The Increasing Importance of Knowing How to Learn—On-line, and Off-line – Robert A. Bjork
Thursday, September 22, 2016 at 1:00 PM
Paradoxically, certain conditions that impair performance during instruction or practice can enhance learning, whereas conditions that retard forgetting and enhance performance during practice often fail to support learning. From a theoretical standpoint, such findings emphasize some unique characteristics of the functional architecture of humans as learners. From a practical standpoint, they help to clarify why instructors are susceptible to choosing non-optimal conditions of instruction; why learners are prone to illusions of comprehension or competence; and why real-world learning, online or offline, is seldom as effective as it might be.
Robert A. Bjork
Robert A. Bjork, PhD, Psychology, Stanford; BA, Mathematics, Minnesota, is Distinguished Research Professor in the Department of Psychology at the University of California, Los Angeles. His research focuses on human learning and memory and on the implications of the science of learning for instruction and training. He has served as Editor of Memory & Cognition (1981-85) and Psychological Review (1995-2000), Co-editor of Psychological Science in the Public Interest (1998-2004), and Chair of a National Research Council Committee on Techniques for the Enhancement of Human Performance (1988-1994). He is a past president or chair of the American Psychological Society (APS); the Western Psychological Association; the Psychonomic Society; the Society of Experimental Psychologists; the Council of Editors of the American Psychological Association (APA); and the Council of Graduate Departments of Psychology. He is a recipient of UCLA’s Distinguished Teaching Award; the American Psychological Association’s Distinguished Scientist Lecturer and Distinguished Service to Psychological Science Awards; the American Physiological Society’s Claude Bernard Distinguished Lectureship Award, the Society of Experimental Psychologists’ Norman Anderson Lifetime Achievement Award, and (together with Elizabeth Bjork) the Association for Psychological Science’s James McKeen Cattell Award. He is a Fellow of the American Academy of Arts and Sciences.
Accelerating Social Innovation with Technology – Philip Regier
Friday, September 23, 2016 at 9:00 AM
Philip Regier Bio
Philip Regier, PhD, is responsible for Arizona State University’s expansion into online learning and has been a member of the university leadership team focused on education innovation since 2009. In the first six years of his tenure as dean of ASU online, the fully online student population grew from 400 to more than 20,000, with the number of degree programs offered growing from six to 100.
Focused on driving quality and access simultaneously, Regier helped the university develop novel partnerships with leading education technology companies including Pearson, Knewton and edX. Today, online programs at ASU utilize more than 150 technologies and the university is a co-convener of the ASU+GSV Education Innovation Summit, the largest and most recognized convening of education technology entrepreneurs, investors and users in the world.
In 2015, Regier was named University Dean for Educational Initiatives and Chief Executive Officer of EdPlus at ASU for the purpose of expanding upon the success of the university’s digital-immersion programs and extending online teaching and learning globally.
Access, Personalization and Success in the Age of Educational Technology – Richard N. Katz
Friday, September 23, 2016 at 1:00 PM
For a millennium, universities have sought to balance a highly personal and labor-intensive apprenticeship approach to instruction with modernity’s mounting pressures to open their doors to ever more learners. Educational technologies are being used both to enlarge the university’s footprint and to aid in sustaining the millennium-old tradition of personalized apprenticeship. What might education look like in 2025? Are universities trapped by their success – or traditions – in instructional modes that pit capital (e.g. educational technology) against labor (personalization through direct faculty-student contact)? Are we re-animating Plato’s School of Athens, or importing Henry’s Ford’s automated factory vision to the academy?
Richard N. Katz Bio
Richard N. Katz, MBA, is the founder of Richard N. Katz & Associates whose clients span all segments of U.S. higher education as well as globally-ranked universities in Australia, Canada, Chile, Hong Kong, Singapore, and Switzerland. He is the author or editor of seven books and more than 80 articles and monographs on a variety of management and technology topics. When published, his book Dancing with the Devil was named one of the year’s 10 most influential education books by Lingua Franca. Richard has served on more than 25 higher education and corporate boards. He also served as Executive Vice President of Nuventive, LLC and vice president of EDUCAUSE where he created the EDUCAUSE Annual Conference, The EDUCAUSE Review, and the EDUCAUSE Center for Applied Research. During his 14-year career with the University of California (UC), Richard became the 2nd recipient of that university’s award for innovation for his work leading the university’s business transformation. He has degrees from the University of Pittsburgh and UCLA.
Quality Online: An inter-Institutional Approach to Integrating and Advancing Quality Assurance – Deb Adair
Friday, September 23, 2016
Online learning, with its rapid growth and broad adoption, is no longer the camel’s nose under the tent, as many had feared. It is largely seen now as a key strategic element to increase access and reduce costs of higher education. Our attention is now turned to the third piece of this “iron triangle” – quality. For educational stakeholders – students, legislators, accreditors, employers – the emphasis is on quality outcomes for all of higher education with significant pressure on and for academic innovation as the means to achieve it.
How do we take all of the innovative approaches to teaching with technology, and at a distance, and develop a common approach to understanding and improving the quality of our courses? And how do we do this in a practical, scalable way that makes sense for institutions with different missions and unique cultures? These are the questions that drove the development of the Quality Matters process over 10 years ago.
This presentation will highlight the core elements necessary for a robust quality assurance process, the continuum of approaches to implementation of such a process, and the critical places along the way to consider differentiation v commonality. We will consider what is required to adopt, apply, and systematize a shared understanding of quality within and across academic institutions.
Dr. Deb Adair Bio
Dr. Deb Adair is the Executive Director of Quality Matters, a non-profit organization providing faculty-centered, turnkey quality assurance solutions and certifications for online education serving K12, postsecondary, government, corporate, and other organizations involved in eLearning in the U.S. and internationally. QM has been developing standards and continuous improvements processes for more than ten years and has an institutional membership that includes well over 1000 academic institutions
With over 25 years’ experience in higher education, she has held faculty appointments with several institutions including American University in Washington, D.C., served as an organizational consultant, and worked in the adult literacy field prior to joining QM in 2007. Deb serves on the advisory boards of the technology-based education associations WICHE Cooperative for Educational Technologies (WCET) and the National University Technology Network (NUTN) and has authored and presented widely on the topic of quality assurance for online learning.