Wired Ivy

In Episode 40, “globetrotters.edu,” Sandy Strick and Karen Edwards at the University of South Carolina, described how they created virtual study abroad trips for their Hospitality and Marketing students.   Initially, they needed an alternative when the pandemic stopped international travel, but they discovered they had created a valuable format to use for learners who couldn’t travel for myriad reasons.They got Dan thinking about his own work in global education,  so he challenged himself to rethink his approach and to design a virtual trip as an integral component of the complete global experience. At the end of Episode 40, Dan offered to report on the results, and now this episode is his chance to make good on that promise and tell us what he learned this summer.

By now, practically everyone who has a connection to academia has heard that the traditional audience for higher education is headed for a demographic cliff. In response, colleges and universities are exploring ways to attract an older audience of degree completers and life-long learners to bridge the gap. But who counts as an adult learner, and how do we retain them once we have their attention?School isn’t the central hub of a non-traditional student’s life; rather, school is one of many spokes on a very full wheel.  To attract and retain this audience of students requires a willingness to stop expecting that, once admitted and formally welcomed, they will adjust to meet the campus status quo.  True inclusiveness means designing and delivering courses, programs, and services that fit into their lives, instead of expecting them to rearrange their lives and schedules to fit the rhythms of a campus they may never visit.But how do we tailor educational offerings so they are not one-size-fits-all?

It’s especially appropriate that we’re taking a deeper dive into the topic of virtual field experiences on this Wired Ivy Footnotes episode because as I’m speaking, early in May 2022, Dan is in Europe having just completed a study abroad experience with a group of our students in Finland and Estonia, and he’s just started to working with a second group of students in Switzerland and Italy.  As he mentioned in the previous episode, which featured his interview with Karen Edwards and Sandy Strick of University of South Carolina, and Tori Ellenberger of Deakin University in Melbourne, Australia, Dan was so anxious to use some of their ideas for virtual study abroad content that he re-wrote his pre-departure lessons immediately following that conversation. He’ll report on how that new approach landed with students, and whether he was able to observe any immediate benefits compared to previous trips he’s lead, in an upcoming Summer Shorts episode. But before Dan left, he and I made some time to discuss what we see as a few potential long-term opportunities and benefits that could result from continuing to blur the line between in-person and virtual experiential learning.

As the world reopens, in fits and starts, higher ed is attempting to speed away from the pandemic as quickly as possible. But the end of the academic year is now on the horizon and, for academics, that means it’s time for an assessment.  A glance in the rear-view mirror, a review of the virtual content and activities created to address a specific, limited-term situation, and consider whether some of those tools might be more durable than intended.Such is the experience of today’s guests. Faced with university travel bans and course rosters full of students who were counting on study abroad programming and credit hours, Karen Edwards and Sandy Strick of the University of South Carolina, and Tori Ellenberger of Australia’s Deakin University, shifted gears from globetrotting to web surfing with barely a tap on the clutch pedal.  In the process, they discovered a fleet of readily available digital resources that addressed their immediate needs, allowing students to meet the same personal, cultural, academic, and professional learning outcomes established for in-person educational travel. But wait, there’s more!  The resulting instructional strategies will be used to augment upcoming board-a-physical-airplane excursions, a new intentionally virtual study abroad course has been approved at University of South Carolina to be offered each summer going forward, and Wired Ivy’s own Dan Marcucci has revised his approach to leading global study after hearing Tori, Sandy, and Karen describe their experiences and insights. Trust us, you’ll want to take notes!

Educators who are engaged in online teaching are, at some point, going to hear the words "quality matters."  At first mentioned, this seems self-evident. As educators, we understand that the quality of our course design content and delivery is important for learners to have a productive and hopefully optimal learning experience. No one would argue with that. But that is small case quality matters; the myriad initiatives we take upon ourselves to continuously improve outcomes.  There's also capital letter Quality Matters™, which is often abbreviated to the trademarked QM™. This Quality Matters™ refers to a very specific certification process for online and hybrid courses. In this Wired Ivy Office Hours explainer, Dan takes listeners through some of the history, ambitions, and critiques of this standard rubric for online course design.

It’s time for Wired Ivy Office Hours!  A quick but deep dive into an online higher ed term or concept to cultivate effective communication and weed out confusion. Prior to 2014, academic institutions in couldn’t legally give non-resident students access to their online courses without going through a costly and lengthy case-by-case approval process for their classes and degree programs, and negotiating reciprocity agreements with the states their prospective students called home. That's how a non-profit organization known as NC-SARA got its start, as you'll learn in this quick explainer episode! 

Listeners who’ve followed Wired Ivy for a while now will know Dan and Kieran are firm believers that course design needs to begin with the learning objectives, regardless of academic level and mode of delivery.  And yet, when we listened to the previous episode, Made to Measure, we couldn't help but notice it doesn't include any guidance on how to develop those all-important learning objectives.  This Footnotes is a first installment in that long-overdue conversation.

High-stakes academic assessments create conditions that motivate students to cheat.  At the same time everyone wants a laudable level of academic integrity in higher learning.  Fair or not, for many years there has been a dismissive accusation that online learning was particularly vulnerable to massive cheating.  Then, when universities made the wholesale emergency pivot from in-person to virtual classrooms in March 2020, there was a corresponding and predictable uptick in anxiety over how to prevent cheating when the instructor wasn’t even in the same physical location as the learners. This all conveniently ignores the fact that ensuring academic integrity has been a perennial goal and challenge in all forms of education, regardless of the mode of delivery.Test proctoring software and plagiarism checkers are offered as high-tech solutions to what has been framed as a problem created by technology.  We will set aside, for the moment, legitimate apprehensions raised by these software solutions – collection of bio-metric data, spyware and privacy, promoting a surveillance culture, malware vulnerabilities, to name but a few. The important point is this focus on technology is a distraction from the underlying problem.  High-tech fixes only encourage an arms race where  students improve their methods, and educators increase their policing tactics.  It doesn’t mitigate the reason for cheating – we included in the show notes links to research about this. But academic integrity shouldn’t begin with Crime and Punishment, it should start with Sense and Sensibility.   What if, rather than trying to win an academic integrity skirmish, we make assessment activities that promote the original learning objectives? 

A popular perception, especially in the Age of Covid, is that online instruction consists solely of delivering lectures via Zoom to a Hollywood Squares screen of boxed faces and, therefore, doesn’t allow for personal connections to form between instructor and instructed or between learners.  Tell that to students who have taken online classes from Wired Ivy co-host Dan Marcucci!  As Dan explained in Episode 23 - Anatomy of a Lesson, the virtual classroom is an excellent venue for fostering a dynamic, engaged community of learners… as long as you’re willing to apply a little creativity to your concept of a lesson. 

In Episode 30 - Ocean Onliners, our guest Elizabeth Sanli offered perspectives from both sides of the virtual podium – she teaches online courses for Memorial University - Newfoundland and Labrador's University and she's currently an online student, pursuing a Bachelor of Education to go along with her PhD in Kinesiology. Returning to class as a student has raised Elizabeth's awareness of the ways in which instructor expectations may not align with learner preparedness, and she offered an idea for how to address this.

The classic structure of formal education is built on a one-way flow of information, from teacher to student. Since most educators' experiences as learners followed this conventional format, from K through 12 and beyond, it’s no wonder we often fall back on habit, stuck in that same transmit-only configuration even after we’ve transitioned from a traditional to a virtual classroom. In Episode 18 - Virtual Speaks Volumes, our guest Rebecca Hutchinson of UMass Dartmouth shared a wonderfully multi-directional approach to teaching and screen sharing in her synchronous online sculpture classes. Both Dan and Kieran found her example inspiring.

Welcome to Wired Ivy Footnotes!  Clippings from a previous episode, mulched with commentary from Dan and Kieran, to help your online course design and delivery skills grow. Now that the majority of higher education faculty have had at least some experience with virtual instruction, returning to a physical campus has caused many academics to ponder how to apply the lessons we learned online to our non-virtual courses – in other words, are there benefits to using some combination of synchronous and asynchronous content and, if so, how do you decide what needs to be done in real-time?Carey Borkoski, our guest from Episode 29 – Activist Educators, shared some insights on this dilemma.

Time is the raw material of our days.  On the one hand it is precise and predictable. The clock chimes hours into equal measures.  But on the other hand it is pliable and easily warped. We write the syllabi, we schedule assignments, we set grading schemes.  If we are careless, time can unravel and spin out of control.   In online education we have intentionally loosened some of the time threads.  We empower faculty and learners with greater control over their schedules.  But there is a wrinkle in online learning that anytime, anywhere easily slips into all-the-time, everywhere.  As educators, we need to manage our time commitments and create effective experiences for learners.  This is even more important in the covid pandemic, when work and life schedules for many of us became fully unstrung.   Kieran and Dan have been discussing the importance of efficient use of time and energy in online education.  If we are Teaching in a Time Warp, how can we be sure to optimize our own time and effort -- and improve the efficiency and efficacy of activities for learners?  This is a question we will return to periodically on Wired Ivy, starting with this episode's guests, professors Sarah Heath and Beau Shine of Indiana University Kokomo.

As universities attempt to turn away from the remote emergency instruction of 2020 and return to seat-based classes, here at Wired Ivy we’re taking a decidedly contrarian approach. Since everyone else seems to be talking about a return to campus, we’re trading the Ivory Tower and for the deep blue sea.The Marine Institute at Memorial University - Newfoundland and Labrador’s University offers undergraduate and graduate Maritime Studies programs intentionally designed to serve working adults who are far from any of the institution’s five land-based campuses. Online courses don’t get much more remote than a ship in the middle of an ocean. But as our guest, Dr. Elizabeth Sanli, explains, geographically distant doesn’t have to mean students are learning in isolation. Liz is more than qualified to make that claim… she’s a self-identified learning geek who has experienced both sides of the online education experience, as an instructor AND as a student. 

September is a great time to look at our syllabi, course designs, our delivery strategies, and our degree programs with fresh eyes.  Often, when we undertake this kind of review, we tend to focus on what’s missing, what doesn’t work.Carey Borkoski of Johns Hopkins University and Brianne Roos of Loyola University - Maryland make the case for a different approach in a recent paper, published in Impacting Education, entitled “Listening to and Crafting Stories:  Cultivating Activism in Online Doctoral Students.” By using what Carey and Brianne call “deficit-free language,” teachers can see what is actually happening in their classroom, school or college, campus or district, rather than focusing on lack. As a result, these educators can advocate for change.In this episode, conversation, Dan and Kieran learn how their guests have applied this strategic lens to academic advocacy as a key component of the online Doctor of Education program at Johns Hopkins, how it has been received by their students and colleagues, and how they plan to build on what they’ve learned along the way.We also want to learn from our listeners! If you have an innovative online program, or a creative approach to teaching in a virtual classroom, we'd love to hear about it. And if you have questions about teaching online we want to hear those, too.  Leave a voice message at speakpipe.com/wiredivyor send an email to wiredivypodcast@gmail.com.

Teaching is fundamental in academic life, and faculty put a lot of work into creating original lessons and courses.  U.S. copyright law generally states that employers owns the rights to work produced by employees while on the job, but in higher ed, there are categories of intellectual property that are typical exempted from this work-for-hire doctrine -- textbooks are a classic example.  This practice, which has served both institutions and faculty well, is more custom than contract, though, and technology has a way of disrupting business as usual.  The culture and customs of the university are now bumping against the culture and power of the Internet.   This issue of control and access to course content is imminently important to online education and broadly important to all higher education in the 21st century.   At Wired Ivy, we're working on a series of upcoming episodes exploring this issue and the impact on faculty, and we're asking listeners to share their experiences and perspectives on intellectual property policies!

When students take their first online class they usually don't know what to expect.  It can come as quite a surprise to find out that learning at a distance isn't all that different from learning on campus.  That's because faculty tend to choose from the same basic menu options -- lectures, readings, discussion, homework, papers, and exams -- when designing their courses, regardless of whether they'll be teaching from campus or from the cloud, and whether the content will be delivered live, pre-recorded, or some combination of the two.  In this Summer Shorts episode, Kieran thinks the new academic year seems like an opportune time to ask… are online, asynchronous, and hybrid really strange new teaching strategies, or are we simply using new terminology to describe familiar techniques?What do you think?  Send us your comments, questions, and suggestions!  You can record a voice message at speakpipe.com/wiredivy or sending an email to wiredivypodcast@gmail.com.  And help Wired Ivy grow by sharing, subscribing, rating, and reviewing us on your favorite podcast app. .

Sometimes you just want to get away. And if you’re teaching online you can! Bouvet Island in the Southern Ocean is the place to go. It’s the most remote land on Earth, with the closest neighbor being the Princess Astrid Coast of Antarctica, 1100 miles to the south. Your company will be elephant seals and macaroni penguins -- and the occasional passing scientist. But even here, bivouacked in a shipping container station, with your satellite-connected laptop, you don’t have to work by yourself.Dan offers 7 tricks for helping online higher ed academics stay connected to the community and resources they need.

There’s a new showdown brewing on campus: Team Sync, Team Async, and running as an Independent candidate, Team Self-Paced. Fans of each are sorting themselves out on the sidelines and, I gotta be honest with ya, if Self-Paced wins it will be a Cinderella story for the ages.Like so many conflicts, the adversaries are more similar than different. Look past the uniforms and the grudges and you’ll find the line drawn between them is about as solid as chalk on a playing field.Comparisons of real-time and pre-recorded course delivery options are framed in binary terms, like we do: all together or all on your own. But that’s a false dichotomy. Because, seriously, when was the last time you attended, or taught, a 100% synchronous course, if ever?

There are many reasons to create academic programs that can reach students who are unable to travel to campus. Maybe you'd like to expand the audience for an existing in-person degree, or create an entirely new online offering.  But before you begin this journey there's something you need to know — when geography is no longer a barrier to access it changes the map.So how does an program director chart a course from in-person to online?  In this episode, Dan and Kieran discuss what needs to be on the packing list before you set sail.  Mixing our travel metaphors, we kept the altitude of this conversation at about 10,000 feet, soaring over 5 broad topics — goals, audience, faculty, marketing, and institutional support. But if you'd like to hear an in-depth exploration of any of these topics, please let us know so we can plan future episodes!Even better, if you have an online learning project you'd like to workshop with us on air, we would love to have you on Wired Ivy.  Leave a voice message at speakpipe.com/wiredivyor by sending an email to wiredivypodcast@gmail.com.