“Going Virtual” Video Series Launching Today!

Published by Carrie O'Donnell
on Mar 25, 2020

The internet and social media are loaded with information and advice for faculty who are struggling to go online quickly. Much of it is centered around the critical area of technical support–what tools to use, when and how.

At the same time, there’s a gap in resources available to support faculty who want to create the best learning experience possible in their newly virtual environments. To help fill this gap, we’ve been actively developing simple, quick tools and resources that reinforce student learning and engagement. And today we’re launching our new Going Virtualvideo series

Our first video: Converting Your Content shares ideas for effectively preparing onground materials for online. All the videos in the series are written and presented by our senior designers–who have years of experience supporting faculty as they go online. Best of all, each video in the series will provide a set of implementable ideas in three minutes or less.

You’ll find our Going Virtual videos in our recently launched LX Design Center, which also provides additional resources and tools for teaching and learning today, including a new live chat option to connect faculty members with the support of an experienced O’Donnell Learn designer, weekdays, 9am to 5pm EDT.

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INSIGHTS

Higher Ed Has the Toolset, But Do They Have the Mindset to Future-fit?

Published By Joana Jebsen
on Aug 12, 2021

Imagine a fresh-faced eighteen year old, naive to the great big world ahead, hoping for an acceptance into an accredited two or four year college. They’re navigating the long hall towards their college counselor’s office, reviewing the list of schools in their mind, while envisioning a future of friends, inspiring courses and eventually a career, a life. College, whether community or four year, will be their first steps towards adulthood, towards maturity, or so they think.  What they don't know, what they aren’t told, is that most higher education is unequipped to prepare them for life. The real responsibilities they’ll meet when they exit campus are not delineated, explored or taught in school.  To make matters more complicated, the notion of the “traditional student” no longer exists. Students are opting out of four year residential colleges for two year schools and online programs. They’re also delaying the start of college in pursuit of a career. Additionally, there’s been an enormous uptick in adult learners, with families, who start school later, or attend school in tandem with a job. It’s clear: there’s a broken talent pipeline. And an enormous question: is higher education fit for the future?

Looking Back/Learning Forward: Lessons For the Now Normal

Published By Brett Christie, PhD
on Jul 20, 2021

Looking Back, Learning Forward, a motto and mindset to utilize as we envision the future of distance education and fuse historic learning practices with modern lifestyles. I recently co-hosted a webinar with Dr. Jim Julius, Faculty Director of Online Learning at Mira Costa College, where we walked a group of educators through insights gathered over the last fourteen months of online learning. If one thing is clear, it is that it’s been a journey for everyone: faculty, students, education consultants, learning designers, institutional leadership, and families alike. 

Launching Faculty Learning Communities: Participation is All About Perceived Value

Published By Brett Christie, PhD
on Jul 14, 2021

In an earlier webinar, O’Donnell Learn CEO, Carrie O’Donnell and I shared practical ideas and examples for building learning communities among faculty. These communities provide a rich opportunity for faculty to gather around a common goal, learning together and from each other while accomplishing a desired outcome.   Faculty learning communities can provide the time, space and resources for mission-critical efforts related to teaching and learning. Teaching expertise is most often not part of the faculty background, nor is instructional design a common skill. Plus, faculty often develop courses in isolation. In contrast, gathering faculty around learning design can create vibrant exchanges of what’s working, what’s not, and problem-solving around how to make improvements.