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From July 2019 to September 2019, World University Service of Canada (WUSC) was contracted by Mastercard Foundation to conduct research into bridging

Connected higher education (CHE) is an innovative form of higher education that uses information technology to combine face-to-face and online learning to enable students living in remote areas to connect with top universities.

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Is data the flying car of higher ed?

Processing continuous streams of data allows universities to improve student academic performance, safety initiatives and building maintenance on campus.

Abilene Christian University (ACU), a private university in the western region of the United States, uses alert system to serve at-risk students, IDEA evaluations to gather feedback to improve teaching, and data from the use of a learning management system Canvas to identify ways to improve student learning. . While colleges and universities seek to utilize big, complex and aggregated data to generate insights to support students, big data is limited in its use to design interventions due to limits it inherently has. Small data, or one-dimensional teaching and learning analytics, provide quality feedback to teachers and students. In this paper, we will discuss how Abilene Christian University (ACU), a private university in the western region of the United States, uses alert system to serve at-risk students, IDEA evaluations to gather feedback to improve teaching, and data from the use of a learning management system Canvas to identify ways to improve student learning by providing formative evaluation for faculty to improve their practices. Towards the end of the paper we will discuss what students can do to make informed choices about their learning.

The higher education community must set the table and invite others to help us define ethical practice and responsible use of student data in the rapi

Data science uses precise methods and platforms to extract insights from massive collections of information. Universities collect data…

In a wide range of fields, professional practice is being transformed by the increasing influence of digital analytics: the massive volumes of big data, and software algorithms that are collecting,...

PDF | The human services field is fueled by knowledge. Insights into how human service programs work and why practices succeed or fail rests in the... | Find, read and cite all the research you need on ResearchGate

+ In the words of faculty…

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Only 1% of university-age refugees now enroll in higher ed. But two solutions may speed access to quality coursework & verifiable credentials. Learn more.

IDEA is a nonprofit organization dedicated to improving student learning in higher education through analytics, resources, and advice.

This chapter describes an open learning analytics system focused on learning process measures and designed to engage instructors and students in an evidence-informed decision-making process to improv...

Refugees have been stripped of their humanity, insofar as it is supposed to grant “inalienable” rights they are denied.

Introduction The USAID-funded Capacity Project established the Global Alliance for Pre-Service Education (GAPS) to provide an online forum to discuss issues related to teaching and acquiring competence in family planning, with a focus on developing countries' health related training institutions. The success of the Global Alliance for Nursing and Midwifery's ongoing web-based community of practice (CoP) provided a strong example of the successful use of this medium to reach many participants in a range of settings. Case description GAPS functioned as a moderated set of forums that were analyzed by a small group of experts in family planning and pre-service education from three organizations. The cost of the program included the effort provided by the moderators and the time to administer responses and conduct the analysis. Discussion and evaluation Family planning is still considered a minor topic in health related training institutions. Rather than focusing solely on family planning competencies, GAPS members suggested a focus on several professional competencies (e.g. communication, leadership, cultural sensitivity, teamwork and problem solving) that would enhance the resulting health care graduate's ability to operate in a complex health environment. Resources to support competency-based education in the academic setting must be sufficient and appropriately distributed. Where clinical competencies are incorporated into pre-service education, responsible faculty and preceptors must be clinically proficient. The interdisciplinary GAPS memberships allowed for a comparison and contrast of competencies, opportunities, promising practices, documents, lessons learned and key teaching strategies. Conclusions Online CoPs are a useful interface for connecting developing country experiences. From CoPs, we may uncover challenges and opportunities that are faced in the absorption of key public health competencies required for decreasing maternal mortality and morbidity. Use of the World Health Organization (WHO) Implementing Best Practices Knowledge Gateway, which requires only a low bandwidth connection, gave educators an opportunity to engage in the discussion even in the most Internet access-restricted places (e.g. Ethiopia). In order to sustain an online CoP, funds must come from an international organization (e.g. WHO regional office) or university that can program the costs long-term. Eventually, the long-term effectiveness and sustainability of GAPS rests on its transfer to the members themselves.

The world is witnessing the biggest refugee crisis since World War ll.