We developed and modified our home study courses, which are traditionally in-person for the first class for firearm handling and North Dakota-specific content, said Brian Schaffer, the department's hunter education coordinator, explaining how the transition evolved. We were able to include that in our online learning. Students were able to complete the 10 to 13 hours of online instruction at home and then finish later. To meet the requirements and not compromise safety, the department offered over 100 in-person testing opportunities across the state, which included the written and practical exam.

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Most years, over 4,000 students attend and complete North Dakota hunter education training, and even in the pandemic year, more than 3,500 students successfully completed the required coursework, training and testing. It was a monumental task put together in a matter of weeks to meet the needs of North Dakota hunters.

In 2021, a combination of some of the traditional courses continues with the new available technology and instruction.

What hasnt changed is the window of opportunity.

The vast majority of our courses are offered from January through about the end of May, as most of our volunteers have some off time during the winter months to teach hunter education, Schaffer said. Also, our deer lottery is held in June. So, if you are required to have it this year, we recommend you try and find a course before the end of the school year and the deer application deadline.

Game and Fish and volunteer instructors continue to adjust while also looking to expand traditional courses and start offering some more courses year-round.

Understand while larger communities may have several classes to pick and choose possible dates and times to work within a schedule, many North Dakota towns may have one each year, so even if its not the best timing, it might be the only option until next year.

The most effective way to find out when the next course is in your area is to sign up for email and text alerts on the Game and Fish Departments website at gf.nd.gov.

Schaffer points out new volunteers can help provide these classes for your area.

For the last 40-plus years, our hunter education program has been led by our volunteer instructors across the state, he said. And as any organization can see in recent years, we're always looking for more volunteers and more people that are willing to share their knowledge and their passion for the resource and to pass that on to the next generation of hunters here in North Dakota.

Simply put, if you, your son, daughter, neighbor or grandchildren need hunter education and you're unsure of class availability, become a volunteer instructor and help pass along the hunting legacy and heritage to the next generation.

Leier is an outreach biologist for the North Dakota Game and Fish Department. Reach him at dleier@nd.gov.

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North Dakota Outdoors/ Doug Leier: Hunter education program evolves with the times - Grand Forks Herald

According to a new report by Kaspersky, the educational sector continues to attract the attention of cybercriminals on the Internet, during the time of Covid-19.It has been mentioned that 270,171 users encountered various threats disguised as popular learning platforms during July to December 2020. This is said to be a 60% increase as compared to the first half of last year.

Also mentioned is that from January to June last year, the total number of users that encountered various threats in the form of popular online learning platforms/video conferencing applications was 168,550. That was a staggering 20,455% increase when compared to the same period for 2019.

Also read: French hacker responds to Koo CEO, says he accessed user's data that was hidden

Kaspersky adds that this number has continued to grow from July to December. As of January 2021, the number of users encountering similar threats reached 270,17. As per the report, this was a 60% increase when compared to the first half of 2020.

Talking more about the online threats in the education sector, the report states that Zoom was the most popular software to lure users. This is understandable considering it is also one of the most used applications around the world. Zoom was followed by Moodle and Google Meet. While the number of users that encountered threats increased for all, the number stayed almost the same for Google Classroom.

Furthermore, around 98% of the threats encountered were not-a-virus, which is divided into riskware and adware. Users often faced threats disguised as popular video meeting apps and online course platforms through fake application installers.

However, the software security firm has given some tips on how to avoid this.

-Do not download any unofficial versions or modifications of these applications/platforms. Look for information about the developer and choose the official app stores.

-Use different, strong passwords for each of your accounts. You can also use password managers that also give you suggestions.

-Always make sure you are on the official company website before proceeding to download anything to your device. Fake websites may look just like the real thing, so you should always double-check the URL format and spelling of the company name before you download anything.

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Cyber threats in online education sector increased by 60% in H2 2020 - HT Tech

Pic: Edexlive

One of the mantras to emerge successful through an online learning platform is to create a study space and staying committed to it. This must sound very simple and basic, but the implications are far more serious and meaningful if taken in the right sense and spirit.

The youth of today, especially college students, must have come to terms with the online method of learning by now since the institutions have been shut since March 2020 due to the pandemic. Even if they are slowly getting back to normal, it is an open secret that the online method of instruction and teaching is going to be a mainstay in the higher education scenario for the days to come.

This has literally transformed the teaching and learning environment from the institutional point of view. But has it really transformed the individuals is the million-dollar question.

It must be mentioned here that we are clearly able to see that many students are yet to get comfortable with the online method of education.

Though there may be many reasons for the same, one common factor that can be attributed is that they would have probably not been able to create adequate space for online learning. They might suffer from acceptance of the same and would have almost developed an aversion to it as well, which would be the reason for their abysmal performance.

It is important to create a mental note that online education is now the actual education and that it is no way inferior to the regular form of education, which you might have been so far used to. There would certainly be some issues, but when determined, everything is possible.

You have to frame your success within your own mind before you actually achieve it. This is an internal drive that could trigger your actions towards the same. Creating a space for online learning is something akin to it. The time that you spend on your online education must be justified professionally if you are to succeed in a professional career space.

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The Trainer Brainer: Why you should commit to online learning to get the best results - EdexLive

K-12 education has undergone a huge change in the recent years. Over the last few years students, teachers and parents are adopting digital technologies. In order to improve learning experience, digital learning formats have emerged. K-12 education is given to the students from kindergarten to 12th grade; adoption of online education is increasing due to rising awareness among students as well as parents and teachers regarding online education. Educational institutions are also adopting online solutions at a high rate in order to accelerate online learning experience of the students. The popularity of online education is on the rise as one-on-one learning is possible. As a result, there is an increasing adoption of online learning. Students are getting aware of the broad curriculum; the market players are offering and are aiding the students to explore the subjects that they are more interested in. Apart from this students have freedom to attend classes as per their own schedule, flexible curriculum helps students to attend classes as per the schedule decided by them and survey reports have shown that students are performing better academically.

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The education sector is changing rapidly due to adoption of digital learning platforms. Parents, instructors and schools are looking for ways to provide better education to the children. The proliferation of smartphones and internet has increased the adoption of online learning. Teachers and students are adopting online learning in order to improve individual learning experience. Individual attention from teachers towards students is the main factor which drives the growth of the Online Learning for K-12 Education Market.

In traditional education systems students in lower classes perform well as compared to higher class, as teachers are able to devote more time towards individual students in lower classes there performance increases thus need for one to one instructor led teaching is in higher demands in the education sector. Online learning with the help of instructor assists in having enough attention and focus of the instructor to individual student. Many educational institutions have adopted one to one instructor led online learning programs for instance in Obridge Academy students are evaluated and assignments and lessons to the students are provided based on the evaluation. There is a rising adoption of digital learning among students and increasing use of smartphones is boosting the growth of online learning for K-12 education market over the period. Online learning is one of the fastest growing trend in the education sector and there is an increasing adoption on Online K-12 by almost every country. There are increasing opportunities for online learning in blended learning before moving completely online schools are opting for blended learning as a step towards online learning.

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Due to Covid-19 schools are shut down and have hampered over 1.2 billion children in the world. Rise of e-learning platforms is aiding many of the students and schools during the pandemic and it is estimated that this shift in online learning will continue post pandemic and will impact the global education market. Before the pandemic there was significant adoption of online learning tools but the market will surge and show significant growth in the pandemic period. The adoption of online learning tools has increased a lot and the market players are offering tailored solutions and services to the end users. BYJUs online learning platform has provided free access to their services amidst the pandemic period. The company has seen a 200% increase in the adoption of its product by the students.

The Chinese government instructed their students to resume their studies with the help of online learning platforms. After the pandemic Tencent classrooms platform has seen a huge growth in its adoption and are aiding the students and teachers to resume their curriculum. A huge response is seen in the education sector for online learning and in China more than 81% of the K-12 students are attending online classes. Also there are many companies that has risen in order to take advantage of the growing online learning market. Media organizations are also extending their portfolio and are launching tools for online learning for k-12. Bitesize daily which is launched on 20 April is offering its services to the kids in UK and delivers its 14 weeks of curriculum based learning online. Using creative ideas like the celebrities teaching the content to students is booming and Bitesize daily has used this opportunity and celebrities like famous footballer Sergio Aguero are delivering online lessons to the kids.

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Adoption of online learning by senior high i.e. from grades 9 to 12 is very high due to ease of availability of digital solutions. Educational institutions are also taking initiatives in order to increase adoption of online learning. In the learning type asynchronous learning is favored by both students and instructors as it can be adopted through various platforms and does not have any constraint of time and place. The growth of online education is seen largely in the North America region followed by Europe. North America has the highest market share due to growing investments in online learning and massive shift of students from traditional learning to online learning. Asia Pacific is the most rapidly developing market for online learning for k-12; countries like China and India are rapidly adopting online learning solutions.

Some of the players operating in the online learning for K-12 education market include EF Education First Ltd, Enuma, Inc., McGraw-Hill Education, NextEducation India Pvt Ltd, Pearson, Vedantu, Whizz Education, Blackboard Inc., Chegg, Inc., Cisco, Instructure, Inc., iTutorGroup, Math 42, Knewton, Inc., Mathspace among others.

The detailed research study provides qualitative and quantitative analysis of the global online learning for K-12 education market. The online learning for K-12 education market has been analyzed from demand as well as supply side. The demand side analysis covers market revenue across regions and further across all the major countries. The supply side analysis covers the major market players and their regional and global presence and strategies. The geographical analysis done emphasizes on each of the major countries across North America, Europe, Asia Pacific, Middle East & Africa and Latin America

Global Online Learning for K-12 Education Market

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Online Learning for K-12 Education Market is expected to grow at CAGR 15.1% by 2028 due to Rising Investments by Educational Institutions towards...

Newfoundland and Labrador Education Minister Tom Osborne. YouTube Screen grab

With the provincewide implementation of Alert Level 5, all schools in Newfoundland and Labrador are now readjusting to virtual classrooms.

Meanwhile, the provincial government's efforts to provide Chromebooks to all students in grades 7-12 hit a snag that's beyond its control, the education minister, says.

Thus far, the province has 2,000 of the 30,000 Chromebooks ordered last July for students in grades 7-12, and expects to have a further 10,000 "within the next week or two," Tom Osborne said Monday.

More than 5,000 laptops were distributed to teachers earlier in the school year.

"As more shipments come in, we will continue to distribute them," Osborne said. "We anticipated delivery of Chromebooks last year. However, the reality is national and global demand is far outstripping availability of both devices and components."

Osborne said the order made last July was the third largest of any jurisdiction in the country, and the province currently has enough to meet the needs of every student in grades 7-12 who previously indicated they did not have a device to gain access to online learning.

Newfoundland and Labrador English School District (NLESD) CEO Tony Stack said the manufacturer Lenovo expects to provide "an additional couple of hundred" before the end of this month, 4,000 by mid-March and 7,000 by the end of March. In total, the province should have approximately 23,000 by the beginning of April. Stack said the remainder will come before the end of the school year. He cited a global shortage of microprocessors as the main factor delaying receipt of the full order of Chromebooks.

Osborne encouraged parents with connectivity or device issues to contact school administrators. He said those administrators will work with the parents and the district to find solutions.

Stack said he is aware of new requests coming from people not identified in the first two rounds of surveying that took place since the start of the COVID-19 pandemic.

"We're asking people only to identify if they absolutely need a device on the basis of need," Stack said.

The NLESD has emphasized the fact students can use any number of devices, including cellphones, tablets and laptops, and not just Chromebooks, to access Google Classroom and Google Meets.

On connectivity, Stack said the NLESD determined approximately three to five per cent of the provincial student population lacked a reliable internet connection at home as of last spring. In May, it distributed MiFi devices that function as a wireless hotspot, allowing those students to connect to the internet through cellular service.

As of Monday, all schools in the St. John's metro area were already learning online, with others across the province expected to start throughout the week.

Stack noted teachers are being encouraged to work from home under Alert Level 5, though some can choose to do so from the school if the home environment is not an option for handling online classes.

One change Stack brought up concerned students with complex needs who work with instructional resource teachers. In the event of classroom activities being moved online during the pandemic, the initial plan was to continue to allow those students into the school to learn with their teachers. He said that won't happen this week and may not happen next week, either, but parents will be contacted later this week to discuss virtual learning.

"We want to confirm that the health and safety measures, such as the nature of the masks and different protocols, are confirmed by (public health officials) before we bring any student into a building, or any teacher who has an interaction with a student in the building," Stack said.

"We want to make sure that the appropriate medical health advice is being followed. That needs to be confirmed, and that's going to take a few days. We understand, having worked around the clock with health, that they are intensely busy right now in dealing with the issue of the pandemic itself. Those questions need to be clarified in order for us to confirm that things are safe to proceed."

Stack said the NLESD has been in constant contact with the Newfoundland and Labrador Teachers' Association (NLTA), particularly since news broke in the province of the presence of a more contagious variant of COVID-19. The recent uptick in cases is largely tied to a cluster that spread in Mount Pearl Senior High.

"We've also tweaked some of our correspondence and procedures based on (NLTA) input," Stack said. "We've had good dialogue there."

The NLTA issued a news release Monday, voicing its approval for suspending in-school instruction. It said when schools reopen, enhanced protections need to be considered in light of the new variant of COVID-19. NLTA president Dean Ingram said teachers need to be prioritized in Phase 2 of the provincial vaccination plan.

Stack said the NLESD is prepared for online teaching to continue for as long as it's deemed necessary, but the preferable outcome remains to eventually get back into classrooms safely. That, he added, is entirely contingent on what happens with the pandemic and the advice the NLESD gets from public health officials.

Osborne alluded to the fact lessons were learned following the experience last spring with online teaching, and Stack later elaborated on that.

"Before the year started, we did a number of health and safety protocols with teachers, but also quite a bit of professional learning around virtual learning," he said. "Later in the fall, we put out an ask to teachers if you're still feeling you need something additional, please let us know. There were some 2,000 teachers that wanted a bit more training, so we organized release time for them and conducted that professional learning.

"Teachers have been really good at stepping up. A lot of online resources were made available that they accessed on their own. If there's still some out there that require additional learning and look, we're always learning then all they have to do is identify what those learning needs are, and we will address them. But we're a long ways ahead from where we were last spring. Leaps and bounds."

[emailprotected] | Twitter: @CBNAndrew

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Education minister says lessons learned last spring prepared Newfoundland and Labrador school system - The Telegram

February 16, 2021 04:29 ET | Source: Boost Media Agency

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The 10 Course Creators to Watch

New York, New York, Feb. 16, 2021 (GLOBE NEWSWIRE) -- The age of information that we live in has seen business owners and entrepreneurs from all over the world capitalise on their knowledge in many ways - online courses in particular. Quick, simple and efficient, courses are an incredible way to receive fountains of knowledge on a chosen subject, without having to spend 4 years in a classroom at university. For those seeking to monetize their knowledge as a first timer, creating an online course can be daunting to say the least. According to Boost Media Agency, in order to create and launch a successful online course, you need the help of an expert. Each with their own unique style, here we present the 10 course creators and experts to watch in 2021.

Monica Kline (@identity.brand.by.monica.kline)

Monica Kline Founder of Identity Brand, a full service brand management agency, which launches brands and businesses on a solid foundation utilizing an Omni channel approach and technology to scale.

Monica, with 27-years of real-life, hands-on experience in Branding, Marketing, Sales, and Public Relations, which is why her experience lends itself to provide such valuable services. Having built her resume working for Fortune 500 companies, she has seen the growth of technology and how it can benefit smaller businesses today. One of Monicas mottos is that You must always be evolving to remain relevant, which is something that she not only applies personally, but to her business and carries this motto when guiding her one on one clients. With her growth mentality, knowledge and team of experts, Monica is able to grow businesses to be profitable in the first year.

In 2018, Monica strategically added Course Creator to her repertoire of services, as she knew she wanted to impact more people by guiding them to launch profitable businesses. The one way to do this is by on-line programming. In 2018 Monica launched a social media course for small business owners, followed by her signature Build Your Brand Course, which she teaches you the step by step approach she uses to build and scale brands.

Fast forward to 2021, Monica is in process of adding several more courses to what is now known as Identity Brand Business School, which is an affordable way for start up entrepreneurs to learn all of the tools necessary to build a profit based business.

Lidiya Kesarovska (@letsreachsuccess)

Lidiya Kesarovska is the founder of Lets Reach Success, a company that helps women start and grow a successful and authentic online business so they can leave their fears behind and provide epic value. Over the years, Lidiya has transitioned from a freelancer to a full-time blogger, to a course creator who offers valuable insight and mentoring. She has grown Lets Reach Success into an authoritative platform on anything related to business, financial independence, lifestyle design, and blogging.

Her signature course, Blog to Biz System, teaches high-vibe women the methodology to go from knowing nothing about blogging or having a hobby blog, to a sustainable blogging business with consistent income. Lidiya draws from her experience as a content creator for 7 years, so she has tested all the formats, platforms, and tools under the sun to discover what truly works. Now, she teaches that to her students so they can enjoy the personal and professional growth theyre looking for.

Lidiya is not only passionate about blogging and business, but shes also passionate about personal development and using spirituality and manifestation, something she has applied consistently to her life and work. She applies the principles of Human Design to her courses so her students can learn to align their true selves to their businesses and lead more fulfilling lives.

Jennifer Prashad-Hawaldar (@Jenniferprashadhawaldar)

Jennifer Prashad-Hawaldar is a trailblazer course creator expert whos passionate about breaking grounds and glass ceilings for diverse entrepreneurial women. Coming from a family of Indo-Caribbean immigrant parents, shes proud of her accomplishments and has taken the pursuit to help others reach their goals. She has created three successful online courses that teach people how to create their own profitable online course coaching business and have scaled her students to surpass the $6 million mark in only 3 years.

Jennifer founded The Course2Launch Academy, which provides entrepreneurs with the tools they need to reach their objectives and build their dream life. She offers a wide variety of courses, including the Accelerator Program, which is quite popular. Its a 12-week course that helps mompreneurs, aspiring entrepreneurs, edupreneurs, coaches, and people who are tired of their 9-to-5 jobs learn what it takes to profit from their knowledge, passion, expertise, or unique life-story through the creation of valuable online courses.

Through her unique proprietary C.O.U.R.S.E framework, proven strategies, and methodologies, shes able to empower people to create, launch, and scale profitable online courses so they can jumpstart their careers, take charge of their life and obtain the financial, time, and secure freedom they desire.

Her message focuses on helping others to uncover their difference to impact the difference. To see their journey with complimentary values to helping others and finally taking the initiative with their first step forward as an imperfect action toward success. She believes that there are ample opportunities available, its just a matter of taking action and making ones own luck.

Stef Lau (@steflauofficial)

Stef Lau is a highly accomplished online course creation coach from Hong Kong. She is passionate about helping clients to find their online space and profit from their knowledge/ expertise/ advice. She has the honor of being the 1st Asian Female Course Creation Coach Under 30, an Amazon best-selling author, and the creator of a 7-figure online course with Mindvalley, the worlds largest personal development company.

Stefs approach to coaching has allowed her to help many individuals reach their goals and make their visions come true. For people who have no idea where to start, her flagship Course Creation Champion program provides an analytical, mental and rational step-by-step process that anyone can follow to crack the code of launching a successful online course. The system she provides is simple yet comprehensive and effective.

With her motto Your Expertise Is The Biggest Gift That Deserves To Be Shared, her program is not only about achieving a business breakthrough, but also a personal breakthrough. She combines personal development and entrepreneurship to help people grow while building a business.

Stefs online course is very unique as both information and implementation are beautifully blended. Not only students get a thorough proven system with templates and swipe files, but they also benefit from a 3-day live bootcamp where they will be able to implement everything during the live event with Stef and receive precious feedback and critiques from her.

Jade Geary (@wanderlustcoursecreate)

Jade Geary is a wonderful Instructional Designer and proud CEO of Wanderlust Course Create. She has been building a career as an Instructional Designer for the last 5 years and her journey started during her higher education. Jade has always been passionate about her work and shes always been determined to become the best Instructional Designer she could be. For this reason, she enrolled in a Doctorate of Education program and she will defend her dissertation in March 2021.

If one thing is clear about Jade is that she values the power of education, which is why she wants to work with as many people as possible. This desire led her to launch Wanderlust Course Create back in May 2020. Through her company, she is focused on helping women entrepreneurs by providing valuable and effective courses that will truly help them make a difference in their lives.

Jade applies not only her knowledge of instructional design, but also what shes learned on her Doctorate to create high-quality courses, which apply learning theories that are backed by other experts in the field. She has dedicated her professional career to ensuring that people can have access to courses that are truly valuable and effective, so students can arm themselves with enough knowledge to make their vision come true.

Myrra Kate (@myrrakate)

Myrra Kate is a Kingdom-driven entrepreneur as well as an online course creator and strategist. She specializes in helping female coaches, experts, and service-based entrepreneurs package their skills, passion, and expertise into profitable online courses. Not only that, but she also empowers these women so they can reach their full potential, live out their true purpose and be truly happy with their careers.

Myrras online journey began as a travel, lifestyle, and fashion blogger, guided by her love of writing. She had always wanted to create an online course but kept pushing it back. It wasnt until 2019, when she went through a near-death experience, that she realized there was no time like the present to do the things one loves and is passionate about. Determined, she got to work and, one month later, launched her first ever online course.

Today, Myrra has had the pleasure of working with people all over the world to help them develop successful and effective online courses. By launching and creating their online courses, they can stop trading their time for money, free up more of their time, quit their unfulfilling 9-5 jobs and make a bigger income and impact. Through Course Compass, her signature group consulting program, she offers a simplified step-by-step course creation framework to make things a lot easier for entrepreneurs. There are no overcomplicated strategies; there are only actionable steps that bring people closer to their dreams.

Lauren Galloway (@leaveittolo_)

A former fashion buyer turned digital entrepreneur, Lauren Galloway (aka Lo), left her previous life working with global retail powerhouses to establish her own company, Leave it to Lo. There she works as the team lead and chief visionary wearing hats such as Course Creator, Online Business Manager, and Co-Coach.

Lauren started out in the online space in March of 2020 as a Virtual Assistant and was booked out within 3 months. Having worked with dozens of clients in the coaching industry, Lauren quickly realized there was a big area of opportunity in creating online courses and e-learning resources.

The vision of Leave it to Lo is to support clients by creating online courses that establish them as the authority in their niche, make their services accessible to a much larger audience, and ultimately create greater impact within their community.

Leave it to Lo is passionate about helping clients diversify their income so that they can achieve time freedom and reduce financial anxiety and stress. Laurens team achieves this by helping clients turn their passion, expertise and knowledge into profitable online courses.

The core belief at Leave it to Lo is that every coach, educator and creator has a course within them you just need an experienced team to make it a reality.

Brandy Dudas (@brandyrosedudas)

Brandy Dudas is the co-founder of The Chillionarie Club and a successful course coach who possesses the superpower of helping entrepreneurs simplify their projects and break them down into small, actionable steps that can be achieved. Brandy is a corporate-world escapee turned college professor, and today she uses her business background and her love of education to help entrepreneurs create, price, and launch online courses that will add value to the world.

Brandy has amassed 22,500 subscribers on YouTube and 1.8 million channel views thanks to her valuable educational content. Shes passionate about teaching others and making a positive impact on peoples lives by helping them reach their goals. Thats why she jumped at the opportunity to found her own business where she could reach more people looking to create and launch successful online courses.

Shes entirely focused on growing The Chillionaire Club and she has the experience and knowledge to provide high-quality course coaching services. Thanks to her 8 years of experience in higher education, shes able to provide frameworks to build lessons and show her clients how particular students will learn best. She doesnt only provide effective advice on marketing, launching, and pricing, but also on how to build effective courses that get results.

Rashta Ali (@rashta_ali)

Rashta Ali is a professional course coach who understands the power of human knowledge. Online courses are on the rise and theyre a huge part of the digital space, which is why Rashta provides the services people need to become a part of the digital movement and leave a legacy of knowledge while creating passive income and reaching a global audience.

Shes passionate about online education and shes helping lower the barrier of entry for people who have wisdom to share and want to make a difference in the world. Online courses provide opportunities for anyone to have a breakthrough and build a profitable business. Rashta Ali simply makes things simpler thanks to her wide array of products and services.

People who dont know where to start with the creation of an online course will find many valuable resources with Rashta and all the support they need. She helps people package their knowledge into a successful online course and theres no need for marketing, sales, or technology experience. With Rashtas course creation blueprint, clients only have to follow the steps to create a valuable online course and overcome the common obstacles that often arise with such a project.

Britney Thornton-Homco (@thecoursecreationcoach)

Britney Thornton-Homco is a U.S. military veteran turned female entrepreneur who founded the Love Your Launch Academy, where she offers marketing and business coaching programs for course creators who need support and strategy. She focuses on helping high-performing women defy traditional models of success so they can create fulfilled, happy lives they can be proud of. She mixes her military background into her teaching and training, providing systems that can be replicated by anyone.

Britney spent 9 years serving in the US Navy as a warfare officer and public affairs officer, so she understands very well what its like to work in a high-pressure, stressful environment. But thanks to her nurturing and adaptive leadership style, she found success in prioritizing people over objectives. In 2019 she launched her business and shes helped over 76 course creators plan, build, and launch profitable online courses using the skills she honed while in the military.

In the Love Your Launch Academy, Britney offers several options. Clients can either go through a comprehensive A-Z program or enroll in workshop classes about specific subjects. She allows clients to tailor their experience to get exactly the help they need, and she offers one-on-one sessions because she understands the value of human connection. At the Love Your Launch Academy, the client is always the priority.

Make sure to follow each of these amazing course creators and experts. Each of their Instagram's have been directly linked here. Finally, we would like to thank Boost Media Agency for taking the time to put this article together.

Media Details Contact: Lewis Schenk Company: Boost Media Agency Phone: 3106001787 Email: operations@boostmediaofficial.page Website: http://www.boostmediaofficial.page

Information contained on this page is provided by an independent third-party content provider. Global Releasewire make no warranties or representations in connection therewith. If you are affiliated with this page and have any concerns regarding this article please contact us at contact@globalreleasewire.com

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The 10 Course Creators & Experts to Watch in 2021 - GlobeNewswire

EDUCATION is a dynamic process encompassing elements of learning, unlearning and relearning.

These elements are highly inclusive, with teachers and students continuously interacting with each other, and adapting to the surrounding academic environment.

Perhaps this synergy was most profoundly tested in the past few months, as teaching was predominantly conducted online.

Those who were adept at adapting managed information delivery succinctly, while others found themselves struggling to cope.

Predictably, there were voices within the academic fraternity calling for a reprieve.

Some urged for a return to face-to-face teaching and learning while others deliberated for a more flexible, hybrid-oriented pedagogy, by minimising physical interaction only to a subset of the undergraduate students.

Educators lament that effective teaching and learning can only occur if content delivery is proficient, and online teaching may regress this process.

However, as the pandemic persists and Covid-19 cases see an increasing trend, we are again confronted with the reality of conducting classes online.

Based on previous experiences, the possibility of inoculating the nation with another widespread, pervasive cluster originating from an exodus of students into universities is a very possible scenario.

Fully opening faculty doors without careful mitigation of the risks associated with the pandemic means exposing hundreds of thousands of students to the virus.

Younger adults may be asymptomatic but they can spread the virus within a community, effortlessly increasing the prevalence of cases within a district or state.

A case study for this can be traced to a recent news report, where a majority of students returning to university from their hometowns were Covid-19 positive.

While they have been preemptively quarantined through tight standard operating procedures, this serves as evidence that a larger influx of student population may not necessarily be easier to manage and could potentially lead to more infection cases being reported.

Nonetheless, this outlook is not without a glimmer of hope. As better regulations are enforced by administrators and observed by the public, hopefully the number of Covid-19 cases will dwindle and current restrictions can be relaxed.

Before this becomes a reality, teaching and learning via online platforms may very well still be the new norm this year.

On a positive note, educators bring with them experience from the preceding year. Students are getting used to receiving information via Zoom or Google Hangout sessions, and the online learning management systems adopted by universities are fully utilised by the academic ecosystem.

More quality, validated content is being shared onto social media platforms by our academicians and experts. This will not only benefit university students, but also the online community which would serendipitously put the nation on the global scene.

We have also finally realised that a laptop or desktop computer can be much more than a means of consuming content, typing documents, or preparing slides; it can also produce original and accurate content by leveraging on a myriad of tools and applications.

The online delivery of lectures and assignments has enabled me to learn new skills in teaching. My students applauded my decision of sharing recorded lectures online, as they are able to digest the information at their own pace and time.

Feedback from lectures also occurs asynchronously compared to real time in conventional lectures, so my students and I have more time to convey both queries and information.

We communicate and connect more, exchanging not only educational information but also the occasional banter on messaging platforms. Such similar connections would otherwise be minimal, or almost non-existent in the past.

Some sacrifice in terms of hands-on learning may have incurred from the absence of practical classes but this forces us to find creative ways of providing a similar experience via alternative, albeit suboptimal means.

As the new semester beckons, we are grateful that knowledge transfer can still occur in such challenging times.

As Malaysia moves into another year of the pandemic, higher education institutions need to relearn skills of embracing strength in adversity.

In these uncertain times, we should always hope for the best but nonetheless make providence for the unprecedented.

Safety must be prioritised over convenience. Hopefully, with dedicated teachers and passionate students, we shall mature from this with tenacity and resilience.

ASSOC PROF DR MAS JAFFRI MASARUDIN

Universiti Putra Malaysia

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Another year of online learning - The Star Online

When the coronavirus pandemic closed college campuses in March of 2020, administrators initially hoped that some normalcy would return by the fall semester.

That did not happen. Some schools that reopened dormitories had to shut them down again. Others did not reopen their campuses at all, continuing classes online.

Every pandemic in human history has ended, though, and as vaccines are distributed and visions of a COVID-free future are maintained, college officials are reviewing what was lost, learned and accomplished during the past year.

Partnerships formed during the crisis will remain post-pandemic, according to Michael Giampietro, vice president for finance and administrative services at Bay Path University in Longmeadow.

From the very beginning, the health and safety of our entire community was our main priority, Giampietro said. We developed our Guiding Principles and a Community Compact that students signed agreeing to individual and collective responsibility to keep our community safe. Continual and accessible testing was and still is the cornerstone of our COVID response plan.

He continued: We were extremely fortunate to form a partnership with Caring Health Center in Springfield together, we established a very successful testing site on our campus. Its a relationship I know will continue in the future.

Institutions agree remote learning will remain a part of academic curricula moving forward. So will health protocols, said Springfield College Chief of Staff Kathy Martin.

Balancing the flexibility that Zoom and other online platforms offer with the highly desired and effective face-to-face educational and occupational experiences that students and employees value and expect is an opportunity for us (in the) post-pandemic reality, Martin said.

At Westfield State University, we definitely see the value in more frequent surveillance COVID-19 testing and further de-densification of residence halls, said Chief of Staff Tricia Oliver. We have incorporated both into our plans for the Spring 2021 semester.

6/15/2020 -Springfield- Dr. Robert E. Johnson has been appointed as the sixth president of Western New England University. (Don Treeger / The Republican)

Western New England University President Robert E. Johnson said he was proud the school was one of about 27% of the nations institutions that resumed in-person learning in the fall. Another was Springfield College.

Keeping the majority of our students on campus for the fall semester was an extraordinary achievement that took the dedication and commitment of all involved, especially our students, said Springfield College President Mary-Beth Cooper.

Through it all, I was and am grateful for the way that colleges and universities across the state came together to share information, ideas, and strategies so we could all benefit from shared intelligence and wisdom.

After the pandemic, Johnson said, the time-honored tradition of brick-and-mortar college will give way to a new click-and-mortar model.

For traditional age students, in-classroom teaching will remain, but there will be more online and hybrid courses and programs taught, he said.

Todays confluence of crisis has created a space for a reset for the way we work, Johnson said. It has shown us just how critical it is to provide students with the foundational skillset to be agile in a rapidly changing world.

It has also put greater focus on students mental health.

We know that students are experiencing greater levels of stress, anxiety, and depression during pandemic times, Johnson said. Refining and adding capacity for our services to students and our resources for employees will be a priority.

With mental health mind, Western New England had a surprise No Snow, Snow Day in October to give everyone a break.

It was received largely with delight, Johnson said. It provided an opportunity to take the pressure off, and for students, to have some (safe) fun with entertaining programming.

02/27/2020-Longmeadow- Bay Path University President-Elect Sanda J. Doran speaks on stage during Thursdays welcoming ceremony at the Blake Student Commons. (Dave Roback Photo)

The pandemic accelerated academic changes that were already underway at Bay Path.

Even before the pandemic, there were intense pressures on higher education to more completely serve the students of today, said President Sandra J. Doran, who like Johnson began her tenure in the middle of the pandemic.

According to Higher Learning Advocates, 37% of todays college students are older than 25. Almost two-thirds work while in college, about 25% are parenting and 49% are financially independent from their parents.

We know that this pandemic has had a significant impact on high school students, who may need a boost to be college ready, Doran said. We are looking at creatively planning ways to prepare these students for college through boot camps, partnerships with schools, and other initiatives.

2/28/2020 - Holyoke - Holyoke Community College's president Christina Royal speaks at the grand opening celebration of the college's Campus Center Friday afternoon. (Hoang 'Leon' Nguyen / The Republican)

Holyoke Community College President Christina Royal observes changes in both two- and four-year schools.

Todays students seek a path to degree completion that recognizes the fact that life is complicated, she said. Flexible schedules, varied semester length, hybrid courses, 24/7 access to student support resources, and mentors that remain with you every step of the way will become more the norm.

HCC offered multiple, flexible start dates during the fall 2020 semester. That is an acknowledgement of all that is happening in the lives of our students. Were continuing that for the Spring 2021 semester, Royal said.

Westfield States Oliver said remote education was not as new as the pandemic made it seem, though the scourge pushed it to the forefront.

Online learning has been part of our course delivery for more than a decade, she said. Having gained greater skills around online learning certainly positions us to expand those offerings, even when we transition back to more on-ground learning, once conditions permit.

Most Westfield State students prefer to be on campus for the full college experience, Oliver said.

Bay Paths Giampietro said keeping employees, students and families informed was critical.

One cant communicate enough, he said. In our case, we used every platform possible to get our message out and will continue to do so in the spring semester.

For people feeling isolated, Royal said, too much communication was better than not enough.

Being available to answer questions in real time was a way for everyone to cope and feel less stressed, she said.

Royal envisions a greater partnership between two- and four-year institutions, notably involving distance-learning courses.

Pre-pandemic, remote or online courses were not always accepted for credit transfer, especially to some of the more competitive private colleges our graduates often attend after graduating from Holyoke Community College, she said. That has now changed.

For all the hardships, sacrifices and adjustments, administrators share a common conviction that the pandemic has made them stronger, more aware of their mission, more sensitive to the human needs of students and staff, and more willing to pivot to different forms of delivering an education.

They say that wont change, even when the pandemic is over hopefully sometime in 2021.

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Beyond COVID: Expect a click and mortar approach as colleges emerge from the pandemic - masslive.com

Universities are mandated to be the ultimate learning culture, powered by faculty who embody lifelong learning. We know that reflection is essential to learning; its the foundation of continuous improvement, that ceaseless cultivation of our skills and spirits as we work in the world. And this year, our reflection comes in time of global crisisall the more reason to reflect on what matters most in our lives and our students lives, in our communities, and in our teaching and learning within our courses.

For some years now, higher education has acknowledged that part of our work is to prepare students for a world marked by increasing uncertainty. We understand that part of our teaching must include helping students develop essential, transferable career skills such as navigating change, communicating and collaborating, creating/innovating, and learning how to learn. And certainly, the pandemic gave faculty a chance to model flexibility and responsiveness to uncertain, changing conditions, as well as the chance to model learning as we crafted innovative approaches in our shift from classroom teaching to teaching online.

Lets pause here for a moment to reflect on student feedback on their learning experiences this past year. A recent survey about teaching and learning at my small, midwestern liberal arts university highlighted a few key themes we might keep in mind: the need to boost student motivation to provide chances for metacognition in order to cultivate self-directed learning, and students need for meaningful learning.

We might think of meaningful learning as a tree. Our course material, our textbooks, our tests, and discipline-specific learning tasks are branches of the tree of our students time at our university. We might then think of the roots as the deeper curriculum. The cultivation of those key habitshabits such as learning and creatingentail a host of other habits of mind such as comfort with risk, uncertainty, and failed attempts, as well as facility in reflection, curiosity, and persistence.

While it may seem counterintuitive, the pressures of the pandemic and the shift this year to online/hybrid courses can open up opportunities for deeper learning. Through brief activities that boost student engagement and community rapport, we can integrate course content with students daily lives (including work and their other coursework). We can assist students in becoming more self-directed learners by spurring them to thinking about their study habits and course assignments. Leveraging our current context, we can practice more whole-person teaching that cultivates crucial capacitiessuch as reflection and resiliencefor a world of work that requires lifelong learning.

Outlined in this article are some brief yet potent areas of focus, and clusters of questions to make your own. The questions offered here are very general; consider the nitty gritty of students lives their pressures, problems, and planswhen you design questions. These may seem rudimentary, but we need to remember to integrate them. The two to five minutes of class/homework time these activities take makes a real difference in the quality of student engagement and learning.

A frequent remark on the survey showed that students have been struggling in their motivation to fulfill their course obligations. It is always our job to generate interest. Motivation, like assessment, like learning, like anything alive, is an ongoing process. We have an opportunity to do what we should always do in our teachingrefashion anything resembling busywork into more compelling forms, ensure our assignments are purposeful and that our course materials are meaningful, and provide opportunities for students to cultivate awareness and skill as learners. It is always our job to communicate, compellingly and truthfully, why our disciplines matterand that also means evolving how we teach and what we teach in light of how our disciplines connect to the needs of the world now.

There are three benefits to using these brief activities: 1) We keep motivation high because we keep the focus on why our coursework is meaningful for students lives; 2) We cultivate metacognition and self-directed learning, encouraging our students to be partners in learning; 3) We build a strong learning community as students share their reflections aloud in class or in our discussion boards.

1. Weekly challenges and support in learningRather than just a general, How was your week? ask a question each week in which students identify challenges and different supports to their lives (if applicable to your course) and/or learning/homework projects over the past week. What supported their study time? What obstacles arose in life or learning? What did they learn from this challenge? Did they have any ah-ha moments? If so, ask the student to articulate them, this way the class learns with them and they own what they learned all the more. Where did they get stuck? What support did they need for their learning and did they find a way to get it? How might they better approach their work next week?

2. Contemplative course-focused questionsDesign questions that draw on key topics of your course that weekbut be sure to connect it to students lives. You have an opportunity to connect your course material with their current lives as students, sports team members, workers, and with their possible future work, as well as with social issues and their other courses in other disciplines. In this way, you are also modeling higher-order integrative thinking while making your course material more connected and meaningful.

A broad example: How do you see [this weeks course content] connect with global news/knowledge or skills you are building in your other courses?

A more specific question from a global leadership class during a unit on communication skills: Are there relationships where you could strengthen your listening skills to help transform your teamwork?

3. Course-focused, weekly, check-in assignment reflections and exam wrappers Incorporating a metacognitive component 1) at the start of class or 2) as an integral part of an assignment, such as an exam wrapper, helps our students learn our course material, and more broadly, learn how to learn. You might ask students: What was interesting/exciting or usable/valuable about this chapter/assignment for you? Where did you struggle? What helped you overcome that challenge? Are there aspects of your studying this week, or work on this kind of assignment, that might need improvement or a new approach? How can you make those changes?

4. Intentions and goalsThe focus on interests, intentions, and goals supports student motivation. Note that for some students goal-setting is intimidating; its another part of a hidden curriculum for many, so we can help support them in learning this skill, too. But interests are something that can engage everyone. The focus on areas of motivation helps guard against our assignments being seen as busywork. (And in our own fearless, pandemic-driven reflection as teachers, lets be sure it isnt busywork.) Here, you have a chance to share yourself and/or to ask students questions like: Why is this course/unit of the course, or this particular learning activity, meaningful? How will it help you (the student) in your future career? How will it help you in your current lifesay in other courses, projects you are keen to try, even in your current jobs?

5. Metacognitive midterm and end-of-term pauseThis has proven to be a powerful tool for students to reflect on learning at midterms or as a recollection at the end of the term. Ask students to review their course calendar and articulate key insights from each week and how they can use what they learned in the future. When LMS is central to the course, as it is for most faculty at the moment, students can then share their responses, crowd-sourcing a list of key insights and lessons learned in the course. For more information on this idea, see a previous Faculty Focus article, Transforming Midterm Evaluations into a Metacognitive Pause.

6. MindfulnessMindfulness is a big tent of techniques ranging from gratitude lists that keep our mindset positive to breath work that resets attention for learning. Mindfulness activities at the beginning of class work well to help students refocus their learning. This does not include icebreakers such as, How was your weekend? Rather, this is a purposeful activity to refresh harried students and reset their attention towards learning. During the initial shock of the pandemic, taking two to three minutes to ask students to share a gratitude or a vicarious joy (an underdeveloped capacity of happiness at others happiness) helped my students reduce their distractions, and refocus and gather themselves individually and as a group. Student feedback was strongly favorable citing improvements to their mood at the end of a long day, increased ability to focus, and a stronger sense of learning community, which improved the overall quality of class discussions. You can find support for integrating mindfulness at the Center for Contemplative Mind in Society.

For all of the above:

How to plan this? Just choose two or three areas that you rotate throughout the semester and tailor to your course material each week. You only need to throw out one question at a time, after all. Students love sharing this stuff, and they all benefit from the chance to reflect on their studying and learning processes, gaining insights from the instructor and from each other. These kinds of brief moments in class discussion (online or in-person) build a thriving learning community and cultivate more motivated and self-directed learners.

Gillian Parrish, MFA, is an inveterate teaching-geek and an assistant professor and program director in the MFA Writing Program at Lindenwood University.

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Boosting Student Motivation Through Connected Reflection - Faculty Focus

Dear colleagues,

I am pleased to announce the creation of a new university-wide committee to help us understand all aspects of extended and online educational offerings at UT Austin, including the existing vibrant programs and units across campus. The Committee for Strategic Planning in Continuing, Extended, and Online Education will include faculty, students and staff, as well as leaders from Texas Extended Campus and other key units across campus.

There is a great deal of knowledge and expertise we can harness to help UT Austin be a leader in online education and lifelong learning. This effort will help determine our areas of strength, how we can better support the current and future work of the colleges and schools, and how our central support can improve coordination, incubation, and development of new degree and nondegree programs, with a goal of better serving traditional and nontraditional students.

I have asked Art Markman to help us lead these efforts, and he has agreed to serve as interim executive director of Texas Extended Campus effective January 1, 2021. Professor Markman has played an instrumental role over the course of the past year to adjust our academic strategy through the pandemic. His knowledge of the campus and vision for innovation will be beneficial as he leads this effort.

The committee members will receive invitations to serve in the coming days, and I will ask Art to help keep the campus up to date on their progress.

This is an important initiative for the campus as we consider how we provide educational opportunities beyond our traditional residential offerings. Thank you in advance for being engaged in this process.

Best,

Dan Jaffe

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Announcing Committee on Continuing, Professional, and Online Education - UT News | The University of Texas at Austin