VISION & MISSION
Setting the global standard in online, blended, and digital learning. Creating community and knowledge around quality online, blended, and digital learning while driving innovation.
ADVANCING QUALITY AND LEADERSHIP IN DIGITAL EDUCATION
The Online Learning Consortium (OLC) is a collaborative community of higher education leaders and innovators, dedicated to advancing quality digital teaching and learning experiences designed to reach and engage the modern learner – anyone, anywhere, anytime.
OLC Research Center for Digital Learning and Leadership
THE DECLARATION | November 2016
ARTICLE #1 introduces the in-depth segments of the primary research from motivation to conceptualization to adaptation through adoption and diffusion is featured in a multi-part series by the Online Learning Consortium Research Center for Digital Learning and Leadership.
Assessment | Common Core | Competency Education & Critical Thinking | Digital Academic Revolution | DAR | Digital Commentary Grading Project | Digital Grading| Digital Mentorship Learning | Instructional Design | Least Restrictive Environment | Mentorship Matrix | Professional Development | Reflective Learning | Screen-capture Feedback | Screencasting Assessment | Special Education & Adaptive Learning | Teaching & Training Process | Transformative Teaching | Workforce Leadership
THE PROCESS | December 2016
In ARTICLE #3 the authors establish the “How-To” protocol for the research structure, ranging from recruitment with the R.E.A.D. method of mentor-change-agent selection to refinement via the “5 Pillars of Mentorship Training Competency” and transference through the Learning Infrastructure process.
Digital-Savvy| Digital Commentary Grading Project | Digital Workflow Optimization| Mentor-Change-Agent | Mentorship Training | R.E.A.D.
THE ANALYSIS | March 2017
In ARTICLE # 5, the authors share the transition from idea, concept, and basic research to “proof-of-concept” and research evidence. Traditional academic, peer-reviewed research resides in academic journals that may not impact the mainstream public because that is not the intended audience of the findings. We are trying to double dip with our Mentorship Competency Series as Articles 1, 3 and 5 follow more of the traditional approach, while 2, 4, and 6 aim to engage the court of public opinion and mainstream integration.
DAR Glossary | Digital Academic Revolution | Digital Commentary Grading Project - DCGP|Digital Workflow Optimization | Disrupter Innovation |Information Literacy | Knowledge Transfer Systems| Metadata | Myth Busting| Proof-of-Concept| Testimonials |
In ARTICLE #6, the authors confirmed, once again, that we cannot simply rely on novelty and trending. We need to have a pedagogy-based foundation to fit the digital literacy and instructor competencies of the 21st-century learning arenas. To push a new infrastructure and update our classrooms, we need to have a blueprint of the WHY before the HOW, which has been our goal in this entire series. This final article is the simplified instruction manual previewing the application of the methodology and a glimpse of things to come.
Active Feedback | Digital Academic Revolution| Digital Mentorship | Every Organization Succeeds | Every Parent Succeeds | Every Student Succeeds |Every Teacher Succeeds | Information Literacy |Mentorship Grid | Personalized Learning | Screen Coaching | Teacher-Driven Revolution