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  11. <title>Educational Technology</title>
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  13. <link>http://people.uis.edu/rschr1/et</link>
  14. <description>Educational Technology ~ Ray Schroeder, editor ~ University of Illinois at Springfield</description>
  15. <lastBuildDate>Thu, 15 Jul 2021 00:41:44 +0000</lastBuildDate>
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  21. <title>IMPORTANT NOTICE regarding Ray&#8217;s blogs</title>
  22. <link>http://people.uis.edu/rschr1/et/?p=66826</link>
  23. <pubDate>Thu, 15 Jul 2021 00:41:44 +0000</pubDate>
  24. <dc:creator><![CDATA[admin]]></dc:creator>
  25. <category><![CDATA[Educational Technology]]></category>
  26.  
  27. <guid isPermaLink="false">http://people.uis.edu/rschr1/et/?p=66826</guid>
  28. <description><![CDATA[Dear Readers — Thank you for your loyal support of this curated reading blog. I have been publishing this from UIS on a variety of blog platforms dating back nearly 20 years. As I now phase down my appointment at UIS after 44 years, I am consolidating my work. This is to let you know [&#8230;]]]></description>
  29. <content:encoded><![CDATA[<p>Dear Readers — Thank you for your loyal support of this curated reading blog. I have been publishing this from UIS on a variety of blog platforms dating back nearly 20 years. As I now phase down my appointment at UIS after 44 years, I am consolidating my work. This is to let you know that this site will remain online for research in the archives, but  no longer will be updated after today, July 15, 2021.</p>
  30. <p>The <b>GOOD NEWS</b> is that I will continue to curate and publish the daily postings that you are accustomed to reading — 3 items a day; 7 days a week — at the <b>Professional, Continuing and Online Education Update blog by UPCEA</b> <a href="https://continuingedupdate.blogspot.com/">https://continuingedupdate.blogspot.com/</a>. <b>No charges.</b> Only minor formatting changes.</p>
  31. <p><b>If you have been receiving email updates, they will continue uninterrupted in the same general format at the same time to which you are accustomed</b> — however you will notice the posts will come from the Professional, Continuing and Online Education by UPCEA blog, and you will need to accept this subscription by clicking the link at the top of the first email that comes to you. Of course by simply clicking at the bottom of any email, you may unsubscribe at any time.</p>
  32. <p>Thank you for your support over these many years — and I am looking forward to many more to come!</p>
  33. <p>-ray</p>
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  59. <item>
  60. <title>Blended learning is brighter, broader, and here to stay</title>
  61. <link>http://people.uis.edu/rschr1/et/?p=66850</link>
  62. <pubDate>Thu, 15 Jul 2021 00:40:37 +0000</pubDate>
  63. <dc:creator><![CDATA[admin]]></dc:creator>
  64. <category><![CDATA[Educational Technology]]></category>
  65.  
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  67. <description><![CDATA[Dana Corey, eCampus News With COVID-19 vaccines successfully rolling out to larger percentages of the population, a majority of colleges and universities will be bringing their students, faculty, and staff back to campus this fall. This naturally begs the question: what will they be returning to? Though exclusive on-site schooling would represent a return to [&#8230;]]]></description>
  68. <content:encoded><![CDATA[<p>Dana Corey, eCampus News</p>
  69. <p>With COVID-19 vaccines successfully rolling out to larger percentages of the population, a majority of colleges and universities will be bringing their students, faculty, and staff back to campus this fall. This naturally begs the question: what will they be returning to? Though exclusive on-site schooling would represent a return to a long-lost sense of normalcy, hybrid, or blended, styles of learning have transformed higher ed. In a post-pandemic world, administrators will not be as concerned about class sizes for public health purposes, but that does not automatically mean a crowded classroom is the ideal learning environment. In certain cases, splitting up an overfull class into on-site students and remote learners could deliver a better experience for both groups, which could then alternate sites next class.</p>
  70. <p><a href="https://www.ecampusnews.com/2021/07/06/blended-learning-is-brighter-broader-and-here-to-stay/">https://www.ecampusnews.com/2021/07/06/blended-learning-is-brighter-broader-and-here-to-stay/</a></p>
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  96. <item>
  97. <title>Accessibility Gains Must Become Lasting Learning Practices</title>
  98. <link>http://people.uis.edu/rschr1/et/?p=66848</link>
  99. <pubDate>Thu, 15 Jul 2021 00:35:42 +0000</pubDate>
  100. <dc:creator><![CDATA[admin]]></dc:creator>
  101. <category><![CDATA[Educational Technology]]></category>
  102.  
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  104. <description><![CDATA[Raghu Krishnaiah and Kelly Hermann, Inside Higher Ed We must broaden our focus to create inclusive learning environments that recognize and remove barriers, creating a more equitable system for all. For too long, colleges and universities have waited for students with disabilities to request accommodations before deciding to remove barriers to access and full participation [&#8230;]]]></description>
  105. <content:encoded><![CDATA[<p>Raghu Krishnaiah and Kelly Hermann, Inside Higher Ed</p>
  106. <p>We must broaden our focus to create inclusive learning environments that recognize and remove barriers, creating a more equitable system for all. For too long, colleges and universities have waited for students with disabilities to request accommodations before deciding to remove barriers to access and full participation that existed all along. Higher education’s response to the COVID-19 pandemic shone a stark light on those practices, highlighting the shortcomings of this “wait and see” approach when it comes to digital accessibility and curricular access. In the new normal, post-pandemic education institution, we must broaden our focus to create inclusive learning environments that recognize and remove barriers, creating a more equitable system for all.</p>
  107. <p><a href="https://www.insidehighered.com/views/2021/07/07/colleges-must-continue-work-create-inclusive-learning-environments-opinion">https://www.insidehighered.com/views/2021/07/07/colleges-must-continue-work-create-inclusive-learning-environments-opinion</a></p>
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  132. </item>
  133. <item>
  134. <title>Medical schools should know about these online teaching resources</title>
  135. <link>http://people.uis.edu/rschr1/et/?p=66846</link>
  136. <pubDate>Thu, 15 Jul 2021 00:30:35 +0000</pubDate>
  137. <dc:creator><![CDATA[admin]]></dc:creator>
  138. <category><![CDATA[Educational Technology]]></category>
  139.  
  140. <guid isPermaLink="false">http://people.uis.edu/rschr1/et/?p=66846</guid>
  141. <description><![CDATA[Tmothy M. Smith, AMA In the wake of COVID-19, the need for high-quality e-learning resources for undergraduate medical education accelerated as instructors and medical students adapted to the new learning environment. The AMA has developed a robust program that includes engaging, high-quality and interactive modules to easily fill emerging curricular gaps and support tracking of [&#8230;]]]></description>
  142. <content:encoded><![CDATA[<p>Tmothy M. Smith, AMA<br />
  143. In the wake of COVID-19, the need for high-quality e-learning resources for undergraduate medical education accelerated as instructors and medical students adapted to the new learning environment. The AMA has developed a robust program that includes engaging, high-quality and interactive modules to easily fill emerging curricular gaps and support tracking of medical student progress. The new online learning platform, called the AMA UME Curricular Enrichment Program, features more than two dozen online modules to keep medical students on track in three key areas: health systems science, medical student leadership and EHR workflow.</p>
  144. <p><a href="https://www.ama-assn.org/education/accelerating-change-medical-education/medical-schools-should-know-about-these-online">https://www.ama-assn.org/education/accelerating-change-medical-education/medical-schools-should-know-about-these-online</a></p>
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  169. </item>
  170. <item>
  171. <title>Academic Cheating: Are We Asking the Right Questions?</title>
  172. <link>http://people.uis.edu/rschr1/et/?p=66852</link>
  173. <pubDate>Wed, 14 Jul 2021 09:03:13 +0000</pubDate>
  174. <dc:creator><![CDATA[admin]]></dc:creator>
  175. <category><![CDATA[Educational Technology]]></category>
  176.  
  177. <guid isPermaLink="false">http://people.uis.edu/rschr1/et/?p=66852</guid>
  178. <description><![CDATA[Ray Schroeder, Inside Higher Ed In recent months we have frequently seen reports of cheating among students at colleges, universities and even military academies. Is this entirely the fault of students or are faculty contributing to the problem by emphasizing rote memory of facts, figures and formulas?  The anecdotal reports of more cheating in online [&#8230;]]]></description>
  179. <content:encoded><![CDATA[<p>Ray Schroeder, Inside Higher Ed</p>
  180. <p>In recent months we have frequently seen reports of cheating among students at colleges, universities and even military academies. Is this entirely the fault of students or are faculty contributing to the problem by emphasizing rote memory of facts, figures and formulas?  The anecdotal reports of more cheating in online courses may be more a function of closer online scrutiny and the use of proctoring tools. We should be more about teaching methods, processes, reflection and creative/critical thinking than recalling facts and figures that are available to us in an instant online. Should we, then, focus our efforts on engaged teaching and assessing through unique &#8212; even personalized &#8211; problem solving, collaboration building, leadership and communication?</p>
  181. <p><a href="https://www.insidehighered.com/digital-learning/blogs/online-trending-now/academic-cheating-are-we-asking-right-questions">https://www.insidehighered.com/digital-learning/blogs/online-trending-now/academic-cheating-are-we-asking-right-questions</a></p>
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  206. </item>
  207. <item>
  208. <title>IMPORTANT NOTICE regarding Ray&#8217;s blogs</title>
  209. <link>http://people.uis.edu/rschr1/et/?p=66824</link>
  210. <pubDate>Wed, 14 Jul 2021 00:41:31 +0000</pubDate>
  211. <dc:creator><![CDATA[admin]]></dc:creator>
  212. <category><![CDATA[Educational Technology]]></category>
  213.  
  214. <guid isPermaLink="false">http://people.uis.edu/rschr1/et/?p=66824</guid>
  215. <description><![CDATA[Dear Readers — Thank you for your loyal support of this curated reading blog. I have been publishing this from UIS on a variety of blog platforms dating back nearly 20 years. As I now phase down my appointment at UIS after 44 years, I am consolidating my work. This is to let you know [&#8230;]]]></description>
  216. <content:encoded><![CDATA[<p>Dear Readers — Thank you for your loyal support of this curated reading blog. I have been publishing this from UIS on a variety of blog platforms dating back nearly 20 years. As I now phase down my appointment at UIS after 44 years, I am consolidating my work. This is to let you know that this site will remain online for research in the archives, but will not be updated after July 15, 2021.</p>
  217. <p>The <b>GOOD NEWS</b> is that I will continue to curate and publish the daily postings that you are accustomed to reading — 3 items a day; 7 days a week — at the <b>Professional, Continuing and Online Education Update blog by UPCEA</b> <a href="https://continuingedupdate.blogspot.com/">https://continuingedupdate.blogspot.com/</a>. <b>No charges.</b> Only minor formatting changes.</p>
  218. <p><b>If you have been receiving email updates, they will continue uninterrupted in the same general format at the same time to which you are accustomed</b> — however you will notice the posts will come from the Professional, Continuing and Online Education by UPCEA blog, and you will need to accept this subscription by clicking the link at the top of the first email that comes to you. Of course by simply clicking at the bottom of any email, you may unsubscribe at any time.</p>
  219. <p>Thank you for your support over these many years — and I am looking forward to many more to come!</p>
  220. <p>-ray</p>
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  245. </item>
  246. <item>
  247. <title>Increasing Student Engagement During Synchronous Online Classes</title>
  248. <link>http://people.uis.edu/rschr1/et/?p=66844</link>
  249. <pubDate>Wed, 14 Jul 2021 00:40:35 +0000</pubDate>
  250. <dc:creator><![CDATA[admin]]></dc:creator>
  251. <category><![CDATA[Educational Technology]]></category>
  252.  
  253. <guid isPermaLink="false">http://people.uis.edu/rschr1/et/?p=66844</guid>
  254. <description><![CDATA[Neria Sebastien, Faculty Focus Online classes can present barriers to traditional student engagement and learning, amplified by the actual distance between the learners, their peers, and the instructorConsequently, to realize greater student satisfaction and more profound learner outcomes, instructors are motivatedto make their courses as engaging as possible. Moreover, student engagement involves several elements, including [&#8230;]]]></description>
  255. <content:encoded><![CDATA[<p>Neria Sebastien, Faculty Focus</p>
  256. <p>Online classes can present barriers to traditional student engagement and learning, amplified by the actual distance between the learners, their peers, and the instructorConsequently, to realize greater student satisfaction and more profound learner outcomes, instructors are motivatedto make their courses as engaging as possible. Moreover, student engagement involves several elements, including active and cooperative learning. Instructors are often encouraged and, in some cases, mandated to provide prompt descriptive feedback and communicate high expectations while recognizing and respecting learner diversity. They are guided by Culturally Responsive Teaching and Learning (CRTL) principles and Universal Design for Learning (UDL).</p>
  257. <p><a href="https://www.facultyfocus.com/articles/online-education/online-student-engagement/increasing-student-engagement-during-synchronous-online-classes/">https://www.facultyfocus.com/articles/online-education/online-student-engagement/increasing-student-engagement-during-synchronous-online-classes/</a></p>
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  282. </item>
  283. <item>
  284. <title>New Research Center Aims to Address Inequities in Online Learning in College</title>
  285. <link>http://people.uis.edu/rschr1/et/?p=66842</link>
  286. <pubDate>Wed, 14 Jul 2021 00:35:43 +0000</pubDate>
  287. <dc:creator><![CDATA[admin]]></dc:creator>
  288. <category><![CDATA[Educational Technology]]></category>
  289.  
  290. <guid isPermaLink="false">http://people.uis.edu/rschr1/et/?p=66842</guid>
  291. <description><![CDATA[SRI Interenational The U.S Department of Education’s Institute of Education Sciences has awarded $10 million to SRI Education and the Community College Research Center (CCRC) at Columbia University’s Teachers College. SRI and CCRC are partnering with Achieving the Dream, a national leader in championing evidence-based institutional improvement with a network of more than 300 colleges, [&#8230;]]]></description>
  292. <content:encoded><![CDATA[<p>SRI Interenational</p>
  293. <p>The U.S Department of Education’s Institute of Education Sciences has awarded $10 million to SRI Education and the Community College Research Center (CCRC) at Columbia University’s Teachers College. SRI and CCRC are partnering with Achieving the Dream, a national leader in championing evidence-based institutional improvement with a network of more than 300 colleges, and a group of nine broad-access colleges—community colleges and other schools that accept more than 70 percent of applicants—to conduct research on how educational technology and instructional strategies can bolster students’ skills for managing their own learning.</p>
  294. <p><a href="https://finance.yahoo.com/news/research-center-aims-address-inequities-151800780.html">https://finance.yahoo.com/news/research-center-aims-address-inequities-151800780.html</a></p>
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  319. </item>
  320. <item>
  321. <title>Admission by lottery: A proposal to reimagine college acceptance</title>
  322. <link>http://people.uis.edu/rschr1/et/?p=66840</link>
  323. <pubDate>Wed, 14 Jul 2021 00:30:45 +0000</pubDate>
  324. <dc:creator><![CDATA[admin]]></dc:creator>
  325. <category><![CDATA[Educational Technology]]></category>
  326.  
  327. <guid isPermaLink="false">http://people.uis.edu/rschr1/et/?p=66840</guid>
  328. <description><![CDATA[Andy Uhler and Erika Soderstrom, MarketPlace Over the years, Michael Sandel, a political philosophy professor at Harvard University, noticed a shift in his students. He observed that increasingly his students believed their admission into college was based primarily on years of hard work. This view, however, disregards the roles that outside assistance, luck, privilege and [&#8230;]]]></description>
  329. <content:encoded><![CDATA[<p>Andy Uhler and Erika Soderstrom, MarketPlace</p>
  330. <p>Over the years, Michael Sandel, a political philosophy professor at Harvard University, noticed a shift in his students. He observed that increasingly his students believed their admission into college was based primarily on years of hard work. This view, however, disregards the roles that outside assistance, luck, privilege and affluence play in college pursuits. To help shed light on these forces, Sandel has proposed an admissions lottery system, highlighted in his book “The Tyranny of Merit: What’s Become of the Common Good?” The process would work just like it sounds: Create a pool of qualified applicants that have hit a certain mark, then randomly distribute them until spots at schools are filled. That’s the basic process, although there are variations of the admissions lottery system Sandel has put forth.</p>
  331. <p><a href="https://www.marketplace.org/2021/07/02/admission-by-lottery-a-proposal-to-reimagine-college-acceptance/">https://www.marketplace.org/2021/07/02/admission-by-lottery-a-proposal-to-reimagine-college-acceptance/</a></p>
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  356. </item>
  357. <item>
  358. <title>IMPORTANT NOTICE regarding Ray&#8217;s blogs</title>
  359. <link>http://people.uis.edu/rschr1/et/?p=66822</link>
  360. <pubDate>Tue, 13 Jul 2021 00:41:38 +0000</pubDate>
  361. <dc:creator><![CDATA[admin]]></dc:creator>
  362. <category><![CDATA[Educational Technology]]></category>
  363.  
  364. <guid isPermaLink="false">http://people.uis.edu/rschr1/et/?p=66822</guid>
  365. <description><![CDATA[Dear Readers — Thank you for your loyal support of this curated reading blog. I have been publishing this from UIS on a variety of blog platforms dating back nearly 20 years. As I now phase down my appointment at UIS after 44 years, I am consolidating my work. This is to let you know [&#8230;]]]></description>
  366. <content:encoded><![CDATA[<p>Dear Readers — Thank you for your loyal support of this curated reading blog. I have been publishing this from UIS on a variety of blog platforms dating back nearly 20 years. As I now phase down my appointment at UIS after 44 years, I am consolidating my work. This is to let you know that this site will remain online for research in the archives, but will not be updated after July 15, 2021.</p>
  367. <p>The <b>GOOD NEWS</b> is that I will continue to curate and publish the daily postings that you are accustomed to reading — 3 items a day; 7 days a week — at the <b>Professional, Continuing and Online Education Update blog by UPCEA</b> <a href="https://continuingedupdate.blogspot.com/">https://continuingedupdate.blogspot.com/</a>. <b>No charges.</b> Only minor formatting changes.</p>
  368. <p><b>If you have been receiving email updates, they will continue uninterrupted in the same general format at the same time to which you are accustomed</b> — however you will notice the posts will come from the Professional, Continuing and Online Education by UPCEA blog, and you will need to accept this subscription by clicking the link at the top of the first email that comes to you. Of course by simply clicking at the bottom of any email, you may unsubscribe at any time.</p>
  369. <p>Thank you for your support over these many years — and I am looking forward to many more to come!</p>
  370. <p>-ray</p>
  371. <a href="http://www.facebook.com/share.php?u=http%3A%2F%2Fpeople.uis.edu%2Frschr1%2Fet%2F%3Fp%3D66822&amp;t=IMPORTANT%20NOTICE%20regarding%20Ray%27s%20blogs" id="facebook_share_both_66822" style="font-size:11px; line-height:13px; font-family:'lucida grande',tahoma,verdana,arial,sans-serif; text-decoration:none; padding:2px 0 0 20px; height:16px; background:url(http://b.static.ak.fbcdn.net/images/share/facebook_share_icon.gif) no-repeat top left;">Share on Facebook</a>
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