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Fisher College of Business: Leader in Online Learning

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Launched in 2003, Fisher College of Business’ BSBA Regional Distance Learning program offers a distance business degree for students on the Lima, Marion, Mansfield and Newark campuses. Its primary strength is that it allows students to remain in their community while obtaining a degree from Fisher College of Business – just as if they were on the Columbus campus. In addition, students who wanted to pursue a Business Minor can also accomplish this while remaining on a regional campus. The Business Management degree offers a seamless transfer to Columbus campus if a student wants to pursue a Business Specialization.

The Business Management degree is delivered in a blended classroom format using pre-recorded online lectures and live weekly sessions via video conference.  The live sessions allow the instructor to deliver class lectures to the regional sites just as if the students were on main campus.

video conference example -instructor perspective

The asynchronous delivery of materials allows the students to access their online lectures and course materials at their convenience using the university’s learning management system, Carmen.   Students can access content in a various forms – streaming video, mp3, PowerPoint slides and in some classes, transcripts.

CarmenExample

 

The Distance Delivered Business Management program on the regional campuses has enabled thousands of students to get a Business Management degree or a minor in Business Management and achieve their goals.

To learn more about the program go to:
http://fisher.osu.edu/undergraduate/academics/regional-programs/

 

 

Adobe Creative Cloud and Acrobat Professional for OSU faculty and staff

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The Office of the Chief Information Officer at OSU has worked with Adobe to provide an enterprise version of Adobe Creative Cloud and Acrobat Professional to OSU faculty and staff.  See here for details about the arrangement.

Adobe’s apps are widely regarded as the best tools available for creative work, whether it’s web design, photo and video editing, graphic design or cloud services.  Apps included are Photoshop, Illustrator, Premiere, Dreamweaver, Acrobat and many others.

Contact the Fisher Help Desk for more info about accessing Adobe’s Creative Cloud apps.

Adobe Creative Cloud

Adobe Creative Cloud

2015 Horizon Report for Higher Education

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Sponsored by the New Media Consortium and the EDUCAUSE Learning Initiative, The Horizon Report provides one of the most comprehensive views of the use of technology, technology adoption, and pedagogical strategies in higher education.  The report examines academic trends and cutting edge technologies that will influence the direction of education in higher education for years to come.

HorizonReportGraphic2015

In the 2015 report, several academic trends and technologies are highlighted including:

  • Key Trends Accelerating Technology Adoption
  • Challenges Impeding Adoption
  • Developments in Educational Technology

The reports see keys trends in higher education in the area of technology adoption being:

  • Advancing cultures of Change and Innovation
  • Increasing Cross-Institutional Cooperation
  • A Growing Focus on Measuring Learning Efficacy
  • Increases in the Use of Blended Learning
  • Re-designing Learning Spaces

To read the full report, go to:
2015 Horizon Report

 

 

Carmen Quizzes: Reviewing Student Quiz Responses

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CarmenLogo

The Carmen Quiz tool is a powerful tool that provides a great deal of back-end data that faculty can use to evaluate student’s responses, both on a global level and on individual level.

The link to the video found below will take you through the process of viewing quiz scores along with accessing an individual students quiz results.  It will also show you the steps of deleting a student’s attempt on a quiz.

Reviewing Student Quiz Responses in Carmen

Using Online Video in Your Course

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StudentViewingVideo

The use of the videos in teaching has been around since the invention of the film projector.  With the advent on the internet and online videos from sources such as YouTube, iTunes, and other online outlets, the amount of videos for use has exploded.

Obviously, the question is how and why should you use video in your course?

WHY?
Video has quickly become one of the primary sources by which students interact and learn about their world.  YouTube is the second most searched site on the internet.  College students watch online videos at three times the rate of adults.

Another reason to use online video is that it supports the flipped classroom approach to teaching, allowing students to watch videos when it most convenient to them and freeing up valuable classroom time for in-depth engagement with course concepts and materials.

HOW
The use of online videos should be closely aligned with course objectives and learning outcomes.  Research on learning and student’s attention spans informs us that using videos of a short duration is much more effective than longer lecture based recordings.

Links to videos can be distributed through your learning management system (Carmen), via email, and through other methods.

To learn more about how online videos can be used in your course, check out the links below:
http://www.designingforlearning.info/services/writing/interact.htm

https://www.insidehighered.com/advice/2012/03/21/essay-how-use-youtube-teaching-tool

CarmenConnect in Action

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Using CarmenConnect gives faculty the ability to bring in experts from around the globe.  During Autumn semester, professor Bill Rives used CarmenConnect to bring Patrick Ritchie, a nationally renowned expert in personal credit management, into his course for three courses sessions.

BillRives

Professor Rives said, “The students loved having access to a speaker with these experts of this caliber.”

Mr. Ritchie presented for the class sessions that week speaking on credit management along with providing his own personal insight and tips. He also took live questions.

 RivesConnectWS
Professor Rives would definitely use the technology again and sees it as a way to bridge the student experience from the tangible classroom to the virtual one.  “It was very good because it introduced students to one of the delivery platforms for distance learning.  They could envision having better control of their educational experience if this extended to other courses.”

 

Online scheduling system for undergraduates

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Information Technology Services and Undergraduate Programs and Advising at The Ohio State University Fisher College of Business have partnered to create an online tool to increase efficiencies and make it more convenient for students to schedule appointments with their advisors.

 

Ten Years of Online Learning – OLC Report

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OLC logo
In 2012, the Online Learning Consortium released a report based on ten years worth of data collection.  The results aren’t startling, in that they report what is already evident — online learning is growing in institutions of higher education around the United States, and the world.

To provide some background, the consortium began its mission as the Sloan Consortium, providing early online educators with original research, leading-edge instruction and best-practice publications, to community-driven conferences and expert guidance.  Since their beginning, the consortium has provided foundational data and research in technology enabled learning.

 To summarize some of their findings, here is some of what they learned:

  • Over 6.7 million students were taking at least one online course during the fall 2011 term, an increase of 570,000 students over the previous year.

  • Thirty-two percent of higher education students now take at least one course online.

  • Seventy-seven percent of academic leaders rate the learning outcomes in online education as the same or superior to those in face-to-face.

To learn more, go to:
Ten Years of Online Learning – OLC Report

CarmenConnect: A Tool for Teaching

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For faculty wanting to bring outside expert speakers into their class, there are many challenges.  Time, travel, and money can prohibit speakers from being able to even consider it.  That’s where technology can become a real asset.

CarmenConnect is a university-wide online tool that operates much like other webinar systems, allowing you to share live audio and video along with computer content for a media rich experience.  With these capabilities, it’s a perfect fit for bringing in external guest speakers, but it can be much more than that.  It can also be used to collaborate with others, offer virtual office hours, or even to teach to remote students.

Watch this video of one instructor’s experience using CarmenConnect to bring in a guest speaker from Slovenia.

To learn more about what CarmenConnect can do, go to:
ODEE CarmenConnect Resources

To get trained on how to use CarmenConnect, contact the ITS Helpdesk at: 2-8976
or:  helpdesk@fisher.osu.edu

Defining Fair Use in Education

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In today’s digital age in education, many faculty have questions about what materials they can use in their classrooms and online and not be in violation of copyright.  While there are some gray areas in these matters, the doctrine of fair use is the most common criteria to consider when approaching the use of copyrighted material in an educational setting.

What is Fair Use?
Fair Use is the practice of using copyrighted material in a limited way that does not infringe on the copyright holder’s rights and takes into account these four core criteria:

The Purpose and Character of the the Use

  • Non-profit educational purposes are favored over commercial

  • For the purpose of criticism, commenting, news reporting and scholarship or research

The Nature of the Copyrighted Work

  • Using published works over unpublished works is more favorable

  • Generally avoid “first publication” material

  • Commercially published material is unlikely to be considered fair use

The Amount or Substance of the Portion Used

  • Using smaller portions of works is better than larger portions

  • Exclusive content or the “heart of the work” should be avoided

The Market Effect of the Use

  • Avoid any use of material that will negatively affect the marketability of the work

Resources on Fair Use in Education

OSU Copyright Resource Center

http://library.osu.edu/projects-initiatives/copyright-resources-center/fair-use/

Stanford Copyright and Fair Use Resource Site

http://fairuse.stanford.edu/