Prof. Charles Isbell of Georgia Tech's College of Computing presents a "state of the program" on the innovative online Master of Science in Computer Science (OMS CS) program. Hear Isbell discuss the journey to make this program successful as well as future plans for OMS CS' growth and development.
During the 2015 C21U Annual Strategy Meeting, Sandra Bramblett, the Executive Director of Institutional Research and Planning at Georgia Tech, presented on, "Communication: Creating the Story through Analytics."
On Tuesday, March 24, Michael Madaio presented a C21U Seminar on adaptive learning systems, examining the current set of providers, their capabilities, and their limitations.
There has recently been great promise and interest in the use of adaptive learning systems to provide personalized course content, tailored to the ability levels and pace of individual students. Yet, not all the technologies in this space provide the same capabilities. In this seminar Madaio discussed case studies from other institutions using adaptive learning systems, present research on their efficacy in improving student learning outcomes and student retention, and discussed implications for faculty and administrators interested in evaluating, selecting, and implementing an adaptive learning system.
David M. Majerich, research scientist for the Center for 21st Century Universities presented "Course Drift in Blended, Large Enrollment, Multiple Section Courses" during the Teaching Track of the Learning with MOOCs: A Practitioners Workshop. His presentation was based on a paper he co-authored with Bonnie Ferri, professor and associate Chair for Undergraduate Affairs Systems and Controls, Aldo Ferri, associate professor and associate chair for Undergraduate Studies Acoustic.
This workshop brought together the educators, technologists, researchers, learning scientists, entrepreneurs, and funders of MOOCs to share their innovations, discuss the impact on education and to answer questions such as: How to best support students to learn in an online environment? How can MOOCs be successfully integrated with the traditional classroom experience? For which students and in what contexts are these courses most effective? What can we learn from the rich data streams generated by these platforms? How do we structure the learning activities to produce data streams that better support research?
Bonnie Ferri, professor and associate chair for Undergraduate Affairs Systems and Controls presented and served as a panelist at the American Society for Engineering Education (ASEE) 2014 annual meeting this summer.
She presented the paper, Use of a MOOC Platform to Blend a Linear Circuits Course for Non-Majors, that was co-author by fellow Georgia Tech researchers David Majerich, Nathan VerDon Parrish and Aldo A. Ferri.
The workshop explored the physical implications of the digital transformation of higher education. Several key themes emerged during the sessions: pedagogy is changing – manifested by increasing faculty demand for flexible, adaptable and technologically capable spaces; the changing focus of libraries from "just about books” to creating collaborative spaces; and the importance of informal campus space – realized by student expectations for usable space beyond classroom and library settings. A report documenting the workshop is being prepared for presentation to regional and national higher education communities.
David M. Majerich, research scientist for the Center for 21st Century Universities, is the lead on a poster presentation on The Effects of a Flipped Fluid Mechanics Course on Student Learning Outcomes. He will present during Georgia Tech's Center for Enhancement of Teaching and Learning (CETL) Celebrating Teaching Day 2014.
A year and a half ago, many universities were trying to launch a MOOC. What trends have emerged in the marketplace since then and how will MOOCs impact learning in the future? Are they the next generation of adult education? The key to a $10,000 college degree? A new access point to higher education? The “textbook” of the future? A complement for blended learning?
Rob Rubin, Vice President of Engineering, edX (Moderator)
Peter Bol, Vice Provost for Advances in Learning, Harvard University
Jonathan Haber, Founder, Degree of Freedom
Mike McCracken, Director of Online Course Development and Innovation and Principal Research Scientist, Georgia Tech College of Computing
David M. Majerich, research scientist for the Center for 21st Century Universities, presented a paper at the 12th Annual Hawaii International Conference on Education in Honolulu, HI, January 5-9. The paper co-authored by Majerich, Lauren Margulieux, Keith Bujak and Mike McCracken, focused on delineating the meanings of the terms hybrid, blended, flipped and inverted; provided examples of each type of course illuminating the roles of the instructor, student, and technology; and culminated with the identification of two fundamental dimensions common to these four terms that can be useful for differentiating among, and better understanding, the associated learning environments.
Paul M.A. Baker, C21U Associate Director, spoke on 21st Century Universities in the Global Landscape of Higher Education as part of the “Program Implementation and New Avenues” panel at the "American Higher Education in Changing Global Economy" forum, Dec. 5, hosted by Metro Atlanta Chamber of Commerce, Georgia Tech CIBER, and the US India Business Summit.