Tuesday, February 23, 2016
Live Webcast Event: Social and Academic Integration as Important Components of Engagement in Distance and Blended Classes
Presented by Tanya Joosten, University of Wisconsin-Milwaukee
Over the last 50 years, research in student engagement has examined relationships between engagement and student outcomes such as attrition, retention, learning and satisfaction. Most recently, social and academic integration have been the central focus, especially in contexts where students and faculty are distanced by time and space, such as in online and blended courses. In this presentation, Tanya Joosten will discuss how to design such courses and gather evidence of their effectiveness.
Tuesday, February 23, 2016
12:00 (noon) - 1:00 p.m. (Central)
City Campus Union (Colonial Room)
University of Nebraska-Lincoln
Important: Attendees are invited to attend in person or via web-cast. Attendance information will be e-mailed upon registration.
About the Speaker:
Tanya Joosten, PhD.
Director eLearning Research and Development
Co-Director National Research Center for Distance Education and Technological Advancements (DETA)
Tanya Joosten is the director of eLearning Research and Development at the University of Wisconsin-Milwaukee (UWM) where she works to guide strategic eLearning efforts at the campus, state, and national levels, to develop innovative programming for the UWM campus, and to lead a team of researchers to advance the field of eLearning. She is the co-director of the National Research Center for Distance Education and Technological Advancements (DETA) supported by the U.S Department of Education.
Joosten has been recognized by the Sloan-Consortium (now OLC) as a fellow for her work in blended and online learning. She is a teacher of tech-enhanced, blended, and online courses in the field of communication for over 15 years, including online courses in human communication and technology and organizational communication at UWM, published author in communication technology in teaching and learning, including her recent book, Social Media for Educators, and chapter in, Blended Learning: Research Perspectives, a social scientist researching technology-mediated pedagogy and its impact on student outcomes, and a well-known speaker and consultant across the globe. Her efforts have been highlighted in many national news and media outlets, including the Chronicle of Higher Education, Ed Tech Magazine, eCampus News, and have led to her involvement in planning for the future of education, including the UWM Campus and Digital Futures Planning, State of Wisconsin Superintendent's Digital Learning Advisory Council, NMC Horizon Project Higher Ed Advisory Board, EDUCAUSE Evolving Technologies Steering Committee, and EDUCAUSE IT Status committee.
More information about the speaker
Tanya Joosten received her doctorate, masters and bachelor’s degrees in Communications from the University of Wisconsin-Milwaukee and completed doctoral interdisciplinary coursework at Arizona State University.
As a practitioner, she previously led the Learning Technology Center, including efforts in faculty development for online and blended teaching, development of UWM’s blended and online faculty development program, supervised administration of the campus LMS, including faculty training and support, and led campus efforts for certification, recognition, and engagement initiatives for blended and online teaching. She has worked together with the Provost’s office, schools, colleges, and units to help in the development of over 40 blended and online degree programs at UWM over the last decade.
The University of Wisconsin-Milwaukee (UWM) developed the Blending Life and Learning initiative to offer degree and certificate programs with flexible class schedules that combine face-to-face, fully online, and blended courses. Blended courses replace a portion of traditional face-to-face classroom time with online assignments and activities. The UWM Learning Technology Center (LTC) provides faculty with opportunities to develop their courses for blended teaching and learning.
In blended courses, instructors have found that their role as teacher becomes more facilitative and learner-centered. As faculty move to active, student-centered teaching and learning, LTC staff suggest methods of authentic assessment that apply to the instructor's own disciplinary and programmatic needs and focus on critical thinking. Staff advise faculty on ways to promote engagement both online and in the face-to-face classroom, particularly with the goal of developing a peer learning community that employs collaboration to complete its learning activities. Finally, LTC staff acquaint faculty more fully with the pedagogical implications of using different types of media, such as digital and/or visual.
Attendance information will be e-mailed prior to the event.