Resonating Frequencies of a Virtual Learning Community: An Ethnographic Case Study of Online Faculty Development at Columbia College Chicago

Despite opportunities for artist educators to locate their practice in online learning environments, many remain reluctant to embrace virtual classrooms. As schools are being forced to create an increasing array of online courses, administrators are reluctant or unable to provide additional resources for equipping faculty with the skills needed to support online course development. Specific guidelines to train faculty how to teach online are often fragmented or local. Programs that demonstrate the ability to grow vibrant and connected online cultures may help guide future faculty development. The Virtual Learning Community (VLC) Fellowship program at Columbia College Chicago supports informal, faculty led online communities in an arts-based institution historically resistant to online instruction. The author presents findings from an Ethnographic Case Study of the VLC program that examines how professional faculty development and learning occurs in these settings within the frameworks of connectivism and transformative learning

Postpositivism in Online Education: Is Big Data Driving the Teacher/Student Relationship off a Cliff?

As online education continues to grow and evolve in the information age, institutions are being deluged with offers from technology vendors to be able to identify student behaviors using predictive analysis. These analytics are derived from algorithms that sift through data drawn directly from student/teacher interaction in online classrooms. Where do we draw the line between the privacy of the teacher/learner relationship and the needs of the institution to mine data for profit

Chapter 3- How Adult Education Can Inform Optimal Online Learning

David\u27s Story I first met Krissy Wilson in 2015 when I was asked to design a new graduate course at Northwestern University on learning environment design. Krissy was part of the talented Distance Learning team in the School of Professional Studies. I was a teacher, instructional specialist, and reluctant learning management system administrator at an arts-based city college where I had worked for almost 15 years. Krissy\u27s Story I got to know David Noffs first as a faculty member in the Master in Information Design and Strategy program in the School of Professional Studies at Northwestern University. Before he joined the Distance Learning team as a learning designer, he was already well-known to all of us as “power faculty,” the kind of instructor who took online course development both seriously and creatively and always showed up for professional development

Resilient Pedagogy: Practical Teaching Strategies to Overcome Distance, Disruption, and Distraction

Resilient Pedagogy offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a collection, Resilient Pedagogy is a multi-disciplinary and multi-perspective response to actions taken in different classrooms, across different institution types, and from individuals in different institutional roles with the purpose of allowing readers to explore the topics to improve their own teaching practice and support their own students through distance, disruption, and distraction

Adult Education and Optimal Online Learning

This podcast discusses concepts from chapter 3, How Adult Education Can Inform Optimal Online Learning. Chapter 3 is available here: https://digitalcommons.usu.edu/resiped/8