Overview

Responding to both the trend towards increasing online enrollments as the demand for face-to-face education declines, and to the immediate surge in remote learning owing to the COVID-19 pandemic, this book provides vital guidance to higher education institutions on how to develop faculty capacity to teach online and to leverage the affordances of an ever-increasing array of new and emerging learning technologies.This book provides higher education leaders with the context they need to position their institutions in the changing online environment, and with guidance to build support in a period of transition.It is intended for campus leaders and administrators who work with campus teams charged with identifying learning technologies to meet an agreed upon program- or institution-level educational needs; for those coordinating across campus to build consensus on implementing online strategies; and for instructional designers, faculty developers and assessment directors who assist departments and faculty effectively integrate learning technologies into their courses and programs. It will also appeal to faculty who take an active interest in improving online teaching.The contributors to this volume describe the potential of artificial intelligence algorithms, such as those that fuel learning analytics software that mines LMS data to enable faculty to quickly and efficiently assess individual students’ progress in real time, prompting either individual attention or the need to more generally clarify concepts for the class as whole. They describe and provide access to a hybrid professional development MOOC and an associated WIKI that curate information about a wide range of learning software solutions currently available; and present case studies that offer guidance on building the buy-in and consensus needed to successfully integrate learning technologies into course, program- and institution-level contexts.In sum, this book provides readers with a comprehensive understanding of the technological capabilities available to them and identifies collaborative processes related to engaging and building institutional support for the changes needed to provide the rapidly growing demand for effective and evidence-based online learning.

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9781620369869

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Reviews

This timely book proves essential for educational technologists, transformative for instructors, and critical for higher education's online learning leaders. Covering rich and relevant topics, the editors have crafted a book that captures the expansive opportunities, real challenges, and dynamic contexts for implementing emerging technologies with a solid mixture of theory, analysis, and examples. --Lance Eaton, Educational Programs Manager, Berkman Klein Center for Internet and Society Harvard University This volume compromises a pragmatic approach relevant to campus leaders, administrators, learning designers, and faculty looking to successfully embrace the application of learning technologies. The chapters are a direct and applied source of implementation instances at the course and institutional level. The reality is that assimilating new and dynamic learning technologies can be messy, this volume gives you insights on how to tackle the messiness in a coherent manner! --Enilda Romero-Hall, Associate Professor of Education and Graduate Coordinator of the Instructional Design and Technology Program University of Tampa Maki and Shea brilliantly combine foundational educational theory with a practical collection of resources and case studies on digital teaching, learning and assessment. Evidence-based strategies guide administrators, faculty, and instructional support staff on how to navigate rapidly evolving educational technologies and enable customized learning for individual students. Comprehensive chapters by experts provide roadmaps for successful development and implementation of teaching, learning and assessment technologies, not just for today, but far into the future. --Monica Devanas, Director, Teaching Evaluation and Faculty Development Center for Teaching Advancement and Assessment Research Rutgers University This book provides an extraordinarily rich and compelling view into the emerging landscape of digital assessment, showing us how learning technologies, artificial intelligence, and learning analytics can enhance university learning ecosystems. It deftly weaves in assessment-related, research-informed learning science, including concepts such as self-regulated learning and feedback. The examples and case studies elaborate concepts through deep dives into the specifics of technology integration, including change management approaches to collaboration across and within academic silos. --John McCormick, Associate Director of Learning Design Brandeis University Transforming Digital Learning and Assessment thoughtfully addresses the pressures facing higher education today. In order to survive, institutions need to give next generation learners access to a ubiquitous and affordable quality education. With integration of emergent instructional strategies, some discovered during the COVID-related, Great Digital Migration of 2020, this book is a key resource for higher education administrators and faculty navigating a 'new normal.' --Kim Round, Instructor, Harvard University Extension School Program Chair Western Governors University

Author Information

Peggy L. Maki, PhD in literature and linguistics, University of Delaware, writes, speaks about, and consults with higher education organizations and institutions on the process of assessing student learning, an internally motivated and shared commitment to currently enrolled students’ equitable progress toward achieving high-quality learning outcomes. She has consulted at over 610 institutions in the United States and abroad and has written books and articles on assessment for more than 20 years. Her previous book, Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs (Stylus, 2017), challenges institutions to prioritize the use of chronological assessment results to benefit enrolled students compared with the more common practice of prolonged assessment cycles that generally benefit future students. She served as the former American Association for Higher Education’s (AAHE) senior scholar on assessment; a consultant in the Association of American Colleges & Universities’ (AAC&U’s) annual General Education and Assessment Institutes; and a member of several advisory boards, including one for the Lumina Foundation. Currently, she serves on the National Institute for Learning Outcomes Assessment (NILOA) advisory board. Recently an accredited organization in the United Kingdom invited her to design and teach online professional development courses and workshops among those it offers worldwide to higher education. She is the recipient of a national teaching award, the Lindback Award for Distinguished Teaching.

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