Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning

Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning was published by EduCAUSE Review 6 months into the throes of COVID.

It's an interesting article on the various modes of delivery, providing some standard definitions of the different modes, as well as recommendations on implementation.  Very good sources too.

Abstract

As online learning becomes a more common model for higher education courses, institutions and instructors should investigate the benefits of including both synchronous and asynchronous elements in online learning to maximize the benefits of both these environments.

The Horizon Report 2020

The Horizon Report 2020 has been released.  As always there are a number of emerging technologies noted as growing:

• Adaptive Learning
• AI/Machine Learning
• Analytics for Student Success (Things ILCCO talks about)
• Elevation of Instructional Design, Learning Engineering, and UX Design (Things ILCCO Talks about)
• Open Educational Resources (Thins ILCCO talks about)
• XR (AR, VR, MR, Haptic)

Unfortunately, they didn't include the "Fail or Scale" section like they did last year.  The Horizon Reports get a lot of criticism for hyping technology, but then nothing comes of them.  I thought the "Fail or Scale" section last year was a nice way to go back and review in the context of past criticism.

The Landscape of OER Policy and Practice in Texas

In spring 2019, the organization that I lead, the Digital Higher Education Consortium of Texas (DigiTex), commissioned a survey on Open Educational Resource (OER) programs, policies, and practices at colleges and universities in Texas.

Review of Report
Sebesta, J. (2019). The Landscape of OER Policy and Practice in Texas. Retrieved January 23, 2020, from WCET Frontiers: https://wcetfrontiers.org/2019/12/19/the-landscape-of-oer-policy-practice-in-tx/.

Actual Report
DigiTex & Texas Higher Education Coordinating Board (2019). Open Educational Resources (OER) in Texas Higher Education, 2019. Retrieved from Texas Higher Education Coordinating Board Report Center January 23, 2020: http://reportcenter.thecb.state.tx.us/reports/reports-and-studies-non-fiscal/oer-texas/

Course Materials Adoption: A Faculty Survey and Outlook for the OER Landscape

This white paper provides an overview of the development and growth of Open Educational Resources (OER) in American higher education, followed by an analysis of the approximately 1,400 responses to a survey on course materials adoption that Choice deployed to faculty and instructors across the United States. It examines faculty behavior for discovering, evaluating, and selecting instructional material, and adds new insights on barriers specific to discovery resources and faculty adoption of OER.

Bell, S. (2018). Course Materials Adoption: A Faculty Survey and Outlook for the OER Landscape [White Paper].Retrieved November 20, 2019, from Choice360.com: http://www.choice360.org/content/2-librarianship/5-whitepaper/bell-white-paper-october-2018/100318_bell_white_paper.pdf.

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