The blog site by Tanya Joosten, a collection of thoughts.

Tips on writing a journal article for peer review

2023-08-14T22:20:00.005-05:00

Tips on writing a journal article for peer review

I thought I'd put together a quick blog post on writing a paper for my graduate students and new authors or old authors. I realize that some people do not learn these things in their graduate program or have access to the APA guidelines for writing a scientific paper. If you are writing something to be published in a journal, it most likely is a scientific paper. You should have a "model" paper that you are following. A paper from the leader in the field that is using similar methods as you are. You should also check the journal guidelines. While most follow APA guidelines, some of loosed adapted them (which I do not like having to reformat my paper differently for every journal - note journal editorial boards).

APA now shares their format guidelines online here. Format guidelines means the title page and order of pages, which I will go into more detail. It also related to the font, line spacing, margins, page header, text headings, paragraph alignment and indentation, and accessibility.

Title page and abstract

One of the first things authors tend to do is setup the title page and abstract. These should actually maybe be done last because your findings need to be reflected in your title and abstract, but faculty or instructors tend to have you do these in the drafting of a research or scientific paper process. I have used Purdue's OWL or online writing lab for probably 20+ years. They have some good stuff. Here is their info on title page and abstract. Again, I would focus on this last. Sometimes the reviewers and editors will make suggestions as well so don't worry too much.

Introduction

Next (or maybe not) is an introduction. Again, I feel like this should come after you develop your research design. However, many faculty and instructors will have you write up an extensive review of literature in grad school to inform your research. This isn't necessary in the same way in a journal article to be printed. Actually, I head in some fields you can actually just print your literature review. It always helps to do a systematic review of the literature which requires a protocol (see Prisma P). You can review literature (as in read it) and design your research without an intro or review of literature. I mean, you can review the literature and develop an annotated bibliography which you can use forever. OWL has great guidelines on annotated bibliography writing. At DETA, we have developed research collections of annotated bibliographies to help the community. Far more helpful in writing future pieces that writing an intro and review of literature without a research design.

Pulling and developing a historical theories and literature, seminal pieces of the field, to inform your research design is far more important. Know the field or your topic inside and out before trying to design research on it. Our interest in theory is dying, and I die a little inside every time I see crap theory or no. We rarely test and falsify. Reach out if you need help.

Anyway, at the end of your introduction and background before the methods section should have your research questions (exploratory) or your hypotheses (inferential or predictive). Usually, in a rigorous paper, there are numerous questions or hypotheses. It is important to be clear as to what you want answered. Exploratory questions usually answered with qualitative questions many not include variables or specific factors that you are hoping to measure. However, there should be richness in the questions. If it is a inferential or predictive study, it is important to include your variables that you will measure and between which show a relationship. Most likely, there will be existing research on these variables or findings explaining what we know about these variables. Furthermore, you need to be clear on the relationship of these variables - what is moving the needle on what, what's the inputs and outputs, what is the independent variable that is going to influence the dependent variable. the relationship needs to be clear. The DETA Research Toolkit has potential RQs and Hs. It also has a framework of inquiry that uses a systems approach to better understand the system of a higher educational institution at the individual, course, program or unit, and institutional level.

After the intro

Beyond the intro, your paper should have the following sections (see APA sample paper):

Methods
Results
Discussion
References

Yeap, these are the main centered and bolded headers. The paper starts with the title bolded and centered but not Introduction, but the first paragraphs include the intro and background).

The methods section should also include subsections - participants, instruments (materials or apparatus), measures, and procedures. Let's discuss in more detail why this methods section is important and should probably be done first as I have discussed why so many other portions of a paper are not the primary focus.

But, what is really important?

Research design, analysis, and reflection

It is really frustrating to see someone spend so much time on the ancillary stuff without having a solid research design that the procedure and instruments can be fully understood and replicated. It is partly why DETA created the DETA Research Toolkit. It is a great tool to walk you through the research design process. So if you start by figuring out what problem you want to solve and what your research questions and hypotheses are then you can design your study while refining your research questions and hypotheses.

Importantly, when I read or anyone reads your methods section, we should fully understand your research design and the research you conducted. We should know why you chose these methods to answer your questions. We should be able to walk out to a similar group or sample of participants and collect data from them in the same way using the same instruments whether interview schedules for 1-1 interview or focus groups, a survey to collect data, or even data retrieved from a data warehouse. We should understand why your instruments are good measurement tools.

Moreover, how did you analyze the data - what were the exact steps you took in your analyses to response to each RQ or H. Make sure it is rigorous and supported by the field. For example, if it is qualitative is it in the Handbook of Qualitative Research or if quantitative is the method Quantitative Research. I prefer Mike Allen's book, Quantitative Research in Communication.

Well, this is why the methods section has subsections - participants, instruments (materials or apparatus), measures, procedures, and data analysis. Important stuff!

So start here! While your writing our your methods containing research design, you should be more or less writing out your research agenda - step by step - that you will be undertaking for your study.

Regarding results and discussion, there is plenty out there. Just remember your results have to reported in APA format. It needs to have proper APA formatting tables for each statistical test. And, your discussion in this field in my opinion should discuss how it will influence practice and you should describe the next study that you would do to expand on your findings and address your weakness. While you may not undertake it, someone may.

Now, when done with your research design, collected and analyzed data, reported your findings, and reflected on it, go write your abstract, title, and intro and background. :)

Digital future - Planning for the future: Bring it back

2023-04-26T14:41:00.007-05:00

Planning for the future: Bring it back one time

In 2010, we started a digital future planning at UWM. I was a member of the steering committee and co-chaired the teaching and learning working group. I recently was asked for more details as to my strategic planning activities. Pulling this out from the digital drawer, I realized although for UWM these were recommendations of proposed strategic goals and actions developed in 2010, they are very relevant in 2023 for many other institutions. Enjoy. If you want to know more about the process I developed for strategic planning, let me. Twitter @tjoosten.

Teaching & Learning Working Group Recommendations

1. Strategic Goal:

Promote the use of digital technologies for active learning across campus to positively affect student engagement, learning, and retention, with attention to access for all.

Bonwell and Eison (1991) identify active learning as learning where an emphasis is placed on students developing skills through engaging activities requiring high order thinking. Students receive more immediate feedback in order to increase their learning. The pedagogical benefits of active learning in higher education are well noted (Adler, 1982; Bligh, 2000; Bransford, et al., 2000; Chickering and Gamson, 1987; McKeachie, et. al., 1987; Silberman, 1996). There has been a transformation of courses across many disciplines and course levels using digital technologies to implement active learning strategies and examining the positive impact on engagement, learning, and retention.

Actions

1.1. Highlight and promote best practices and model strategies for using digital technologies to enable active learning across campus for all types of courses, e.g., face-to-face, blended and online:

a. support and encourage instructors through incentives to develop courses that employ active learning strategies,

b. develop campus-wide awareness to promote the incorporation of active learning through the effective use of learning technologies (e.g., campus campaign),

c. recognize the effective use of active learning strategies and technologies in hiring, tenure and promotion processes, and

d. promote effective practices in learning space design to facilitate student-centered, active learning (See EDUCAUSE Quarterly, 2009, UMN Learning Environments Research, 2011).

1.2. Charge academic units with defining disciplinary criteria and benchmarks for using digital technologies to facilitate active learning, including best practices and assessing student learning:

a. develop working groups to evaluate active learning in their own and cognate disciplines,

b. promote both formative and summative course evaluations and assessments that emphasize the active learning methods specific to the type of course, e.g., face-to-face only, blended, and online, and

c. develop a certificate for graduate students in the use of technology to promote active learning in their own disciplinary areas.

1.3. Promote pedagogical strategies facilitating active learning through the use of emerging technologies, such as mobile technologies, social networking, collaborative technologies, high fidelity simulations, student-created content, e-texts, and third-party vendor course materials:

a. convene working groups to identify active learning pedagogical strategies for use in emerging technologies,

b. establish criteria to evaluate the impact of these technologies,

c. pilot the use of the emerging technologies to establish best practices and promote pedagogical models with special attention on the STEM disciplines,

d. evaluate the necessary infrastructure (technology, support and facilities) for the use of the identified emerging technologies, and

e. enhance faculty and student opportunities to use mobile devices (e.g., rental program and expanded wireless data packages/discount).

1.4. Further develop the capacity to investigate emerging technologies to provide evidence of impact on student learning outcomes:

a. identify stakeholders (tech developers, ie computer science, engineering, researchers ie qualitative and quantitative, teaching and learning development staff, faculty participants) to evaluate and promote emerging learning technologies,

b. establish leadership in the application and research on emerging technologies in academia,

c. promote a research program on emerging technologies to assist in strategic planning for future technological implementations, providing constant development, and identifying research and opportunities,

d. integrate technological leadership into faculty, staff hiring, promotion, merit, and incentives,

e. use findings to determine where to allocate resources (budget and time),

f. increase the interdisciplinary opportunity for development, research, and scholarship to benefit teaching and learning, and

g. develop national recognition of UWM as an academic leader in using emerging technology

2. Strategic Goal:

Develop an instructor (faculty, teaching academic staff, teaching assistants) training and development support plan for the digital future.

To fully benefit from its investment in professional development support for instructors, UWM needs to increase awareness and utilization of emerging technologies and new pedagogies. Centralized support for faculty training and development is offered through the Center for Instruction and Professional Development and through the Learning Technology Center. Further, many schools and colleges provide staff resources to support their instructors. Some of these support systems are not well known throughout the campus, and new technologies could be deployed to provide more effective “just-in-time” support to instructors. This would also encourage instructors to explore emerging technologies to enhance teaching and learning. Finally, faculty training should facilitate access for all instructors and students.

Actions

2.1. Develop strategies to increase communication across campus to better support of instructors:

a. Create marketing and advertising plans for existing and new support systems and materials,

b. Provide universal design training, tools and support, and

c. Determine which new technologies are needed to enhance faculty support and plan for their implementation.

2.2. Increase the use of digital course materials for teaching and learning through open content web-based systems that are accessible and free to all, including:

a. increase faculty use of affordable or free web-based course materials, including offering training and a means of sharing knowledge of these free web-based course material repositories,

b. develop preferred repositories and systems on campus to provide open access resources for course materials, such as the Desire2Learn (D2L) Learning Object Repository (LOR) and other systems that provide open access and sharing of resources,

c. share training, tools and support to increase utilization of universal design techniques, and

d. develop mechanisms to help students create their own content and contribute to open repositories.

2.3. Create a virtual teacher center, an online learning environment that would showcase and support pedagogical success at UWM, including:

a. develop a fully accessible online environment for instructors to explore and try new technologies and pedagogical methodologies,

b. showcase innovation, creativity, and best practices with new pedagogical tools,

c. provide a how-to area for the use of new technologies and pedagogy, including the use of rich media and universal design strategies,

d. offer training and support on emerging technologies (hardware and software), and

e. provide these services through streaming videos (with transcripts, captioning, and/or video descriptions), synchronous webinars and chat, and other documentation

3. Strategic Goal:

Ensure hardware and software accessibility of learning resources inclusive of all needs.

Actions

3.1. Establish campus standards (i.e., web, media, course content, procurement) that meet Section 508 Standards and work toward W3C web standards.

3.2. Establish campus standards for infrastructure capacity and consistency (technology, wireless network).

3.3. Develop campus awareness campaigns.

a. Develop training and an online test with certification for all teaching staff regarding the campus accessibility standards.

3.4. Provide incentives for faculty to adapt course materials with universal design in mind by:

a. recognize leadership in the faculty community for all course materials with innovation and compliance to improve accessibility, and

b. create a system to rank and clearly identify course accessibility (class schedule, class website).

4. Strategic Goal:

Improve digital access for all students and increase student preparedness to participate in digital learning and discovery at UWM and beyond.

UWM needs to provide incoming students with mechanisms (through the General Education curriculum and coursework in the major) to expand their digital literacy to be effective learners and technologically proficient graduates. All UWM graduates should understand how to learn about and critically use new and emerging digital technologies for creating and engaging effectively with social, academic, civic, business, and research communities, such that UWM becomes known for graduates who have the abilities to be active, creative, critical, and collaborative users of a range of digital technologies.

Actions

4.1. Assess technology and skills and provide technology access and skills development for incoming students and at no or low cost:

a. develop a placement exercise for incoming students or create and disseminate a survey to determine students’ technical knowledge baseline upon entry to UWM allowing us to prepare training and support materials that best meet the needs of incoming students,

b. create a checklist of technology skills for college success for high school guidance counselors and teachers; also distribute at new freshman orientation with further resources/workshops available,

c. offer a (summer) information technology bridge program to bring students up to speed,

d. develop opportunities such as high school auditors/entire classes as guests in online classes for a week for college readiness and to support high school teachers, and

e. explore avenues of providing alternative access to hardware, software, broadband, and networks at low or no cost for students with greatest need.

4.2. Enhance students’ ability to be active, creative, critical, and collaborative users of a range of digital technologies in preparation for the digital future:

a. implement Essential Learning Outcomes (ELOs) around critical technology literacy,

b. promote adoption of critical technology literacy into general education/integrative learning outcomes, and

c. implement and evaluate class components (or parallel classes) that support integrative learning and independent and networked problem solving across different disciplines/departments/areas develop.

4.3. Ensure technological skill, knowledge, and proficiency upon graduation:

a. create a more advanced and perpetually updated “discipline by discipline” checklist of tools needed to be successful upon graduation and ensure that all UWM students have access to training and support to learn how to use such technologies (e.g., Using SPSS training), and

b. develop a Technology Essentials Checklist social media application that would allow students to compare their technical knowledge with peers in their school or college.

5. Strategic Goal:

Meet the challenge of a digital future by increasing UWM’s capacity to adjust its degree array in response to new trends in scholarship and societal and regional needs. Higher education will be impacted by a more competitive marketplace (for-profit education increase of 9%in 2009), a changing marketplace (globalization, home schooling, charter schooling, and other educational alternatives), and other factors, including disruptive technologies, which have already impacted other marketplaces (newspaper, music, television, and book-publishing industries) influencing student expectations (see Katz, 2010).

In practical terms, this means differentiating UWM from other higher education providers. To the extent that our academic program array is current (reflecting UWM’s mission as a research university) and flexible (meeting the needs of today’s busy learners and working adults) we will be prepared for the digital future.

Actions

5.1. Make it easier to develop interdisciplinary academic programs:

a. establish a task force to address administrative and policy hurdles in developing interdisciplinary degrees, such as disincentives arising from tenure and promotion policies, course credit distribution, pricing and revenue structures, course support, and

b. charge campus leadership to devise ways to foster an overall campus culture of rewards and responsiveness to new degree opportunities that lie at the intersections of disciplines.

5.2. Seek out corporate and community input to evaluate how UWM current program offerings map to community, state, national, and international needs.

5.3. Explore opportunities and address administrative hurdles to teaching niche courses across institutions (e.g. WISE Consortium, see http://www.wiseeducation.org/)

5.4. Develop more online and blended degrees, so that each school and college has this capacity.

Next steps:

Confirm validity and assess prioritization with university community through survey

https://milwaukee.qualtrics.com/jfe/form/SV_8cE5AiOMsE8f8UI

Confirm validity and assess prioritization with university community through focus groups

Consider resources and timeframe for implementation

https://www.dropbox.com/s/fn41ypykanaloqp/DigitalFutureResourceWG_Report%20%281%29.docx?dl=0

Other examples:

See UW System Roadmap of the Future that I chaired.

Rethinking your teaching - we're getting there.

2023-04-14T11:36:00.004-05:00

What does generative AI do well (or has the protentional to) in teaching and learning? in my professional life? These are questions that I have been asking myself.

I have not been worried about my student cheating, I have been rethinking if my learning objectives are appropriate for today's (and tomorrow's) students, if I need to improve my assessments of those learning objectives, or if I can better support my students in gaining critical skills (critical thinking, analysis, digital literacy, decision-making, etc.).

I have been thinking about how to leverage AI to help me achieve my goals for myself and my students and overcome any challenges. Technology isn't just about being functionally cool, it should be solving a problem or challenge. AI is a function that we allows us to play, utilize, hack, and break to understand how it works, works best, and that can produce a product or products that then we need to critically analyze. Humans will always be needed to make the decisions to determine use of a product, quality, effectiveness, areas of improvement (by a human), etc. I haven't shared a lot on this yet beyond consulting meetings and my personal junk blog where I am storing some info and resources.

This morning I read this article from Ray Schroeder who always has great resources:

"...multi-modal and can be configured by a publisher or institution to work with almost any kind of math instruction technology or content, including 'next-generation textbook publishing, video content publishing, personalized tutoring, teacher assignments and assessments, and even classroom teaching.'"

Campus Technology MathGPT article

This article made me believe that being able to configure the generative AI, including parameters for reputable information to produce products, is super interesting for a System, institution, corporation, or instructor.

Now, teaching isn't going away (as with any new tech tool some believe it is), but as managing one's workload and time is one of the top challenges of faculty and instructors, the generative AI tools can be very helpful. Moreover, the idea that these tools can help you curate content and learning opportunities, even from publishers, for specialized "lectures" (content delivery piece - written, oral, images, or animated) is one long hanging fruit for faculty and instructors to start their exploration. As we have done OER and etext pilots for 20+ years, this is far more exciting for me than focusing on plagiarism tools.

Moreover, as many of discussed here and on Twitter (follow @tjoosten or #DETAAI, search @tjoosten and ChatGPT) the tool in of itself when prompted appropriately - can create summary of content, including with citations, as a draft to get you started with a piece of content, suggest learning objectives for a course, provide you a draft of a syllabus, provide assessment of learning objectives, including test items, and other types of authentic assessment, etc. Getting faculty and instructors thinking about how they can use it in managing their workload can help them better understand how students can harness the power of the tool to advance their learning and their preparation for their field.

What we still need more of in our classes, which is evident in research over the pandemic, is connection and engagement - is it ensure that students are connected to you, their peers, and the content (for 50+ years). Social and academic involvement are crucial to improving student outcomes. So, please use ChatGPT, MathGPT, Google BARD, or other generative AI tools to help you find those effective "human" practices to create connections within your courses -- discussion prompts, methods for facilitating online discussions with large and small groups, group learning opportunities, peer learning opportunities, project-based activities, problem-based activities -- and all of those fancy active learning words to describe activities that put students at the center and the faculty or instructors on the side.

Or, better yet, ask your current and past students what works for them ;)

See more ChatGPT and AI resources that I have been gathering, quickly, in this blog post. In particular see the resources for instructors from George Siemens, David Wiley, Ray Schroeder, and Alec Couros.

Racially minoritized comparisons or data dis/aggregation

2023-03-29T13:08:00.004-05:00

A Twitter Conversation - data

Matthew D. Pistilli

@mdpistilli

Friends - looking for a references that explain *why* it is not always appropriate to compare underrepresented populations to the "majority" group - e.g., White students compared to Black or Hispanic or Asian students; Heterosexual students to LGBTQIA+ students. Help?

10:00 AM · Mar 28, 2023

Tanya Joosten @tjoosten

Replying to @mdpistilli

A few resources - this was on descriptors of race but it includes some key references on the data side (which I can't believe I didn't document somewhere). Lol. http://professorjoosten.blogspot.com/2021/01/racial-and-ethnic-demographic-groups.html

In this report, I talk about gaps and about more advanced research approaches in the background section and conclusion.

Ed Tech and Students of Color - DETA Center | National Research Center for Distance Education and... https://detaresearch.org/news-events/in-the-news/wcetequityreport/

DETA and WCET have partnered to examine - What can we do right now to reduce barriers for students in using technology including redesigning racist structures that exist within our institutions? Pe...

Bensimon and Malcom edited a book that has a good background on the idea as part of their equity scorecard (2012) Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice.

I was just reviewing the book since I bought it.

It is also available on Google Books:

https://google.com/books/edition/Confronting_Equity_Issues_on_Campus/_XWbf2boupgC?hl=en&gbpv=1&bsq=minoritized.

Confronting Equity Issues on Campus

The discussion usually falls under principle 2 of the equity scorecard.

You might also find Chapter 9 of the book helpful because it specially provides a case of the role of institutional research by Dowd et al.

Estela Mara Bensimon, Alicia C. Dowd and Keith Witham (2016) Diversity and Democracy: Five Principles for Enacting Equity by Design.

I found a simple summary on the AACU website but the took down the link. (Yikes).

And for the sake of suspense (we need more fun in our lives), I found a hard copy at Stephens College. https://t.co/xdpXGAvx7W

Estela Mara Bensimon, Alicia C. Dowd and Keith Witham (2016) Diversity and Democracy: Five Principles for Enacting Equity by Design.

This is a simple summary that touches on it but wasn't sure how official your reference needed to be. I have more references on my blog including from the USC CUE website.

For more see: https://cue.usc.edu/tools/the-equity-scorecard/.

Moreover, @EveryLearnerNet recently did some work on the equity scorecard and could probably point you to some of their work. Not sure how much they did on the data and research from an equity minded approach. Maybe we should do something.

Hope this helps. I spent a lot of time digging into this.

Conducting institutional strategic planning

2023-02-23T21:21:00.001-06:00

Strategic planning process across campus or system -

identifying and engaging key stakeholders, including students,
building collaborations across campus and with external campus partners,
conducting an environmental scan, benchmarking comparative institutions,
collecting meaningful and informative data and reports from multiple sources,
prioritizing goals and activities,
identifying metrics of success,
considering implications of policy and governance,
gathering campus-wide feedback, and
operationalizing and implementing strategic plans.

See UWM Digital Futures planning or UW System Road Map planning that I led.

More to come regarding online (and blended or hybrid) program planning and microcredential program planning, including strategic planning and institutional readiness.

AI and ChatGPT Discussions and Resources

2023-01-13T11:43:00.030-06:00

In progress...

Vision resources: https://www.youtube.com/watch?v=TeElrU6rWnI

Leadership resources, https://graile.ai/leadership/ or

AI Developing in Higher Education https://ai.asu.edu/ (see BetaLand)

Policy https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/ and https://padlet.com/cetl6/university-policies-on-generative-ai-m9n7wf05r7rdc6pe

Use Cases

Emerging Tools https://www.goody2.ai/ ahttps://www.goody2.ai/

MathGPT

https://campustechnology.com/articles/2023/03/15/mathgpt-platform-can-now-be-custom-configured-for-publishers-ed-tech-providers-institutions.aspx?m=1

Attribution George Siemens UT Arlington and UNISA

From WCET email list

All – a few thoughts on this, largely tangential and focused more on implications.

We've run three annual conferences on AI and Learning (https://empoweringlearners.ai/) – the videos are on our GRAILE Youtube channels. Our next conference is in December at ASU. I do a weekly newsletter on AI and learning as well if anyone is interested. We will be hosting a webinar on chatgpt in two weeks.

Ok, that's the promotional part.

Bryan Alexander had a good session on this recently

(TJ - see https://www.youtube.com/watch?v=Bz7aW6vStBw session 1, https://www.youtube.com/watch?v=gB6fM5TMp5c session 2, https://www.youtube.com/watch?v=6nVmTaEKHOE)

Vitomir Kovanovic did a short article in the Conversation

Ezra Klein had Gary Marcus on his podcast recently. It's good in framing what ChatGPT does and how it might evolve. But listen with Emily Bender's comments in mind.

Here's what worries me: The conversation we're having is haphazard and reactionary to a new technology. It has Second Life vibes :). We're not in control, we're not driving things, we're reacting. Which raises questions around "what should we actually be doing"?

There are two angles. The first is the inevitable move to "the next thing" that happens as people orient to significant new trends. Suddenly, everyone is talking about AI and learning and how to include chatgpt in your syllabi, how to shape adoption, etc. Torrey Trust has a great slide deck on this. Ryan Watkins has a good overview as well. This are important responses to new trends and help us make sense of what to do in classrooms and universities.

https://docs.google.com/presentation/d/1Vo9w4ftPx-rizdWyaYoB-pQ3DzK1n325OgDgXsnt0X0/edit#slide=id.g1c66bf93982_0_2

https://medium.com/@rwatkins_7167/updating-your-course-syllabus-for-chatgpt-965f4b57b003

The second angle is more substantive and longer view and requires more focused planning. My view is that we have diminishing influence over our fate as institutions/practitioners/academics. We generally don't host our own software and rely on big vendors. We have outsourced large swaths of online design/marketing to various vendors (and OPMs). What these systems have done to diminish our capacity to control next steps AI will amplify enormously. The costs of developing large language models like GPT3 and LaMDA are enormous. We simply do not have enough data to do this at a university level...largely because we give our data away to Canvas, Google, and Microsoft. We don't have training data for educational content (and profiles) either. That means someone else controls what we do with AI – we are at the end of the value chain and our role is adoption. The only meaningful response is a systems one where universities collaborate, share, and engage in projects such as creating data sets, developing shared chat agents, curriculum, profiles, etc. That requires vision, of course, and that is sadly often lacking in most universities. And if we don't rise to the challenge, we'll always be reacting to what's being developed in other technology spaces.

George

More from SAIL and George

12.7.22

https://buttondown.email/SAIL/archive/sail-this-changes-everything/

The third moment happened last week. After playing with DALLE-2 over the last few months, I started playing with Moonbeam and then with ChatGPT. It has been an affronting experience and calls into question much of what we teach in education and how we teach it. I'm not alone. The new generation of LLMs (like GPT3) change everything. The costs also put these models out of reach of most universities and companies. GPT3 cost in the range of $10m to train (and generated an enormous carbon impact). However, those costs are likely easy to recover as smaller companies and startups use GPT for consumer facing products (Moonbeam, Jasper) and larger tech companies like Canva integrate image and language models into existing products. On the consumer side, it appears that OpenAI is the front runner in creating the infrastructure for product augmentation and the platform for AI-enabled services.

https://buttondown.email/SAIL/archive/sail-many-webinars-gpt-inside-music/

SAIL: Many Webinars. GPT-Inside. Music.

SAIL: Sensemaking AI Learning

Welcome to Sensemaking, AI, and Learning - a weekly look at how AI and technology are progressing and impacting learning.

The landscape is still murky in AI discussions, but there are some growing points of convergence emerging. This week, there is growing nuance in thinking about ChatGPT (we've moved from "best thing ever" to "it can't really do this well"). The focus is increasingly turning to ethics, data sources, cheating accusations with AI-detection software, and student concerns. In short, it's almost feeling like an edtech tool. It's important to note that AI is much broader than ChatGPT and some of the truly breath taking innovations don't get media coverage. ChatGPT is fun. But it's not the totality of the change. It's just the most accessible one currently for people eager to chase the next new thing.

December 2022

https://buttondown.email/SAIL/archive/sail-ai-learning-closing-out-2022/

Educators, ever resistant to the idea that AI may fundamentally change certain practices, sees "plagiarism detection" as the needed response to ChatGPT. Instead of, oh, hypothetically, re-thinking what we choose to assess.

General AI

Stanford HAI's most popular talks including foundation model, AI 2022 Index, AI and the Economy.

Google's PaLM has faded from public interest recently as ChatGPT absorbs all the available media attention. However, it's worth keeping eyes open since it has 3xs the parameters of GPT-3 (GPT-4 is expected to have ~5x's the parameters of PaLM, however). Google has been silent, with the occasional statement that it wants to take AI slowly...

MIT - ARTIFICIAL INTELLIGENCE

How to spot AI-generated text

The internet is increasingly awash with text written by AI software. We need new tools to detect it.

https://www.technologyreview.com/2022/12/19/1065596/how-to-spot-ai-generated-text/

eLearning Space - Author?

https://elearnspace.org/blog/what-do-we-teach-now/

What do we teach now? Process Collection.

DECEMBER 8, 2022UNCATEGORIZED

From Ryan Baker

https://www.linkedin.com/posts/ryan-baker-36567482_chatgpt-talk-v2rsbpptx-activity-7031338538231062529--eEN?utm_source=share&utm_medium=member_desktop

My slides on ChatGPT, written in partnership with ChatGPT (showing prompts and how I edited the outputs). Also includes my foundation model course policy. https://lnkd.in/eC9ae9E7

From a panel with Liam Dugan Mark Liberman Valerie Ross.

Attribution Ray Schroeder UI Springfield, UPCEA, and EDUCAUSE

From EDUCAUSE webinar, https://events.educause.edu/member-quicktalks/2023/gpt-the-generative-ai-revolution

https://educause.zoom.us/rec/share/hkYSxjTDXjViO6V_T3PGB7EAAC5X-JMxBF2CrjpFkRYSv1UGktAGgLLArQZvwQ9G.571X8rYpCrPSQa9z

Contact Veronica Diaz for more info

From Twitter

Replying to @tjoosten

Possibly relevant: A Teacher's Prompt Guide to ChatGPT - Andrew Herft, Curriculum Advisor at NSW, Dept of Education, Sydney NSW Australia

Welcome to this short instructional teachers guide to using ChatGPT.

https://drive.google.com/file/d/15qAxnUzOwAPwHzoaKBJd8FAgiOZYcIxq/view

From EDUCAUSE Webinar

EDUCAUSE

Monday, January 30 | 12:00PM–1:00PM ET | Online

Member QuickTalk | GPT: The Generative AI Revolution

Resources

• https://www.insidehighered.com/digital-learning/blogs/online-trending-now/deconstructing-chatgpt-future-continuing-education

• https://www.amazon.com/Klara-Sun-novel-Kazuo-Ishiguro/dp/059331817X

• https://www.wsj.com/articles/ai-generator-art-midjourney-zarya-11674856712?mod=djem10point

• https://www.businessinsider.com/stable-diffusion-lawsuit-getty-images-stablility-ai-art-future-2023-1

• https://www.businessinsider.com/ai-art-artists-getty-images-lawsuits-stable-diffusion-2023-1

• https://www.viceprovostundergrad.utoronto.ca/strategic-priorities/digital-learning/special-initiative-artificial-intelligence/

• https://www.jmu.edu/cfi/teaching/toolbox/2023/01-26-chatgpt.shtml

• https://teaching.berkeley.edu/understanding-ai-writing-tools-and-their-uses-teaching-and-learning-uc-berkeley

• https://www.insidehighered.com/blogs/just-visiting/chatgpt-both-and-not-calculator

• https://nolej.io/nolej-ai

• https://www.gartner.com/en/information-technology/glossary/augmented-intelligence

• https://digitalreality.ieee.org/publications/what-is-augmented-intelligence

UPCEA

https://sites.google.com/view/upcea-gpt/home?pli=1

Ray discussed and references David Wileys discussion of OER and copyright. Need to consider authorship.

Milwaukee local news shared by UWM

https://www.wisn.com/amp/article/artificial-intelligence-tool-chat-gpt/42820008

Admins didn't know, students are using it.

More EDUCAUSE

EDUCAUSE QuickPoll Results: Did ChatGPT Write This Report? Nicole Muscanell and Jenay Robert

https://er.educause.edu/articles/2023/2/educause-quickpoll-results-did-chatgpt-write-this-report?utm_source=Selligent&utm_medium=email&utm_campaign=er_content_alert_newsletter&utm_content=02-15-23&utm_term=_&m_i=nPTETIDqAkTxTuMrPp3BT_HggInYZPq2F2hOTUL%2BiWbdRKW0Q5198lupO54vFU0Y9lgARpc9dbIhEs3vZub0O71AUroDnd&M_BT=28091516

WCET

https://wcetmix.wiche.edu/login?returnURL=https%3a%2f%2fwcetmix.wiche.edu%2fdiscussion%2fwcet-weekly-update-12132022#bm4b820ddb-56ca-469f-8362-81e5f30d08bf

12.13.22

Technology Articles OpenAI ChatGPT is easily tricked. Here's how OpenAI can understand and produce complex thoughts and ideas, generate digital images, and vividly portray emotions, but it is still fallible in certain situations. Its' chatbot has recently stunned people around the world and already has more than 1 million users. As smart as it is, it cannot do everything. It doesn't know much about esoteric topics, it is inaccurate when reporting the news, and it cannot unwind bias. Along with these topics, ChatGPT cannot provide you with the latest data since it only has data until 2021. If you would like to test the limits of ChatGPT, go to chat.openai.com. Source: Fast Company

Intelitek Debuts SmartCart 4.0 Robotics Education Platform Intelitek recently debuted SmartCart 4.0, a fully integrated, all-inclusive robotics education platform. It was built around a MotoMan industrial robot and integrates a programmable logic controller, human machine interface, machine vision, smart sensors, and more. Students will use the same equipment in the industrial workplace and real-world scenarios. They will learn Industry 4.0 skills, like advanced communication, data analytics, predictive maintenance, and operational efficiency. The SmartCart 4.0 will prepare students for careers as robotics operators, mechatronics specialists, applications engineers, and more. Source: Campus Technology

DARPA to Explore How AI Tools Can Help Train Adult Learners The Defense Advanced Research Project Agency (DARPA) is taking proposals to compete for $750,000 in awards to develop projects that use innovative AI approaches. DARPA invites technologists, researchers, students, teachers, and creators of "digital learning platforms or cutting-edge AI techniques to propose AI tools or technologies that can address the critical challenges facing adult learners." Successful tools will create learning experiences for adults who have finished postsecondary education. Innovators must submit abstracts by December 18, 2022. A free engineering community virtual networking meeting will be held on December 14, 20222 at 1 p.m. EST to discuss this further. See the article for more information. Source: Campus Technology Will ChatGPT Kill the Student Essay?

According to Stephen Marche, nobody is prepared for how AI will transform academia. Mike Sharples, a professor in the United Kingdom, used GPT-3, a large language model from OpenAI that automatically generates text from a prompt, to write an essay. He considered the essay to be graduate-level and complete with references. He urges educators to "rethink teaching and assessment" with technology, which could help students cheat, a powerful teaching assistant, or a tool for creativity. The essay mentioned above is in the article. Will this technology benefit or harm academia? Source: The Atlantic

Attribution David Wiley

https://www.linkedin.com/posts/opencontent_ai-instructional-design-and-oer-activity-7023298564248260608-B_rn/?originalSubdomain=al

TJ - Fantastic piece for instructional designers. Similar things could be produced in other fields.

Via Stephanie Moore

Ethan Mollick @emollick

Remember how a couple days ago us educators were feeling comfortable that ChatGPT produces B essays & can't do citations & makes up stuff all the time?

I had the new Bing AI create an assignment and rubric. Then I had it write an essay in response. Not perfect, but a huge leap.

https://twitter.com/emollick/status/1625701942574960646

It will also do deep case studies applying concepts that are pretty good!

https://twitter.com/emollick/status/1625703726542385152/photo/1

Attribution Alex Pickett SUNY

From Facebook post

Specific to ChatGPT

https://online.suny.edu/onlineteaching/2023/01/10/chatgpt/

"Or, as a model against which you can check your own individual syllabus to make sure you have accounted for things like: a Basic Needs statement; Names and Pronouns; Regular and Substantive interaction; Campus Policies; Student Support Services and Resources; and how to articulate guidance for online learners regarding the use of Artificial Intelligence (IA like ChatGPT) in course work."

Attribution PhilonEDTEch

twitter

https://twitter.com/PhilOnEdTech/status/1622713420217982978?s=20

Attribution

Attribution Stephen Downes newsletter

ChatGPT is a data privacy nightmare. If you've ever posted online, you ought to be concerned

Uri Gal, The Conversation, 2023/02/09

Icon

Here's the proposition: "ChatGPT is fuelled by our intimate online histories. It's trained on 300 billion words, yet users have no way of knowing which of their data it contains." Well, I've had this conversation with people before. If it has been posted on the public internet, it shouldn't be thought of as private or intimate any more. Never mind what the law says - different laws in different jurisdictions say lots of things. The fact of the matter is that if, say, you posted a comment on Twitter, it is there for everybody to read, including an AI, which (just like a human) will take these words and the other (maybe) 300 billion it has read, just like you, and create something new, building on that. Pretending that these words are 'private' and 'intimate' doesn't make them so.

Attribution Alex Couros U Regina

From 1.13.23 presentation at U Regina

Chat.openai.com ChatGPT

https://labs.openai.com/ DALL E

https://openai.com/dall-e-2/

Developing prompts for ChatGPT

https://bald-neighbor-4a9.notion.site/The-ultimate-prompt-engineering-guide-for-text-generation-7367bdf074d04f9e8a9a63ba5a42b45a

https://docs.google.com/document/d/1s_zPsDFIv0w_vNkQNIeZeG7WWfk4_zXhw8ZT-oNo0_8/edit

GitHub prompts https://github.com/f/awesome-chatgpt-prompts

General ChatGPT info

https://teachonline.ca/tools-trends/ten-facts-about-chatgpt

Other AI tools:

https://theresanaiforthat.com/

Solution websites:

Chegg

Essay Typer: Put in a topic and will write an essay if you press any key.

EssayTyper

This site provides “A+ work” for MANY different types of assignments. It can do presentations, videos, lab reports, math, etc.

https://tutorbin.com/?utm_source=google&utm_medium=cpc&utm_campaign=SEM-Canada-Service-Broad-TCPA-Aug2022&utm_source=google&utm_medium=cpc&utm_campaign=&utm_term={term}&matchtype=b&keyword=homework%20help%20sites&cid=17943532948&agid=139720304596&device=c&placement=&creative=616064124661&target=&adposition=&gclid=EAIaIQobChMIsp6f66ns-gIVt8mUCR16yARdEAAYASAAEgJwT_D_BwE

Math textbook answers: https://www.pdfprof.com/PDF_Image.php?idt=74973&t=27

Paper writer: https://papercoach.co/?rt=4932DKQn

Online Tutor: https://www.tutoreye.com/homework-help

Quizlet : every answer to any textbook question https://quizlet.com/

Chegg: answers to textbook questions https://www.chegg.com/

Photo Math: take pictures of any math question and get an answer instantly.

Photomath - Scan. Solve. Learn.Ad·https://www.photomath.com/

Homework Help Global - submit your homework template, and all the given parameters and they complete it by a due date.

https://www.homeworkhelpglobal.com/ca/product/order-now-canada/

Sparknotes: any classic book available online. Summaries, themes, important quotes explained https://www.sparknotes.com/

Shmoop: book chapter summaries, characters, themes, analysis, quotes

https://www.shmoop.com/study-guides/literature/

Math Homework complete solutions for grade 6

https://math6.nelson.com/parentcentre/parentworkbook.html

Paperial - Help with book reviews, case studies, essays, research proposals, speeches, presentations, homework, research papers and other ‘boring’ assignments

www.paperial.com

One Class: provides homework help, lecture notes, and textbook notes specifically based off of your school and course you’re taking.

https://www.oneclass.com

Essay writing service: Papersowl

You get to select a writer that you life to write you paper topic based on their scoring and what kind of papers they are known for writing. Its also rated by stars on how satisfied people are with their papers. https://papersowl.com/

Thesis statement generator https://www.kibin.com/thesis-builder/compare-contrast-topic

Khan Academy

Photomath - math question solver

https://photomath.com/en

Take pictures of math problems with your phone or computer and it automatically solves the question and outlines the steps taken to get the answer.

Studypool - homework helper

https://www.studypool.com/

you can submit your homework help questions, and tutors will submit bids to answer your questions. You’ll be able to select the tutor–and price point–that works for you, then you’ll pay to have your homework question answered. You can also pay a small fee to access notes, lectures, and other documents that top tutors have uploaded.

Citation machine (don’t know if this counts)

https://www.citationmachine.net/apa

Creates accurate and reliable in text citations as well as references for essay’s.

Grammarly:

https://app.grammarly.com/

https://www.essayailab.com/main?noResume=1&step=title&article_id=3699883

Allows students to type in a topic for their essay.After that, the site offers the content related to this topic to meet the word count. A student can choose a paragraph that is suitable, and EssayBot will paraphrase it and add it to the paper. The site can also allow you to check grammar and run through a plagiarism system.

Writesonic http://writesonic.com

Quillbot: rephrases written work

https://quillbot.com/

Socratic (everything from math and biology to poetry.): https://socratic.org

https://www.summarizingtool.net/- will summarize, paraphrase and check plagiarism

Essay AI Lab: Will generate an essay for you based on a topic of your choosing https://www.essayailab.com/

Here’s a site that showcases 8 “Homework-aids” for teachers to know about:

Other Websites Like Chegg That Every Professor Should Know - Caduceus International Publishing

My Essay Geeks

EduBirdie

https://edubirdie.com/do-my-homework

Scribd

Dissertation Team

https://dissertationteam.com

Coursehero Course Hero | Make every study hour count- provides access to old tests, homework problems, textbook answers and class notes.

123 Homework: someone will write a paper for you

www.123Homework.com

Essay Typer-#1 AI-Based Free Tool to Help You Win Essay Writing Battles! (myassignmenthelp.com)

https://edubirdie.com/ - Paper writing service

Brainly is a Polish education technology company based in Kraków, Poland, with headquarters in New York City. It provides a peer-to-peer learning platform for students, parents, and teachers to ask and answer homework questions.

https://brainly.com/

http://writemypapers4me.org/

Academic writing service

Text chat from webinar:

10:06:26 From Alec Couros - CTL To Everyone:

https://twitter.com/sharplm/status/1603659898948132865

10:07:57 From Alec Couros - CTL To Everyone:

https://twitter.com/emollick/status/1598745129837281280

10:11:55 From Alec Couros - CTL To Everyone:

https://gptzero.me/

10:13:46 From Alec Couros - CTL To Everyone:

https://quillbot.com/

10:20:30 From Dean Shareski To Everyone:

I'm assuming we'll get to a point where someone can ask it to create a response that's less formal or at a 10th grade level etc. It already does this to some degree

10:20:44 From Sarah Sangster To Everyone:

You can also dictate how detailed it is (“in 3000 words, in 20 000 words” etc.)

10:21:09 From George Veletsianos To Everyone:

Yes, you could tell it to explain things for a 5-year old, for a teen, for a researcher, etc.

10:21:34 From Susan Spellman Cann To Everyone:

here are a few responses i got when playing with it https://docs.google.com/document/d/1s_zPsDFIv0w_vNkQNIeZeG7WWfk4_zXhw8ZT-oNo0_8/edit?usp=sharing

10:21:46 From Scott Spicer To Everyone:

likely to move instruction more towards multimedia projects? media librarian here

10:21:48 From Wallace Lockhart To Everyone:

I'm excited about tec advancements and the tools being created. They will force us as educators to become more focused on student experience. Oh yeah there's an arms race about cheating / detection, but I think we all lose if we focus on enforcement.

10:24:12 From Dean Shareski To Everyone:

I don't use Google translate a lot but I'm assuming it's gotten much more accurate over the past years. Can anyone attest to this?

10:24:34 From Laurie Jarvis To Everyone:

The article, Ten Facts About ChatGPT, has some ideas to start on point 9. Measures can be taken to reduce the risk of acaemic misconduct at https://teachonline.ca/tools-trends/ten-facts-about-chatgpt

10:25:35 From Alec Couros - CTL To Everyone:

https://github.com/f/awesome-chatgpt-prompts

10:26:44 From Greg Bawden To Everyone:

@Scott. Maybe alternative assessment other than writing assignments will become more popular. Maybe on the fly oral exams or assignments will gain some momentum but may be more difficult with large classes.

10:26:51 From Morina Rennie To Everyone:

One of our instructors has some interesting ideas about how to use ChatGPT in his classes -- for example, initially asking student to generate a ChatGPT response to a question or issue and then the main part of the assignment is for the students to write a critique and extension of this ChatGPT response.

10:27:53 From Greg Bawden To Everyone:

ChatGPT doesn't provide MLA or APA referencing for example, does it? If a student can't provide this, isn't it a red flag?

10:28:03 From Sarah Sangster To Everyone:

Greg, yes it does if you ask it to

10:28:25 From Greg Bawden To Everyone:

@Sarah. Good to know.

10:28:32 From Robert Keys To Everyone:

When making a request include you would like references and a bibliography in the style of your choice

10:28:53 From George Veletsianos To Everyone:

At present, it provides citations, but they’re actually all made up

10:29:14 From Sarah Sangster To Everyone:

George, no they aren’t.

10:29:32 From Susan Spellman Cann To Everyone:

when chat gpt gets connected to the internet I think many things will change

10:29:33 From Michael Shires To Everyone:

It wouldn’t be able to access library databases.

10:29:34 From Sarah Sangster To Everyone:

Several of the citations I’ve received have been accurate

10:30:01 From Robert Keys To Everyone:

You can also take a work and ask for questions to be generated on it, or just ask for a set of say Multiple Choice questions on the topic of your choice

10:30:04 From George Veletsianos To Everyone:

Sarah: I’ve followed up on all of mine and they were made up. So not sure if it varies then.

10:30:36 From Sarah Sangster To Everyone:

I’ve found one that was incorrect. But I don’t think these are ‘made up’. They are based on another incorrect citation in its dataset

10:32:04 From George Veletsianos To Everyone:

Thank for that. When I said made up, what I mean was that the citation looks perfect, the journal exists, but the authors and paper don’t.

10:33:00 From Wallace Lockhart To Everyone:

How about: Year one in university puts a heavier emphasis on "enabling" competencies - such as the latest tec. Then: We use those competencies as a platform for more advanced learning.

10:33:55 From Alec Couros - CTL To Everyone:

The other prompt guide - scroll down https://bald-neighbor-4a9.notion.site/The-ultimate-prompt-engineering-guide-for-text-generation-7367bdf074d04f9e8a9a63ba5a42b45a

10:37:57 From Michael Shires To Everyone:

How would images be cited?

10:38:29 From Peter Moroz To Everyone:

do we have a policy governing students with respect to stating that they have used AI in their projects for hand in and grading?

10:41:10 From Dean Shareski To Everyone:

is that true of the realistic photos? or are the photos highly edited?

10:42:25 From Tim Maciag To Everyone:

That image of you Alec is frightening…haha

10:42:28 From Dean Shareski To Everyone:

My gut tells me that's going to be difficult to prove. Not suggesting it's moral but this will likely be more of an individual choice vs something that can be regulated.

10:42:41 From Susan Spellman Cann To Everyone:

so many ethical isues to be sorted out as with all new tech

10:42:49 From Greg Bawden To Everyone:

@Peter. I don't know that there is University or Faculty policies around this. The UR Courses assignment tool (under Submission settings) has an option to "Require that students accept the submission statement". I am not sure if this statement can be customized or not.

10:42:56 From Peter Moroz To Everyone:

I teach a creativity and product design class at the business school and am wondering if CCE has a database of all the different types of AI that are out there?

10:45:18 From Kieren de la Rue To Everyone:

@Dean some of it is actually pretty easy to prove as some artists have seen large chunks of their work reproduced in images. There's been a movement to encourage people to generate Disney-based images to see how quickly Disney legally pursues these AI art generators. It may require more people trying to sell the output, but given the way certain large companies zealously protect their copyright, it probably won't take too long before we start to see these legal issues arise.

10:46:43 From Dean Shareski To Everyone:

@kieren thanks for that insight. Good point about it being led by a Disney who has the resources to actually fight this. Obviously the "struggling artists" are the ones most vulnerable.

10:47:10 From Deena Salem To Everyone:

Maybe it is the end of take home tests and all exams takes place in a controlled setting like proctor track where students can not use any software that is not allowed by the instructor

10:47:28 From Trevor Cunningham To Everyone:

How does a student know if a generated essay is worthy of submitting?

10:47:58 From Tim Maciag To Everyone:

@Trevor - I think that’s the rub - we can reframe to get students to tell us this based at they are learning

10:48:19 From Tim Maciag To Everyone:

at=on

10:48:34 From Shelagh Campbell To Everyone:

I use Descript for research all the time

10:48:37 From Kieren de la Rue To Everyone:

Yup. Given what Hasbro is doing through Wizards of the Coast with D&D and changing the licensing, that could easily end up being another company that starts some legal battles around it. There are lots of interesting possibilities, and even making images is fun. Selling them becomes a bigger issue. And there are a number of people doing that.

10:49:08 From darrel lawlor To Everyone:

can the chatbot recognize it's own writing? Can you paste text in and ask the chatbot if it has written it?

10:51:05 From Sarah Sangster To Everyone:

Darrel, when I’ve asked it to identify if Chat GPT wrote an essay it gave me a response like “it is difficult to determine if this was written by a human or a very intelligent ai like chatgpt”

10:51:32 From Sarah Sangster To Everyone:

(An essay that it had produced)

10:51:51 From Marguerite Koole To Everyone:

No doubt one’s ability to use AI will be a skill that might be measurable; however, instructors will need to reassess what it is that our students should “learn”. AI literacy, ability to evaluate AI/information, what will we want students to “mow”, “remember”, “produce”? (Forgot to share with everyone!)

10:52:02 From Sarah Sangster To Everyone:

But apparently the GPTzero app can do this

10:53:12 From Jean Hillabold To Everyone:

Topic: The Romantic movement in literature.

10:54:12 From Greg Bawden To Everyone:

@Marguerite. Maybe an instructor could use ChatGPT to create a learning opportunity for students where the instructor produces an essay using ChatGPT. They then review this with students to point out where the problems are and how it could be made better with some student editing.

10:54:56 From Dean Shareski To Everyone:

This site seems to be sharing the lastest ai tools. https://theresanaiforthat.com/

10:55:45 From Deena Salem To Everyone:

Images are mostly decorative

10:55:59 From Susan Spellman Cann To Everyone:

they can certainly give students and us ideas and starting points to create

NSF

https://beta.nsf.gov/news/nsf-announces-new-ai-institute

NSF and IES Announces New AI Institute

The Department of Education's Institute of Education Sciences (IES) partnered with the National Science Foundation (NSF) around “a new funding initiative to encourage scientists to focus on research and development of AI-driven innovations to radically improve human learning and education.” The agencies have announced the winner, and the new institute will “work toward universal speech and language screening for children. The framework, the AI screener, will analyze video and audio streams of children during classroom interactions.”

Fast Company

ChatGPT reported out this whole story—the results were a mixed bag

The AI chatbot is superpowered, except if you want it to craft you an interview request email or accurately quote interviewees.

12.10.22

https://www.fastcompany.com/90822117/openai-chatgpt-is-not-quite-woodward-and-bernstein?utm_source=newsletters&utm_medium=email&utm_campaign=FastCompanyCompass-Dec%2009,%202022&leadId=405106&mkt_tok=NjEwLUxFRS04NzIAAAGIm2tLXemtLLOIoPqCz5S6rR1SlCtL0UgrkHJO2oUGNvS2ICdFsAJg_9jgLKiMZmw6anyCqNOWWdPn8dqaOUOzRvuz8Z-VE7jXjfMZXLA

ChatGPT won’t take this job: The most in-demand skill is something only humans can do

Meta CEO Mark Zuckerberg recently went on an anti-manager rant, but good managers are actually in high demand. Here’s why.

https://www.fastcompany.com/90851293/most-in-demand-skills-2023-linkedin-management-chatgpt-cant-do?utm_source=newsletters&utm_medium=email&utm_campaign=FC%20-%20Compass%20Newsletter.Newsletter%20-%20FC%20-%20Compass%202-16-23&leadId=405106&mkt_tok=NjEwLUxFRS04NzIAAAGJ-XJWL0Tx7eBzhpTN8LPdcUAUG8bE663P27N0oYxc1kIBeNeU9Fhp17TfHjiDRpixa57kerIR5P1R2IEfGPMtoZ75U4vCvaIA6cTmdfU

How ChatGPT can actually help promote equity in college admissions

After spending the last decade helping students learn to write better admissions essays, Sydney Montgomery explains how ChatGPT can bridge the equity gap in education.

https://www.fastcompany.com/90849465/how-chatgpt-can-actually-help-promote-equity-in-college-admissions?utm_source=Sailthru&utm_medium=email&utm_campaign=Issue:%202023-02-15%20Higher%20Ed%20Dive%20%5Bissue:48088%5D&utm_term=Higher%20Ed%20Dive

3 free ChatGPT Chrome extensions to make you more productive

Better writing, better searches, better engagement—all for free with ChatGPT.

https://www.fastcompany.com/90846682/best-chatgpt-chrome-extensions?utm_source=newsletters&utm_medium=email&utm_campaign=FC%20-%20Compass%20Newsletter.Newsletter%20-%20FC%20-%20Compass%202-13-23&leadId=405106&mkt_tok=NjEwLUxFRS04NzIAAAGJ6f-OrcqtrNXVc7CYA-7iVKJi5_fXHuhJK7d22PKxeRybptAp2b62nC4yUDOOPDMFmha0AwbHj8JlIFTqjiGrwtZNLhKEwgBh11L0p80

Google announces new Bard chatbot to counter ChatGPT

https://www.fastcompany.com/90845691/google-announces-new-bard-chatbot-to-counter-chatgpt?utm_source=newsletters&utm_medium=email&utm_campaign=FC%20-%20Compass%20Newsletter.Newsletter%20-%20FC%20-%20Compass%202-7-23&leadId=405106&mkt_tok=NjEwLUxFRS04NzIAAAGJyuexAR5419I7voe5mbqeO8p93lnmwhb-rmePgIGtHRRkvdQIwhuMPaP8itW8ZITVs3l74mnsWJX2X1l7W-UEyc9v228KX1MvJATopKs

02-04-23IMPACT COUNCIL

I tried using ChatGPT to write this article

Here’s what I learned from my failed experiment.

https://www.fastcompany.com/90844120/i-tried-using-chatgpt-to-write-this-article?utm_source=newsletters&utm_medium=email&utm_campaign=FC%20-%20Compass%20Newsletter.Newsletter%20-%20FC%20-%20Compass%202-6-23&leadId=405106&mkt_tok=NjEwLUxFRS04NzIAAAGJxfJoFBZ224dXmvdbMrVBg0BfXVr8EGXk_aEMZqg8pXxgrSEBN3imD6LutE-Cls7gSr1j7zu_5qBUhyKk2kYWEdVNdflwbVT57lUn7JQ

We asked ChatGPT to write performance reviews and they are wildly sexist (and racist)

https://www.fastcompany.com/90844066/chatgpt-write-performance-reviews-sexist-and-racist?utm_source=newsletters&utm_medium=email&utm_campaign=FC%20-%20Compass%20Newsletter.Newsletter%20-%20FC%20-%20Compass%202-4-23&leadId=405106&mkt_tok=NjEwLUxFRS04NzIAAAGJu8-I6MYkkIyoZVQ-MOvBTn8fvzRpUtic4QjDI6xCXPhw5wycwUkFJBGux3dHLCLC1GzlVVoqNqb8f60N6jDOFG6x9O9D96XWzfoz4Wo

02-08-23

Microsoft just bungled its $13 billion debut of AI-powered Bing

With new ChatGPT-like features, the Bing app is about to get its star turn. It better clean up its design first.

https://www.fastcompany.com/90846836/microsoft-bungled-13-billion-debut-ai-bing?utm_source=newsletters&utm_medium=email&utm_campaign=FC%20-%20Compass%20Newsletter.Newsletter%20-%20FC%20-%20Compass%202-9-23&leadId=405106&mkt_tok=NjEwLUxFRS04NzIAAAGJ1WXwDFeXo-hVi1HaIzdaAaHomIuNZziRbOqBQG9p4xC8PcrbPNA9lVwLLjF1XRgXEQp_NebAAbC60AsOMWLvY3UDryXgROGS6_1lR3c

Inside Higher ED

Freaking Out About ChatGPT—Part I

Artificial intelligence can crank out passable student essays in seconds. What are we going to do?

John Warner

December 5, 2022

https://www.insidehighered.com/blogs/just-visiting/freaking-out-about-chatgpt%E2%80%94part-i?mc_cid=4f3d0b70b4&mc_eid=558cb801fd

Just Visiting, Guest Post: AI Will Augment, Not Replace

A guest post from Marc Watkins of the University of Mississippi, the second in a likely series on freaking out about ChatGPT.

https://www.insidehighered.com/blogs/just-visiting/guest-post-ai-will-augment-not-replace?dnuarrowclick=yes&utm_source=Inside+Higher+Ed&utm_campaign=35af0c04c9-DNU_2021_COPY_02&utm_medium=email&utm_term=0_1fcbc04421-35af0c04c9-197608705&mc_cid=35af0c04c9&mc_eid=558cb801fd

Let’s Stop Talking About ChatGPT

And let’s do something instead. This is what I’m doing: a new course for people who ask students to write. - Warner

https://www.insidehighered.com/blogs/just-visiting/let%E2%80%99s-stop-talking-about-chatgpt?utm_source=Inside+Higher+Ed&utm_campaign=da208081ab-DNU_2021_COPY_02&utm_medium=email&utm_term=0_1fcbc04421-da208081ab-197608705&mc_cid=da208081ab&mc_eid=558cb801fd

From Warner --

In a recent Inside Higher Ed piece, Jeremy Weissman calls ChatGPT a “plague upon education,” analogizing it to COVID, saying that this plague “threatens our minds more than our bodies.”

ChatGPT is a potential “calamity” with faculty “worried that the first cases of GPT may have popped up in their classrooms.”

Weissman also says, “We are largely defenseless against this novel threat to human intelligence and academic integrity.”

Weissman goes on to suggest some possible early defenses, such as more in-class assignments, or internet-disabled computer labs on campus where writing can occur...As I’ve been saying as much as I can, ChatGPT is an opportunity, not a threat, an opportunity to examine the work we ask students to do and the conditions under which teaching and learning happen, and to rethink our approaches in ways that make this so-called plague just another thing out in the world that we need to be aware of but not spend too much time worrying about...The cure, I believe, is to stop giving writing “assignments” and instead challenge students with writing “experiences.”

In order to further help in seizing this opportunity, I’m pleased to announce a new, digital, self-paced course by yours truly titled Teaching Writing in an Artificial Intelligence World.

___

ChatGPT Is a Plague Upon Education

What winter of 2020 was for COVID-19, winter of 2023 is for ChatGPT—and higher education will never be the same, Jeremy Weissman writes.

Jeremy Weissman

February 9, 2023

https://www.insidehighered.com/views/2023/02/09/chatgpt-plague-upon-education-opinion?utm_source=Inside+Higher+Ed&utm_campaign=9372f53f98-DNU_2021_COPY_02&utm_medium=email&utm_term=0_1fcbc04421-9372f53f98-197608705&mc_cid=9372f53f98&mc_eid=558cb801fd

Higher Ed Jobs

ChatGPT: Friend or Foe?

Advice & News | by David J. Hansen, Ph.D.

https://www.higheredjobs.com/Articles/articleDisplay.cfm?ID=3343&utm_source=02_15_23&utm_medium=email&utm_campaign=JobAgentEmail_Article&Title=ChatGPT%3A%20Friend%20or%20Foe%3F

NGLC

https://www.nextgenlearning.org/articles/chatgpt-suggestions-for-addressing-ai-in-the-humanities

A Response to ChatGPT: Suggestions for Addressing AI in the Humanities

These 5 recommendations can equip students with the skills needed to thrive in a rapidly changing world where we can expect nearly every knowledge job will be aided by AI.

Technology ToolsA Response to ChatGPT: Suggestions for Addressing AI in the Humanities

Arpan Chokshi headshot

Arpan Chokshi

ESurge/ISTE

Amid widespread concern in education about students using ChatGPT to cheat on assignments, the makers of the AI chatbot have now released a system to detect such misuse of their tool.

But there may be some way to go before such detectors are reliable enough to catch algorithmic writing that’s being passed off as human-written.

https://info.iste.org/subject-does-a-proposed-buyout-of-university-of-phoenix-signal-the-end-of-for-profit-colleges?ecid=ACsprvuRhP2YgxMBNqJbl-aFIAxDmJMnZDamOLMm8FYp4E_Fh-_4V3_DFTgeNMPOVlwtc45pkowx

Cheaters beware: ChatGPT maker releases AI detection tool. (Associated Press)

https://apnews.com/article/technology-education-colleges-and-universities-france-a0ab654549de387316404a7be019116b

Forbes

Will ChatGPT Be A Blow To Learning, Or A Boon? We'll Decide.

https://www.forbes.com/sites/frederickhess/2023/02/08/will-chatgpt-be-a-blow-to-learning-or-a-boon-well-decide/

The Learning Agency?

Are AI Writing Programs Reshaping Education For Better or For Worse?

For years, the evolution of artificial intelligence in the classroom has been on horizon. With the advent of ChatGPT, the free artificial intelligence computer program that writes human-sounding answers, it is now solidly here leaving educators and experts to debate if it’s a good change or one that will negatively affect student learning in the long term. Reboot founder Helen Lee Bouygues spoke with USA Today about concerns to keep in mind with ChatGPT, while The Learning Agency Lab’s Perpetual Balfour explores the platform’s potential and argues against banning AI text generators in schools.

AI Can Strengthen Student Writing, Not Weaken It

Perpetual Baffour argues against banning AI text generators in schools

Slate? from Higher Ed Dive

You’re Not Going to Like How Colleges Respond to ChatGPT

It’s already happening.

https://slate.com/technology/2023/02/chat-gpt-cheating-college-ai-detection.html?utm_source=Sailthru&utm_medium=email&utm_campaign=Issue:%202023-02-06%20Higher%20Ed%20Dive%20%5Bissue:47828%5D&utm_term=Higher%20Ed%20Dive

Ryan Craig

Canary In Coding Coal Mine

Substack post on which last-mile skills are declining, and which are on the rise, by Gordon Macrae.

https://theview.substack.com/p/issue-13-canary-in-the-coal-mine

According to Burning Glass, demand for jobs in web development is below pre-2019 levels, with the market for web developers also declining. Low-code or no-code tech is now widespread… ChatGPT will further speed up this decline… The same report also revealed one in eight postings feature just four skill sets. These high-demand skills should fuel the next stage of bootcamp growth. The four skills in question are:

1. Artificial Intelligence/Machine Learning

2. Cloud Computing

3. Social Media

4. Product Management

More from Ryan: https://mailchi.mp/gapletter/edtech-enters-its-golden-age-2611934?e=4b93030ce5

Whiteboard advisors

Forbes - 12.9.22

https://www.forbes.com/sites/emmawhitford/2022/12/09/heres-how-forbes-got-the-chatgpt-ai-to-write-2-college-essays-in-20-minutes/?sh=164cd1a056ad&utm_source=Sailthru&utm_medium=email&utm_campaign=Issue:%202022-12-13%20Higher%20Ed%20Dive%20%5Bissue:46651%5D&utm_term=Higher%20Ed%20Dive

Chronicle

From Bob Feldman - It’s Not Just Our Students — ChatGPT Is Coming for Faculty Writing

And there’s little agreement on the rules that should govern it.

https://www.chronicle.com/article/its-not-just-our-students-ai-is-coming-for-faculty-writing?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_6258707_nl_Academe-Today_date_20230224&cid=at&source=ams&sourceid=&cid2=gen_login_refresh

Teaching Experts Are Worried About ChatGPT, but Not for the Reasons You Think - The Chronicle of Higher Education - 14 December 2022

https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Femail.axioshq.whiteboardadvisors.com%2Fc%2FeJyNULtuxDAM-5rzUijwM3GGDF36AV1uLGRLvri4i1vHaYp-fZOhewUOIgEJJEu94ZJ_sOWyvGWaknGyD-iATbJgWTJgLy2EGEIa4xi8I8GT6gcle221EzSZFJ0RedJSa6WVk8do3elRDtGPiL7vlVd8sRK_c1nnz26fc-NQsBLSV15LXbtYHmKeOATrFZpBoxqlDuqglgfGKGVPfRD3aW7tY72Y54t-ObDvexfnWpYc73w-OTSs7WTnlgEXgjYzpK1tlaEk2BbieqtIGzaGveaWl5tYuWZezwqckd4kSeAoKrDJa_DoE5CTTNbo5BKKOrX3UtbGyxFr2x8d0yaY8l-PytKoRxsBxzCAjYnAB6UgBpRKD0lFVKJN1xnb0_WwOlR-emWk00r71_UvbPOJXg&data=05%7C01%7Ctjoosten%40uwm.edu%7C5bf880c87e9e442eb57e08dade2f616a%7C0bca7ac3fcb64efd89eb6de97603cf21%7C0%7C0%7C638066592339946153%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=HGtCmzMUdcvZrDTW2rx%2BMd61zdQ9rmdJDkH9MfR8Cyo%3D&reserved=0

https://abcnews.go.com/Politics/chatgpt-childs-tutor-ai-experts-politicians-weigh/story?id=96724856

Could ChatGPT be your child's next tutor? AI experts, politicians weigh in - ABC News - 1 February 2023

More: https://whiteboard-advisors.read.axioshq.com/p/whiteboard-notes/90a5ebb1-fd1e-47ca-bc8a-56731570bb7c

Discussion of banning at NYC

Language Magazine

AI Can Strengthen Student Writing, Not Weaken It

Perpetual Baffour argues against banning AI text generators in schools

January 25, 2023

https://www.languagemagazine.com/2023/01/25/ai-can-strengthen-student-writing-not-weaken-it/

OpenAI

@OpenAI

We are piloting ChatGPT Plus, a subscription plan that offers faster response times and reliability during peak hours. And of course, the free tier of ChatGPT is still available. https://t.co/2hEBw6h5Se

https://openai.com/blog/chatgpt-plus/

CNBC Google 12.13.33 - from George

TECH

Google execs warn company’s reputation could suffer if it moves too fast on AI-chat technology

https://www.cnbc.com/2022/12/13/google-execs-warn-of-reputational-risk-with-chatgbt-like-tool.html

From PowerNotes 12.15.22

The College Essay Is Dead - The Atlantic

Freaking Out About ChatGPT - Inside Higher Ed

New bot ChatGPT will force colleges to get creative to prevent cheating, experts say - NBC News

AI bot ChatGPT stuns academics with essay-writing skills and usability - The

Tools:

AI text generator (Anna Mills)

https://docs.google.com/document/d/1V1drRG1XlWTBrEwgGqd-cCySUB12JrcoamB5i16-Ezw/edit#heading=h.y7vlxxluoxbv

Teachers Prompt Guide (from Ray)

https://drive.google.com/file/d/15qAxnUzOwAPwHzoaKBJd8FAgiOZYcIxq/view

Examples of Use - Curated from Twitter

January 13th

Tanya Joosten

@tjoosten

Is anyone working on how ChatGPT can teach students...?

9:48 PM · Jan 12, 2023

2,678

Views

Original thread - https://twitter.com/tjoosten/status/1613744792470429696?s=20

Jan 13

Replying to

@rayschroeder

Great - thanks! I want to attend your ELI session this month too.

Eamonnth

@eamonn_powers

Jan 13

Replying to

@tjoosten

I am actively not working on this lol

Tanya Joosten

@tjoosten

Jan 13

Replying to

@eamonn_powers

Lol

Colin Simpson

@gamerlearner

Jan 13

Replying to

@tjoosten

Are you across the work of

@EnglishOER

Followed by some Tweeters you follow

Brent A. Anders, Ph.D.

@BrentAAnders

Jan 13

Replying to

@tjoosten

Yes, I've put out several steps on #ChatGPT prompts that can help students learn directly, or as part of a process, or as scaffolding

Some of your mutual follows often like this Tweeter

Anna Mills, amills@mastodon.oeru.org, she/her

@EnglishOER

Jan 14

Replying to

@tjoosten

There are a number of articles on this on my resource list at https://bit.ly/AITextEdu I wouldn't consider ChatGPT a teacher, though. No intention or understanding and lots of errors and bias.

docs.google.com

AI Text Generators: Sources to Stimulate Discussion among Teachers

AI Text Generators Sources to Stimulate Discussion among Teachers Compiled by Anna Mills for the Writing Across the Curriculum Clearinghouse as part of a larger resource collection: AI and Teaching...

Bron Eager 👩‍💻 🎓

@bron_eager

Jan 13

Replying to

@tjoosten

I made a video related to this question:

youtube.com

Using AI in Higher Education

I explore some practical applications of AI and ChatGPT in a higher education context including ways that AI can be used by educators, researchers, and stude...

Annette Vee

@anetv

Jan 14

Replying to

@tjoosten

I'm working on an edited collection not "how ChatGPT can teach students" but how teachers can work with ChatGPT and other textgen technologies to teach students writing: https://wac.colostate.edu/repository/collections/cfp-textgened/

Sharon Lehman

@LeghamLemming

Jan 14

Replying to

@tjoosten

https://twitter.com/HerftEducator has an excellent resource and

@largerama

has produced an excellent short course for teachers with examples from different disciplines. https://nick-s-site-9a5e.thinkific.com/courses/take/aiteachers/texts/41435601-introduction-to-the-course

twitter.com

Andrew Herft (@HerftEducator) / Twitter

Helping teachers and leaders ensure learning occurs through evidence and tech. All opinions are my own 👌 Download free resource at 🔗https://t.co/A9gJc6lMo7

Thomas J. “Tom” Williams

@tomwilliams777

Jan 15

Replying to

@tjoosten

You may want to follow up with Dr. Glenn Kleiman Stanford as he and his colleague, Barbara Tracy, just did a great piece on how to “use” AI with student writing. Glenn’s on LinkedIn as well@as their recent article. Well worth the read IMHO. Tell him hi!

medium.com

Teaching Students to Write with AI: The SPACE Framework

Glenn M. Kleiman

February 17th

Original tweet https://twitter.com/tjoosten/status/1626611622209888258?s=20

Tanya Joosten

@tjoosten

What's the best piece you have seen on #ChatGPT relative to higher ed lately?

9:56 AM · Feb 17, 2023

470

Views

View Tweet analytics

Andy Freed

@freednog

Feb 17

Replying to

@tjoosten

slate.com

You’re Not Going to Like How Colleges Respond to That Chatbot That Writes Papers

It’s already happening.

Lance Eaton

@leaton01

Feb 17

Replying to

@tjoosten

https://byanyothernerd.com/2023/01/chatgpt-ai-generative-tools-and.html

Dr. Eric J Moore 🌱

@InnospireEdu

Feb 18

Replying to

@tjoosten

drlukehobson.com

5 Ways Instructional Designers Can Use ChatGPT — Dr. Luke Hobson

It’s impossible to login to LinkedIn and not be bombarded by every other post talking about ChatGPT. Even though it’s extremely repetitive and slightly cringeworthy, I get why all of us are talking...

Followed by some Tweeters you follow

George Station

@FirstYear156

Feb 18

Replying to

@tjoosten

Here is Sherri's QT on the 2/17 Peabody (Vanderbilt) EDI story. She's right: it should be a case study! (The core story was "best" as it immediately got my attention among all the #ChatGPT hoopla.)

Quote Tweet

Sherri Spelic

@edifiedlistener

Feb 18

“Automating messages on grief and crisis is the most on-the-nose, explicit recognition that we as students are more customers than a community to the Vanderbilt administration. The fact it’s from the office of EDI might be the cherry on top.” #CaseStudy twitter.com/webster/status…

February 17th

Tanya Joosten

@tjoosten

Have you used #chatgpt to develop materials or activities or for instructional design in your college course?

For example, have you developed syllabi, activities or assessments, such as case studies, rubrics, lectures or demonstrations, etc.?

#highered #detaresearch

11:31 AM · Feb 17, 2023

472

Views

View Tweet analytics

Retweets

Likes

(((Dr Jen Dowling -- she/her )))

@jendowli

Feb 18

Replying to

@tjoosten

@EnglishOER

has a great and growing resource list and course module. Also check out the section on AI at http://sentientsyllabus.org

Jenay Roberts- EDUCAUSE

Shared USC new AI center - https://news.usc.edu/206002/new-usc-center-for-generative-ai-and-society-artificial-intelligence/

Pau LeBlanc InsideHigher Ed

https://www.insidehighered.com/views/2023/03/13/higher-ed-must-get-ahead-ai-paradigm-shift-opinion

"It’s not only about academic integrity: higher ed faces much bigger challenges in the face of frightening questions about the future of the knowledge workforce, Paul LeBlanc writes."

Amy Webb SXSW 2023 Tech trends - internet is gone, AI is the 2030 future

Gartner top 10 trends for 2023

Language in discussions of equity

2022-01-26T12:22:00.001-06:00

Role of language

“The notion of minority is very complex” (Deleuze & Guattari, 1980/1987, p. 105). As we examine the use of language for our research and this report, it became clear that there is no consistency, but it did become clear that “[i]nequality in higher education is a structural problem that is hidden or revealed through the use of language imbued with political and social meaning” (Bensimon, Dowd, & Witham, 2016, para 5). Language reveals an organization’s espoused values and should be carefully considered. From a critical and postmodern lens, minority has become more than a term of a statistical presentation to a larger whole, but as a group of people that do not meet a standard (Deleuze & Guattari, 1980/1987). Language and use of the term minority to explain a racial and ethnic grouping of people needs to be reconsidered. Traditionally, many may believe that these groups of students are referred to as minority or underrepresented students since their demographic characteristic of racial and ethnic group was statistically smaller in percentage than the majority racial group, usually referred to as White, Caucasian, or European American, in comparison to the overall composition of racial and ethnic identities and demographics. For instance, according to The Condition of Education, a congressionally mandated annual report from the National Center for Education Statistics, “[o]f the 16.6 million undergraduate students enrolled in fall 2018, some 8.7 million were White, 3.4 million were Hispanic, 2.1 million were Black, 1.1million were Asian, 647,000 were of Two or more races, 120,000 were American Indian/Alaska Native, and 45,000 were Pacific Islander” (Hussar, Zhang, Hein, Wang, Roberts, Cui, Smith, Bullock Mann, Barmer, & Dilig, 2018, p. 128). However, in some education systems, Whites are no longer the majority. In the California State University System, according to the fall 2019 enrollment data, Hispanic and Latinx students (43%) make up the majority of the student population in comparison to other racial and ethnic groups, and White students (22%) are a statistical minority compared to Hispanic and Latinx. Although nationally racial and ethnic groups that are non-White are statistically the minority, the term minority needs to be reconsidered not only for the change in demographic composition of minority groups (Benitez, 2010), but also because of the cognitive constructs and social implications that have developed regarding the term minority.

Language for identifying and referring to racial and ethnic groups has been often revisited by the government, researchers, academics, journalists, and activists. We considered the following:

How should we refer to each different racial and ethnic group?

What terminology should be used to describe students as an aggregate, if at all, who are historically referred to as minority students?

It, again, has become a topic in postsecondary education as educators seek to use more inclusive and equity-minded language in institutions of higher education. For instance, some scholars have advocated for the use of racially minoritized students rather than minority students to recognize systemic oppression (see Benitez, 2010; Bensimon & Malcom, 2012). Through the decades, the language used has not always garnered consensus. The language the privileged have decided to use (e.g., government, academics) and the language of a common American identifying as a non-White racial or ethnic group have not always aligned (see Cummings, 2019; Gillborn, 2005). While there was a push in the 1980s for Americans whose ancestors were of African heritage to be identified as African Americans rather than Black Americans, there was resistance by these individuals in America as they referred to themselves as Black Americans.

Now, government agencies and journalists have reverted to the term Black Americans (Byers, 2013; U.S. Census Bureau, 2020). Recently, there is similar momentum for Americans who identify as Hispanic, Latino, or Latina to be referred to as Latinx, yet the majority of Hispanic and Latino Americans have not heard the term (Meraji, 2020). The best advice may be to ask individuals to which group they self-designate (Vincenty, 2020).

There are structures that limit our language and data measures of different racial and ethnic groups of students. Early in this report, we have referred to groups of students as underrepresented students, and we have discussed the implication of referring to these students as minority students. These students are considered by the government in legislation as underrepresented or minorities, since they are demographically less prevalent in postsecondary education than their counterparts. Because of the implications of minority, we have chosen to not use that term as a descriptor. However, this term is often used in the research of students in postsecondary education and must be considered in any research project. Moreover, we have chosen to describe students of the racial and ethnic groups of interest as identifying as Black, African American, Hispanic, Latinx, Latino or Latina, Native or Indigenous American, including American Indian, Alaskan Native, Native Hawaiian, or Pacific Islander. This decision was made based on a review of research and data collected that examines racial and ethnic groups and other relevant arguments made in popular media and academic research as well as on first-hand discussions that we had with our students as to how they describe their own racial and ethnic identity while avoiding a claim to be all inclusive."

An excerpt from our report on equity in higher education for Black, Latino/a, Indigenous, and Native students in their use of digital educational technology. You can read the full report, and check out the article from McKenzie at Inside Higher Ed.

Joosten, T., Harness, L. Poulin, R., Davis, V., & Baker, M. (2021). Research review: Educational technologies and their impact on student success for racial and ethnic groups of interest. WICHE Cooperative for Educational Technology. https://wcet.wiche.edu/initiatives/research.

McKenzie, L. (2021, May 18th). Is Ed Tech Ready to Help Students of Color? Retrieved from:
https://www.insidehighered.com/news/2021/05/18/how-can-ed-tech-help-students-color. [quoted]

Equity in higher education: What are we doing and why?

2022-01-26T11:59:00.010-06:00

"The succession of killings of Ahmaud Arbery (February 23, 2020), Breonna Taylor (March 13, 2020), and George Floyd, Jr. (May 25, 2020), triggered new waves of protests against police violence and racism around the world, bringing these issues to the forefront as America faces how deeply ingrained racism is within its citizens and within society as a whole. Black Lives Matter (BLM) protests were witnessed in cities throughout the world, such as London, Paris, Auckland, Nariobi, and Tokyo (see Porterfield, June 2, 2020). Some of these protests continue; for example, in Milwaukee, Wisconsin and the surrounding area, “protestors have marched for over 200 consecutive days demanding an end to systemic racism and calling for racial equity” (Torres, December 19, 2020, para 4). It is urgent that America and the world end institutional racism, including racism inherent in educational systems such as higher education institutions. To empower racial and ethnic groups who experience systematic racism, efforts need to be undertaken to transform education systems to provide equity and inclusion.

Efforts to address access and equity in higher education are not new. Through decades of social movements and activism, judicial rulings, and legislative acts, America has worked to address the inequalities in education, yet they still exist today. Bensimon and Malcom (2012) ask, “How could it be, one might ask, that fifty years after the passage of the Civil Rights Act, our institutions of higher education have not found ways of reducing the higher education gaps for racial and ethnic groups?” (p. 1). Disappointingly, education systems remain inherently racist after decades of efforts to create more diverse institutions to better serve students, including students who identify with racial and ethnic groups that are underrepresented, while Longanecker (2012) remarks that “…we find little evidence of intentional inequality and few examples of deliberate efforts to prevent equality of opportunity within our system…most educators, be they faculty, administrators, or policy folks, believe passionately in bridging equity gaps—a goal that should be achievable but has proved to be remarkably challenging” (p. xi). Decades of initiatives to promote access and equity are not enough, and education institutions must consider and make new efforts.

Early efforts focused on creating diverse institutions and supporting underrepresented students. The goal was to increase access and diversity in racial and ethnic composition of predominately White institutions while providing services to support these students to ensure equitable experiences (see Benitez, 2010). However, while these efforts were successful and created higher enrollments of students belonging to racial and ethnic groups that were underrepresented, a gap existed between the outcomes of underrepresented and represented students (Bensimon, 2005). Unacceptably, there is a long history of blame being placed on the student for this lower level of achievement or viewing underrepresented students in a manner that has influenced the achievement gap (Bensimon, 2005; Ogbu, 1990). Efforts were and continue to be made to identify barriers and challenges for students from underrepresented racial and ethnic groups while also providing support to help students overcome these barriers and challenges. Admittedly, some of the support is more akin to a patch while recognizing that larger systemic structures of racism need dismantling for equitable education to be the norm.

To move beyond diversifying the student body and supporting students through cultural centers and services, institutions need to identify the institutional structures and actions of individuals at institutions that are influencing the success of students who are racially and ethnically underrepresented in order to change the systems to create greater access and equity. Specifically, there is a need for efforts that identify the structures and actions, especially those inside and outside of the classroom, that have the potential to positively influence student success.

Change to end racism in education systems requires an acknowledgement that racism exists. Actions are then needed that will alter the structures and practices of racist systems through critical and postmodern paradigms. Bensimon, Dowd, and Witham (2016) recommend enacting equity by design through language, measures and goals, equitable practices, and equity-mindedness. They note that “inequalities might be created or exacerbated by taken-for-granted practices” (para 14). By identifying what practices work for these students and scaling them across programs and institutions, practice can become transformed and more equitable, leaving behind old practices that can exacerbate inequity"

An excerpt from our report on equity in higher education for Black, Latino/a, Indigenous, and Native students in their use of digital educational technology. You can read the full report, and check out the article from McKenzie at Inside Higher Ed.

Joosten, T., Harness, L. Poulin, R., Davis, V., & Baker, M. (2021). Research review: Educational technologies and their impact on student success for racial and ethnic groups of interest. WICHE Cooperative for Educational Technology. https://wcet.wiche.edu/initiatives/research.

McKenzie, L. (2021, May 18th). Is Ed Tech Ready to Help Students of Color? Retrieved from:
https://www.insidehighered.com/news/2021/05/18/how-can-ed-tech-help-students-color. [quoted]

From social science to learning science: Epistemologies to practice

2022-01-26T10:10:00.000-06:00

A colleague on Twitter today was asking about crucial pieces when discussion epistemology in the social sciences. I used many in writing a chapter, Learning science research through a social scientific lens, and have also used them in my graduate research methods course to students better understand their paradigm or world view and how it informs their research practices. I wanted to share if others were interested.

References from my chapter: Joosten, T. (2019). Learning science research through a social scientific lens. In Robert S. Feldman (Ed.) Learning science: Theory, research, and practice. McGraw-Hill Education.

Bell, P., Hoadley, C. M., & Linn, M. C. (2004). Design-based research in education. In Internet environments for science education, 2004, 73-85.

Burrell, G., & Morgan, G. (1988). Sociological paradigms and organisational analysis: Elements of the sociology of corporate life. Heinemann.

Deetz, S. (1996). Describing differences in approaches to organization science: Rethinking Burrell and Morgan and their legacy. Organization Science, 7(2), 191-207.

Demerath, N. J., & Peterson, R. A. (Eds.). (1967). System, change, and conflict. Free Press.

Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. Sage.

Glaser, B. S., & Strauss, A. (1967). The discovery of grounded theory. New york, 581-629.

Greeno, J.G., & Engestrom, Y. (2014). Learning in activity. In The Cambridge handbook of the learning sciences, 128-149.

Koschmann, T. (2002, January). Dewey's contribution to the foundations of CSCL research. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (pp. 17-22). International Society of the Learning Sciences.

Kuhn, T. (1996). The structure of science revolutions. University of Chicago.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Miller, K. I. (2000). Common ground from the post-positivist perspective. In Perspectives on organizational communication: Finding common ground, S.R. Corman and M.S. Poole (eds.), The Guilford Press, New York, 46-67.

Miller, K. (2005). Communication theories: Perspectives, processes, and contexts. McGraw Hill.

Nathan, M. J., & Sawyer, R. K. (2014). Foundations of the learning sciences. In The Cambridge handbook of the learning sciences, 44-62.

Packer, M. J., & Maddox, C. (2016). Mapping the territory of the learning sciences. In Reflections on the learning sciences, 126-164.

Patton, M. Q. (1978, 1986, 2008). Utilization-focused evaluation. Sage.

Pavlov, I. P. (1927). Conditional reflexes: an investigation of the physiological activity of the cerebral cortex.

Sawyer, R. K. (2014). Introduction: The new science of learning. In The Cambridge handbook of the learning sciences, 1-19.

Skinner, B. F. (1953). Science and human behavior. MacMillan.

Sommerhoff, D., Szameitat, A., Vogel, F., Chernikova, O., Loderer, K., & Fischer, F. (2018). What do we teach when we teach the learning sciences? A document analysis of 75 graduate programs. Journal of the Learning Sciences, 27(2), 319-351.

Stahl, G.,Koschmann, T., & Suthers, D. (2014). Computer-supported collaborative learning. In The Cambridge handbook of the learning sciences, 479-500.

Thorndike, E. L. (1912). Education, a first book. Macmillan.

Thorndike, E. L. (1913). The psychology of learning (Vol. 2). Teachers College, Columbia University.

Willems, E. P., & Rausch, L. R. (1969). Naturalistic viewpoints in psychological research. Holt, Rinehart and Winston.

Racial and ethnic demographic groups - Minorities or minoritized? Moving from a functionalist to a critical paradigm of descriptors of race?

2021-01-04T19:56:00.019-06:00

Below you will find random notes and references from a rabbit hole that I climbed down to revisit the language of race - minority, minoritization.

It seems to be situated in traditional functional approaches to diversity that lacked structural acknowledgment and change. There seems to be a current movement that focuses more on critical and postmodern paradigmatic approaches to race and equity within educational institutions.

Gillborn, D. (2005). “Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform.” Journal of Education Policy 20 (4): 485–505. Retrieved from: http://scholar.google.com/scholar_url?url=https://discovery.ucl.ac.uk/10001654/1/gillborn2005education485text.pdf&hl=en&sa=X&ei=snviX9-PAYOG6rQPssuZgAs&scisig=AAGBfm3K4dbOW-4f4RbOrWMPBGyxdMnmqA&nossl=1&oi=scholarr

"In this paper the word ‘Black’ is used to signify those groups of minoritized subjects who
would generally identify themselves with the term, and be identified by such a term; most usually
people with family heritages that identify with Africa and/or the Caribbean"

Estela Mara Bensimon, Alicia C. Dowd and Keith Witham (2016) Diversity and Democracy: Five Principles for Enacting Equity by Design. Retrieved from: https://www.aacu.org/diversitydemocracy/2016/winter/bensimon

"equity-mindedness—a way of approaching educational reform that foregrounds the policies and practices contributing to disparities in educational achievement and abstains from blaming students for those accumulated disparities (Bensimon 2007; Dowd and Bensimon 2015). In this article, we elaborate on the five principles for achieving equity by design that we first introduced in America’s Unmet Promise, with examples drawn from campuses that have used the Center for Urban Education’s Equity Scorecard."

"Principle 1: Clarity in language, goals, and measures is vital to effective equitable practices.

Clarity in language. Inequality in higher education is a structural problem that is hidden or revealed through the use of language imbued with political and social meaning. Language conveys how individuals, alone and in the company of others, give meaning to numeric patterns; how they talk about race without talking about it (Pollock 2004); how they shape the reality of racial inequity. Language reflects culturally acquired knowledge that forms the schemas of practitioners, leaders, policymakers, and others whose actions can make—or unmake—the antiracism project in higher education (Bensimon, forthcoming).

Clarity of language is especially important because equity is so often confounded with equality. As one practitioner at the University of Wisconsin commented, “I used to think that equity means you treat everyone equally, but now I see it more in terms of outcomes. Are people able to achieve similar results at the end of their education regardless of where they started?” As described by this practitioner, equality is defined as treating everyone the same or giving everyone the same opportunities regardless of their individual attributes. Equity, in contrast, means accounting for differences in individual attributes and experiences for the purposes of achieving equal outcomes."

"Principle 2: “Equity-mindedness” should be the guiding paradigm for language and action.

The term equity “has been more or less universally embraced by policy centers/institutes, major Foundations interested in reform and the higher education field itself” (Anderson 2012, 134). But the term is not always used in a manner that engages critically with race. An equity-minded approach raises consciousness of the need to consider equity in connection with historical and political understandings of stratification."

"Principle 3: Equitable practice and policies are designed to accommodate differences in the contexts of students’ learning—not to treat all students the same."

"Clarity is also important when identifying racial and ethnic groups. Shorthand terms such as “URM” and “at risk” are problematic on many levels (Bensimon, forthcoming). Aggregating all groups into single color-blind categories erases the monumental differences in circumstances experienced by black, Hispanic, Asian American, and American Indian populations. Additionally, such aggregation contravenes equity-mindedness as described in Principle 2."

References:

Anderson, Gregory M. 2012. “Equity and Critical Policy Analysis in Higher Education: A Bridge Still Too Far.” Review of Higher Education 36 (1): 133–42.

Bensimon, Estela Mara. 2007. “The Underestimated Significance of Practitioner Knowledge in the Scholarship of Student Success.” Review of Higher Education 30 (4): 441–69.

———. 2012. “The Equity Scorecard: Theory of Change.” In Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice, edited by Estela Mara Bensimon and Lindsey Malcom, 17–44. Sterling, VA: Stylus.

———. Forthcoming. The Misbegotten URM as a Data Point. Philadelphia, PA: Center for the Study of Race and Equity in Education.

Bishop, Robin. 2014. “Language and Identity in Critical Sensegiving: Journeys of Higher Education Equity Agents.” Doctoral diss., University of Southern California, Los Angeles.

Coates, Ta-Nehisi. 2015. Between the World and Me. New York: Random House.

Dowd, Alicia C., and Estela Mara Bensimon. 2015. Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education. New York: Teachers College Press.

DuBois, W. E. B. 1903. The Souls of Black Folk. New York: The Blue Heron Press.

Felix, Eric R., Estela Mara Bensimon, Debbie Hanson, James Gray, and Libby Klingsmith. Forthcoming. “Developing Agency for Equity Minded Change.” In Understanding Equity in Community College Practice (New Directions for Community Colleges 172), edited by Erin L. Castro. San Francisco, CA: Jossey-Bass.

Gillborn, David. 2005. “Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform.” Journal of Education Policy 20 (4): 485–505.

Kemmis, Stephen, and Robin McTaggart. 2000. “Participatory Action Research.” In Handbook of Qualitative Research (2nd ed.), edited by Norman K. Denzin and Yvonna S. Lincoln, 567–605. Thousand Oaks, CA: Sage Publications.

Pollock, Mica. 2004. Colormute: Race Talk Dilemmas in an American School. Princeton, NJ: Princeton University Press.

Witham, Keith, Megan Chase, Estela Mara Bensimon, Debbie Hanson, and David Longanecker. 2015a. “Moving the Attainment Agenda from Policy to Action.” Change Magazine July/August, 6–15.

Witham, Keith, Lindsey E. Malcom-Piqueux, Alicia C. Dowd, and Estela Mara Bensimon. 2015b. America’s Unmet Promise: The Imperative for Equity in Higher Education. Washington, DC: Association of American Colleges and Universities.

[book] Bensimon, Estela Mara, Ed.; Malcom, Lindsey, Ed. (2012) Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice, Stylus Publishing, LLC. Retrieved from: https://eric.ed.gov/?id=ED530596

Google Book retrievable at: https://www.google.com/books/edition/Confronting_Equity_Issues_on_Campus/_XWbf2boupgC?hl=en&gbpv=1&bsq=minoritized.

xii

"First, we find little evidence of intentional inequality and few examples of deliberate efforts to prevent equality of opportunity within our system. Although American higher education has certainly contributed substantially to the divide between the haves and have-nots, and thus to racial and ethnic inequality, most educators, be they faculty, administrators, or policy folks, believe passionately in bridging equity gaps—a goal that should be achievable but has proved to be remarkably challenging. Our problem is that the elitist foundations of American higher education undercut those passionate desires. Our elitist tradition, which created the original divisions between advantaged and disadvantaged classes in society by presuming higher education was the province of a few privileged individuals, remains unintentionally entrenched within a system that continues to relish serving ‘‘the best and the brightest.’’ And too often those of us who plan, administer, and deliver higher education simply don’t comprehend our own complicity in maintaining a status quo that fosters exclusion rather than inclusion"

"Confronting Equity Issues on Campus , written by the researchers of the University of Southern California’s Center for Urban Education and their partners at Equity Scorecard campuses, moves the discussion from one of student deficits to one of institutional opportunities. It focuses on what institutions can do, rather than on what students can’t. It examines the nature of institutions of higher education as organizations, which (like all organizations) are designed to perpetuate themselves by performing much as they have in the past and are thus unlikely to change without intentional interventions. And it provides two elements essential to that intervention: specific evidence of how our institutions are failing to serve their mission; and, equally important, a solid argument for how change will advance their mission. Confronting Equity Issues on Campus describes how institutions, through their practices and structure, have unintentionally marginalized students of color. But it doesn’t stop there. Instead, it goes on to provide an evidence-based process by which these patterns can be reversed. It demonstrates how leadership within the administration and faculty ranks can transform institutions from ones that create the problem to ones that successfully redress it. The process employs an ‘‘equity scorecard’’ that examines five suppositions or assumptions that are essential to closing institutional equity gaps— elements that are neither radical nor remarkable but that must be in place if this problem is to be solved."

Bensimon and Malcom (2012) pose, “How could it be, one might ask, that fifty years after the passage of the Civil Rights Act, our institutions of higher education have not found ways of reducing the higher education gaps for racial and ethnic groups?” (p. 1).

Ogbu, J. U. (1990). Minority education in comparative perspective. Journal of Negro Education, 59(1), 45–57. https://doi.org/10.2307/2295291

No mention of minoritized. Only discussion of involuntary minorities.

Chang, J. C. (2005). Faculty student interaction at the community college: A focus on students of color. Research in Higher Education, 46(7), 769-802.

No mention of minoritized.

Goh, B. G. (2008). Marginalization vs minoritization: expulsion by the state and flight of the masses. Postcolonial Studies, 11(1), 85-98. Retrieved from: https://www.researchgate.net/publication/259750784_Racially_Minoritized_Students_at_US_Four-Year_Institutions

"I will call the flight of the masses ‘minoritization’ in opposition to
‘marginalization’. Being marginalized means that life is peripheral, as judged
in relation to the standard, but becoming minoritized means that life breaks
away from the measure. While the marginalized masses constantly seek
recognition from the dominant measure, the minoritized masses flee from it.29"

"29. It was Gilles Deleuze and Felix Guattari who shed light on the clear distinction between ‘marginalization’ and ‘minoritization’. See Gilles Deleuze and Felix Guattari, A Thousand Plateaus: Capitalism and Schizophrenia, Brian Massumi (trans), Minneapolis: University of Minnesota Press, 1987, pp 105–106."

***Gilles Deleuze and Felix Guattari (1987) A Thousand Plateaus: Capitalism and Schizophrenia. Retrieved from: https://www.upress.umn.edu/book-division/books/a-thousand-plateaus. Ordered and received book.

https://www.upress.umn.edu/book-division/books/a-thousand-plateaus

No discussion of minoritzation, but good discussion of minority not being smaller in number. See discussion of minoritarian.

Sotto-Santiago, S. (2019). Time to Reconsider the Word Minority in Academic Medicine

Journal of Best Practices in Health Professions Diversity, Vol. 12, No. 1 (Spring 2019), pp. 72-78

Retrievable from: https://drive.google.com/open?id=1mz5Eiz82089CqBLQLjfUmnjfc_OaP5qM

Minoritization: Minoritization recognizes that systemic inequalities, oppression, and

marginalization place individuals into “minority” status rather than their own characteristics.

These systems sustain the overrepresentation and dominance of historically privileged

social identities (Harper, 2009; Hoffman & Mitchell, 2016). The use of the term by scholars

in higher education as “minoritized” students and “minoritized” faculty acknowledges the

understanding that minority is socially constructed (Benitez, 2010; Stewart, 2013).

Making Diversity "Everyone's Business": A Discourse Analysis of Institutional Responses to Student Activism for Equity and Inclusion

Hoffman, Garrett D ; Mitchell, Tania D ; Worthington, Roger L ; Rhoads, Robert

Educational Publishing Foundation

Journal of diversity in higher education, 2016-09, Vol.9 (3), p.277-289

Student activism has long been a mainstay on college campuses. Student activist efforts continue to demand administrative accountability around issues of...

1 “Minoritized students” in our usage is informed by

Benitez’s (2010) explication, “refer[ring] to the process

[action vs. noun] of student minoritization” (p. 131). That is,

minoritized students have experienced systemic exclusion

from higher education, and the usage of this term shows that

this exclusion is both historically situated and institutionalized.

Stewart, D0L (2013, July). Racially minoritized students at U.S. four-year institutions. The Journal of Negro Education 82(2):184-197. DOI: 10.7709/jnegroeducation.82.2.0184

Retrieved from: https://www.researchgate.net/publication/259750784_Racially_Minoritized_Students_at_US_Four-Year_Institutions and https://drive.google.com/open?id=1p3igxWqH3ztaWCs3nWYOc-7UAAKp46Gu

"Over the past fifty years, Black, Latino, Asian American and Pacific Islander, and Native
American students have enrolled in college in steadily increasing numbers (El-Khawas, 2003).
These groups constitute those who have been racially minoritized in U.S. society. The term
“racially minoritized students” as opposed to students of color or minority students is informed
by Benitez’s (2010) use of “minoritized” and similar to this usage is intended to refer to the
“process [action vs. noun] of student minoritization” (p. 131) that reflects an understanding of
“minority” status as that which is socially constructed in specific societal contexts. Current
presidential initiatives focused on college access and completion (Brandon, 2009) demand
greater attention be paid to having an informed picture of racially minoritized students in college
and how to support their success."

Benitez, M., Jr. (2010). Resituating culture centers within a social justice framework: Is there room for examining Whiteness? In L. D. Patton (Ed.), Culture centers in higher education: Perspectives on identity, theory, and practice (pp. 119-134). Sterling, VA: Stylus

[Google Books] https://www.google.com/books/edition/Culture_Centers_in_Higher_Education/jRMhZT4-cRcC?hl=en&gbpv=1&dq=Culture+centers+in+higher+education:+Perspectives+on+identity,+theory,+and+practice&printsec=frontcover

*No reference for minoritization language, but a footnote

Note 1 . Iutilizethetermminoritizedasopposedtominorityinthispapertoreferto the process [action vs. noun] of student minoritization. My choice of text in this case assumes that there is a history of structural and institutional actions that have over time limited access to, and led to a lack of presence among students of color in higher education labeled as racially and ethnically different from the norm. Doing so also challenges the physical and spatial fixture often associated with how minority is often employed in most literature focused on similar issues to a more critical understanding of how minority came to be constructed socially over the course of history and how students continue to be minoritized in contemporary spaces of higher education.

Bensimon, E. M. (2005). Closing the achievement gap in higher education: An organizational learning perspective. New directions for higher education, 2005(131), 99-111. Retrieved from: https://onlinelibrary.wiley.com/doi/pdf/10.1002/he.190?casa_token=_bDk4fYtLbAAAAAA:tOoJg1pcdL0uLbdZWF2viTp7wub9cQHA5lSomt_PDqJCpBjfO6C5dAvjjnqx6YTGYo7-7bXY952mO7O7

"Among the many factors that contribute to the invisibility of unequal

college outcomes for underrepresented minorities, an obvious one is that

the disaggregation of student outcome data by race and ethnicity (and by

gender within racial and ethnic categories) is not an institutionalized practice.

Institutional practices develop from and reflect the shared cognitive

frames of institutional participants. Cognitive frames, also known as mental

maps, represent “the rules or reasoning” that govern how individuals

interpret situations and how they design and implement their actions

(Argyris, 1991). Organizational learning theory can help us understand the

nature of cognitive frames and the ways in which some reveal patterns of

unequal outcomes, while others hide them. If patterns of inequality are

invisible, they will not be discussed, and if institutional participants do not

have a reason or opportunity to talk about unequal outcomes, the problem

will not be addressed directly."

USC Center for Urban Education (2020). Articles and book chapters. Retrieved from: https://cue.usc.edu/publications/articles-book-chapters/.

Equity and Equity-mindedness
Bensimon, Estela Mara (2020). The Case for an Anti-Racist Stance Toward Paying Off Higher Education’s Racial Debt, Change: The Magazine of Higher Learning, 52:2, pp. 7-11.
Bensimon, Estela Mara & Gray, James (2020). First-Generation Equity Practitioners: Are They Part of the Problem?, Change: The Magazine of Higher Learning, 52:2, pp. 69-73.
Megan Michaelene Chase, Estela Bensimon & Jason Robinson (2020): The Implementation of a Large-Scale Pathway Reform: How Department Chairs Make Sense of and Navigate a Pathway Initiative in a Community College, Community College Journal of Research and Practice.
Center for Urban Education. (2020). A movement towards equity: Tracing the impact of the Center forUrban Education’s student equity planning institute (SEPI). Los Angeles, CA: Rossier School of Education, University of Southern California.
Bensimon, Estela Mara & Dowd, Alicia C. & Stanton-Salazar, Ricardo & Dávila, Brianne A. The Role of Institutional Agents in Providing Institutional Support to Latinx Students in STEM, The Review of Higher Education, vol. 42 no. 4, 2019, pp. 1689-1721. Project MUSE.
Cheryl D. Ching (2019): Supporting Latinx Students in Hispanic-Serving Institutions: An Exploration of Faculty Perceptions and Actions, Journal of Latinos and Education
Bensimon, E.M. (2018) Reclaiming Racial Justice in Equity. Change: The Magazine of Higher Learning, Vol 50 (3), 95-98.
Bensimon, E.M. (2018). The Remaking of my Research Practice. In Kezar, A. J., Drivalas, Y., & Kitchen, J. (Eds). Envisioning public scholarship for our time: Models for higher education researchers. Sterling, VA: Stylus Publishing.
Dowd, A. C., Witham, K., Hanson, D., Ching, C., Liera, R., Drivalas, J., & Castro, M. F. (2018).Bringing data to life: How savvy college leaders find the “actionable N” to improve equity and effectiveness in higher education. Retrieved from https://www.acenet.edu/news-room/Pages/Bringing-Accountability-to-Life.aspx
Gordon, Dan. (2017). Hire Education. USC Rossier, 18-21.
Malcom-Piqueux, L., Bensimon, E. M. (2017). Taking equity-minded action to close equity gaps. Peer Review: Committing to Equity and Inclusive Excellence, vol 19(2).
Equity and Policy
Chase, M. (2018). Policy Implementation from a Critical Perspective: Analyzing Transfer Policy within an Urban Technical College. In Strempel, E. & Handel, S. (Ed.), New research fostering transfer student success: Volume II. Dahlonega, GA: University of North Georgia Press.
Felix, E., & Castro, M. (2018). Planning as strategy for improving Black and Latinx student equity: Lessons from nine California community colleges. Education Policy Analysis Archives, 26, 56.
De Los Santos, A., Bensimon, E. M., Redon, L., Keller, G., Acereda, A., Tannenbaum, R. (2017). Moving forward policies, planning and promoting access of Hispanic students. Bilingual Press.
De Los Santos, A., Bensimon, E. M., Redon, L., Keller, G., Acereda, A., Tannenbaum, R. (2017). New Directions assessment and preparation of Hispanic college students. Bilingual Press.
Bensimon, E. M., Dowd, A. C., Witham, K. (2016). Five principles for enacting equity by design. Diversity and Democracy, The Equity Imperative. Winter 2016, Volume 19, No 1.
Ching, C. D., & Bensimon, E. M. (2016). College-going rates. In K. Lomotey (Ed.), Contemporary issues for people of color: Living, working and learning in the US. Santa Barbara, CA: ABC-CLIO.
Equity, Inquiry, Organizational Learning and Leadership
Dowd, A. C., Bishop, R. M., & Bensimon, E. M. (2015). Critical action research on race and equity in higher education. In Martinez-Aleman, A. M., Bensimon, E. M., & Pusser, B. (Eds.) Critical approaches to the study of higher education. (pp. 174-192) Baltimore: Johns Hopkins University Press.
Felix, E. R., Bensimon, E. M., Hanson, D., Gray, J., & Klingsmith, L. (2015).Developing agency for equity-minded change. In E. L. Castro (Ed.), Equity in Practice: Critical Inquiry in Community College Contexts. Special volume for New Directions for Community College. San Francisco, CA: Jossey-Bass.
Martínez-Alemán, A. M., Pusser, B., & Bensimon, E. M. (2015). Critical Approaches to the Study of Higher Education. Baltimore: Johns Hopkins University Press.
Dowd, A.C., & Bensimon, E. M. (2015). Engaging the “race question”: Accountability and equity in U.S. higher education. New York, NY: Teachers College Press.
Whitham, K., Chase, M., Bensimon, E., Hanson, D., & Longanecker, D. (2015).Moving the Attainment Agenda from Policy to Action. Change: The Magazine for Higher Learning, 47(4), 6-15.
Bensimon, E.M (2012) The equity scorecard: Theory of change. In E. M. Bensimon & L. E. Malcolm (Eds.), Confronting Equity Issues on Campus.Sterling, VA: Stylus Publishing.
Bensimon, E. M., & Bishop, R. (2012) “Why “Critical”? The Need for New Ways of Knowing.. In E. M. Bensimon & R. Bishop (Eds.), “The Review of Higher Education: A Special Issue: Critical Perspectives on Race and Equity.” (Vol. 36): Johns Hopkins University Press.
Bensimon, E. M., & Bishop, R. (Eds.).(2012) “The Review of Higher Education: A Special Issue: Critical Perspectives on Race and Equity.” (Fall 2012 ed. Vol. 36, No. 1, Supplement): Johns Hopkins University Press
Bensimon, E. M., & Chase, M. M. “Equity Scorecard for Higher Education.” Encyclopedia of Diversity in Education. Ed. James A. Banks. Thousand Oaks, CA: SAGE, 2012. 813-17. SAGE Reference Online. Web. 10 Jul. 2012.
Bensimon, E. M., Dowd, A. C., Longanecker, D., & Witham, K. (2012): We Have Goals. Now What?, Change: The Magazine of Higher Learning, 44:6, 14-25
Bensimon, E.M. & Hanson, D.A. (2012) The equity scorecard process: Tools, practices, and methods. In E. M. Bensimon & L. E. Malcolm (Eds.), Confronting Equity Issues on Campus. Sterling, VA: Stylus Publishing.
Bensimon, E. M., & Harris III, F. (2012). The mediational means of enacting equity-mindedness among community college practitioners. In E. M. Bensimon & L. E. Malcolm (Eds.), Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice. Sterling, VA: Stylus Publishing.
Bensimon, E. M., & Malcom, L. E. (2012). Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice. Sterling, VA: Stylus Publishing.
Chase, M. M., Dowd, A. C., Bordoloi Pazich, L., & Bensimon, E. M. (2012). Transfer Equity for “Minoritized” Students: A Critical Policy Analysis of Seven States. Educational Policy. Retrieved from here.
Dowd, Alicia C. “Developing Supportive STEM Community College to FourYear College and University Transfer Ecosystems.” Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit, National Academy of Sciences, 2012.
Dowd, A. C., Bishop, R., Bensimon, E. M., & Witham, K. (2012). Accountability for equity in postsecondary education. In K. S. Gallagher, R. Goodyear, D. J. Brewer & R. Rueda (Eds.), Urban education: a model for leadership and policy. New York: Routledge.
Dowd, A. C., Malcom, L. E., Nakamoto, J., & Bensimon, E. M. (2012). Institutional researchers as teachers and equity advocates: Facilitating organizational learning and change. In E. M. Bensimon & L. E. Malcolm (Eds.), Confronting Equity Issues on Campus. Sterling, VA: Stylus Publishing.
Pena, E.V, Harris, F., & Bensimon, E.M. (2012) Chronicling the change process. In E. M. Bensimon & L. E. Malcolm (Eds.), Confronting Equity Issues on Campus. Sterling, VA: Stylus Publishing.
Witham, K. A., & Bensimon, E. M. (2012). Creating a culture of inquiry around equity and student success. In S. D. Museus & U. M. Jayakumar (Eds.), Creating campus cultures: Fostering success among racially diverse student populations (pp. 46-67). New York: Routledge.
Bustillos, L.T., Rueda, R., & Bensimon, E.M. (2011). Faculty views of underrepresented students in community college settings: Cultural models and cultural practices. In P.R. Portes & S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities (pp.199-213). New York: Peter Lang.
Baldwin, C., Bensimon, E.M., Dowd, A.C., & Kleiman, L. (2011). Measuring student success. In R. Head (Ed.), New Directions for Community Colleges: Vol. 153, Spring 2011. Institutional Effectiveness. San Francisco: Jossey-Bass.
Dowd, A. C., Sawatzky, M., & Korn, R. (2011). Theoretical Foundations and a Research Agenda to Validate Measures of Intercultural Effort. The Review of Higher Education, 53(1).
Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents and their role in the empowerment of low-status youth. Youth and Society, 43(3), 1066-1109.
Bensimon, E. M., Dowd, A. C., Daniels III, J. E., & Walden, D. (2010). Long-term partners for serving Los Angeles’ African American and Latino students: USC’s Center for Urban Education and Los Angeles Southwest College. College bound: Strategies for access and success for low-income students (pp. 34-45). Los Angeles: USC Office of Government and Civic Engagement.
Harris III, F., Bensimon, E. M., & Bishop, R. (2010). The Equity Scorecard: A process for building institutional capacity to educate young men of color. In C. Edley, Jr. & J. Ruiz de Velasco (Eds.), Changing places: How communities will improve the health of boys of color (pp. 277-308). Berkeley: University of California Press.
Stanton-Salazar, R. D. (2010). A social capital framework for the study of institutional agents and their role in the empowerment of low-status youth. Youth and Society, 42(2), 1-44.
Dowd, A. C. (2008). The community college as gateway and gatekeeper: Moving beyond the access “saga” to outcome equity. Harvard Educational Review, 77(4), 407-419.
Harris III, F., III, & Bensimon, E.M. (2008). The Equity Scorecard: A collaborative approach to assessing and responding to racial/ethnic disparities in student outcomes. In S. R. Harper & L. D. Patton (Eds.), New directions for student services: Responding to the Realities of Race on Campus. San Francisco: Jossey-Bass.
Bensimon, E. M. (2007). The underestimated significance of practitioner knowledge in the scholarship of student success. The Review of Higher Education, 30(4), 441-469.
Bensimon, E. M., Rueda, R., Dowd, A. C., & Harris III, F. (2007). Accountability, equity, and practitioner learning and change. Metropolitan, 18(3), 28-45.
Dowd, A. C., & Tong, V. P. (2007). Accountability, assessment, and the scholarship of “best practice”. In J. C. Smart (Ed.), Handbook of Higher Education (Vol. 22, pp. 57-119): Springer Publishing.
Bensimon, E. M. (2006). Learning equity-mindedness: Equality in educational outcomes. The Academic Workplace, 1(17), 2-21.
Bensimon, E. M., Hao, L., & Bustillos, L. T. (2006). Measuring the state of equity in higher education. In P. Gándara, G. Orfield & C. Horn (Eds.), Leveraging promise and expanding opportunity in higher education. Albany: SUNY Press.
Pena, E. V., Bensimon, E. M., & Colyar, J. (2006). Contextual problem defining: Learning to think and act. Liberal Education, 92(2), 48-55.
Bauman, G. L. (2005). Promoting organizational learning in higher education to achieve equity in educational outcomes. In A. Kezar (Ed.), Organizational learning in higher education (Vol. 131). San Francisco: Jossey-Bass.
Bensimon, E. M. (2005). Closing the achievement gap in higher education: An organizational learning perspective. In A. Kezar (Ed.), Organizational learning in higher education (Vol. 131). San Francisco: Jossey-Bass.
Bensimon, E. M. (2004). The diversity scorecard: A learning approach to institutional change. Change, 36, 45-52.
Bensimon, E. M., Polkinghorne, D. E., Bauman, G. L., & Vallejo, E. (2004).Doing research that makes a difference. Journal of Higher Education, 75(1), 104-126.
Bensimon, E. M., Polkinghorne, D. E., & Bauman, G. (2003). The accountability side of diversity. Diversity Digest, 7(1,2), 14-15.
Dowd, A. C. (2003). From access to outcome equity: Revitalizing the democratic mission of the community college. Annals of the American Academy of Political and Social Science, 586(March), 92-119.
Bensimon, E. M., & Soto, Marta (1997). Can We Rebuild Civic Life Without A Multiracial University? ProQuest Research Library.

Cummings, K. Ward (March 27th, 2019). 'Minoritized:' a violent word. Baltimore sun. Retrieved from: https://www.baltimoresun.com/opinion/op-ed/bs-ed-op-0328-minoritized-word-20190320-story.html

Discussion of Jesse Jackson's push for African American and the resistance of older Black Americans.

Rodil, B.R. (1994). The Minoritization of the Indigenous Communities of Mindanao and the Sulu Archipelago. Retrievable from: https://www.google.com/books/edition/The_Minoritization_of_the_Indigenous_Com/yHYnAQAAIAAJ?hl=en&gbpv=0

Others:

https://rossier.usc.edu/transfer-equity-for-minoritized-students-a-critical-policy-analysis-of-seven-states/

https://www.cue-tools.usc.edu/phase-three-creating-solutions-through-inquiry

https://web.peralta.edu/de/equity-initiative/equity/

National Equity Project: Research Base

https://www.nationalequityproject.org/resources/research

ASHE-NITE Paper Series CREATING INCLUSIVE AND EQUITABLE ENVIRONMENTS FOR RACIALLY MINORITIZED ADULT LEARNERS: RECOMMENDATIONS FOR RESEARCH, POLICY, AND PRACTICE [Lumina Foundation +]

Dimpal Jain, Associate Professor, Education Leadership and Policy Studies, California State University, Northridge, Gloria Crisp, Professor, Adult and Higher Education, Oregon State University

Retrievable at: https://www.ashe.ws/nite_collaboration. References Shapiro - Minoritized.

Shapiro, D., Dundar, A., Huie, F., Wakhungu, P.K., Yuan, X., Nathan, A. & Bhimdiwali, A. (2017). Completing college: A national view of student completion rates – Fall 2011 Cohort (Signature Report No. 14). Herndon, VA: National Student Clearinghouse Research Center. https://files.eric.ed.gov/fulltext/ED580318.pdf *No use of minoritized

https://www.theodysseyonline.com/minority-vs-minoritize

https://www.igi-global.com/dictionary/fostering-allyship-in-ourselves-and-our-students/82051

http://www.kentwired.com/latest_updates/article_dc83f7e0-5fe9-11e5-b6c0-2b8c8a9b5266.html

Resources used to determine terminology to describe one's race or ethnicity

https://www.doi.gov/pmb/eeo/doi-minority-serving-institutions-program Dept of Interior, Office of Civil Rights, MSIs

https://www2.ed.gov/about/offices/list/ocr/edlite-minorityinst.html

https://nces.ed.gov/ipeds/report-your-data/race-ethnicity-definitions IPEDS

https://www.nytimes.com/2020/06/26/us/black-african-american-style-debate.html

https://www.poynter.org/reporting-editing/2007/black-as-an-adjective-not-a-noun/

https://grammarist.com/usage/african-american-black/

https://www.jstor.org/stable/10.7709/jnegroeducation.82.2.0184?seq=1 - Racially Minoritized

https://www.cdc.gov/coronavirus/2019-ncov/community/health-equity/race-ethnicity.html CDC

https://www.politico.com/blogs/media/2013/04/an-african-american-or-a-black-160773 Black vs African American as a noun -- Barack Obama is an African-American; Michelle Obama is a Black. AP stylebook discussion.

https://grants.nih.gov/grants/guide/notice-files/NOT-OD-01-053.html - NIH POLICY ON REPORTING RACE AND ETHNICITY DATA: SUBJECTS IN CLINICAL RESEARCH (Not sure if the clinical aspect is relevant but this is who I cite in my grants for racial/ethnic coding)

https://www.npr.org/sections/codeswitch/2020/08/11/901398248/hispanic-latino-or-latinx-survey-says - Hispanic, Latino, or Latinx survey (Pew research)

https://www.pewresearch.org/hispanic/2020/08/11/about-one-in-four-u-s-hispanics-have-heard-of-latinx-but-just-3-use-it/ (Actual Pew Article)

https://journals.sagepub.com/doi/abs/10.1177/0895904812468227?journalCode=epxa - “Minoritized”

https://www.oprahmag.com/life/a34485478/native-american-vs-american-indian-meaning/

Discusses people determining their own racial and ethnic demographic labels.

https://www.researchgate.net/publication/338775346_Time_to_Reconsider_the_Word_Minority_in_Academic_Medicine - Meaning of Minority and reconsiderations

https://www.microsoft.com/en-us/diversity/programs/blacks-scholarships.aspx Blacks at Microsoft

https://americanindian.si.edu/nk360 Smithsonian Native American 360 Knowledge site

Communicating Data and Findings Using Infographics

2020-11-19T11:22:00.002-06:00

Infographics are a great way to communicate data and findings. Although only maybe a couple hundred or maybe even a thousand people will read your peer-reviewed published articles, thousands will review an infographic. It is easy to share across units and campuses to get your point across. They are easy to consume for all audiences.

DETA is working on making this a requirement for all findings that we produce. Here is an example of one of the first infographics of our research findings: http://professorjoosten.blogspot.com/2020/03/quality-indicators-of-online-learning.html. We look forward to creating a lot more of these moving forward.

Here are some resources that helped us.

Thanks,
Tanya
@tjoosten

Business to Community | Laura Hogan | 26 keys to create killer infographics https://www.business2community.com/content-marketing/26-keys-create-killer-infographics-01493764

Forbes | 5 keys to creating successful infographics

https://www.forbes.com/sites/jasonoberholtzer/2012/09/18/today-in-horrible-infographics-5-keys-to-creating-successful-infographics/?sh=cd9375527d00

EnvisionUP | 5 key elements of a successful infographic

https://www.envisionup.com/blog/5-key-elements-of-a-successful-infographic/

Apps and graphics:

Piktochart | Infographic Templates | https://piktochart.com/formats/infographics/

Abobe Spark | https://spark.adobe.com/

Adobe Stock | Infographics stock images | https://stock.adobe.com/search/images?load_type=search&is_recent_search=1&search_type=recentsearch&k=infographics&native_visual_search=&similar_content_id=

Canva | Infographic Templates | https://www.canva.com/infographics/templates/

Adobe Illustrator | https://www.adobe.com/products/illustrator/infographic-design.html

Open Publishing Resources

2020-11-06T15:20:00.005-06:00

Tanya Joosten

@tjoosten

Level 1:

Who has self-published their own book? Does anybody have tips and resources to share?

11:28 AM · Jul 25, 2020·Twitter for Android

View Tweet activity

Level 2:

I have, as have a few friends. What’s your goal of publishing the book? Who is your audience?

Tanya Joosten

@tjoosten

Jul 25

Level 3:

Dissemination and higher ed involved in online learning.

Liz Gross (she/her)

@lizgross144

Jul 25

Level 4:

Here’s some advice from friends of mine:

Thoughts on Self-Publishing

Today’s post is a collaboration with Matt Bloomingdale, another member of the student affairs self-publishing tribe. He jumped into the self-publishing pool just before I did, editing and com…

Level 4:

I’ve always just created a PDF (hired a designer even if it was just touching up layout in Word) and offered it in a way I could track downlods. Relied on my network for distribution. Once used Sellz, now just self-host.

Liz Gross (she/her)

@lizgross144

Jul 25

Level 5:

If you want to offer physical copies, I’d take a closer look at the advice in that article. @tracyplayle
 just put her book up for sale in that way.

Tanya Joosten

@tjoosten

Jul 25

Level 6:

Oh haha.  Thanks.

Tanya Joosten

@tjoosten

Jul 25

Level 5:

Have you offered a print option? I'd like to offer it in print as well.  Also, would you mind sharing the contact info for any of your designers? Thanks.

Liz Gross (she/her)

@lizgross144

Jul 25

Level 6:

I’ve worked with @derivativeofu
 on multiple projects (she’s a UWM grad!) and I think she’s still taking on freelance clients. http://mikaelaehly.com

Liz Gross (she/her)

@lizgross144

Jul 25

Level 6:

Not sure if this is the type of project they’d take on, but @braverymedia
 would be good too. Lots of higher ed experience.

All replies to Liz Gross (she/her)

Nathan Lowell

@nlowell

Jul 25

Level 4:

I'm a fulltime author and self publish all my own books. 

But I write fiction. 

Ebooks are the key to my business. They work great with text. Anything with images? Not so much.

Paper is easy with Print-on-Demand.

Tanya Joosten

@tjoosten

Jul 25

Level 5:

Thanks Nathan. Any tips somewhere to start?

Nathan Lowell

@nlowell

Jul 26

Level 6:

It always starts with a completed manuscript. 

Once you have that, the rest is just mechanics.

Nathan Lowell

@nlowell

Jul 26

Level 7:

Converting a word processing document to ebook is a simple upload/download. It's DIY simple

Converting to paperback can be more complicated depending on how "fussy" you are about things like professional layout. This might be something to hire out.

Nathan Lowell

@nlowell

Level 7:

Replying to @nlowell
and@tjoosten

Completed manuscript means edited and proof read. Ideally you'll want somebody to read it over to check that it makes sense, but after that? 

Publishing is easy. 

Sales are a little trickier.

10:04 AM · Jul 26, 2020·TweetDeck

Nathan Lowell

@nlowell

Level 7:

Replying to @nlowell
and@tjoosten

Completed manuscript means edited and proof read. Ideally you'll want somebody to read it over to check that it makes sense, but after that? 

Publishing is easy. 

Sales are a little trickier.

10:04 AM · Jul 26, 2020·TweetDeck

Level 8:

I've had a book published before by Wiley so been through the process.  I guess I have self published before - completed a manuscript, design layout, had edited, and created a WordPress site for download.  How do I take it to the next level is probably where I am at.

Nathan Lowell

@nlowell

Jul 26

Level 9:

Kindle Direct Publishing. Selling on your own site is a minefield of tax laws. 

Put it on Amazon. Point to it from your social media. 

Blogging is an excellent way to establish bona fides. 

Get a few copies in the hands of thought leaders like @steph_moore
, @jonbecker
 et al

Fred Baker

@FredWBaker

Jul 25

Level 2:

Thoughts on amazon?

Tanya Joosten

@tjoosten

Jul 25

Level 3:

Haven't really looked into it

Laura Gibbs

@OnlineCrsLady

Jul 26

Level 4:

I've had FANTASTIC experience with @pressbooks
 this summer; I did 3 books so far, with one more up and running tomorrow if all goes well.
I documented my Pressbooks process here: https://microfables.blogspot.com/2020/06/tiny-tales-series-at-pressbooks.html…
more notes:
https://microfables.blogspot.com/2020/07/documenting-tiny-tales-project.html…
all working perfectly for my purposes :-)

Fred Baker

@FredWBaker

Jul 26

Level 5:

If you are interested in open source you should look at http://edtechbooks.org and talk to @roycekimmons
. Excellent platform he has put together

dr stephanie moore

@steph_moore

Jul 26

Level 5:

Laura, your books have been part of my summer reading. A delightful break from the dry, academic stuff

Laura Gibbs

@OnlineCrsLady

Jul 26

Level 6:

I am so glad to hear that! I just finished selecting 200 stories to put into the Guide with prompts about creative ways to retell the stories and it made me want to retell all the stories.....I hope it will inspire teachers to try this approach to reading. instead of quizzes! :-)

Ronald_2008

@ronald_2008

Jul 26

Level 2:

I’ve self published several books.

Hard covers by letting them get printed in a small number of books. 
That leaves me with unsold books. 

Soft covers by printing on demand service of Amazon’s Kindle Direct service. 
Here’s no unsold stock. I order a copy whenever someone buys.

Video | Exploring Evidence-Based Practices to Ensure Access and Success for All Students

2020-11-06T14:58:00.007-06:00

As part of my work on the McGraw Hill Education Learning Science Research Board, I was interviewed by their CEO Simon Allen where I talked about some of our recent efforts at DETA.

For more:

Visit: detaresearch.org or catch me on Twitter, @tjoosten.

Applications of Learning Science to Educational Practice During the Pandemic

2020-10-08T17:58:00.001-05:00

Thanks to McGraw Hill Education and IMS Global for allowing me the pleasure to chat with these awesome peeps last month. Check it out:

"Applications of Learning Science to Educational Practice During the Pandemic

Ryan Baker, Ph. D., Associate Professor in the Graduate School of Education, University of Pennsylvania
Tanya Joosten, Ph.D., Director of Digital Learning Research and Development, University of Wisconsin-Milwaukee
Rose Luckin, Professor, UCL Knowledge Lab
Moderator: Robert Feldman, Ph.D., Senior Advisor to the Chancellor, University of Massachusetts Amherst

Higher education is certainly changing as the result of the dislocations and disruptions due to the pandemic. A panel of distinguished learning scientists, speaking from unique perspectives and with experience in both research and educational applications, discuss how learning science can inform the development of scientifically-appropriate teaching and learning practices in light of the constraints resulting from the pandemic.

'With the increased use of technology in schools and universities, some students who struggle traditionally are achieving more.'"

Excert from: https://www.imsglobal.org/li/2020/ondemand/sponsor/mhe

Learning Science Research Through a Social Scientific Lens

2020-10-03T13:31:00.006-05:00

In a recent discussion on Twitter (10.3.2020), I had posed a question - is instructional design now learning design and/or learning engineering. Although I will write a blogpost on that next, my colleague and friend, Jill Buban, brought up the link to learning science. This prompted me to remember a book chapter that I wrote, and I guess forgot to post on my blog, so here you go.

Bob Feldman, my colleague on the McGraw Hill Learning Science Research Board, invited me to contribute a chapter and gave me the opportuity to write this chapter pondering the relationship between learning sciences and social sciences. As a social scientist who works in the learning space, I had been thinking about this for a while. Also, as a social scientist who loves talking about paradigms and theory, I had the time of my life writing this. Thanks to Jess Knott, jlknott, for her feedback in my writing of this.

So here it is:

Learning Science Research Through a Social Scientific Lens

Tanya Joosten, University of Wisconsin—Milwaukee

Link to my chapter:

https://drive.google.com/open?id=1rZ3t5-M7c8Yll5AfP9ptQKwAGfn6kMln

Link to the book on Amazon:

https://www.amazon.com/Learning-Science-Theory-Research-Practice/dp/1260457990/ref=sr_1_1?dchild=1&keywords=Learning+Science%3A+Theory%2C+Research%2C+and+Practice+feldman&qid=1601749407&sr=8-1

Enjoy!

Tanya, @tjoosten

Joosten, T. (2019). Learning science research through a social scientific lens. In Robert Feldman (Eds). Learning Science: Theory, Research, & Practice (pp. 75-102). McGraw Hill Education.

A Review of Communication Media Theories: A Potential Framework for Understanding Learning Technologies

2020-09-24T13:54:00.002-05:00

Greetings!

I wrote this paper in 2014, but I never published it. I will probably included in my new book. In the meantime, I know this can potentially inform pandemic instruction planning, in particular, issues around synchronous and asynchronous.

Enjoy,

Tanya

A Review of Communication Media Theories: A Potential Framework for Understanding Learning Technologies

Tanya Joosten

University of Wisconsin – Milwaukee August 1st, 2014

Abstract

This paper examines media theories from 1970’s and beyond that inform the research of learning technology. More specifically, the author examines social presence theory and related theories previously used to enhance the understanding of communication technology and its impact on communication or computer mediated communication. Other theories highlighted include media richness theory, social information processing theory, and hyperpersonal communication.

Keywords: social presence, media richness, learning technology, CMC

Review of Communication Media Theories:

A Framework for Understanding Learning Technology

Researchers have been examining communication technologies to facilitate social processes for decades. Recently, more communication technologies or social technologies are being introduced into instruction to enhance the teaching and learning processes and outcomes. This movement, in part, is due to the findings over the past couple decades by scholars and researchers that social variables in the classroom and throughout the university are more important to influencing student outcomes than their demographic variables (Kuh, Pace, & Vesper, 1997). Most notably, many scholars have stressed the importance of interactivity and engagement on student learning (Carini, Kuh, & Kline, 2006). Moreover, Chickering and Gamson (1987) claim that good practices in undergraduate education include encouraging contact between students and faculty, developing a reciprocity and cooperation among students, and encouraging active learning.

Social technologies can facilitate these practices and usually include asynchronous discussion boards, synchronous meeting applications, student response systems or clickers, social media, virtual worlds, and digital media. Traditionally, these technologies are considered communication technologies or technologies that can facilitate communications. The first studies were comparison studies between face-to-face and telephone communications (e.g., Sinaiko, 1963). Later, the research focused on computer communications. The most well known in launching the research of computer mediated communication or CMC is Hiltz and Turoff (1978) where they describe what they called human communication via computer and declare “to understand computer mediated communications at all, you must see them as social process” (p. 27). They felt that CMC would transform society in all areas, organizational, relational, educational, and more.

The early studies of CMC tended to focus on primarily organization or group settings (e.g., Daft & Lengel, 1986) and interpersonal settings (e.g., Walther, 1992). Specifically, researchers focused on how communication technologies could lead to more efficient and effective group and workplace processes and how they could be used to develop relationships. Early in media research, communication technologies had the potential to facilitate decision making and remote work potentially improving productivity, but many were concerned if the quality of these working interactions would be ineffective due to the decrease in cues available. Later, these technologies became more available for social and relational interactions, so researchers began examining the impact on interpersonal relationships.

Much of the early researched focused on the media differences of technologies and their impact on the communication process examining synchronous chat and/or e-mail in comparison to face-to-face communication. These studies tended to examine variables such as amount or quantity of communication (Hiltz, Turoff, and Johnson, 1986; Kiesler, Zubrow, Moses, & Geller, 1985), type of communication, such as task, relational, and inflammatory (Arunachalam & Dellia, 1992; Hiltz, Turoff, & Johnson, 1986; Kiesler, Siegel, & McGuire, 1984; Kiesler, Zubrow, Moses, & Gellar, 1985; Rice & Love, 1987), equality of participation (Hiltz, Turoff, & Johnson, 1986; Dubrovsky, Kiesler, & Sethna, 1991), relationship development (Walther & Burgoon, 1992), satisfaction (Jarvenpaa, Rao, & Huber, 1988), and quality of outcome (Arunachalam and Dellia, 1992; Hiltz, Turoff, & Johnson, 1986; Hollingshead, McGrath, & O’Connor, 1993; Javenpaa, Rao, & Huber, 1988).

There was very little research that focused on CMC in educational settings until the popularity of online learning and distance education in the past decade or so (e.g., Swan, 2003). Moreover, the lack of research of communication technologies and CMC in educational settings may be contributing to the lack of theory of learning technologies. Theory driving CMC research tends to be situated in media differences and media use behavior starting as early as the 1970’s (Short, Williams, & Christie, 1976), but grounded in research of the 1960’s (e.g., Morley & Stephenson, 1969) and beyond.

Education researchers paid little attention to the theory or research of CMC and communication technologies until the move to asynchronous learning networks. Although select education researchers have used research and theories from early media studies, there is a current lack of theory that examines mediated learning, including online learning or eLearning, from a holistic perspective providing understanding and testability of an input-process-output model. Therefore, the purpose of this paper is to review social presence theories, one of the most popular media theories used in educational research on digital technologies, and other related theories to begin to develop a systems approach to understanding learning technologies in instruction.

Media effects

Many of the early theories focused on enhancing our understanding of and potentially providing the opportunity for predictability of electronic media. Moreover, many of these early theories focused on the differences of mediums, which were sometimes called theories of media effects or of media use behavior. One of the first theories developed was the theory of social presence (Short, et al., 1976). The early theorizing was not only to understand the differences in the new electronic media, but was driven by the interest in efficiency. It appears that at the time a reduction in cues that was present in electronic media was believed to reduce the efficiency of social processes, in particular interpersonal communications.

Social presence theory is important to the future development of online learning theory. Social presence helped propel the study of media differences including media use behavior and media selection research in the CMC field beyond social psychology and telecommunications. It theoretically propositioned the impact of media cues on human interactions. Most importantly, it highlighted the importance of media characteristics and communication tasks. In the field of online learning, the past couple of decades have revealed research and theorizing on the impact of electronic and digital media on student learning. Similarly, instructional design and course design has become reliant on effective practices for media selection for pedagogical tasks.

At the time, the authors, Short et al. (1976), referred to two categories of theories that could help inform the development of this new media theory. The two categories of theories that related to the reduction of cues to help explain deficiencies in current theories included efficiency theories and nonverbal theories. However, as the authors moved into more specific details and differentiated their theory to focus on psychological phenomenon, they also included discussions of avoidance theory and psychological immediacy.

Since efficiency theories focused heavily on the availability of cues in communication effectiveness and theories emphasizing nonverbal focused on functions of cues not available, the authors debated an opportunity for an over simplistic theoretical possibility to generate new theory around media. For instance, Short, et al. (1976) claim “there is no compelling reason why removal of cues at the level of the mechanics of the interaction should always lead to a reduction in overall efficiency” (p. 62). More specifically, research from Christie (1972) illustrated that impersonality may be preferred in situations where negotiations are needed or high stress interactions. It appears there are situations that a reduction in cues could actually increase the efficiency of an interaction.

In their exploration of nonverbal communication theory, the authors identify the weaknesses of such an approach to understanding the effectiveness of cues filtered out in mediated communication. They describe as a naïve hypothesis on being able to identify cues not being transmitted and assuming the corresponding functions absence would predict the effects of a medium on an interaction. It is quickly noted that cues are interpreted in combination and the lack of cues cannot predict the effect unless these combinations are understood. The argument must be extended “to the point where one knows the combination of cues which transmit a particular type of message and to examine the combination for its reliance on the visual channel” (Short, et al., 1976, p.63). The authors note though that this has not been proven empirically, in part, due to the “substitution or even overcompensation” (p. 64) making it difficult to predict with any reliability. Further, it is clarified that user behavior may be different depending on the communication norms of the medium itself (greetings via phone versus f2f) and the actual impact of visual cues on interaction outcomes is lacking.

Realizing that the current social psychological theories were insufficient to understanding media use behavior and media differences, Short et al. (1976) looked to develop a theory based on feelings of social presence. Their goal in developing this theory was to understand the perceptual or attitudinal dimensions of the user. Therefore, social presence is intended to be more the subjective quality of the medium although dependent on the objective qualities of the medium. Their work became an impetus for future theorizing and scholarship on social presence as they had originally intended having a great impact on certain fields dominated by computer- mediated communication, such as eLearning.

Defining and understanding social presence

Short et al. (1976) assert that the quality of the medium results in a perceived level of salience of the other individuals and of the relationship with that individual, which then affects the perceptions of the discussion and the relationship. The quality of the medium results in a perceptions of realness of the individuals and the relationship between or among the individuals. These perceptions of realness then in return are going to affect the interactions. More or less, an awareness of another will influence the behavior of the users. They stress that social presence is a “quality of the medium itself” and “media will vary in their degree of social presence” (p. 65). The variation of the degree of social presence of a medium will then determine how individuals interact.

In their experiments, Short et al. (1976) described several variables that indicate social presence that may assist in helping us better understand the construct or the evolution of the construct over the past several decades. In one study by Christie (1973), the three highest loading factors of their instrument were activeness, sensitivity, and sociability, in particular “media having high Social Presence were also seen as being more ‘active in this experiment’ (p. 69). Another study by Christie (1974) showed a social presence factor as well, which was marked by the scales personalness, warmth, humanizing, and sensitivity. The degree of social presence greatly matched the cues available by the medium, so the more cues available, the greater the social presence (e.g., business letter, telephone, multi-speaker audio, television, and face-to-face).

Additionally, the authors discuss the concepts of intimacy and immediacy and their role. They propose that a media with great social presence could lead to greater intimacy, feelings of wanting to approach or liking. On the other hand, immediacy, or a measure of psychological distance, can be conveyed by an individual either verbally or nonverbally. The greater the information a media can transmit or more cues available, the increase in the capacity for immediacy. It is differentiated that the greater immediacy a medium offers does not necessarily mean more social presence. If the wrong medium is used to perform a certain task, it may actually result in distance.

Although Short et al. (1976) describe social presence as the salience of the other individuals and the relationships, their research tended to focus less on the measure of realness and more on measures of the connection to others, such as personalness and sensitivity. The authors did refer to the Champness (1973) study and did illustrate items that loaded focusing more on their actual definition providing measures of perceptions of realness and awareness of others (e.g., one gets a good ‘feel’ for people at the other end). As research has moved forward, some have focused on this idea of an authentic interaction or realness with an awareness of others, while some have moved to a more affective or emotional measure of connection focusing on some of the other factors in the Christie (1974) studies.

Other researchers have interpreted this idea of social presence. Hiltz and Turoff (1978) mention social presence in their study of video, audio, and computer conferencing systems. They mention that “we cannot by any means dismiss computerized conferencing as cold or impersonal or low in ‘social presence’” (p. 121). Others more specifically define social presence as a feeling or perception of being connected to others. For example, Walther (1992) describes, “Social presence is the feeling that other actors are jointly involved in communicative interaction” (p. 53). Also, Tu (2002) defines social presence as “The degree of feeling, perception and reaction of being connected on CMC to another intellectual entity” (p. 2). Again, Short et al. (1976) asserted that social presence is a quality of the medium, an objective characteristic, and will differ depending on the media, while other researchers moved more toward a subjective characteristic or feeling of being connected, a degree of personalness and warmth.

Contributions to media-task theory development

Throughout the discussion of the theory of social presence, it is evident that this quality of the media, social presence, alone cannot determine the outcome of an interaction, good or bad. The authors emphasize at several points in their presentation of the theory that there is great importance in the match of the task to the medium. For instance, “We also hypothesize that the users of any given communications medium are in some sense aware of the degree of Social Presence of the medium and tend to avoid using the medium for certain types of interactions; specifically, interactions requiring a higher degree of Social Presence than they perceive the medium to have” (p. 65). It appears almost innate for individuals to select a medium that has the appropriate attributes for completing their tasks. Therefore, not only does it influence the interaction itself, it influences one’s media selection to complete the task in the first place.

Although their research proves scientifically that there are reliable differences, it does not mean that these differences result in more or less effective interactions. Short et al. (1976) believe that understanding the social presence of a medium and the social presence required by a task will assist in determining the appropriate media selection for a specified type of interaction. Later, researchers contributed the selection of technology to the richness of the medium, or the objective characteristics of media (e.g., Daft & Lengel, 1986).

Media richness theory was developed to describe media choice in relation to task requirements. Although Daft and Lengel (1986) do not reference the work of Short et al. (1976), it is a clear extension of the importance of matching task to medium in order to better understand the effectiveness of a medium. Media richness theory is used to describe media choice in organizations and has been applied to several other contexts. Daft and Lengel (1986) assert that workers process information based on two criteria, uncertainty and equivocality. Individuals process information in order to reduce uncertainty and gain clarity. With these two ideas in mind, they developed a theory that depicts our choice of media as dependent on several factors.

Individuals should choose media based on the requirements of the task that they are trying to accomplish. The level of media richness and social presence can be determined by examining the media’s objective characteristic and cues available. The factors in determining level of media richness needed to support different communication scenarios including the desired speed of feedback (immediate or delayed), the available channels (verbal, nonverbal, text etc., and so forth), the personal nature of the media, and the richness of the language needed based on the message being sent. For instance, face-to-face is considered the richest medium because there is immediate feedback and all channels are available. E-mail would be considered a lean medium because the feedback is typically not immediate and text is the main available channel.

Media richness and social presence are similar in many ways. Media richness is an expression of social presence where social presence could be considered an indicator of the

richness of the medium. However, the construct of social presence seems to have evolved through the years to one that is more subjective focusing more on feelings of authenticity, warmth, and personalness, including the potential for intimacy and immediacy, than as a reflection of the objective characteristics of the medium. This transformation of social presence may be due in part to the instrumentation used, but also is due to the advances in research and theory focusing on relationship development (i.e., Walther, 1996) in text-based or lean mediums.

For teaching and learning purposes, educators need to consider media selection criteria, in part, based on the objective characteristics of the media. The media with the greatest cues available is not necessarily appropriate for all tasks, in particular, cognitive tasks. Cognitive or didactic tasks may require a more lean medium while higher order learning tasks may require a richer medium or one with greater social presence since there may be higher levels of equivocality. Cognitive tasks will tend to be more of a question of uncertainty, so less cues available would be appropriate. The matching of the media to the task is particularly important when considering the course design of online or blended courses in eLearning.

Less is more

One area of weakness in social presence theory is the limitation in the research at the time to provide an understanding of situations where greater cues and social presence could potentially lead to a negative impact on an interaction rather than a positive impact. The capacity to transmit information about nonverbal cues, including facial cues, vocal cues, objective cues, such as dress, and others cues could also negatively impact an interaction. The medium may have potential for great social presence due to the cues available, but the authors did not contemplate in great detail how more cues could potentially lead to a deteriorated interaction, except if the medium is not appropriate for the task.

The research at the time indicated that more cues available through a medium led to greater social presence or reports of activeness, sensitivity, sociability, personalness, warmth, and humanness. Only in certain situations where although more cues were available one chose to not take advantage of those cues or that medium would be inefficient or an ineffective process would take place. There was no research considered or an alternative track of theorizing that the nonverbal could repel or create distance.

Although Short et al. (1976) do allude to the potential in dismissing other theories and compensating their thought for recent findings relevant to their theorizing, they focus most on the situations where their theory of social presence would not hold true. They focus on when cues would be available, yet the communicators would not take advantage of them for the task. For instance, they discussed times when an individual took a more formal or impersonal tone to accomplish a negotiating task when there was the potential to have greater presence based on the cues available through the medium (e.g., telephone or audio technology). The authors get closer to this idea when they discuss immediacy. For example, “immediacy may vary even when Social Presence does not” (p. 73). Furthermore, Short et al. (1976) describe that “a person can convey immediacy or non-immediacy nonverbally as well as verbally” (p. 73).

Short et al. (1976) clarify that just because a medium has technological immediacy, the more a media can transmit the greater its immediacy, it doesn’t necessarily mean it has social immediacy, a closer psychological distance. They discuss how using the wrong media to accomplish a task can impact immediacy. In particular, certain media should only be used when at a distance or distanciated in time or space. If CMC is used when someone is in close physical proximity, one may perceive this as distant or have a perception of low immediacy. The authors seldom discuss when the available cues can lead to an ineffective process, but focus on when an individual might not take advantage of those cues. Moreover, Short et al. (1976) do not examine opportunities when less cues could lead to greater perceptions of social presence.

Researchers have found that even though a media is lean or has less cues available, individuals can still report high levels of attributes of social presence (e.g., Walther, 1996). Even Short et al. (1976) noted a weakness of the nonverbal theories in media studies due to their overcompensations and even substitutions made by users when they were presented with less cues by a certain media. Since the 70’s, technologies have evolved along with individuals’ use of communication technologies and their experiences with said technologies whereas even though there are less cues, one may feel greater personalness.

Several times, Short et al. (1976) assert the importance of social presence, including perceptions of sensitivity, socialness, and activity, in interpersonal relationships. For example, “tasks in which interpersonal relationships are important are sensitive to the medium while those involving simply cognitive materials (e.g., problem solving, information exchange) are not” (p. 62). Walther (1996) takes a social information process perspective building from the alternative research surrounding CMC as impersonal while extending and arguing the work of social presence theory where he discusses how people build relationships online even though they have a limited amount of cues available.

Walther (1996) focuses on the situations where although there were limited cues, “...CMC surpassed the levels of affection and emotion of parallel [face-to-face] interactions” (p. 17). Walther’s (1995) research indicated that in comparing CMC to face-to-face (f2f) groups, CMC groups rated higher on intimacy and social orientation. CMC was also more interpersonal. Also, he found that due to the lack of availability of cues, individuals using CMC tended to inflate the perception of those whom which they are communicating or overattributing positive social cues. Walther termed this as hyperpersonal communication or “CMC that is more socially desirable than we tend to experience in parallel [f2f] interactions” (p. 17). Therefore, CMC is not inherently personal even though there are fewer nonverbal cues. Individuals use the cues available to them and tend to overattribute for the leanness of the medium leading to greater attraction or liking.

Short et al. (1976) never considered that more cues could necessarily lead to being repelled by undesirable cues even in their discussion of intimacy and approach – avoidance theories. By having less cues available, there is a greater opportunity for hyperpersonal communication potentially leading to intimacy and the developing and managing of online relationships. Therefore, although the objective characteristics of the medium should be considered in being appropriate for the task, the lack of cues available or leanness of the medium does not necessarily mean it will be ineffective in accomplishing a task, including that of building relationships and connections with other individuals.

Greater social presence as an indicator of objective characteristics of a medium does not necessarily indicate greater intimacy. Although Short et al (1976) requested that social presence be considered as a factor contributing to intimacy, Walther’s (1996) theorizing would disagree. A reconsideration of Argyle and Dean’s (1965) research of intimacy and the “equilibrium of factor affecting overall level of intimacy” (p. 72) in CMC may be needed. Even Short et al. (1976) themselves alluded to the challenge in empirical prediction with reliability due to the idea of that even in a situation with fewer nonverbal cues, individuals may substitute or even overcompensate due to the differences in the medium.

The assumption cannot be made that in teaching and learning in courses that use technology or CMC the medium will be impersonal or that the building of instructor-student or student-student relationships will be impossible. A second assumption cannot be made that mediums with more cues available will necessarily be the only option to create social presence. In courses that use technologies to facilitate learning, there is the potential to take advantage of social and learning technologies for CMC that will enhance the building or relationships and accomplish cognitive and affective tasks, but it depends more on the compatibility of media-task design and the compensation and overattribution of the users. Understanding more about media- task choices in an educational context and how to develop social presence, or a realness and authentic connection, despite the leanness or richness of the medium is needed. Furthermore, there are an array of subjective considerations in media selection and use in educational contexts, including experience or comfort with the technology.

Mental set towards the medium

Technologies are selected and implemented due to their objective characteristics in completing a task, even pedagogical tasks in education contexts. However, there also are subjective characteristics of individual technology users that can impact the use and therefore success of a technological implementation for social processes, including teaching and learning. For instance, Short et al. (1976) describe a “perceptual or attitudinal dimensions of the user, a ‘mental set’ towards the medium” (p. 65). Although the authors alluded to this attitude toward the medium, they did not address it in their theory. Other researchers in the 80’s theorized the role attitudes toward technology and media use behavior extending social presence theory (Fulk, Steinfeld, Schmitz, & Power, 1987).

The social information processing model of media (Fulk, Steinfeld, Schmitz, & Power, 1987) gains perspective, in part, from the social information processing theory (Salancik & Pfeffer, 1978). These researchers argue that individuals monitor their behavior in the past and the present. Individuals’ evaluations of their past behavior and experiences with technology, good or bad, will influence their future behaviors and attitudes. For instance, in students’ and instructors’ interactions with technology, not only the objective characteristics of the technology (e.g., richness, synchronicity), but the social information that has been processed by individuals influences their media selection. Although social presence theory and media richness theory assist us in understanding the objective characteristics of media, the need for careful selection in consideration of cues and task, and the user behavior resulting from media cues, the users experience and social information needs to be potentially considered as well.

In order to enhance the social processes in the classroom, an understanding of the input or antecedents of learning technology an appropriate technology must be selected. Therefore, technology selection and the understanding of media characteristics become important to understanding its potential impact on communication and social processes of teaching and learning. These objective and subjective characteristics of media are antecedents to process variables or classroom interaction. Learning technologies should be chosen based on their objective characteristics, including media richness and social presence, to potentially to meet the needs of the pedagogical tasks. Considerations for subjective characteristics of previous experiences and social information, while also considering managing students’ expectations, should be contemplated as well.

Other considerations

In addition to examining social presence and related theories to enhance the understanding of antecedent effects on mediated learning and learning technologies, such as objective characteristics, subjective characteristics, and task-medium appropriateness, other theories of process and outcomes from education, management, and other fields need to be examined in future theory development from a systems approach.

Researchers have been highlighting the importance of process variables, such as interactivity, on student outcomes (e.g., learning, retention, satisfaction) for decades. More recently, the focus has been more on the construct of engagement, which is a transformation of early research focusing on interactions or interactivity. Many college campuses administer the National Survey on Student Engagement (NSSE), which is a national survey that measures engagement on college campuses, and the College Student Experiences Questionnaire (CSEQ). They serve as a benchmark for universities and have many items in common. Also, researchers have been exploring interactions in and out of the classroom and the ways in which these interactions affect student outcomes. Some researchers argue that these interactions have the greatest impact on students (Wilson, Gaff, Diensky, Wood, & Bavry, 1975) and are an important part of a quality undergraduate experience (Kuh, 1981).

Items in these surveys have been noted as indicators for Chickering and Gamson’s (1987) good practices of student interaction, cooperation among students, and active learning. These indicators are also considered to be reliable and valid indicators of student outcomes (Chickering & Gamson, 1991; Kuh, Pace, & Vesper, 1997). Specifically, researchers have noted the impact on student satisfaction (Astin, 1977), retention (Astin, 1977, 1993), and academic achievement (Astin, 1993). Further, participating in learning communities has proven to increase engagement (Shapiro & Levine, 1999; Zhao & Kuh, 2004). It is clear that students’ interactions with faculty and other students can have a great impact on student engagement and several student outcomes and could be considered pivotal to their success. It is through the enhancement of process variables, such student engagement and interactivity that communication technologies can affect student learning.

Along with examining theoretical implications for process, traditionally, the focus on any pedagogical or technological intervention in instruction impacting the social process has examined the impact on student outcomes, such as learning. Overall, the goal of the intervention is to manipulate or improve the outcomes of instruction. Learning theories (e.g., behaviorism, cognitivism, constructivism) describe different approaches and interventions resulting in learning as well as how to know that learning has occurred. Some learning theories have differences in how they define learning (levels of learning) and observe learning (Blooms, 1994; Kolb, 1984; Ormrod, 2012).

Many researchers in exploring the impact of technology on teaching and learning, in particular online learning, have examined the outcome variables of learning, which is sometimes referred to as performance or success (Allen, Mabry, Mattrey, Bourhis, Titsworth, & Burrell, 2004; Carini, Kuh, & Klein, 2006; Lim, Morris, & Kupritz, 2006, Means, Toyama, Murphy, Bakbia, & Jones, 2012; Parker & Gemino, 2001). Although less prevalent, others have examined retention in the course and/or attrition (e.g., Boston, Ice, and Burgess, 2012; Perry, Boman, Care, Edwards, & Park).

How learning is actually measured varies greatly. Most often, in formal education the documentation of learning occurs through forms of assessment designed from learning objectives that result in grades from educational transcripts and records. Higher educational institutions routinely collect large amounts of data from classes offered that document achievement by the grades students receive and also capture the attrition rates, whether or not a student dropped or withdrew from a class due to regulatory body requirements, such as the regional higher education accrediting boards, Higher Learning commission, Unites States Department of Education, and others. This document or evidence of learning is gathered through assessment grades or overall grades. Sometimes this is referred to as performance or success (grade of C or better). Grades and attrition are the two primary institutional measures for student success.

Although the method of using grades as a measure of learning is sometimes disputed since there is an assumption that the assessments were designed as valid and reliable measures of student learning. Other ways to measure student learning has been through measures of student perceptions of their learning. Institutional research databases can lend access to grade and attrition data facilitating the research process for large scale studies. Another measure often noted as an outcome is student satisfaction (e.g., Allen, Bourhis, Burrell, & Mabry, 2002; Castle & McGuire, 2010; Lim, Morris, & Kupritz, 2006; Jackson, Jones, & Rodriguez, 2010). In developing a systems approach to learning technologies, student outcomes, such as learning or grades should be considered. Other considerations include retention or attrition and student satisfaction.

Conclusion

As discussed in the introduction, there is no current framework that provides an understanding of the relationship of learning technologies on teaching and learning from a systems approach or any post-positivist paradigm. However, there is a foundation of media behavior theories and social information theories that are already being used by some education researchers to inform their scholarship, many of which were reviewed in this article. Moreover, many of the current learning theories and research only focus on the process rather than a predictive model that can assist in enhancing the teaching and learning process by considering a systems framework, which will provide understanding and testability of an input-process-output model. An input-process-output model will provide guidance on questions of inquiry of interest in eLearning, facilitate a shared meaning of measures and replicability of instruments to gather data, and result in findings that can better inform future theory development.

Although there is little theory, in particular from a systems approach, that enhances the understanding or guides research on technology in teaching and learning, social theory around media use does inform and provide a foundation for new theory and research of technologies and their impact on learning otherwise known as learning technologies, in particular social presence theory and its related theories as a start. Learning technologies can be situated as communication or social technologies that are specific to teaching and learning contexts, mainly the classrooms, physical or virtual.

As illustrated, a review of social media theories has informed an understanding of how learning technologies can be selected and implemented into an eLearning course while considering the impact of objective and subjective media characteristics for course and instructional design. By considering the media richness and propensity for social presence, course design can be informed to better consider the alignment of media selection and pedagogical task. The intricacy of this process and additional attributing factors, such as the complexity of intimacy, hyperpersonal communication and overattribution of users, and evolution of user technology familiarity and technology programming development, need to be better explored from a holistic perspective to develop a general theory providing scholarly and practical guidance. By examining social presence and its related theories, a systems approach can be further developed to enhance the understanding of the impact of learning technologies in teaching.

References:

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Rehage, Kenneth J.; Anderson, Lorin W.; Sosniak, Lauren A. Bloom's taxonomy: A forty-year retrospective. Yearbook of the National Society for the Study of Education. Chicago: National Society for the Study of Education, 93, 2.

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Dubrovsky, V. J., Kiesler, S., & Sethna, B. N. (1991). The equalization phenomenon:

Status effects in computer-mediated and face-to-face decision-making groups. Human Computer Interaction, 6, 199-146.

Fulk, J. (1993). Social construction of communication technology. Academy of

Management Journal, 36, 921-950.

Fulk, J., Steinfield, C., Schmitz, J., & Power, J. G. (1987). A social information

processing model of media use in organizations. Communication Research, 14(5), 529- 552.

Fulk, J., & Steinfield, C. W. (1990). Organizations and communication technology.

Newbury Park, CA: Sage

Hiltz, S. R., & Turoff, M. (1978, 1993). The network nation: Human communication via computer. New York: Addison-Wesley.

Hiltz, S. R., Turoff, K., & Johnson, M. (1986). Experiments in group decision making:

Communication process and outcome in face-to-face versus computerized conferences. Human Communication Research, 13, 225-252.

Hiltz, S.R., Turoff, M. &Johnson, K. (1989). Experiments in group decision making:

Disinhibition, deindividuation, and group process in pen name and real name computer conferences, Journal of Decision Support Systems, (5), 217-232.

Hollingshead, A. B. & McGrath, J. E. (1995). Computer-assisted groups: A critical

review of the empirical research. In R. A. Guzzo & E. Salas (Eds.) Team Effectiveness & Decision-Making in Organizations. San Francisco: Jossey-Bass.

Jarvenpaa, S.L., Rao, V.S. & Huber, G.P. (1988). Computer support for meetings of

groups working on unstructured problems: A field experiment, MIS Quarterly, 12, 4, 645-666

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Citation: Joosten, T. (2014). A Review of Communication Media Theories: A Potential Framework for Understanding Learning Technologies. Blog. Learning Technology Juice. Retrieved from http://professorjoosten.blogspot.com.

UWM Handbook for Peer Evaluation of Online and Blended Courses

2020-09-14T17:33:00.000-05:00

We collectively developed the handbook about 10 years ago to help evaluate courses. It was developed in part from a checklist that I had repurposed, revised, and developed from the CSU Chico Rubric for Online Instruction and the Quality Matters Syllabus Checklist as well as other quality materials. A group of colleagues and I at UWM worked to develop something for department chairs since they had requested a tool or guide to help evaluate courses of faculty members which were being taught blended or online. This evaluation process was done by faculty colleagues within their own department or at the Center. This was a process to develop something more specific and formal than the checklists we previously used (available on this blog as well) and to develop something in a format that it would lends itself to a review process that would be constructive and help improve the design and delivery or teaching of courses.

Access the handbook here: https://drive.google.com/file/d/0B64-z-SzUmxld01sTFR1T2JKMjA/view

UWM Certificate in Online and Blended Teaching

2020-09-14T17:24:00.000-05:00

We created the "UWM Certificate in Online and Blended Teaching" about 10 years ago. The primary requirements were:

Complete the Online and Blended Teaching Program
Submit a reflection about teaching online or blended
Have an online or blended course evaluated

However, we originally had larger plans for how to utilize certificate holders in service to our organization as well. Here are the details:

University of Wisconsin-Milwaukee Certificate in Online and Blended Teaching sponsored by the UWM Learning Technology Center and the Office of the Provost

Certification requires the following:

1. Successful completion of the UWM Faculty Development Program for Online and Blended Course Redesign offered by the LTC. Application for certification can be grandparented to recognize those who have already successfully completed the program. A self-paced fully online version of the program is available for instructors who come to UWM with previous online or blended teaching experience and who wish certification

2. Creation of a D2L course site which demonstrates pedagogical and technical skills appropriate to the circumstances of the course, e.g., its level, enrolment size, learning objectives

3. Delivery of an online or a blended credit course at UWM

4. Peer course evaluation by the LTC staff or by a certified mentor/evaluator

5. Provision of a brief (2-3 pages) letter of reflection on how the instructor’s pedagogy has changed.

6. Allowing your name to be added to the blended-online@uwm.edu user group listserv providing guidance to other faculty

7. Allowing your syllabus to be offered as a model for other faculty

Instructors may be invited to participate in one or more of the following:

1. Mentoring at least one other faculty member in her/his transformation and delivery of the course

2. Showcasing a newly redesigned course at the Online Program Council and/or an Online and Blended Awareness Session

3. Recording a course demonstration which may be shared with other faculty on the Web

4. Participating as a presenter and/or facilitator in one future faculty development program

5. Allowing your D2L course site and/or other course materials to be offered as an example for other faculty

Creating Equity in Higher Education

2020-09-09T16:03:00.003-05:00

Center for Urban Education | Racial Equity Tools | https://cue.usc.edu/

Peralta Equity Rubric | https://web.peralta.edu/de/equity-initiative/equity/

More coming @tjoosten on Twitter to share....or post here.

Reading and listening recommendations | 9.2020

2020-09-09T14:44:00.007-05:00

@angelajgreco NYT 1619 Podcast https://t.co/Or4XZ825To?amp=1

@bethanyvsmith

American Gods

@rclemmons

Henrietta Lacks

@danamconard

The Body by Bill Bryson

@HGCarbonel

Girl, Women, Other by Bernardino Evaristo.

@chrmelland

“The Dutch House” + Tom Hanks audiobook

@edtechfactotum

Neil Gaiman. American God's.

@yoavbergner

Fifth Business by Robertson Davies

@mihaela_v

Factfulness, by the late Hans Rosling.

@refuturing

Steven Johnson, Enemy of All Mankind. Ghost Map or Invention of Air.

Cynan Jones’ Stillicide.

@GoogleGuacamole

If you're choosing from A Handmaid's Tale versions, I'm a Claire Daines version fan, not Elizabeth Moss (although she's awesome)

Truman Capote's In Cold Blood

Trevor Noah's "Born a Crime" audiobook.

"Aristotle and Dante" because Lin Manuel Miranda + LGTBQ+ teen

"Circe"

"Daisy Jones and the Six" audiobook

"Educated"

"Lincoln on the Bardo"

"Dutch House" for Tom Hanks.

@holden

"Why Trust Science?" by Oreskes.

Emma Newman's Planetfall series.

@lizgross144

Give and Take by Adam Grant (nonfiction)

Unacceptable: Privilege, Deceit & the Making of the College Admissions Scandal.

Where The Crawdads Sing

Cultures of Care + Trauma-informed practices | Feminist approaches to organizing, teaching, designing, and supporting in higher education

2020-09-08T15:05:00.011-05:00

[Resources] Costa, K. (2020). Resources. 100 Faculty. Retrieved from: http://www.100faculty.com/resources.html.

[Tool] Costa, K. (2020). Trauma-informed checklist. 100 Faculty. Retrieved from: https://docs.google.com/document/d/13yiEXjdErGoaOEh1M2hZtaq2tyfL8woY3tfYI3s30ng/edit.

[Resource] Mondelli, V., & Tobin, T. (2020). Pedagogies of Care. Retrieved from: https://sabresmonkey.wixsite.com/pedagogiesofcare

[K12 Resource] BC Trauma-Sensitive SchoolKit: Tools for Creating Trauma-Sensitive Schools in British Columbia. Retrieved from: https://www.traumasensitiveschoolkit.com/

[Presentation] Sonka, K., & Knott, J. (2020) Caring, Connection, and Community: How to Design Accessible Learning Professional Development. Presented at OLC Innovate 2020. Retrieved from: https://docs.google.com/presentation/d/1y2k6LxsC7_s8_4DsZWjktbM-Q1ao_BtfFY4EW8X3-pg/edit#slide=id.p

[Presentation] Knott, J. & Sonka, K., & (2020) Centering Students at MSU. Presented at Learning (Hu)Man ShapingEdu 2020. Retrieved from: https://docs.google.com/presentation/d/1xcCwi8yJTcFcfFCtWfawJabYBXeTpZ1Hz-YbaPAxyrw

Faculty Needs Survey

2020-09-02T17:44:00.002-05:00

Faculty Support Survey – 2012

Do you own (select all that apply):

Laptop

Mac

Other

None

Please indicate how frequently you use the following technologies in your course during a typical semester. (Select Several times a week, Weekly, Bi-weekly, Monthly, Semesterly, Never)

Communication with students via email

Communication with students via Social media (Facebook or Twitter)

Desire2Learn (D2L) online discussion forums and topics

Text-based online course content (PDFs)

Audio-based online course content (narrated presentations from Keynote, Powerpoint)

Video-based online course content (video clips, screen capture)

Web meeting (Skype, Google Hangout)

Online Collaborate (WIKI, Google Docs)

Blogs or online journaling

Instant Messaging (AIM, Google Chat)

RSS Aggregator/Reader (Bloglines, Google Reader, Netvibes)

Media Sharing sites (YouTube, Flickr)

Games, simulations, virtual worlds (WoW, SecondLife)

Multimedia editing software (Pinnacle, iMovie, Audacity)

Online file sharing services (PantherFile, DropBox)

Desire2Learn (D2L) low-stakes quizzing

Desire2Learn (D2L) high-stakes examinations or quizzing

Desire2Learn (D2L) rubrics

Desire2Learn (D2L) ePortfolios

Desire2Learn (D2L) Dropbox Feedback

Desire2Learn (D2L) Dropbox, student paper download

Desire2Learn (D2L) Dropbox, providing student comments and feedback online in their submitted documentsDesire2Learn (D2L) online rooms (BB Collaborate)

Desire2Learn (D2L) groups

Desire2Learn (D2L) locker

Desire2Learn (D2L) chat

Desire2Learn (D2L) quiz reports

Please identify any other learning technologies not listed here that you use in your course in a typical semester.

Please indicate how important it is to receive support from the LTC staff through each of the following means for learning technologies you *currently* use. (Very Important, Important, Neutral, Unimportant, Very Unimportant, N/A).

Face-to-Face meeting

Telephone

Online discussion forum (in Desire2Learn D2L)

Instant Messaging (AIM, Google Chat)

Text Messaging

Web Meeting (BB Collaborate/Online Rooms, Sykpe)

Please identify any other means in which you would like to receive support for a learning technology.

Please indicate how important it is to receive training and/or orientation for a *new* learning technology through each of the following means. (Very Important, Important, Neutral, Unimportant, Very Unimportant, N/A).

Experiment on my own

Read a paper instruction manual

Watch an online instructional video

Participate in a webinar

Take a face-to-face workshop

Work one-on-one with a knowledgeable staff member or colleague

Attend a showcase with a panel of colleagues illustrating their use of the learning technology

Participate in a day long institute or seminar

Please identify any other means in which you feel it is important to receive training and support for new learning technologies.

Please indicate how likely it is that you would contribute teaching strategies and technology tips to other teachers at UWM using the following means. (Very likely, Somewhat Likely, Neutral, Somewhat Unlikely, Very Unlikely, NA).

Online threaded discussion forum

Blogs or online journaling

Wiki or online collaboration tool

Digital document or paper (PDF)

Narrated presentation or voice over Powerpoint

Video presentation

Instant messaging (e.g., AIM, Google Chat)

Web meeting or webinar (BB Collaborate/Online Rooms, Skype)

Face-to-face presentation

Please identify any other means in which you would be likely to contribute teaching strategies and technology tips.

Please indicate the degree to which you are interested in receiving training and support about the following learning technologies. (Very Interested, Somewhat Interested, Neutral, Somewhat Uninterested, Very Uninterested, N/A)

Digital video editing (e.g. iMovie, Pinnacle Studio)

Image editing software (e.g. Photoshop)

Software to create audio-narrated presentations or lectures from Powerpoint, Keynote

Screencast (short videos capturing movement on a computer screen, typically enhanced with audio)

Lecture capture/delivery software (recorded audio or visual components of a class, posted online for later review)

Web conferencing or synchronous communication (e.g., Blackboard Collaborate/Online Rooms, Skype)

Course management tools (e.g. Desire2Learn Discussions, Gradebook, Groups)

Blogs or online journaling

Games or simulations

Online Collaboration (e.g. Wikis, Google Docs)

Student Response Systems (Clickers)

Virtual worlds (e.g., Second Life)

Mobile devices (e.g. iPad, iPhone, Android)

Mobile applications and development

Social networking (e.g. Facebook)

Microblogging (Twitter)

Social bookmarking (Diigo, Delicious)

Video sharing (YouTube, Vimeo)

Online collaboration tools (e.g. Google Apps)

eTexts

Open textbook authoring (e.g., iBooks, Wordpress)

Augmented reality

Animation/modeling software (e.g. Flash)

Data visualization

Please identify any additional learning technologies in which you are interested in receiving training and support.

Please indicate the degree to which you are interested in receiving training, orientation, and/or support about the following topics. (Very Interested, Somewhat Interested, Neutral, Somewhat Uninterested, Very Uninterested, N/A).

Making lectures more interactive and engaging

Ensuring 24/7 access course materials for students

Providing an engaging online component to face-to-face courses

Giving prompt feedback

Demonstrating complex concepts

Creating a virtual or simulated experience

Focusing students on real world problems or tasks

Facilitating student collaboration outside of class

Managing class logistics (e.g. attendance, assignments, grades)

Using alternatives to traditional assessment

Providing connections with outside experts or community

Creating online instructor presence

Managing courses with large enrollments

Facilitating communication between students and instructors

Managing workload

Enhancing the quality of work from students

Responding to expectation of students for course technology

Exposing students to the technology needed for future employment

Conducting research on the effectiveness of the technology-enhanced instruction

Improving information design (how to organize and present information)

Improving teaching in new, technology-enhanced learning spaces and classrooms

Designing digital materials for universal access

Learning more about copyright/intellectual property issues

Seeing how colleagues are using education technology

Developing effective research design exploring the effectiveness of the technology-enhanced instruction

Performing data analysis for studies on the effectiveness of the technology-enhanced instruction

Writing and publishing research on the effectiveness of the technology-enhanced instruction

Securing grants to support research on the effectiveness of the technology-enhanced instruction (i.e., identifying funding agencies, grant writing)

Finding and using open education resources

Please identify any additional topics in which you are interested in receiving training and support.

Overall, how satisfied are you with the support you have received from the Learning Technology Center (LTC)? Very Satisfied, Satisfied, Neutral, Dissatisfied, Very Dissatisfied, N/A.

Please share any additional information on your overall satisfaction with the support you have received from the Learning Technology Center (LTC).

Please share any additional information with us to help us better support the use of learning technologies on campus.

Demographic Information:

School or College

Department

Rank

Professor

Associate Professor

Assistant Professor

Academic Staff

Lecturer

Other

Age

20-29

30-39

40-49

50-59

60-69

70+

-19

Gender

Male

Female

Note: see 2020 DETA Research Toolkit for new gender items

Full Time/Part Time

Full Time

Part Time

Years of Continuous Service

0-3

4-9

10-15

16-20

21+

Email address [optional]

Would you be willing to participate in a follow-up interview or focus group?

Yes

Other (please indicate) ____________________

Additional resources:

Faculty Survey [Word]

https://www.dropbox.com/s/1hg2oky3yvbo7jo/Faculty%20Support%20Survey%207_17_2013.docx?dl=0

Faculty Survey Qualtrics View [PDF]

https://drive.google.com/open?id=1W8MvMr0QwhTL9QePDmnBo-yGbLrgunVC

Faculty Support Survey Report [Word]

https://www.dropbox.com/s/tyqbuuhrymoytdt/LTC_FacultySupportSurveyReport.pdf?dl=0

Presentation: Survey Says! [PDF]

*presented at the 2013 UW Distance Teaching and Learning Conference

https://www.dropbox.com/s/ise2w0tdv9rvd1u/LTC_FacultySupportSurveyPreso_2013.pdf?dl=0

Note: You may use the survey and materials under creative commons licensing with attribution.

Joosten, T., Mangrich, A., & Weber, N (2012). Faculty support survey. University of Wisconsin - Milwaukee Learning Technology Center. Retrieved from:

http://professorjoosten.blogspot.com/2020/09/faculty-needs-survey.html

Is f2f better than online?

2020-05-14T09:41:00.004-05:00

If you are asking this question, you should probably continue teaching f2f. However, you might not be able to teach f2f, so I assure you neither or better than one another inherently.

"As I always say, there is good online and bad online just as there is good face-to-face and bad face-to-face (f2f). As Hodges et al. point out, online and f2f cannot be inherently bad or good.

As a communication technology scholar, f2f and online are simply modes of communicating and interacting. The effectiveness would be based on how the mode is used (or how interaction within the mode is structured), for what tasks or purpose, with what technologies or media characteristics, within what contexts or systems, and for what audience or agents. Communication scholars have been examining mode differences for 100 years or more" (Joosten, 2020).

The question you could ask:

How do I take advantage of the online medium and associated technologies to effectively support my students' learning?

Visit: http://professorjoosten.blogspot.com/2020/03/quality-indicators-of-online-learning.html. As I say "...a strong effort should be made to design online courses rather than move face-to-face materials of a course into the online environment" (Joosten & Cusatis, 2019, p. xx).

Anyway, here is some research on mode comparisons:

There are several meta-analyses:

Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. The American Journal of Distance Education, 16(2), 83-97.

Allen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S., & Burrell, N. (2004). Evaluating the effectiveness of distance learning: A comparison using meta‐analysis. Journal of Communication, 54(3), 402-420.

*Note: Mike, Nancy, and Ed that did these meta-analyses are communication professors and are not advocated, per se, of distance education or online learning. They also were my advisors throughout my graduate careers (there were a few).

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., ... & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of educational research, 74(3), 379-439.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education.

*Note: Barbara has specific information as to content delivery and synchronous/asynchronous. I have shared on Twitter.

Funding request: if you would like to fund a new meta-analysis on online and f2f including instruction approach, please let me know. We have one in progress.

There are several efficacy databases or databases that contain research to make such an argument.

We acquired the no significant database from WCET, which is now available at:
https://nosignificantdifference.org. It is a bit outdated, but it is still relevant. I can send you a list of articles, if you would like.

Gates funded the CWIC database by SRI at: http://coursewareincontext.org/research-collection/. I believe Barbara worked on this as well.

OSU eCampus, efficacy database is at: https://ecampus.oregonstate.edu/research/projects/online-learning-efficacy-research/. Also, below is a copy of a eCampus handout on meta-analyses.

Quality Matters database is at: https://www.qmprogram.org/qmresources/research/. They have been really expanding this over the years, but it aligns with more specific practices.

Kate Jordal recently shared their data in the discussion: "The CVC-OEI has done some preliminary work on the effect on students of increased course quality and on the efficacy of our tools and this work is going to be more focused within the renewal of the grant. With 57 of the states community colleges being members of our Consortium, there is great opportunity both to move the needed on student success, retention, and completion, but also to study the impact of the CVC-OEI course design rubric, the addition of basic student services to the online ecosystem and the effect of access to needed online course section on completion through the CVC exchange.

The California Community College Chancellor's Office 2017 Distance Education Report has some significant numbers for the improvement in online classes in California. From the report - - "The gap for the success rate between traditional instruction and distance education instruction closed from 17 percent in 2006-07 to four percent in 2016-17. This is an indication of the improvement in distance education outcomes. The trend also indicates that distance education success is on track to match the success rates for traditional face-to-face instruction." In addition to this improvement, we have the evidence that classes aligned to our rubric and resourced are 4.9% points above the statewide average for online success. (Source: RP Group, January 2019. California Community Colleges Online Education Landscape Report (Produced for CVC-OEI.))

There is obviously much more to research here. I think it is very important that we are thoughtful about the questions we ask, as our students are self-selecting online for myriad reasons. I totally support what Tanya says. It is no longer "is online or f2f better" but how do we make programs and our course support student success in whichever modality the student selects and how do we do meaningful research on the impacts of our interventions?"

OSU eCampus | Meta Analyses and Reviews on Research Efficacy

2018

Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2018). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 1-32.

O’Hare, C., & Girvin, B. (2018). A narrative overview of the effectiveness of E-Learning in pharmacy education. Journal of Pharmacy and Pharmaceutical Sciences, 1, 9-23.

2017

Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17-28.

2016

Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y., & Yan, W. (2016). The effectiveness of blended learning in health professions: systematic review and meta-analysis. Journal of Medical Internet Research, 18(1).

2015

Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218-237.

McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255-270.

Sohn, K., & Romal, J. B. (2015). Meta-analysis of student performance in micro and macro economics: online vs. face-to-face instruction. The Journal of Applied Business and Economics, 17(2), 42.

2014

Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26(1), 87-122.

Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40.

2013

Keengwe, J., & Kang, J. J. (2013). A review of empirical research on blended learning in teacher education programs. Education and Information Technologies, 18(3), 479-493.

Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47.

2012

Lamport, M. A., & Hill, R. J. (2012). Impact of Hybrid Instruction on Student Achievement in Post-Secondary Institutions: A Synthetic Review of the Literature. Journal of Instructional Research, 1, 49-58.

Patterson, B. J., Krouse, A. M., & Roy, L. (2012). Student outcomes of distance learning in nursing education: an integrative review. CIN: Computers, Informatics, Nursing, 30(9), 475-488.

2011

Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning a second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28.

2010

Clark, S., & Chinburg, S. (2010). Research performance in undergraduates receiving face to face versus online library instruction: A citation analysis. Journal of Library Administration, 50(5-6), 530-542.

Shachar, M., & Neumann, Y. (2010). Twenty years of research on the academic performance differences between traditional and distance learning: Summative meta-analysis and trend examination. Journal of Online Learning and Teaching, 6(2), 318.

2008

Cook, D. A., Levinson, A. J., Garside, S., Dupras, D. M., Erwin, P. J., & Montori, V. M. (2008). Internet-based learning in the health professions: a meta-analysis. JAMA, 300(10), 1181-1196.
Updated 2/11/2019

2007

Zhang, L., Watson, E. M., & Banfield, L. (2007). The efficacy of computer-assisted instruction versus face-to-face instruction in academic libraries: a systematic review. The Journal of Academic Librarianship, 33(4), 478-484.

2006

Allen, M., Bourhis, J., Mabry, E., Burrell, N. A., & Timmerman, C. E. (2006). Comparing distance education to face-to-face methods of education. Classroom Communication and Instructional Processes: Advances through Meta-analysis, 229-244.

Lou, Y., Bernard, R. M., & Abrami, P. C. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research and Development, 54(2), 141-176.

Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of web‐based and classroom instruction: A meta‐analysis. Personnel Psychology, 59(3), 623-664.

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: a review of the research. Review of Educational Research, 76(1), 93-135.

Williams, S. L. (2006). The effectiveness of distance education in allied health science programs: A meta-analysis of outcomes. The American Journal of Distance Education, 20(3), 127-141.

2005

Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107(8), 1836-1884.

2004

Allen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S., & Burrell, N. (2004). Evaluating the effectiveness of distance learning: A comparison using meta‐analysis. Journal of Communication, 54(3), 402-420.

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.

2003

Shachar, M., & Neumann, Y. (2003). Differences between traditional and distance education academic performances: A meta-analytic approach. The International Review of Research in Open and Distributed Learning, 4(2).

Swan, K. (2003). Learning effectiveness online: What the research tells us. Elements of Quality Online Education, Practice and Direction, 4(1), 13-47.

Zirkle, C. (2003). Distance education and career and technical education: A review of the research literature. Journal of Vocational Education Research, 28(2), 161-181.

2000

Machtmes, K., & Asher, J. W. (2000). A meta‐analysis of the effectiveness of telecourses in distance education. The American Journal of Distance Education, 14(1), 27-46.

Saba, F. (2000). Research in distance education: A status report. The International Review of Research in Open and Distributed Learning, 1(1).

Pre-2000

Phipps, R., & Merisotis, J. (1999). What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Journal of Distance Education, 14(1), 102-114.

Books

I have really found Moore's work informative. Check out his edited work and as one greatly influences by a general systems theoretical approach, I like his systems view of online learning. It has practical usefulness too. Garrison has some similar work.

Handbook of Distance Ed, (2013), Edited by Michael G. Moore. Can be found at: Amazon or Google Books

Distance Education: A System View of Online Learning, (2011), Edited by Michael Moore and Greg McKinsley. Can be found at: Amazon or Google Books

DETAResearch.org

DETA has been developing a research database with meaningful literature. It is intended to be user drive so please submit any relevant literature.

DETA has been developing research briefs to help provide timely research in the field. The research briefs on the website are of subgrant awardees. Please feel free to submit a research brief to share on our community.

What else would be helpful? Let me know.

K-12 Research and Resources for Remote Instruction and Remote Learning

2020-04-14T15:24:00.002-05:00

11.14.2020 Update:

Free online modules for k12 teachers on how to teach online from Tony Bates.

https://www.tonybates.ca/2020/11/13/free-online-modules-for-k-12-teachers-on-how-to-teach-online/

Original post:

Research on K12 and online learning? Anyone have lists or links to lists?
April 8th, 2020

On April 8th, a colleague asked me if I had research on K12 and online learning. I do limited work in K12, but I was able to gather some information from contacts and from a tweet. Here are the responses:

Tanya Joosten
@tjoosten
Research on K12 and online learning? Anyone have lists or links to lists?
10:39 AM · Apr 8, 2020 from Milwaukee, WI·Twitter for Android

Quality Matters
@QMProgram

Tanya, here are links to the lit reviews we did last year to inform that K-12 Rubric update: https://qualitymatters.org/sites/default/files/research-docs-pdfs/2019-K-12-Dissertation-Literature-Review.pdf… and https://qualitymatters.org/sites/default/files/research-docs-pdfs/2019-K-12-Article-Literature-Review.pdf… Hope they help!

@K12QM
@QMburch
@bsimunich

Glenda Morgan
@morganmundum

there was a good report that came out recently, ill dig it up and send

Virtual Schools in the U.S. 2019
As proponents continue to make the case that virtual education can expand student choices and improve the efficiency of public education, full-time virtual schools have attracted a great deal of...
nepc.colorado.edu
https://nepc.colorado.edu/publication/virtual-schools-annual-2019

𝔻𝕣. 𝕃𝕖𝕚𝕘𝕙 𝔾𝕣𝕒𝕧𝕖𝕤 𝕎𝕠𝕝𝕗
@gravesle

not a list - but there is this https://www.springer.com/gp/book/9783319338064…, also great resources here https://www.evergreenedgroup.com/

Michael K Barbour
@mkbtuc

What kind of research are you looking for? https://tandfonline.com/doi/abs/10.1080/01587919.2018.1553566?journalCode=cdie20… identified 356 journal articles from 1994 to 2016, and much of the research has been published in reports, evaluations, book chapters, books, etc..

K-12 online learning journal articles: trends from two decades of scholarship
(2019). K-12 online learning journal articles: trends from two decades of scholarship. Distance Education: Vol. 40, No. 1, pp. 32-53.
tandfonline.com

Cali Morrison, Endlessly Curious Xennial
@calimorrison

Aurora Institute - A New Dawn for Every Learner
The Aurora Institute drives the transformation of education systems and accelerates the advancement of breakthrough policies and practices to ensure high-quality learning for all.
aurora-institute.org

Dr. Constance Blomgren
@DocBlom

IRRODL is an international leader of research in this field - both higher edu and K-12 research is published. Check it out: http://www.irrodl.org/index.php/irrodl…

Kay Shattuck
@kshattuck

You can find QM's K12 lit reviews (2019) https://tinyurl.com/wurhpqy, https://tinyurl.com/ry5qncx, (2015) https://tinyurl.com/tlaxv5u. Also use K-12 in KW search at https://www.qmprogram.org/qmresources/research/

Natalie B. Milman
@nataliebmilman

@rickferdig co-edited: "Handbook of Research on K-12 Online and Blended Learning":
Handbook of Research on K-12 Online and Blended Learning — ETC Press
The Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online and blended learning. The...
press.etc.cmu.edu

Kristi DePaul - hunkered down til ?
@reallykristi

@futureof_school
has research on teaching with technology, why students choose blended and online learning, and also how online learning supports rural students.

Cecil R. Short
@CecilRShort

What's that you say? Current events have suddenly made you interested in K-12 Online/Blended Learning? If only SITE had a Special Interest Group for that...oh wait! K-12 Online Learning SIG meeting starting soon! 4:15pm EDT find information on AcademicExperts #site20

Peter Arashiro
@PeetrPiper

Research | Michigan Virtual
Michigan Virtual Learning Research Institute (MVLRI) receives directives from the Michigan legislature to define the areas of research in blended and online lea
michiganvirtual.org

Resources from Ed Metz, ED, SBIR

Ed Shelf
https://edshelf.com/

Games and Learning
https://gamesandlearning.co/

Resources from Jaqueline Cortez Wang at ISTE

Learning Keeps Going
https://www.learningkeepsgoing.org/

State of Wisconsin Digital Learning advisory council, on which I previously served:
https://dpi.wi.gov/digital-learning/partners-contributors

McGraw Hill ALEKS, 2 months free
https://www.aleks.com/buy_aleks_now

Bonnie Stewart @bonstewart
Faculty Ed Reviews Online Resources
http://www.uwindsor.ca/dailynews/2020-03-26/faculty-ed-reviews-online-resources-help-educators-and-parents-teaching-home?fbclid=IwAR29nLoj3Bk8trQU5z7oBNsp7xvqYcfN9TIIIBcTpsRpwmQmWrtW_A2XXCw.

Dick Larson,
MIT Blossoms Video Library
https://blossoms.mit.edu/videos