A Rubric for Evaluating E-Learning Tools in Higher Education

The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners' needs and for their own learning outcomes and classroom context.

Anstey, L. & Watson, G. (2018, September 10). A Rubric for Evaluating E-Learning Tools in Higher Education. Retrieved from https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education

ADA Compliance for Online Course Design

Key Takeaways

• Lessons learned from campuses nationwide have informed an approach to compliance with the Americans with Disabilities Act during the process of online course design.
• Providing multiple ways for students to gain knowledge, demonstrate knowledge, and interact goes a long way toward making a course accessible to all students, including those with disabilities.
• Accessibility efforts benefit not only students with disabilities but also students who are English language learners and those working in noisy or quiet environments.

Burgstahler, S. (2017, January 30). ADA Compliance for Online Course Design. Retrieved from https://er.educause.edu/articles/2017/1/ada-compliance-for-online-course-design

A Human-Centered Approach to Empowering Faculty for Excellence in Online Course Design

By emphasizing interpersonal connection in the design process, instructional designers can foster stronger relationships among students and faculty in digital learning environments.

Wargo, K. (2019, May 8). A Human-Centered Approach to Empowering Faculty for Excellence in Online Course Design. Retrieved from https://er.educause.edu/blogs/2019/5/a-human-centered-approach-to-empowering-faculty-for-excellence-in-online-course-design

Exploring the Use of E-Textbooks in Higher Education: A Multiyear Study

Key Takeaways

• A four-year university-wide study of students' e-textbook practices found that e-textbook use has increased, particularly among younger students.
• The major barriers — including a student preference for print and unfamiliarity with e-textbooks — show signs of being alleviated.
• Other factors related to mobile device access and pedagogically effective e-textbooks show little change over the study period.
• Instructor practices have improved, but there is still room for growth, with implications for focused professional development.

deNoyelles, A. & Raible, J (2017, October 9). Exploring the Use of E-Textbooks in Higher Education: A Multiyear Study. Retrieved from https://er.educause.edu/articles/2017/10/exploring-the-use-of-e-textbooks-in-higher-education-a-multiyear-study

“Does no significant improvement in academic performance justify a $150 textbook?”

Two articles regarding efficacy of OER materials.  The title of this post comes from a quote referenced in the conclusion of the second article.

Efficacy of Open Textbook Adoption on Learning Performanceand Course Withdrawal Rates: A Meta-Analysis

Open textbooks have been developed in response to rising commercial textbook costs and copyright constraints. Numerous studies have been conducted to examine open textbooks with varied findings. The purpose of this study is to meta-analyze the findings of studies of postsecondary students comparing learning performance and course withdrawal rates between open and commercial textbooks. Based on a systematic search of research findings, there were no differences in learning efficacy between open textbooks and commercial textbooks (k = 22, g = 0.01, p = .87, N = 100,012). However, the withdrawal rate for postsecondary courses with open textbooks was significantly lower than that for commercial textbooks (k = 11, OR (odds ratio) = 0.71, p = .005, N = 78,593). No significant moderators were identified. Limitations and future directions for research, such as a need for more work in K–12 education, outside of North America, and that better examine student characteristics, are discussed.

Open educational resources, student efficacy, and userperceptions: a synthesis of research published between 2015 and 2018

Although textbooks are a traditional component in many higher education contexts, their increasing price have led many students to forgo purchasing them and some faculty to seek substitutes. One such alternative is open educational resources (OER). This present study synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER. Results across these studies suggest students achieve the same or better learning outcomes when using OER while saving significant amounts of money. The results also indicate that the majority of faculty and students who have used OER had a positive experience and would do so again.

ICCB Reports and Publications

Illinois Community College Board has a web page with all the reports they generate over the course of the year, along with archives of those same reports.  A great place to start looking for data regarding many of the initiatives on which community colleges in the state are focused.  Under Student Reports, you will find:

• Dual Credit
• Dual Credit and Dual Enrollment
• Distance Education
• Fall Enrollment Reports
• Follow-up Study of CTE Program Graduates
• High School to College Success Reports
• Licensure Pass Rates
• Spring Enrollment Reports

Women in Wargaming

We hadn't really had anyone send anything to me, and I was curious if people were even noticing, so I posted this quick unrelated (but interesting) topic to see if anyone noticed.  Some nice perspectives on women in wargaming.

2% is not a big number, and as the one guy said, that's a huge potential for the market, especially when you consider that on a the 2018 survey they found a satisfaction rating of 95% either "ecstatic" or "very satisfied" with their hobby. N= about 8,000.