{"text_format":"1","workbook":"xlsx","n_sheets":6,"sheets":["DASHBOARD","Mapping","Definitions Category","Definitions Pedagogy","Definitions Training","Definitions LIT stripped"],"not_rendered":{"charts":0,"images":1,"macros":1,"external_links":0,"defined_names":11,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900"}

{"sheet":"DASHBOARD","index":0,"n_rows":30,"n_cols":4,"rows_kept":30,"cut":false,"hidden":false,"merged":[[25,1,26,4],[11,0,17,0],[7,0,10,0],[24,0,27,0],[8,1,9,4]]}
[]
[]
[]
[]
[]
[]
["EDUCATIONAL TECHNOLOGY DASHBOARD 2.0"]
[null,"How to use this tool"]
[null,"This tool is designed to help you identify appropriate educational technology solutions for your course. Sort by problems of practice, pedagogical approach, curriculum design needs, Bloom's Taxonomy Level, or online alternatives to in-class approaches"]
[]
[]
[null,"Analysis"]
[null,"What is your problem of practice or pedagogical need?"]
[null,"1) Choose Category"]
[]
[null,"2) Choose Need"]
[]
[null,"Suggested technology solutions",null,{"$f":"IFERROR(INDEX(Table1[Column1], MATCH(DASHBOARD!$D$16,Table1[Problem of Practice Name],0)),\"\")","v":""}]
[]
[null,"Example providers",null,{"$f":"IFERROR(INDEX(Table1[Column2], MATCH(DASHBOARD!$D$16,Table1[Problem of Practice Name],0)),\"\")","v":""}]
[]
[null,"Considerations for addressing this need",null,{"$f":"IFERROR(INDEX(Table1[Explanation], MATCH(DASHBOARD!$D$16,Table1[Problem of Practice Name],0)),\"\")","v":""}]
[]
[null,"Learn more in Introduction to Teaching Online course modules",null,{"$f":"IFERROR(INDEX(Table1[IntroModules], MATCH(DASHBOARD!$D$16,Table1[Problem of Practice Name],0)),\"\")","v":""}]
[null,"Data"]
[null,"Problems of practice topics derived in part from Carnegie Mellon University Eberly Center. Pedagogical categories derived in part from Resources for Rethinking. Technology categories based on IMS Global Learning Impact Trend Framework 2019. Bloom's Taxonomy information adapted in part from http://louisville.edu/delphi/resources/-/files/resources/pages/Blooms-Taxonomy-Handout.pdf and informed by Merrill and Young (2012)."]
[]
[]
[]
["Updated 6/16/2020"]

{"sheet":"Mapping","index":1,"n_rows":51,"n_cols":13,"rows_kept":51,"cut":false,"hidden":true,"merged":[]}
["Source","Problem of Practice Name","Category","Explanation","Underlying Reasons","Tech/LIT Category","Professional Development Modules","CourseModules","Notes","Column1","Column2","IntroModules","Column3"]
["Kate","Students cannot conveniently access the course content","Access & Technology","Make sure to use the LMS and standardized softawre and hardware requirements to ensure centralized access to the course tools and materials. Consider if local providers like libraries and community colleges may have internet access or other resources that can help your students access your course more easily.","1.  Centralized access to tools and course materials.  2. Lack of reliable internet access, hardware difference or failures","LMS; StandardHardware;StandardPartners","Risk","Module2;Module4;Module6",null,{"$f":"Lookup_concat($F2,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; Local and regional partners"},{"$f":"Lookup_concat($F2,'Definitions LIT stripped'!$A$1:$A$22,'Definitions LIT stripped'!$D$1:$D$22)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; Libraries or community colleges for internet or device access"},{"$f":"IFERROR(Lookup_concat($H2,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 2: Foundational Concepts; Module 4: Synchonicity Plan; Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G2,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Creating risk-taking skills in students"}]
["Ellen","Students cannot conveniently access the professor outside of class","Access & Technology","Use LMS tools, forums, and other collaborative spaces to meet with students. Clearly articulate office hours and preferred methods of contact.","1. No clear articulation of  office hours. 2. No clear preferred method or preferred method is inaccessible","eCollabMeeting;Forums;eCollabWork","Engagement;Help","Module4;Module7",null,{"$f":"Lookup_concat($F3,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"e-Collaborative Learning; Forums; Collaborative workspace"},{"$f":"Lookup_concat($F3,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"Zoom, WebEx, or GoogleMeet; LMS discussion forums, or Piazza or Padlet; GoogleSuite, blogs, or Wikis"},{"$f":"IFERROR(Lookup_concat($H3,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 4: Synchonicity Plan; Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G3,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Teaching/Student Engagement; Helping students seek appropriate support after poor performance or lack of topic interest"}]
[null,"Some students have trouble with online materials due to impairment or disability","Access & Technology","Ensure you are following best practices for accessibility of digital written and video materials, including transcripting, alternative text for visual material, and multiple modes of content delivery. Accessibility tools are available for LMS and many other programs to support you.",null,"LMSaccess","CourseDevPolicy;Accessibility","Module4;Module6",null,{"$f":"Lookup_concat($F4,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Educational Accessibility and Personalization "},{"$f":"Lookup_concat($F4,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"CanvasAlly or AccessibilityTools within standard software (e.g. PowerPoint translation)"},{"$f":"IFERROR(Lookup_concat($H4,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 4: Synchonicity Plan; Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G4,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Course Development: Policies nd course management; Making the classroom accessible"}]
[null,"I or my students don't have the technical skill to create online materials","Access & Technology","Many programs have templates and tutorials available to help you get up to speed quickly. Many of your existing materials can be used if they are placed in the LMS. Use guidelines from QualityMatters, UNC SO training courses, and your university faculty development for more guidance on getting your course online quickly.",null,"Templates","CourseDevContent;Risk","Module1;Module4",null,{"$f":"Lookup_concat($F5,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Scaling Pedagogical Knowledge and Practice"},{"$f":"Lookup_concat($F5,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"QualityMatters guidelines, instructor-created templates, or Faculty Development Training resources"},{"$f":"IFERROR(Lookup_concat($H5,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 1: Welcome and Introduction; Module 4: Synchonicity Plan"},{"$f":"IFERROR(Lookup_concat($G5,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Course Development: Content and Assignments; Creating risk-taking skills in students"}]
["CMU","Students behave rudely in class.","Student Behavior","Rudeness thrives in anonymity. Use tools designed to promote student engagement and interactions with other students and the faculty to reduce this behavior.","1. Anonymity enables inappropriate behavior.","Forums","Engagement","Module7","use moderating capacity",{"$f":"Lookup_concat($F6,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Forums"},{"$f":"Lookup_concat($F6,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS discussion forums, or Piazza or Padlet"},{"$f":"IFERROR(Lookup_concat($H6,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G6,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Teaching/Student Engagement"}]
["CMU","Students cheat on assignments and exams.","Student Behavior","Students are more likely to cheat in conditions where they perceive they are anonymous and won't get caught, or circumstances where there are a few high-stakes assessments. In addition to course design strategies to promote academic integrity, several tools exist for plagiarism detection, grading, and procotoring. Most collaborative workspaces also allow version control and monitoring to understand student contributions to group work.","1.  Students might perceive the possibility to cheat without getting caught.  2.  Students are more likely to cheat when they feel anonymous in class.","Security;eCollabWork;eCollabShare","Engagement;Motivate;Help","Module5",null,{"$f":"Lookup_concat($F7,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Security, plagiarism screening, proctoring; Collaborative workspace; Collaborative sharespaces and repositories"},{"$f":"Lookup_concat($F7,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"TurnItIn plagiarism detection or online proctoring such as Respondus or Examity; GoogleSuite, blogs, or Wikis; GitHub or online portfolios"},{"$f":"IFERROR(Lookup_concat($H7,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G7,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Teaching/Student Engagement; Motivating students; Helping students seek appropriate support after poor performance or lack of topic interest"}]
[null,"I don't know how to align my course with external curriculum standards","Curriculum Design","Several tools, such as concept and curriculum mapping tools, exist to map your course and curriculum concept and learning outcomes to ensure they are aligned.",null,"Curriculum","CourseDevContent","Module3",null,{"$f":"Lookup_concat($F8,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Visual curriculum or concept mapping"},{"$f":"Lookup_concat($F8,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"Mindmap or CourseTune concept mapping tools"},{"$f":"IFERROR(Lookup_concat($H8,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis"},{"$f":"IFERROR(Lookup_concat($G8,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Course Development: Content and Assignments"}]
[null,"I don't know how to match concepts to learning objectives","Curriculum Design","Several tools, such as concept and curriculum mapping tools, exist to map your course and curriculum concept and learning outcomes to ensure they are aligned.",null,"Curriculum","CourseDevContent","Module3",null,{"$f":"Lookup_concat($F9,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Visual curriculum or concept mapping"},{"$f":"Lookup_concat($F9,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"Mindmap or CourseTune concept mapping tools"},{"$f":"IFERROR(Lookup_concat($H9,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis"},{"$f":"IFERROR(Lookup_concat($G9,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Course Development: Content and Assignments"}]
[null,"I don't know how my class fits into the whole curriculum","Curriculum Design","Several tools, such as concept and curriculum mapping tools, exist to map your course and curriculum concept and learning outcomes to ensure they are aligned.",null,"Curriculum","CourseDevContent","Module3",null,{"$f":"Lookup_concat($F10,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Visual curriculum or concept mapping"},{"$f":"Lookup_concat($F10,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"Mindmap or CourseTune concept mapping tools"},{"$f":"IFERROR(Lookup_concat($H10,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis"},{"$f":"IFERROR(Lookup_concat($G10,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Course Development: Content and Assignments"}]
["CMU","Students lack interest or motivation.","Engagement","Engagement is key to encouraging student interest and motivation, both through LMS scheduling and forum tools but also through dynamic and immersive content and collaborative group work that keeps students connected to each other.","1.  Students  feel detached from the instructor/classmates, and therefore unmotivated or \"invisible\" because of the distance format. ","LMS;Forums;VR/AR;eCollabWork;eCollabMeeting","Engagement;Motivate","Module7",null,{"$f":"Lookup_concat($F11,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; Forums; Gaming, Simulation, and Immersive Learning; Collaborative workspace; e-Collaborative Learning"},{"$f":"Lookup_concat($F11,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; LMS discussion forums, or Piazza or Padlet; 360 video, Oculus, Hololens, GoogleCardboard; GoogleSuite, blogs, or Wikis; Zoom, WebEx, or GoogleMeet"},{"$f":"IFERROR(Lookup_concat($H11,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G11,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Teaching/Student Engagement; Motivating students"}]
["CMU","Students don’t seek help when needed.","Engagement","For students to seek help, they need to recognize when they aren't mastering the material and they need to feel connected to the instructor. To ensure they know whether they understand the material, use quick concept checks with online assessments, consider just-in-time supports for learning, and use adaptive learning that adjusts content delivery and supports with prerequisite material for students who are struggling with concepts.","1. Don't recognize when they aren't mastering material. 2. Feel an impediment to contacting the instructor (see above)","Adaptive;eAssess;JIT","Engagement;Motivate;Help","Module7","cooperative learningInt",{"$f":"Lookup_concat($F12,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Adaptive Learning & Online Homework ; Assessment Enhancement With Digital Technology ; Just-in-time learning support"},{"$f":"Lookup_concat($F12,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"CogBooks, RealizeIt, or SmartSparrow; LMS quiz tools, TopHat, or Kahoot; University faculty development training or providers such as LinkedIn Learning"},{"$f":"IFERROR(Lookup_concat($H12,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G12,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Teaching/Student Engagement; Motivating students; Helping students seek appropriate support after poor performance or lack of topic interest"}]
["CMU","Students don’t participate in discussion.","Engagement","Use collaborative activities with clear participation rubrics to encourage student participation. Immersive methods, such as augmented and virtual reality, can allow for more personal interactions with virtual avatars that better replicate the in-person interactions.","1.  Students don't participate in discussion.  2.  Students see little value in the course or its content. 3. shyness","AR/VR;Forums;eCollabMeeting;eCollabWork","Engagement;Motivate","Module7",null,{"$f":"Lookup_concat($F13,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Forums; e-Collaborative Learning; Collaborative workspace"},{"$f":"Lookup_concat($F13,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS discussion forums, or Piazza or Padlet; Zoom, WebEx, or GoogleMeet; GoogleSuite, blogs, or Wikis"},{"$f":"IFERROR(Lookup_concat($H13,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G13,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Teaching/Student Engagement; Motivating students"}]
["CMU","Students don’t keep up with the material.","Engagement","Use scheduling and reminder tools in the LMS to ensure students are aware of the proper course pacing and due dates. Use online assessments to identify which concepts are barriers, and use adaptive learning approaches and just-in-time material delivery to help keep students up to speed.","1. unaware of schedule, 2. schedule is challenging, 3. challenges with basic foundations","Adaptive;LMS;eText;eAssess; JIT","Engagement;Motivate;Help","Module7",null,{"$f":"Lookup_concat($F14,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Adaptive Learning & Online Homework ; Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; Digital Resource, eText and Learning App Innovation; Assessment Enhancement With Digital Technology "},{"$f":"Lookup_concat($F14,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"CogBooks, RealizeIt, or SmartSparrow; LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; OpenStacks; LMS quiz tools, TopHat, or Kahoot"},{"$f":"IFERROR(Lookup_concat($H14,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G14,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Teaching/Student Engagement; Motivating students; Helping students seek appropriate support after poor performance or lack of topic interest"}]
["CMU","Group projects aren’t working.","Interaction","Ensure groups have a collaborative platform that allows them to effectively connect and work together. Use collaborative platform tools to observe versioning and individual student contributions. Forms can be used to gather feedback from students about team roles and how they worked together. Encourage colaborative feedback on project work in forums or other feedback tools. ","1.  Structure of assignment does not promote teamwork.  2..Grading scheme does not promote meaningful teamwork.  3.  Students’ schedules prohibit meeting as frequently as needed. 4* distance promotes lack of confidence in the group synergy","eCollabMeeting;eCollabWork;eCollabShare; VR/AR;Forums; Security","Engagement; CritThinking;Motivate;Group","Module7","virtual rooms",{"$f":"Lookup_concat($F15,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"e-Collaborative Learning; Collaborative workspace; Collaborative sharespaces and repositories; Forums"},{"$f":"Lookup_concat($F15,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"Zoom, WebEx, or GoogleMeet; GoogleSuite, blogs, or Wikis; GitHub or online portfolios; LMS discussion forums, or Piazza or Padlet"},{"$f":"IFERROR(Lookup_concat($H15,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G15,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Teaching/Student Engagement; Motivating students; Creating effective group projects"}]
["Ben","Students feel disconnected or isolated.","Interaction","There are many techniques for ensuring students to feel more connected to an online course. Techniques for ensuring students keep up with material using concept assessments and LMS reminders, adaptive learning approaches, and immersive material can be helpful if they are disconnected from the material. To maintain connection to the people in the course, it is useful to have interactive meeting sessions through synchronous sessions, collaborative assignments, and adequate feedback.","1. Students in online courses may feel disconnected from their classmates and the instructor.","LMS;eAssess;eCollabMeeting;eCollabWork;eCollabShare; eAssess;VR/AR;Forums; Security","Engagement;Motivate","Module7",null,{"$f":"Lookup_concat($F16,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; Assessment Enhancement With Digital Technology ; e-Collaborative Learning; Collaborative workspace; Collaborative sharespaces and repositories; Gaming, Simulation, and Immersive Learning; Forums"},{"$f":"Lookup_concat($F16,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; LMS quiz tools, TopHat, or Kahoot; Zoom, WebEx, or GoogleMeet; GoogleSuite, blogs, or Wikis; GitHub or online portfolios; 360 video, Oculus, Hololens, GoogleCardboard; LMS discussion forums, or Piazza or Padlet"},{"$f":"IFERROR(Lookup_concat($H16,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G16,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Teaching/Student Engagement; Motivating students"}]
[null,"Open-Ended Instruction","Pedagogy","In this approach, lessons are structured so that multiple/complex answers are possible: students are not simply steered toward one “right” answer. Projects, discussions, and immersive material and simuations are useful.",null,"eCollabMeeting;Forums;eCollabWork;VR/AR","PedagogyBest;PedagogyOnline;CritThinking","Module6",null,{"$f":"Lookup_concat($F17,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"e-Collaborative Learning; Forums; Collaborative workspace; Gaming, Simulation, and Immersive Learning"},{"$f":"Lookup_concat($F17,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"Zoom, WebEx, or GoogleMeet; LMS discussion forums, or Piazza or Padlet; GoogleSuite, blogs, or Wikis; 360 video, Oculus, Hololens, GoogleCardboard"},{"$f":"IFERROR(Lookup_concat($H17,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G17,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Pedagogical Best Practices; Transitioning pedagogy to the online classroom; Developing student's Critical Thinking skills"}]
[null,"Integrated Learning","Pedagogy","In this approach, learning brings together content and skills from more than one subject area. Interactive and interdisciplinary materials and texts are appropriate.",null,"VR/AR;eText;Authentic","PedagogyBest;PedagogyOnline","Module6",null,{"$f":"Lookup_concat($F18,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Gaming, Simulation, and Immersive Learning; Digital Resource, eText and Learning App Innovation; Authentic data or field-specific tools of the trade"},{"$f":"Lookup_concat($F18,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"360 video, Oculus, Hololens, GoogleCardboard; OpenStacks; Online databases, provided dataset, professional software or equipment"},{"$f":"IFERROR(Lookup_concat($H18,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G18,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Pedagogical Best Practices; Transitioning pedagogy to the online classroom"}]
[null,"Inquiry Learning","Pedagogy","In this approach, learning is directed by questions, problems, or challenges that students work to address. Collaborative projects, opensource texts, just-in-time learning resources, and immersive simulations can be appropriate.",null,"VR/AR;eText;eCollabMeeting;eCollabWork;JIT; Authentic;Labs","PedagogyBest;PedagogyOnline;CritThinking","Module6",null,{"$f":"Lookup_concat($F19,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Gaming, Simulation, and Immersive Learning; Digital Resource, eText and Learning App Innovation; e-Collaborative Learning; Collaborative workspace; Just-in-time learning support; Simulations and Virtual Labs"},{"$f":"Lookup_concat($F19,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"360 video, Oculus, Hololens, GoogleCardboard; OpenStacks; Zoom, WebEx, or GoogleMeet; GoogleSuite, blogs, or Wikis; University faculty development training or providers such as LinkedIn Learning; Merlot or Labster"},{"$f":"IFERROR(Lookup_concat($H19,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G19,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Pedagogical Best Practices; Transitioning pedagogy to the online classroom; Developing student's Critical Thinking skills"}]
[null,"Differentiated Instruction","Pedagogy","In this approach, activities address a range of student learning styles, abilities and readiness. Adaptive learning that allows students to move at their own pace and take a learning path personalized to their preparation is ideal.",null,"Adaptive","PedagogyBest;PedagogyOnline","Module6;Module7",null,{"$f":"Lookup_concat($F20,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Adaptive Learning & Online Homework "},{"$f":"Lookup_concat($F20,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"CogBooks, RealizeIt, or SmartSparrow"},{"$f":"IFERROR(Lookup_concat($H20,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies; Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G20,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Pedagogical Best Practices; Transitioning pedagogy to the online classroom"}]
[null,"Experiential Learning","Pedagogy","In this approach, authentic learning experiences are provided. Immersive virtual or augmented environments or 360 video field trips can be useful.",null,"VR/AR; Authentic;Labs","PedagogyBest;PedagogyOnline;CritThinking","Module6",null,{"$f":"Lookup_concat($F21,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Gaming, Simulation, and Immersive Learning; Simulations and Virtual Labs"},{"$f":"Lookup_concat($F21,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"360 video, Oculus, Hololens, GoogleCardboard; Merlot or Labster"},{"$f":"IFERROR(Lookup_concat($H21,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G21,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Pedagogical Best Practices; Transitioning pedagogy to the online classroom; Developing student's Critical Thinking skills"}]
[null,"Co-operative Learning","Pedagogy","In this approach, group and cooperative learning strategies are a priority. Colaborative virtual meeting, shared documents, and repositiories can support this approach.",null,"eCollabMeeting;eCollab;Work;eCollabShare;Authentic","PedagogyBest;PedagogyOnline","Module6;Module7",null,{"$f":"Lookup_concat($F22,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"e-Collaborative Learning; Collaborative sharespaces and repositories; Authentic data or field-specific tools of the trade"},{"$f":"Lookup_concat($F22,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"Zoom, WebEx, or GoogleMeet; GitHub or online portfolios; Online databases, provided dataset, professional software or equipment"},{"$f":"IFERROR(Lookup_concat($H22,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies; Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G22,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Pedagogical Best Practices; Transitioning pedagogy to the online classroom"}]
[null,"Assessment & Evaluation of Student Learning","Pedagogy","To assess and evaluate students, tools are needed that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. The LMS has many of these built in, and there are additional software tools available to assist in online grading and promote academic integrity.",null,"Forums; LMS;Voice;Writing;Grading;Badging;Analytics;Security","Evaluations","Module5",null,{"$f":"Lookup_concat($F23,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Forums; Grading tools and rubrics; Digital Credentials and Competency-Based Innovation; Learning Analytics; Security, plagiarism screening, proctoring"},{"$f":"Lookup_concat($F23,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS discussion forums, or Piazza or Padlet; LMS rubrics and grading tools, Gradescope; LMS completion badging, or external credentialing such as AWSCredentials; LMS analytics tools; TurnItIn plagiarism detection or online proctoring such as Respondus or Examity"},{"$f":"IFERROR(Lookup_concat($H23,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G23,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Evaluations"}]
[null,"Peer Teaching","Pedagogy","Peer teaching and feedback can be very useful in an online class. Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors. It can also reduce instructor grading load. Collaborative workspaces and documents, and opportunities to provide feedback, are essential for this approach.",null,"eCollabMeeting;eCollabWork;eCollabShare","PedagogyBest;PedagogyOnline","Module5",null,{"$f":"Lookup_concat($F24,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"e-Collaborative Learning; Collaborative workspace; Collaborative sharespaces and repositories"},{"$f":"Lookup_concat($F24,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"Zoom, WebEx, or GoogleMeet; GoogleSuite, blogs, or Wikis; GitHub or online portfolios"},{"$f":"IFERROR(Lookup_concat($H24,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G24,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Pedagogical Best Practices; Transitioning pedagogy to the online classroom"}]
[null,"Case Studies","Pedagogy","In this approach, relevant case studies are examined. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. Immersive and just-in-time learning resources shared from the LMS can augment this approach.",null,"JIT;LMS;VR/AR;Labs;Authentic","PedagogyBest;PedagogyOnline;CritThinking","Module6",null,{"$f":"Lookup_concat($F25,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Just-in-time learning support; Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; Gaming, Simulation, and Immersive Learning; Simulations and Virtual Labs; Authentic data or field-specific tools of the trade"},{"$f":"Lookup_concat($F25,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"University faculty development training or providers such as LinkedIn Learning; LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; 360 video, Oculus, Hololens, GoogleCardboard; Merlot or Labster; Online databases, provided dataset, professional software or equipment"},{"$f":"IFERROR(Lookup_concat($H25,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G25,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Pedagogical Best Practices; Transitioning pedagogy to the online classroom; Developing student's Critical Thinking skills"}]
[null,"Locus of Control","Pedagogy","In this approach, meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. Just-in-time resources on a new topic, collaborative work spaces for shared work, and discussion forums can augment this approach.",null,"JIT;Forums;eCollabShare;eCollabMeeting;eCollabWork","PedagogyBest;PedagogyOnline","Module7",null,{"$f":"Lookup_concat($F26,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Just-in-time learning support; Forums; Collaborative sharespaces and repositories; e-Collaborative Learning; Collaborative workspace"},{"$f":"Lookup_concat($F26,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"University faculty development training or providers such as LinkedIn Learning; LMS discussion forums, or Piazza or Padlet; GitHub or online portfolios; Zoom, WebEx, or GoogleMeet; GoogleSuite, blogs, or Wikis"},{"$f":"IFERROR(Lookup_concat($H26,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 7: Student Interactions"},{"$f":"IFERROR(Lookup_concat($G26,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Pedagogical Best Practices; Transitioning pedagogy to the online classroom"}]
["CMU","Students performed poorly on an exam.","Student Performance","To ensure students know whether they understand the material, use quick concept checks with online assessments, consider adaptive learning that adjusts content delivery and supports with prerequisite material for students who are struggling with concepts. Consider alternative assessments to exams to better capture student understanding.","Incomplete understanding of material; fear of failure/lack of confidence in their ability to execute","LMS;eAssess;Adaptive","Evaluations;CritThinking;Help","Module5",null,{"$f":"Lookup_concat($F27,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; Assessment Enhancement With Digital Technology ; Adaptive Learning & Online Homework "},{"$f":"Lookup_concat($F27,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; LMS quiz tools, TopHat, or Kahoot; CogBooks, RealizeIt, or SmartSparrow"},{"$f":"IFERROR(Lookup_concat($H27,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G27,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Evaluations; Developing student's Critical Thinking skills; Helping students seek appropriate support after poor performance or lack of topic interest"}]
["CMU","Students can't apply what they’ve learned.","Student Performance","To ensure they know whether they understand the material, use quick concept checks with online assessments, consider adaptive learning that adjusts content delivery and supports with prerequisite material for students who are struggling with concepts. Use synchronous group work to work with students and help them apply concepts in an interactive setting. Consider alternative assessments to exams to better capture student understanding.","Incomplete understanding of material; fear of failure/lack of confidence in their ability to execute","LMS;eAssess;Adaptive;eCollabWork;eCollabMeeting","Evaluations;CritThinking;Help","Module3;Module5",null,{"$f":"Lookup_concat($F28,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; Assessment Enhancement With Digital Technology ; Adaptive Learning & Online Homework ; Collaborative workspace; e-Collaborative Learning"},{"$f":"Lookup_concat($F28,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; LMS quiz tools, TopHat, or Kahoot; CogBooks, RealizeIt, or SmartSparrow; GoogleSuite, blogs, or Wikis; Zoom, WebEx, or GoogleMeet"},{"$f":"IFERROR(Lookup_concat($H28,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis; Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G28,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Evaluations; Developing student's Critical Thinking skills; Helping students seek appropriate support after poor performance or lack of topic interest"}]
["CMU","Students can't write.","Student Performance","Use writing templates, peer feedback, or software that supports writing skills to improve student writing.",null,"Templates;writing;eCollabWork","Evaluations;Background","Module5",null,{"$f":"Lookup_concat($F29,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Scaling Pedagogical Knowledge and Practice; Collaborative workspace"},{"$f":"Lookup_concat($F29,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"QualityMatters guidelines, instructor-created templates, or Faculty Development Training resources; GoogleSuite, blogs, or Wikis"},{"$f":"IFERROR(Lookup_concat($H29,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G29,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Evaluations; Supporting students who have inadequate preparation"}]
["CMU","Students complain the exams are too hard.","Student Performance","Students may have a range of learning styles, abilities and readiness. Adaptive learning that allows students to move at their own pace and take a learning path personalized to their preparation is ideal in this situation. Exams can be challenging to administer in an online environment. Consider project-based assessments that are aligned to learning outcomes.","Haven't grasped the concepts/practices adequately.","Adaptive; eCollabWork","Evaluations;Help","Module3;Module5",null,{"$f":"Lookup_concat($F30,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Adaptive Learning & Online Homework "},{"$f":"Lookup_concat($F30,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"CogBooks, RealizeIt, or SmartSparrow"},{"$f":"IFERROR(Lookup_concat($H30,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis; Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G30,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Evaluations; Helping students seek appropriate support after poor performance or lack of topic interest"}]
["CMU","Students complain about grades.","Student Performance","Ensure your assessments are aligned to learning outcomes. Use clear rubrics shared with students and tools that help automate grading for equitable grading across the class.","1. Exam was not aligned with instructional activities.  2. Grading takes a lot of time.  Higher levels of Bloom's Taxonomy are harder to create good assessments/automate grading","Curriculum;Grading;Security;eCollabWork","Evaluations;Help","Module5","peer grading",{"$f":"Lookup_concat($F31,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Visual curriculum or concept mapping; Grading tools and rubrics; Security, plagiarism screening, proctoring; Collaborative workspace"},{"$f":"Lookup_concat($F31,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"Mindmap or CourseTune concept mapping tools; LMS rubrics and grading tools, Gradescope; TurnItIn plagiarism detection or online proctoring such as Respondus or Examity; GoogleSuite, blogs, or Wikis"},{"$f":"IFERROR(Lookup_concat($H31,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G31,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Evaluations; Helping students seek appropriate support after poor performance or lack of topic interest"}]
["CMU","Students’ background knowledge & skills vary widely.","Student Preparation","Students may have a range of learning styles, abilities and readiness. Adaptive learning that allows students to move at their own pace and take a learning path personalized to their preparation is ideal.","Students' background knowledge & skills vary widely.","eText; Adaptive;JIT;eCollabWork","Help;Background","Module3",null,{"$f":"Lookup_concat($F32,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Digital Resource, eText and Learning App Innovation; Just-in-time learning support; Collaborative workspace"},{"$f":"Lookup_concat($F32,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"OpenStacks; University faculty development training or providers such as LinkedIn Learning; GoogleSuite, blogs, or Wikis"},{"$f":"IFERROR(Lookup_concat($H32,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis"},{"$f":"IFERROR(Lookup_concat($G32,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"Helping students seek appropriate support after poor performance or lack of topic interest; Supporting students who have inadequate preparation"}]
["Ben","Students are concerned about privacy.","Privacy","Make sure to use LMS and other security settings to require authentication to access course materials. Use security features on webconferencing to prevent unauthorized access to class meetings. Tools designed to encourage academic integrity (such as web proctoring) should be used with consideration towards student privacy.",null,"LMS; Security","None","Module6",null,{"$f":"Lookup_concat($F33,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning "},{"$f":"Lookup_concat($F33,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle"},{"$f":"IFERROR(Lookup_concat($H33,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G33,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Remember","Bloom's Taxonomy Level","We recommend tools that can assess whether the student can recall or remember the information, using techniques like fill-in-the-blank or multiple choice.",null,"LMS;eAssess;Forums;Adaptive",null,"Module3;Module5",null,{"$f":"Lookup_concat($F34,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; Assessment Enhancement With Digital Technology ; Forums; Adaptive Learning & Online Homework "},{"$f":"Lookup_concat($F34,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; LMS quiz tools, TopHat, or Kahoot; LMS discussion forums, or Piazza or Padlet; CogBooks, RealizeIt, or SmartSparrow"},{"$f":"IFERROR(Lookup_concat($H34,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis; Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G34,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Understand","Bloom's Taxonomy Level","We recommend tools that can assess whether the student can explain ideas or concepts using techniques like papers, problems sets, concept maps, or discussion.",null,"eAssess;eCollabWork;Forums",null,"Module3;Module5",null,{"$f":"Lookup_concat($F35,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Assessment Enhancement With Digital Technology ; Collaborative workspace; Forums"},{"$f":"Lookup_concat($F35,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS quiz tools, TopHat, or Kahoot; GoogleSuite, blogs, or Wikis; LMS discussion forums, or Piazza or Padlet"},{"$f":"IFERROR(Lookup_concat($H35,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis; Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G35,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Apply","Bloom's Taxonomy Level","We recommend tools that can assess whether the student can use information in a new way using techniques like problems sets, prototypes, or simulations",null,"AR/VR;Labs;Adaptive;Authentic",null,"Module3;Module5",null,{"$f":"Lookup_concat($F36,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Simulations and Virtual Labs; Adaptive Learning & Online Homework ; Authentic data or field-specific tools of the trade"},{"$f":"Lookup_concat($F36,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"Merlot or Labster; CogBooks, RealizeIt, or SmartSparrow; Online databases, provided dataset, professional software or equipment"},{"$f":"IFERROR(Lookup_concat($H36,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis; Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G36,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Analyze","Bloom's Taxonomy Level","We recommend tools that can assess if the student can distinguish and determine how concepts fit together, using techniques like case studies, labs, or projects.",null,"LMS;eCollab;eCollabMeeting;Authentic",null,"Module3;Module5",null,{"$f":"Lookup_concat($F37,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; e-Collaborative Learning; Authentic data or field-specific tools of the trade"},{"$f":"Lookup_concat($F37,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; Zoom, WebEx, or GoogleMeet; Online databases, provided dataset, professional software or equipment"},{"$f":"IFERROR(Lookup_concat($H37,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis; Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G37,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Evaluate","Bloom's Taxonomy Level","We recommend tools that can assess whether a student can justify a decision or perspective, using techniques such as journals, critiques, or product reviews.",null,"LMS;eCollabWork; eCollabShare;Authentic",null,"Module3;Module5",null,{"$f":"Lookup_concat($F38,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; Collaborative workspace; Authentic data or field-specific tools of the trade"},{"$f":"Lookup_concat($F38,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; GoogleSuite, blogs, or Wikis; Online databases, provided dataset, professional software or equipment"},{"$f":"IFERROR(Lookup_concat($H38,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis; Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G38,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Create","Bloom's Taxonomy Level","We recommend tools that can assess whether a student can create new knowledge using techniques such as research projects, artisitic compositions, essays, designs, or business plans.",null,"LMS;eCollabWork; eCollabShare;Authentic",null,"Module3;Module5",null,{"$f":"Lookup_concat($F39,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; Collaborative workspace; Authentic data or field-specific tools of the trade"},{"$f":"Lookup_concat($F39,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; GoogleSuite, blogs, or Wikis; Online databases, provided dataset, professional software or equipment"},{"$f":"IFERROR(Lookup_concat($H39,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 3: Course Analysis; Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G39,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Lecture","Online Alternatives","Recorded short lectures, explanations, or narrated slides can can maintain student engagement by allowing your pitch, tone, and humor to come through. Use short videos no longer than 5-7 minutes to keep attention. Use interactives overlayed on the video to ask questions, assess understanding, and keep engagement. If you use live webconferencing, emphasize interactive or group activities using polling or breakout room features.",null,"LMS;eCollabMeeting;Video",null,"Module6",null,{"$f":"Lookup_concat($F40,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ; e-Collaborative Learning; Recorded, annotated, or interactive video"},{"$f":"Lookup_concat($F40,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS spaces such as Canvas, Blackboard, Sakai, or Moodle; Zoom, WebEx, or GoogleMeet; MyMediasite, Camtasia or other video recording software with PlayPosit, H5P or other interactive video tools"},{"$f":"IFERROR(Lookup_concat($H40,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G40,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Field Trips","Online Alternatives","There are myriad online options for 360 video tours of museums and historic sites. These tours allow students to see works of art, artifacts, architecture and historic sites up close -- perhaps even closer than they could get in the actual museum, historic site, or gallery setting. Other courses, such as Environmental Studies, Biology, and some architectural or engineering courses may also require alternatives to field trips. You can create your own 360 videos using 360 degree cameras from your library or rechnical services. Depending on the topic, students may be able to perform their own individual field trips to outdoor locations, find specimens, or share photos or video from travel.",null,"VR/AR;Video",null,"Module6",null,{"$f":"Lookup_concat($F41,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Gaming, Simulation, and Immersive Learning; Recorded, annotated, or interactive video"},{"$f":"Lookup_concat($F41,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"360 video, Oculus, Hololens, GoogleCardboard; MyMediasite, Camtasia or other video recording software with PlayPosit, H5P or other interactive video tools"},{"$f":"IFERROR(Lookup_concat($H41,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G41,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Labs and Demonstrations","Online Alternatives","In order to give students an authentic experience in a natural science or engineering course, we need to give them hands-on experience -- or the closest simulation possible. Some of these challenges can be resolved with video technology or simulated data, but some may require more sophisticated simulated lab technologies. Consider carefully the learning outcomes of the lab. If it is to understand a technique or analyze data, you can share recorded video demos of the technique or equipment, and you can provide an existing dataset for the students to analyze in their report. If gaining skill in running the experiment is essential, or you need the students to understand the effects of different parameters as they change them, then a simulated lab experience may be more appropriate. There are several providers that may have the type of lab topic you are looking for. ",null,"Video;Labs;VR/AR",null,"Module6",null,{"$f":"Lookup_concat($F42,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Recorded, annotated, or interactive video; Simulations and Virtual Labs; Gaming, Simulation, and Immersive Learning"},{"$f":"Lookup_concat($F42,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"MyMediasite, Camtasia or other video recording software with PlayPosit, H5P or other interactive video tools; Merlot or Labster; 360 video, Oculus, Hololens, GoogleCardboard"},{"$f":"IFERROR(Lookup_concat($H42,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G42,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Performances and Studio Work","Online Alternatives","Alternatives, such as video instruction and assessment of work, provide interactions between students and instructors and offer ways for instructors to demonstrate methods to their students, or to critique a student's form even if they cannot be in the same studio. Digital portfolios allow faculty to assess students' work at a distance. Get creative with assignments to shift to work done within the home environment such as found art sculpture and representations of interiors or digital screens. Use video or demonstrations to maintain a studio presence and instruction (see Alternatives to Lecture and Demonstrations and Tutorials in this tool). Use share sites and online portfolios for students to share creations and offer feedback to one another.",null,"Video;VR/AR;eCollabShare",null,"Module6",null,{"$f":"Lookup_concat($F43,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Recorded, annotated, or interactive video; Gaming, Simulation, and Immersive Learning; Collaborative sharespaces and repositories"},{"$f":"Lookup_concat($F43,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"MyMediasite, Camtasia or other video recording software with PlayPosit, H5P or other interactive video tools; 360 video, Oculus, Hololens, GoogleCardboard; GitHub or online portfolios"},{"$f":"IFERROR(Lookup_concat($H43,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G43,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Tutorials and Demonstrations ","Online Alternatives","Tutorials and demonstrations are terrific tools when you need to teach your students how to perform a specific task that requires step-by-step instructions. Some simpler tutorials with just a few steps can be written out, maybe with a few screen shots, and shared with your students so that they can follow the written directions. Other tasks are better put into video formats, because you need to show them what to do, or maybe the tasks have too many steps for clear written tutorial. Leverage existing tutorials from software or hardware providers, or other JIT sources such as your Learning Technology support or LinkedIn learning. If you are creating a video tutorial, use the screen share feature to illustrate the steps alongside your narration or consider 360 degree video if you are recording a physical activity or lab procedure.",null,"Video;VR/AR",null,"Module6",null,{"$f":"Lookup_concat($F44,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Recorded, annotated, or interactive video; Gaming, Simulation, and Immersive Learning"},{"$f":"Lookup_concat($F44,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"MyMediasite, Camtasia or other video recording software with PlayPosit, H5P or other interactive video tools; 360 video, Oculus, Hololens, GoogleCardboard"},{"$f":"IFERROR(Lookup_concat($H44,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 6: Instructional Strategies"},{"$f":"IFERROR(Lookup_concat($G44,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,"Grading","Online Alternatives","Grading online requires extra attention to managing digital assignments, ensuring equity and security, and promoting academic integrity.",null,"Grading; Security",null,"Module5",null,{"$f":"Lookup_concat($F45,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":"Grading tools and rubrics"},{"$f":"Lookup_concat($F45,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":"LMS rubrics and grading tools, Gradescope"},{"$f":"IFERROR(Lookup_concat($H45,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"Module 5: Assessments"},{"$f":"IFERROR(Lookup_concat($G45,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,null,null,null,null,null,null,null,null,{"$f":"Lookup_concat($F46,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":{"$error":"#VALUE!"}},{"$f":"Lookup_concat($F46,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":{"$error":"#VALUE!"}},{"$f":"IFERROR(Lookup_concat($H46,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"None specified"},{"$f":"IFERROR(Lookup_concat($G46,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,null,null,null,null,null,null,null,null,{"$f":"Lookup_concat($F47,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":{"$error":"#VALUE!"}},{"$f":"Lookup_concat($F47,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":{"$error":"#VALUE!"}},{"$f":"IFERROR(Lookup_concat($H47,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"None specified"},{"$f":"IFERROR(Lookup_concat($G47,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[null,null,null,null,null,null,null,null,null,{"$f":"Lookup_concat($F48,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$B$1:$B$200)","v":{"$error":"#VALUE!"}},{"$f":"Lookup_concat($F48,'Definitions LIT stripped'!$A$1:$A$200,'Definitions LIT stripped'!$D$1:$D$200)","v":{"$error":"#VALUE!"}},{"$f":"IFERROR(Lookup_concat($H48,'Definitions Training'!$A$18:$A$24,'Definitions Training'!$B$18:$B$24),\"None specified\")","v":"None specified"},{"$f":"IFERROR(Lookup_concat($G48,'Definitions Training'!$A$2:$A$14,'Definitions Training'!$B$2:$B$144),\"None specified\")","v":"None specified"}]
[]
[]
["Source for Problems of Practice: Carnegie Mellon University Eberly Center"]

{"sheet":"Definitions Category","index":2,"n_rows":13,"n_cols":1,"rows_kept":13,"cut":false,"hidden":true,"merged":[]}
["Category"]
[]
["Access_and_Technology"]
["Student_Behavior"]
["Engagement"]
["Interaction"]
["Student_Performance"]
["Student_Preparation"]
["Privacy"]
["Pedagogy"]
["Curriculum_Design"]
["Blooms_Taxonomy_Level"]
["Online_Alternatives"]

{"sheet":"Definitions Pedagogy","index":3,"n_rows":13,"n_cols":5,"rows_kept":13,"cut":false,"hidden":true,"merged":[]}
["Pedagogical Approach","Explanation","Satisfactory","Good","Very Good"]
["Open-Ended Instruction","Lessons are structured so that multiple/complex answers are possible: students are not simply steered toward one “right” answer.","n/a","n/a","n/a"]
["Integrated Learning","Learning brings together content and skills  from more than one  subject area","content from a number of different  subject areas is readily identifiable","resource is appropriate for use in more than one subject area","the lines between subjects are blurred "]
["Inquiry Learning","Learning is directed by questions, problems, or challenges that students work to address.   ","Students are provided with questions/problems to solve and some direction on how to arrive at solutions.","students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry","students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning."]
["Differentiated Instruction","Activities address a range of student learning styles, abilities and readiness.","includes a variety of instructional approaches","addresses  the needs of visual, auditory &  kinesthetic learners","also includes strategies for learners with difficulties"]
["Experiential Learning","Authentic learning experiences are provided","learning is made concrete.  ‘Working with real objects,  using real sources of information","learning takes place in a real-world context. Simulation, mentorship","learning provides experience beyond the classroom. Addressing real world issues and problems "]
["Co-operative Learning","Group and cooperative learning strategies are a priority.","students work in groups;","cooperative learning skills are explicitly taught and practiced","cooperative learning skills are explicitly taught, practiced and assessed "]
["Assessment & Evaluation of Student Learning","Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.","n/a","n/a","n/a"]
["Peer Teaching","Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.","incidental teaching that arises from cooperative learning, presentations, etc.;","an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students’ teaching (students are not simply ‘presenting’)","an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students’ teaching (students are not simply ‘presenting’)"]
["Case Studies","Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.","n/a","n/a","n/a"]
["Locus of Control","Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.","n/a","n/a","n/a"]
[]
["Source: Resources for Rethinking"]

{"sheet":"Definitions Training","index":4,"n_rows":24,"n_cols":2,"rows_kept":24,"cut":false,"hidden":true,"merged":[]}
["Abbreviations","Module title"]
["Risk","Creating risk-taking skills in students"]
["Engagement","Teaching/Student Engagement"]
["Help","Helping students seek appropriate support after poor performance or lack of topic interest"]
["Motivate","Motivating students"]
["CritThinking","Developing student's Critical Thinking skills"]
["Evaluations","Evaluations"]
["Background","Supporting students who have inadequate preparation"]
["PedagogyBest","Pedagogical Best Practices"]
["PedagogyOnline","Transitioning pedagogy to the online classroom"]
["CourseDevPolicy","Course Development: Policies nd course management"]
["CourseDevContent","Course Development: Content and Assignments"]
["Accessibility","Making the classroom accessible"]
["Group","Creating effective group projects"]
[]
["Source: Faculty Fellow Ellen Pearson"]
[]
["Module1","Module 1: Welcome and Introduction"]
["Module2","Module 2: Foundational Concepts"]
["Module3","Module 3: Course Analysis"]
["Module4","Module 4: Synchonicity Plan"]
["Module5","Module 5: Assessments"]
["Module6","Module 6: Instructional Strategies"]
["Module7","Module 7: Student Interactions"]

{"sheet":"Definitions LIT stripped","index":5,"n_rows":27,"n_cols":4,"rows_kept":27,"cut":false,"hidden":true,"merged":[]}
["Shorthand","Learning impact trend category","Shorthand","Examples"]
["Adaptive","Adaptive Learning & Online Homework ","Adaptive learning","CogBooks, RealizeIt, or SmartSparrow"]
["eText","Digital Resource, eText and Learning App Innovation","eText","OpenStacks"]
["eCollabMeeting","e-Collaborative Learning","eCollabMeeting","Zoom, WebEx, or GoogleMeet"]
["VR/AR","Gaming, Simulation, and Immersive Learning","VR/AR","360 video, Oculus, Hololens, GoogleCardboard"]
["Templates","Scaling Pedagogical Knowledge and Practice","Templates","QualityMatters guidelines, instructor-created templates, or Faculty Development Training resources"]
["Blended","Blended Learning Optimization","Blended","TEST"]
["DLN","Digital Learning Networks","DLN","TEST"]
["LMSaccess","Educational Accessibility and Personalization ","LMSaccess","CanvasAlly or AccessibilityTools within standard software (e.g. PowerPoint translation)"]
["LMS","Integrated Digital Curriculum and Formative Assessment to Enable Student-Centered Learning ","LMS","LMS spaces such as Canvas, Blackboard, Sakai, or Moodle"]
["eAssess","Assessment Enhancement With Digital Technology ","eAssess","LMS quiz tools, TopHat, or Kahoot"]
["Badging","Digital Credentials and Competency-Based Innovation","Badging","LMS completion badging, or external credentialing such as AWSCredentials"]
["Pathways","Educational Pathways, Portfolios, and Learning Maps","Pathways","MicrosoftPLG"]
["Analytics","Learning Analytics","Analytics","LMS analytics tools"]
["Forums","Forums","Forums","LMS discussion forums, or Piazza or Padlet"]
["Curriculum","Visual curriculum or concept mapping","Curriculum","Mindmap or CourseTune concept mapping tools"]
["Security","Security, plagiarism screening, proctoring","Security","TurnItIn plagiarism detection or online proctoring such as Respondus or Examity"]
["eCollabWork","Collaborative workspace","eCollabWork","GoogleSuite, blogs, or Wikis"]
["eCollabShare","Collaborative sharespaces and repositories","eCollabShare","GitHub or online portfolios"]
["StandardHardware","Standardized hardware and software","StandardHardware","Standardized laptops or software (either issued or provided specs)"]
["StandardPartners","Local and regional partners","StandardPartners","Libraries or community colleges for internet or device access"]
["JIT","Just-in-time learning support","JIT","University faculty development training or providers such as LinkedIn Learning"]
["Labs","Simulations and Virtual Labs","Labs","Merlot or Labster"]
["Authentic","Authentic data or field-specific tools of the trade","Authentic","Online databases, provided dataset, professional software or equipment"]
["Video","Recorded, annotated, or interactive video","Video","MyMediasite, Camtasia or other video recording software with PlayPosit, H5P or other interactive video tools"]
["Grading","Grading tools and rubrics","Grading","LMS rubrics and grading tools, Gradescope"]
["source in part: https://www.imsglobal.org/learning-impact-trend-framework",null,"source in part: https://www.imsglobal.org/learning-impact-trend-framework"]