The Sloan-C View Newsletter

Schedule for Sloan-C Third Thursday Seminars in 2003

Topic

Week 1
Respond to 3 papers

Week 2
Conferencing introductions
Week 3
Discussions and daily synopses
Karen Swan
Learning Effectivness
Feb 6-12
Feb 13-19
Feb 20-24
Melody Thompson
Faculty Satisfaction
March 6-12
March 13-19
March 20-24
Tana Bishop
Cost Effectiveness
April 3-9
April 10-16
April 17-21
John Sener
Access
May 1-7
May 8-14
May 15-19
Joeann Humbert
Student Satisfaction
June 5-11
June 12-18
June 19-23
  Online Seminars
A Potluck Feast of Ideas

For the past three years, Sloan-C has conducted online seminars upon publication of the volumes in the quality series. Inevitably, participants comment that they wish they could have more time to study topics with the authors and with new colleagues. This year, the Sloan-C effective practices editors will conduct a series of online seminars, to share emerging knowledge and enhance networking across academic roles, disciplines, and institutions.

The seminars are potluck feast of ideas. Reading the quality series papers establishes a common background, and then participants respond to a survey of interests to help construct the discussion. While participants get to know each other and learn the conferencing system, the editor analyzes survey responses to design discussions that reflect participants’ interests.

These excerpts explain what people like about these online seminars: I liked the exchange of experience and resources among a mix of faculty, administrators, seasoned academic professionals, people new to ALN and colleagues we already know, from institutions in many states and several countries. Daily summaries provide a great recap, not just a rehash of current issues in the field. The five-day format with focused topics and daily summaries lets you browse widely, and pick and choose the areas to focus on as you might at a large "traditional" conference. One of the most valuable differences is that you do not have to worry about missing a session, or choosing one presentation over the other. I also liked being able to check in on my own time and pay attention to the parts I was most interested in. I certainly appreciated the variety of opinions and opportunity for interaction.

Seminar activities span five weeks of reading, exploration, discussion, synthesis, and evaluation. Typically, participants are most engaged in week three during the five discussion days. Discussion begins on Thursdays each month, thus the series name "Third Thursdays." After the discussion week, the editors create a legacy document for distribution to participants and others.

Sloan-C values multiple perspectives, thus incentives listed below aim to encourage program institutional teams to participate in the series:

  • Volume 4 of the Sloan-C series is required reading; each registrant purchases the book once at $44.90 (add $5.00 for overseas mailing). PDF advance papers for each seminar will be available for download before volume 4 is published. Upon publication, the book will be mailed to each registrant.
  • Cost per seminar per person: $150.00
    (33% discount for enrolling as an institutional team member or enrolling in 2 or more seminars: $100.00)

Registration for the seminars is now open; look for registration information at Sloan-C.

 
 

Excerpt from Karen Swan on Learning Effectiveness

Certain strategies and approaches . . . might enhance the learning effectiveness of online instruction. These are summarized in Tables 1 through 3 which connect what we know, or think we know, about learning in asynchronous online environments with suggestions for practice that might either capitalize on unique affordances or ameliorate unique constraints.

Research Finding Implications for Practice
Interactions with course interfaces are a real factor in learning; difficult or negative interactions with interfaces can depress learning. Work with major platforms to improve interfaces to support learning.
Develop consistent interfaces for all courses in a program.
Provide orientations to program interfaces that help students develop useful mental models of them.
Provide 24/7 support for students and faculty.
Make human tutors available.
Greater clarity and consistency in course design, organization, goals, and instructor expectations leads to increased learning. Review courses taught &/or being developed to insure clarity & consistency.
Establish quality control guidelines that address issues of clarity & consistency.
Address issues of course design & organization & instructional goals & expectations in faculty development.
Ongoing assessment of student performance linked to immediate feedback & individualized instruction supports learning. Automate testing and feedback when possible.
Provide frequent opportunities for testing & feedback.
Develop general learning modules with opportunities for active learning, assessment & feedback that can be shared among courses &/or accessed by students for remediation or enrichment.

 

 

 
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