 ◽  
pp. 139-167
Keyword(s):  
Instructional Strategies ◽  
Online Community ◽  
Teaching Practice ◽  
Electronic Portfolio ◽  
Classroom Observations ◽  
Community Of Learners ◽  
Theoretical Knowledge ◽  
Pedagogical Content ◽  
Geographically Dispersed ◽  
Practical Experiences

Inservice teacher preparation must balance theory with practical experiences to support teachers for integrating their theoretical knowledge into their teaching practice. Online instruction provides the potential for practical education experiences but questions how classroom observations might be conducted in the teachers' classroom practices, particularly where teachers are geographically dispersed. This chapter describes a research-based application of a teacher education course framed by the online TPACK learning trajectory using the systems pedagogical approach and guided active participation for blending online and practical experiences in a course directed toward enhancing teachers' TPACK. This multiple case descriptive study of an online analogue to traditional classroom observations examines the use of the Scoop Notebook for gathering classrooms observations. The online observation technique gathers the inservice teachers' technological pedagogical content knowledge (TPACK), more specifically their TPACK-of-practice. The Scoop Electronic Portfolio development process describes teachers' active engagement in their classrooms, transitioning their scholarly theoretical knowledge to practical knowledge accompanied with in-depth, rich reflections on classroom actions and artifacts. The course blends their practical experiences through the Scoop process with asynchronous community of learners' explorations and discourse around instructional strategies for integrating technologies. The benefits of this blended work with the Scoop Electronic Portfolio with an online community of learners' collaboration and inquiry about instructional strategies demonstrates the participants' thinking about teaching with technologies in ways that transformed their TPACK. The results describe the teachers as engaged in action research using Scoop artifacts as objects to think with for ultimately transforming their TPACK-of-practice.

Designing the External Degree Program

1973 ◽  
Vol 44 (6) ◽  
pp. 453-461
Author(s):  
Barbara H. Mickey
Keyword(s):  
Degree Program ◽  
External Degree

University of Alaska External Degree Program

Eos ◽  
1974 ◽  
Vol 55 (3) ◽  
pp. 153
Author(s):  
Anonymous
Keyword(s):  
Degree Program ◽  
External Degree

scholarly journals Avatars and Security Clearances: How can we reconcile the two?

2011 ◽  
Vol 4 (2) ◽  
Author(s):  
Michael P Cummins
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
Military Personnel ◽  
Online Community ◽  
Online Gaming ◽  
Face To Face ◽  
Business Interests ◽  
The Past ◽  
Intelligence Collection ◽  
Global Nature

Government and military personnel in positions of trust are required to obtain and retain security clearances as part of conducting their duties within those positions. Part of obtaining a clearance requires personnel to report on any foreign contacts or business interests they may have. During the time that they hold such a position, personnel must report any significant contact with citizens of various countries to ensure they have not been targeted as part of a foreign intelligence collection effort. As more cleared personnel begin actively participating in virtual worlds, and as more personnel already active in virtual worlds begin applying for positions of trust, how will vetting agencies reconcile the borderless nature of virtual worlds with the requirements set forth for establishing and maintaining security clearances?Legislation has historically not kept pace with rapidly developing community technologies, and bureaucracies may make a choice between taking online relationships too seriously, and not taking them seriously enough. In the past, foreign relationships were easily defined, with physical travel, face-to-face contact, phone, and postal connections being the norm. Today, the global nature of online gaming and virtual environments make these definitions less clear. In order to ensure personnel continue to be effectively screened, virtual worlds and relationships, however benign, may need to be taken into account as part of the vetting process. If so, they will need to be properly understood by the investigating agencies. This paper proposes to outline some of the relevant issues involved in a rapidly evolving online community. 

scholarly journals All in with Google Slides: Virtual engagement and formative assessment in introductory sign language linguistics

2021 ◽  
Vol 6 (2) ◽  
pp. 5103
Author(s):  
Leah C. Geer
Keyword(s):  
Learning Styles ◽  
Formative Assessment ◽  
Student Perceptions ◽  
Sign Language ◽  
Formative Assessments ◽  
Community Of Learners ◽  
Course Content ◽  
Virtual Instruction ◽  
Language Structure ◽  
To Come

My goals as an instructor are to be transparent and approachable and to cultivate a community of learners. The transition to virtual instruction in Sign Language Structure and Usage presented significant challenges. I wondered how students could engage effectively with me, with each other, and with course content; how students could identify what they understood and on what they needed further instruction. To address these questions, I went all in with Google Slides to build engaging, searchable, self-paced slide presentations with built-in formative assessments. COVID-19 inspired this shift in slide creation, but I envision using these slides going forward because they are more equitable and more inclusive. If studentsare not able to come to class for any reason, they can review videos and complete selfassessments, just as they would in class. Anecdotal remarks suggest this approach appeals to a wider range of students and learning styles, but further study should explicitly examine student perceptions of this slide format. Other faculty in my college have recently expressed interest in adopting this style of presentation in their owncourses.

France's Sahel burden-sharing exposes global interests

2018 ◽  
Keyword(s):  
Economic Development ◽  
Data Collection ◽  
Burkina Faso ◽  
Military Personnel ◽  
Return On Investment ◽  
Burden Sharing ◽  
Content Type ◽  
To Come

Subject France's Sahel policy. Significance France is the strongest non-African influence in the Group of Five (G5) Sahel states, which include Burkina Faso, Mali, Mauritania, Niger and Chad. Although Macron is making progress in his bid to increase burden-sharing for security and economic development in the G5 Sahel, the onus remains on France to drive progress. Impacts Washington commits money and military personnel to the region to promote security but will leave economic development to others. Data collection, accountability of governance and return on investment are likely to come under closer scrutiny under Macron. Even if this year’s funding pledges materialise, raising money for the Sahel Alliance next year may be difficult, without visible successes.

Innovative Instructional Strategies for an Online Community of Learners

2018 ◽  
pp. 542-569
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Online Community ◽  
Learning Trajectory ◽  
Community Of Learners ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Content Development ◽  
Teacher Professional

This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in reconstructing their technological pedagogical content knowledge (TPACK) for teaching mathematics. This analysis describes instructional practices that guide inservice teacher participants in inquiring and reflecting to confront their knowledge-of-practice conceptions for integrating multiple technologies as learning tools. The research program describes an online learning trajectory and instructional strategies supporting the tools and processes in steering the content development in a social metacognitive constructivist instructional framework towards moving from “informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time” (Confrey & Maloney, 2012). The results provide recommendations for online professional development learning environments that engage the participants as a community of learners.

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