Digital Learning Archives - Page 2 of 2

Managing Second-Level Effects of Innovative Projects

rbaltrip-admin2024-03-29T13:36:06+00:00Business & Leadership, Digital Learning, Education, Leadership, Learning Innovation, Management|

Innovative projects offer exciting possibilities, but their implementation often has complex ripple effects beyond what is initially expected. In 2017, while at William & Mary, I presented at the WCET conference in Denver on the topic of "Second-Level Effects." This presentation explored the challenges of managing these unexpected consequences of innovation and offered potential strategies for success. Presentation Summary: Managing "Second-Level Effects" The Nature of the Challenge: Often, we carefully plan for the initial, anticipated outcomes of a project ("First-Level Effects"). We may address challenges like increased workload or resistance from stakeholders. However, "Second-Level Effects" are much harder to predict. These are the indirect and often surprising changes that emerge as a project is implemented. Because they are unique, unpredictable, and constantly evolving, Second-Level Effects are considered "wicked problems." Causes of Second-Level Effects: These effects stem from significant shifts caused by the project, including: Altered Attention: The way people allocate their time and focus changes. New Social Dynamics: Interactions and relationships within organizational structures shift. Changed Interdependencies: Processes and workflows are modified, impacting how people collaborate and rely on each other. Suggested Strategies The presentation outlined key strategies to mitigate and manage the challenges presented by Second-Level Effects: Continuous Scanning = Skate to where the puck will be Foster Agility = “High performance organizations” Involve stakeholders Communicate core identity Focus on Action Feed forward Build Resilience Key Takeaway This presentation highlighted the importance of going beyond initial implementation plans. By understanding the deeper, long-term consequences of innovation and adopting proactive strategies, organizations can increase their chances of successfully navigating the complex journey of change.

Techniques for Effective Facilitation & Management of Online Discussion Boards

rbaltrip-admin2024-03-29T13:36:33+00:00Digital Learning, Education|

One of my very first professional presentations as an online learning leader, way back in the early 2010s, was on how to improve the facilitation and management of online discussion boards. Over a decade later, I like to think online learning has come a long way and that most of this is common knowledge. However, the 3 steps for effective facilitation and management of online discussion boards still ring true! So, there may be some practical insights here worth considering. If nothing else, these points are good reminders & encouragements, even for more experienced online teachers.

Best Practices for Teaching Blended (or Hybrid) Courses

rbaltrip-admin2024-03-29T13:36:55+00:00Digital Learning, Education|

During my first director role, in the early 2010s, we created created a hybrid, modular way to not only complete courses but an entire graduate degree. Now, keep in mind, we are talking about true blended/hybrid teaching, where part of the course is completed online and another part of the course is completed in-person. We are not talking about hyflex, which some wrongly called hybrid, where teaching occurs simultaneously for in-person students and online students via live streaming. We are not talking about hyflex but true hybrid teaching. In the early 2010s, there was still some resistance to creating fully online programs at some institutions. They believed that the in-person element of education was extremely valuable and worth preserving. Yet the student dynamics, needs, demographics, etc. were making more flexible learning options absolutely necessary. For this particular professional graduate institution, like many online programs, the average student was 33, married, working full-time, may have kid, and trying to pursue their education. And to this institution's student body, they wanted to maintain as much in-person learning as they could too. Not every student population is that way, but for this institution, in-person learning was highly prized as well. So, we created this hybrid, modular program that allowed students to come to campus and complete 21 hours of course work over 2 days per course. We scheduled a long-weekend in both direction and offered a slew of courses during this time. Students traveled from all across the Southeast to be on-campus during these days and very much valued the experience. But as teachers and leaders, what did we learn from offering this program? Well, we asked the students about their experience and learned a lot. To help other program leaders who might be looking for innovative ideas or lessons learned from exploring a [...]

How to Make Your Online Teaching More Human: 5 Ideas

rbaltrip-admin2024-03-29T13:37:25+00:00Digital Learning, Education|

Online learning can be impersonal, uninteresting, inhuman, and dreadfully boring. I came up with this years ago and have been saying this as an online teacher or leader in one form or another for years. Why? Because it's true! Online learning can be every bit of that - impersonal, uninteresting, inhuman, and dreadfully boring. One of my favorite presentations that I have given is this one - How to Make Your Online Teaching More Human: 5 Ideas. For much of my career as an online leader and educator, I have been dealing with this aspect of online learning. Distance education from the beginning until today suffers from transactional distance. That's just the way it is, by definition. However, as an online teacher, there are things that you can do to make your course more human and to help minimize the psychological and communication gap that transactional distance creates. So, please feel free to explore the slide deck for this presentation to discover 5 ways to make your online teaching more human.

How to Improve the Visual Appeal of an Online Program

rbaltrip-admin2024-03-29T13:38:58+00:00Digital Learning, Education, Learning Innovation|

How to Improve the Visual Appeal of an Online Program Introductory note: In the early-to-mid 2010's, I had lead an online learning program to drastically improve its collective visual appeal. In the early-to-mid-2010s, online video and graphics was not as easy and abundant as it would be a decade later. So, those insights and lessons learned were turned into a key presentation that I gave at a conference. While I can't find the slide deck, I did find the presentation script (for some reason I have that!). So, below is a script from the presentation on how to improve the visual appeal of an online program - highlighting the need, the steps taken, and the lessons learned along the way. Presentation Script Let's face it. Online learning can really stink. It can be so boring, monotonous, and unstimulating that it produces a colorless odor that sucks life and motivation out of our students. Online learning's stench can fill the heavens above and permeate the plains below. As the leader of an online learning program, my goal is to do my best to develop an online program that does not stink. Instead of exposing them to a foul, repulsive odor, I would rather expose students to a pleasing aroma. But the question is how? How can I help develop and create an online program that has a pleasing aroma and does not stink? That's a huge question. It is also a broad one. To create an online program that leaves students with a please aroma--a successful learning experience, there are many factors to consider. We will need to save the answer to that huge, broad question for another article, another book, or another conference on another day. However, our purpose here is to examine one facet of this larger question. Here, we [...]

From Spielberg to Screen Capture: Creating Quality Online Videos

rbaltrip-admin2024-03-29T13:38:40+00:00Digital Learning, Education, Learning Innovation|

Nearly a decade ago, Kristen Ferguson and I had the privilege of presenting this content at the Online Learning Consortium's Fall Conference in Orlando. The technical considerations, presentation elements, models, and administrative considerations for creating quality online videos for online learning remain true today. Below is a summary of presentation and the slide deck we used. From Spielberg to Screen Capture: Creating Quality Online Videos Online videos are essential to modern online learning, but quality matters. Good educational videos engage students with visuals, audio, and active learning strategies. Bad videos can be confusing, ineffective, and even hinder learning. A quality video balances clear, compelling content with strong technical aspects. Technical Considerations for Creating Quality Online Videos Length: Short videos are best. 6 minutes is ideal, with 15 minutes as a generous maximum. Longer videos risk losing student attention. Framing: The "rule of thirds" makes compositions visually appealing. Avoid putting subjects directly in the center of the screen. Focus: Subjects should be clearly focused. Audio: Keep audio consistent, clear, and free of background noise. Lighting: Lighting should be sufficient without glare. Stability: Avoid shaky videos unless specifically for stylistic effect. Graphics: Use clean, undistorted graphics that support your message. Presenting Your Content Look at the camera to simulate direct eye contact with learners. Be conversational. Speak naturally to establish a connection. Outlining and scripting can help for complex lectures. Plan your production, including time estimates and a teleprompter if needed. The Practical Aspects for Creating Quality Online Videos Beyond technical elements, the best online videos prioritize: Clear Audio: Students must be able to understand all spoken content. Cognitive Load: Avoid overwhelming learners with too much information at once. Active Learning: Integrate video with activities so students use the knowledge they're gaining. Teaching Presence: Strive for a personal touch, even in a digital format. Authenticity: Let your personality shine through for greater engagement. 6 Production Models for Creating [...]

3 Problematic Aspects of Online Enrollment Management

rbaltrip-admin2024-03-29T13:45:15+00:00Digital Learning, Education, Learning Innovation|

A recent article by The Atlantic provides an excellent perspective on a potential student's reaction to "typical" online student recruitment (aka online enrollment management. Overall, the article highlights various, well-analyzed issues related to online program administration as a whole. The author - herself someone who was considering an online degree as a working adult - describes her journey of considering online programs. In doing so, she shares 3 problematic aspects of online student recruitment that are particularly worth noting. 3 Problematic Aspects of Online Enrollment Management Annoying and relentless phone calls. The author highlights how the phone calls (mostly from OPMs or other vendors) were too frequent and felt intrusive. She also highlights Eduventures research that says, "By and large, [prospective students] are really reluctant to get on the phone with enrollment advisers,” he told me. “What [they] tend to rely upon are the publication websites, recommendations from co-workers or employers, and word of mouth.” Flooding of emails and information. The author mentions how she received 8 promotional emails in 7 days. Behind the scenes, what I'm sure is a well-crafted CRM funnel ended up being too aggressive, too pushy, and otherwise annoying. Floating and disconnected online recruiters. She critiques how they are too sales-oriented (which is even reflected in their titles). But more importantly, she really blasts universities for allowing outsourced agents who know nothing about their schools, faculty, etc. to represent these university's programs. In regards to the problematic aspects of online student recruitment, all points are very well said. Overall, the author (and prospective online student) praises institution's online recruitment strategies that were not too aggressive and had staff that actually knew the institution and programs in a vital way. She also challenges universities to think about both what and how online student recruitment says about the university's [...]

To Digital Nudge or Not to Digital Nudge – That Is a Good Educational Question

rbaltrip-admin2024-03-29T13:45:08+00:00Digital Learning|

Have you ever considered the power of a digital nudge to enhance learning? While you likely receive your own amount of this digital alerts and notifications each day, several universities are exploring the power of the digital nudge to enhance student success. Surprisingly, there is a carefully crafted art & science to doing the digital nudge well in education. Too many, too irrelevant, or too many and they work against you. They are a double-edged sword that can be beneficial or just another barrage of information into the realm of stimulus overload. Experts say that it's no small feat to use the data to figure out where nudges are needed and if they work. And if institutions don't have the capacity to monitor that data, they should forgo nudges until they can. However, if you have the resources, the desire, and the continued focus to explore this terrain and "get it right," the digital nudge can be a beneficial tool to enhance student learning. To learn more on the digital nudge in higher education, visit "Giving a nudge: How digital alerts can keep students on track."