Tag: Online

  • Check Revised Last Date, Eligibility and How to Apply Online at gujcet.gseb.org

    Check Revised Last Date, Eligibility and How to Apply Online at gujcet.gseb.org

    GUJCET 2026 Application Deadline Extended: The Gujarat Secondary and Higher Secondary Education Board (GSEB), Gandhinagar, has extended the application deadline for the Gujarat Common Entrance Test (GUJCET) 2026. According to the official notification, eligible candidates can submit their online applications until January 6, 2026. The application should be filled out on the official websites gseb.org and gujcet.gseb.org.

    The exam is open to students who have either passed or are currently appearing for the HSC examination in the Science stream, including those from Groups A, B, and AB. The GUJCET 2026 exam will be conducted on March 29, 2026, and only those candidates will be considered eligible for the exam whose application form meets the board’s criteria.

    Eligibility

    –Candidates must be citizens of India and have a domicile in Gujarat.

    –Those who wish to take the GUJCET 2026 exam must have passed or be appearing for their class 12 exam or an equivalent qualification.

    –For those applying for Engineering programmes, it is mandatory to have studied Physics, Chemistry, and Mathematics as main subjects.

    –For Pharmacy programmes, candidates must have studied either Physics, Chemistry, and Mathematics or Physics, Chemistry, and Biology as main subjects.

    Passing criteria

    To be eligible, candidates must have achieved a minimum score of 45% in their class 12 exams. Candidates from reserved categories must have scored at least 40% in their class 12 exams.

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    GUJCET Registration 2026: How to apply

    Step 1: Visit the official GSEB website — gujcet.gseb.org.

    Step 2: On the home page click on the ‘Application for GUJCET 2026’’ link and register.

    Step 3: Enter credentials to log in.

    Step 4: Fill in the application form

    Step 5: Upload the required documents

    Step 6: Make the payment for the application form and download the receipt

    Step 7: Submit the application form.

    Step 8: Download the confirmation page and save it for further use.

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    Application Fees

    The application fee is Rs 350, payable online via SBI ePay using credit card, debit card, or net banking. Applicants may also opt for cash payment at designated SBI branches through the “SBI Branch Payment” option.

    GUJCET serves as the gateway for admission to degree engineering and degree/diploma pharmacy programmes across Gujarat. For more updates on GSEB GUJCET notification, application and more, students can check at education.indianexpess.com.

     

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  • Online Teaching & Learning Manifesto

    Online Teaching & Learning Manifesto

     Soon, I’ll teach a graduate course centered around teaching and learning online. In my roles as an adjunct instructor in higher education and the Director of Distance Learning for a community college, I live and breathe this modality. One of the assignments my students will be asked to do is to create an “Online Teaching and Learning Manifesto” in which they share their current beliefs. I love the reflective nature of this assignment and thought it was the right time to put mine on (digital) paper. In no particular order, here are some of the tenets that shape my beliefs and reflect how I teach graduate courses asynchronously and how I would like to be taught.

    Design matters. From user experience (UX) to interaction design (IX/ID), every decision made by an online instructor is important. Many students (and instructors) have bitter memories of in-person courses being moved online during 2020’s Emergency Remote Learning. Taking an in-person course and moving it online with no change to design or pedagogy is a disservice to the modality and to the students. Online courses should be constructed to help students easily navigate the interface while interacting with classmates, content, and the instructor. 

    Content knowledge matters. Good teachers never stop learning and are open to learning alongside their students. Using materials that are current and relevant helps students stay engaged and connect course concepts to real-world experiences. I keep a living document throughout the year that contains links, articles, and ideas to implement each time I teach. Updating content, checking links, and being mindful of accessibility every time a course runs should be the norm for all teachers. 

    Passion matters. Each semester, I give an anonymous survey to my students asking for feedback on design, pedagogy, and content. Regularly, I receive comments about how well the course is designed and how my passion for technology in education comes through. These are asynchronous courses- yet my passion for my subject matter still comes through to my students. Having a sense of curiosity and wonder, along with continuous learning on my own and with my students, helps them feel connected to the content. Some begin to develop passions of their own.

    Multimodal content is important. We live in a world where snackable content and short attention spans are the norm. This isn’t a judgment or an excuse; it’s our reality. To meet our students where they are (and how they learn), we need to provide content that is tactile, visual, auditory, and more. In 2025, this isn’t difficult to do, and we owe it to our students to meet them where they are, not where we are.

    Building community is important. I am a strong believer in Participant Pedagogy. I am not the ‘keeper of all knowledge’ for my students. I want to learn with them and from them! I help my students take ownership of their learning by providing a safe space for them to share ideas, express wonderings, and connect with classmates, all while adding their own personal touch. My students blog instead of using our LMS discussion platform. Expressing themselves and responding to classmates in this format makes them feel more connected to each other, as if they are having casual conversations instead of meeting a course requirement.

    Learner agency is important. In education, there is no such thing as ‘one size fits all!’ This is another reason why multimodal content is so important. Students not only learn in complex, individual ways but should have the ability to demonstrate this learning through multiple avenues. I offer choice in assignments and allow students to tailor work to fit their current or intended career paths.

    This isn’t a complete list of my beliefs, and I didn’t arrive here overnight. Throughout my time in education, I’ve had to learn to move away from being the ‘center of attention’ in my courses and acting more in the interest of policy than in individuals. I’m continuing to practice showing more grace and assuming positive intent. 

    I’m still a work in progress- and I always hope to be.

    P.S. I inserted my manifesto into NotebookLM and asked it to generate two infographics based on my writing. The results are below!

    A vertical infographic created by NotebookLM based on my manifesto text.



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  • Unique Data About the Online Student Experience

    Unique Data About the Online Student Experience

    The Priorities Survey for Online Learners (PSOL) is the instrument in the Satisfaction-Priorities Survey family that best reflects the unique experiences of students in online two-year and four-year programs, including at the graduate level. The Priorities Survey for Online Learners provides the perspectives of online students aside external national benchmarks to inform decision-making for 150 institutions across the country. 

    It is critical to understand the full experience of online students who may have limited interactions with the institution, and the Priorities Survey for Online Learners allows leadership to know what matters to their online students in both their academic and non-academic interactions. Students respond on items related to instructional, enrollment, academic and enrollment services along with their general perceptions of the institution. This broad view provides direction to campus leaders to be able to best serve what may be a growing population for the institution. Online students indicate a level of importance and satisfaction with just over two dozen items.

    The combination of satisfaction and importance scores identifies strengths (areas of high importance and high satisfaction) to be celebrated and challenges (areas of high importance and low satisfaction) to be improved. Along with the external national comparison data specific to online students published annually, institutions can compare their students’ perceptions internally over time with annual or every-other-year administrations. In addition, the provided reporting gives institutions the opportunity to review their data for demographic subpopulations to focus initiatives appropriately. 

    All students enrolled in online programs, undergraduate and graduate alike, can be invited to complete the Priorities Survey for Online Learners. Like the Student Satisfaction Inventory and the Adult Student Priorities Survey (the other survey instruments in the Satisfaction-Priorities family), the data gathered by the survey can support multiple initiatives on campus including to inform student success efforts, to provide the student voice for strategic planning, to document priorities for accreditation purposes, and to highlight positive messaging for recruitment activities. Student satisfaction has been positively linked with higher individual student retention and higher institutional graduation rates, getting right to the heart of higher education student success. 

    “Having an independent organization with a well-known brand provide the student perspective is hugely important to us. The data is valued by our Board of directors and by our accrediting organizations. It shows how we are performing when it comes to institutions that are similar to us,” said Ada Uche, director of assessment and institutional effectiveness at Colorado Technical University (CO) about their regular administration of the Priorities Survey for Online Learners. 

    Learn more about best practices for administering the Priorities Survey for Online Learners at your institution, which can be done any time during the academic year on the institutions’ timeline.

    Ask for a complimentary consultation with our student success experts

    What is your best approach to increasing student retention and completion? Our experts can help you identify roadblocks to student persistence and maximize student progression. Reach out to set up a time to talk.

    Request now

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  • Committing to online learners – Campus Review

    Committing to online learners – Campus Review

    A panel of experts, led by University of Technology Sydney deputy-vice-chancellor Kylie Readman, discussed the importance of online learning in the latest episode of HEDx.

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  • You can’t eliminate real-world violence by suing over online speech

    You can’t eliminate real-world violence by suing over online speech

    With so much of our national conversation taking place online, there’s an almost reflexive tendency to search for online causes — and online solutions — when tragedy strikes in the physical world. The murder of Charlie Kirk was no exception. Almost immediately, many (some in good faith, and others decidedly less so) began to postulate about the role played by online rhetoric and polarization.

    Taking the stage at Utah Valley University to discuss political violence last week, Sens. Mark Kelly and John Curtis shared the view that social media platforms are fueling “radicalization” and violence through their content-recommendation algorithms. And they previewed their proposed solution: a bill that would strip platforms of Section 230 protections whenever their algorithms “amplify content that caused harm.”

    This week, the senators unveiled the Algorithm Accountability Act. In a nutshell, the bill would require social media platforms to “exercise reasonable care” to prevent their algorithms from contributing to foreseeable bodily injury or death, whether the user is the victim or the perpetrator. A platform that fails to do so would lose Section 230’s critical protection against being treated as the publisher of user-generated content — and injured parties could sue the platform for violating this “duty of care.”

    The debate over algorithmic content recommendation has been going on for years. Lower courts have almost universally held that Section 230 immunizes social media platforms from lawsuits claiming that algorithmic recommendation of harmful content contributed to terrorist attacks, mass shootings, and racist attacks. When faced with the question in 2023, the Supreme Court declined to rule on the scope of Section 230 — opting instead to hold the claims of algorithmic aiding and abetting at issue would not survive either way.

    Forcing social media platforms to do the dirty work of censorship on pain of expensive litigation and expansive liability is no less offensive to the First Amendment than a direct government speech regulation.

    But there’s an important question that usually gets lost in the heated debate over Section 230: Would such lawsuits be viable even if they could be brought?

    In a Wall Street Journal op-ed making the case for his bill, Sen. Curtis wrote, “We hold pharmaceutical companies accountable when their products cause injury. There is no reason Big Tech should be treated differently.”

    At first blush, this argument has an instinctive appeal. But it ultimately dooms itself because there is a reason to treat social media platforms differently. That reason is the First Amendment, which enshrines a constitutional right to free speech — a protection not shared by prescription drugs.

    Perhaps anticipating this point, Sen. Curtis argues that the Algorithm Accountability Act poses no threat to free speech: “Free speech means you can say what you want in the digital town square. Social-media companies host that town square, but algorithms rearrange it.” But free speech doesn’t only protect users’ right to post online free of government censorship; it also protects the editorial decisions of those that host those posts — including algorithmic “rearranging,” to use the senator’s phrase. As the Supreme Court recently affirmed in Moody v. NetChoice:

    When the platforms use their Standards and Guidelines to decide which third-party content those feeds will display, or how the display will be ordered and organized, they are making expressive choices. And because that is true, they receive First Amendment protection.

    The “rearranging” of speech is just as protected as the speech itself, as when a newspaper decides which stories to print on the front page and which letters to the editor to publish. That is no less true for social media platforms. In fact, the term “content-recommendation algorithm” itself points to its expressive nature. Recommending something is a message — “I think you would find this interesting.”

    The Moody Court also acknowledged the expressive nature of arranging online content (emphasis added): “Deciding on the third-party speech that will be included in or excluded from a compilation — and then organizing and presenting the included items — is expressive activity of its own.” Similarly, while dismissing exactly the kind of case the Algorithm Accountability Act would enable, the U.S. Court of Appeals for the Fourth Circuit held this past February: “Facebook’s decision[s] to recommend certain third-party content to specific users . . . are traditional editorial functions of publishers, notwithstanding the various methods they use in performing” them.

    The NO FAKES Act is a real threat to free expression

    In Congress, the “NO FAKES” bill claims to promise deepfake fixes, but their restrictions on expression would chill news, history, art, and everyday speech.


    Read More

    So the First Amendment is at least implicated when Congress institutes “accountability” for a platform’s arrangement and presentation of user-generated content, unlike with pharmaceutical safety regulations. But does it prohibit Congress from imposing the kind of liability the Algorithm Accountability Act creates?

    Yes. Two well-established principles explain why.

    First: As the Supreme Court has repeatedly made clear, imposing civil liability for protected speech raises serious First Amendment concerns.

    Second: Except for the exceedingly narrow category of incitement — where the speaker intended to spur imminent unlawful action by saying something that was likely to cause such action — the First Amendment demands that we hold the wrongdoer accountable for their own conduct, not the people whose words they may have encountered along the way.

    The U.S. Court of Appeals for the Fifth Circuit concisely explained why these principles preclude liability for “negligently” conveying “harmful” ideas:

    If the shield of the first amendment can be eliminated by providing after publication that an article discussing a dangerous idea negligently helped bring about a real injury simply because the idea can be identified as ‘bad,’ all free speech becomes threatened.

    In other words, faced with a broad, unmeetable duty to anticipate and prevent ideas from causing harm, media would be chilled into publishing, broadcasting, or distributing only the safest and most anodyne material to avoid the risk of unpredictable liability.

    For this reason, courts have — for nearly a century — steadfastly refused to impose a duty of care to prevent harms from speech. A few noteworthy examples are illustrative:

    • Dismissing a lawsuit alleging that CBS’ television programming desensitized a child to violence and led him to shoot and kill his elderly neighbor, one federal court wrote of the duty of care sought by the plaintiffs:

    The impositions pregnant in such a standard are awesome to consider . . . Indeed, it is implicit in the plaintiffs’ demand for a new duty standard, that such a claim should exist for an untoward reaction on the part of any ‘susceptible’ person. The imposition of such a generally undefined and undefinable duty would be an unconstitutional exercise by this Court in any event.

    • In a case brought by the victim of a gruesome attack alleging that NBC knew of studies on child violence putting them on notice that some viewers might imitate violence portrayed on screen, the court ruled:

    [T]he chilling effect of permitting negligence actions for a television broadcast is obvious. . . . The deterrent effect of subjecting [them] to negligence liability because of their programming choices would lead to self-censorship which would dampen the vigor and limit the variety of public debate.

    • Affirming dismissal of a lawsuit alleging that Ozzy Osbourne’s Suicide Solution caused a minor to kill himself, the court noted the profound chilling effect such liability would cause:

    [I]t is simply not acceptable to a free and democratic society to impose a duty upon performing artists to limit and restrict the dissemination of ideas in artistic speech which may adversely affect emotionally troubled individuals. Such a burden would quickly have the effect of reducing and limiting artistic expression to only the broadest standard of taste and acceptance and the lowest level of offense, provocation and controversy.

    • When the family of a teacher killed in a school shooting sued makers and distributors of violent video games and movies, the court rejected the premise of the suit:

    Given the First Amendment values at stake, the magnitude of the burden that Plaintiffs seek to impose on the Video Game and Movie Defendants is daunting. Furthermore, the practical consequences of such liability are unworkable. Plaintiffs would essentially obligate these Defendants, indeed all speakers, to anticipate and prevent the idiosyncratic, violent reactions of unidentified, vulnerable individuals to their creative works.

    In his op-ed, Sen. Curtis wrote, “The problem isn’t what users say, but how algorithms shape and weaponize it.” But the “problem” this bill seeks to remedy very much is what users say. A content recommendation algorithm in isolation can’t cause any harm; it’s the recommendation of certain kinds of content (e.g., radicalizing, polarizing, etc.) that the bill seeks to stymie.

    And that content is overwhelmingly protected by the First Amendment, regardless of whether the posts might, individually or in the aggregate, cause an individual to commit violence. When the City of Indianapolis created remedies for people who viewed pornography, the U.S. Court of Appeals for the Seventh Circuit rejected the municipality’s justification that pornography “perpetuate[s] subordination” and leads to cognizable societal and personal harms:

    [T]his simply demonstrates the power of pornography as speech. All of these unhappy effects depend on mental intermediation. Pornography affects how people see the world, their fellows, and social relations. If pornography is what pornography does, so is other speech.

    [ . . . ]

    Racial bigotry, anti-semitism, violence on television, reporters’ biases — these and many more influence the culture and shape our socialization. None is directly answerable by more speech, unless that speech too finds its place in the popular culture. Yet all is protected as speech, however insidious. Any other answer leaves the government in control of all of the institutions of culture, the great censor and director of which thoughts are good for us.

    And that’s why the Algorithm Accountability Act also threatens users’ expressive rights. There’s simply no reliable way to predict whether any given post might, somewhere down the line, factor into someone else’s independent decision to commit violence — especially at the scale of modern social media. Faced with liability for guessing wrong, platforms will effectively have two realistic choices: aggressively re-engineer their algorithms to bury anything that could possibly be deemed divisive (and therefore risky), or — far more likely — simply ban all such content entirely. Either road leads to the same place: a shrunken public square where whole neighborhoods of protected speech have been bulldozed.


    WATCH VIDEO: A warning label on social media? | So to Speak: The Free Speech Podcast

    “What a State may not constitutionally bring about by means of a criminal statute,” the Supreme Court famously wrote in New York Times v. Sullivan, “is likewise beyond the reach of its civil law.” Forcing social media platforms to do the dirty work of censorship on pain of expensive litigation and expansive liability is no less offensive to the First Amendment than a direct government speech regulation.

    Political violence is a real and pressing problem. But history has already taught us that trying to scrub away every potential downstream harm of speech is a dead end. And a system of free speech requires us to abstain from the temptation of trying in the first place.

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  • A NEST for Online Learning: Supporting Students in Virtual Education – Faculty Focus

    A NEST for Online Learning: Supporting Students in Virtual Education – Faculty Focus

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  • A NEST for Online Learning: Supporting Students in Virtual Education – Faculty Focus

    A NEST for Online Learning: Supporting Students in Virtual Education – Faculty Focus

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  • Can you get better medical advice online than from a doctor?

    Can you get better medical advice online than from a doctor?

    PCOS is a metabolic and reproductive condition. Although it’s the most common hormonal disorder in women of reproductive age, up to 70% of women affected by it never get diagnosed. Dr. Jamie Benham, an endocrinologist and principal investigatorat the EMBRACE Women’s Health Research Lab at the University of Calgary, said that because patients with PCOS can have a variety of experiences and symptoms, it can be challenging for doctors to diagnose. 

    For Joslin, it wasn’t until she began to struggle with infertility that she finally received a proper diagnosis. “When I saw the infertility doctor … he looks at me [and the] first thing he said to me was, ‘You are textbook PCOS’,” she said.

    Joslin said that if it weren’t for the online community, PCOS wouldn’t have been on her radar at all. Through treatments from her fertility doctor and naturopath, she was able to start a family.

    Taking symptoms seriously

    Jade Broughton, a member of the PCOS Patient Advisory Council at the University of Calgary, said she initially downplayed her own symptoms for years. She assumed they were stress-related from her shift work as a nurse and she was told her symptoms were normal.

    “I started noticing, quite a few years ago, my hair started falling [out] in clumps,” Broughton said. “I was just gaining weight so rapidly, I started having facial hair, all that stuff. I went to my doctor, and she was like, ‘You just turned 30, that’s just normal’ … So, I felt like I was just being gaslit for years and years.”

    Through internet searches and the PCOS Reddit page, she was finally able to understand what her symptoms might mean. After about seven years of advocating for herself, she finally received a diagnosis from her family doctor.

    “I feel like women’s health is still not taken seriously when it should be,” Broughton said. “Just stand up for yourself and trust your gut if you know something’s wrong.”

    Lisa Minaker, a legal assistant student in Winnipeg, Canada said that her irregular periods were concerning to her family physician, who referred her to an endocrinologist. Through blood work, her endocrinologist diagnosed PCOS. Although she received a diagnosis relatively quickly, Minaker said she felt that her doctors were not always “overly helpful” when it came to managing her symptoms. She thinks that doctors lack sufficient training in women’s health.

    “Not that it’s their fault,” she said. “Finding out how women don’t metabolize things like men, and how it’s dependant on where you are in your cycle … we’re still treated as basically a smaller version of men.”

    Why expertise matters

    Due to the complexity of PCOS and its diverse range of symptoms, a team of healthcare practitioners can be helpful. Joslin and Minaker both say that including other healthcare professionals, such as a naturopathic doctor and acupuncturist, helped with symptom management.

    “The [naturopathic doctor] was that complement to the medical world,” Joslin said. “My fertility doctor would prescribe me medication, and the naturopath would talk to me about my blood work [and supplements] … It was the hand holding and just someone talking you through [your results] to make sure you know what’s going on.”

    “I 100% credit the fact that I’m a mom to my naturopath,” Joslin said. “I would not be a mom without her.”

    Minaker said that in her own health journey she learned more from social media than from any doctor. “The girls in the [Facebook] group are pretty helpful,” she said. “I had to do my own research because I wasn’t really given a choice.”

    Although social media has played a big role in educating women about PCOS and other health problems, it can sometimes provide misinformation. A common misconception Broughton hears from patients is that they’re afraid to exercise, believing it’s bad for their health because of internet claims that it will raise cortisol levels — a hormone released in response to physical or emotional stress.

    “This is not consistent with what we know about the condition and exercise is recommended for all people with PCOS,” said Benham. “Unfortunately, we’re limited in that PCOS is not well studied. It’s not well understood. It hasn’t been funded from a women’s health research perspective. So there’s a lot of people that are profiting off nutrition plans or exercise plans or giving different advice around supplements.”

    Combatting misinformation

    Minaker said she found it difficult in the beginning to distinguish which resources were helpful and which were targeted marketing scams.

    “I wasn’t always that intuitive to be able to tell who was truthful,” Minaker said. “[I was] trying to find as many answers as possible.”

    In some Facebook groups, women share their symptoms, medications and diagnostic test results. Chats in these groups often involve consultations, advice and, sometimes, bullying.

    Joslin said that instead of lifting others up, some members of fertility groups for women with PCOS create guilt, embarrassment and shame around a vital aspect of life that PCOS can affect — being able to start a family.

    “In some groups, like the PCOS groups that focus specifically on trying to get pregnant, I had to leave right away,” Joslin said. “It was very toxic … where, truthfully, in this journey you need support. I’ve found much more success with smaller localized groups.”

    Information from medical organizations

    To combat misinformation, some medical organizations have created their online forums and portals. Broughton pointed to Monash University in Australia, which released new PCOS guidelines and launched a phone application called Ask PCOS.

    “They actually have an app that has tons of resources on weight management, food, insulin resistance, all of that stuff,” Broughton said. “And they’re actually one of the big players that’s trying to have it renamed as well.”

    Since PCOS affects more than ovaries, a new name would reflect that and might make it less confusing for women with symptoms to get the help they need.

    Other institutions are bringing women together in person to share experiences face-to-face.

    The EMBRACE Lab at the University of Calgary, for example, formed a PCOS Patient Advisory Council to conduct patient-oriented research earlier this year. The council, which meets monthly, is a space for community.

    “It’s such an amazing experience to sit in the room with all these women,” Joslin said. “Knowing all the struggles I’ve had … and sitting with people who are newly diagnosed or on their fertility journey … I’m able to share my advice and say, ‘You’re not alone.’”

    Community, whether found online or through research, has been an important part of the journey for these patients.

    Benham said that PCOS is a lifelong condition, whose symptoms can be managed although it cannot be cured. Joslin adds that it’s important to bring awareness to the condition. “Because there’s so many of us that have it, let’s make this more known.”


    Questions to consider:

    1. Why might someone trust a random person on an online forum over a doctor for medical advice?

    2. How can medical information you find online leave you more confused?

    3. If you felt unwell where would you turn for information about your condition?


     

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  • Director of Online Program Development at UVA

    Director of Online Program Development at UVA

    The origins of “Featured Gigs” trace back to the first post in the series with Kemi Jona, vice provost for online education and digital innovation at UVA. While I had the idea for the series, it was Kemi who ultimately came up with most of the language for the four questions we use to explore opportunities at the intersection of learning, technology and organizational change. Today, Kemi answers questions about the role of director of online program development.

    Q: What is the university’s mandate behind this role? How does it help align with and advance the university’s strategic priorities?

    A: The 2030 Plan calls on the university to expand the reach of its educational programs—both in person and online—and to make UVA more accessible, including to learners across and beyond the Commonwealth. The University of Virginia’s Office of the Vice Provost for Online Education and Digital Innovation is a key part of advancing this charge on behalf of the university, helping our schools and institutes design, deliver and scale high-quality online and hybrid programs that extend UVA’s reach and impact.

    The director of online program development plays a central role in advancing UVA’s online education goals. The role is ideal for someone who thrives at the intersection of strategy, innovation and execution. The director will not only guide program development but also help UVA build the internal capacity and frameworks needed to sustain this growth long-term. This is a high-impact, high-visibility position that will help shape the next chapter of online and hybrid learning at UVA and potentially serve as a model for the sector.

    Q: Where does the role sit within the university structure? How will the person in this role engage with other units and leaders across campus?

    A: This role sits within the provost’s office and reports directly to the vice provost for online education and digital innovation. The director will guide UVA schools and institutes through the planning, launch and evaluation of new online and hybrid programs, serving as a trusted partner to deans, associate deans, program directors and faculty.

    This individual will bring structure and strategy to UVA’s online growth, helping schools scope opportunities, assess market demand, support business case development and build the readiness needed for sustained success. The role requires exceptional communication, diplomacy and systems-level thinking to align multiple stakeholders around a shared vision.

    Q: What would success look like in one year? Three years? Beyond?

    A: In service of the vision articulated in the 2030 Plan and aligned to the strategic goals of our partner schools and institutes, UVA is undertaking ambitious growth in its online and hybrid portfolio. In the first year, success means ensuring active projects move from planning to launch with clarity and momentum, establishing shared frameworks, timelines and accountability across partners.

    Within three years, success will be measured not only in the number of successful program launches but also in the maturity of UVA’s internal systems, talent and decision-making processes that enable continued agility and innovation.

    Longer term, the director will help institutionalize a robust, repeatable, data-informed model for program development so UVA’s schools can innovate faster and with greater confidence, while ensuring that all programs uphold UVA’s reputation for academic excellence.

    Q: What kinds of future roles would someone who took this position be prepared for?

    A: Because this individual will be deeply engaged in all aspects of online program design, development and launch, he or she will gain substantial experience working with deans, faculty and other senior leaders. This experience would help set up future leadership roles in online education and digital innovation or in the private sector.

    This role offers a rare opportunity to operate at the heart of institutional transformation—building systems and partnerships that inform how UVA advances its mission as we begin our third century as a leading public institution. The experience will prepare the director for senior university leadership roles in strategy, academic innovation or digital transformation. It will equip them with the cross-sector perspective and executive acumen valued by both higher education and mission-driven organizations beyond academia.

    Please get in touch if you are conducting a job search at the intersection of learning, technology, and organizational change. If your gig is a good fit, featuring your gig on Featured Gigs is free.

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  • The Black Box Problem: Why Cameras Matter in the Online Classroom – Faculty Focus

    The Black Box Problem: Why Cameras Matter in the Online Classroom – Faculty Focus

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