Online Learning. 16.8.2.1 The duties and responsibilities of CAS Members teaching Online Learning courses are those set out in 16.1.2, and shall be subject to 16.8.2.2.
Online Learning. In the event that the district offers online (distance learning) as defined in Minnesota Statute 124D, each course offering will be delivered by appropriately trained and licensed teachers, also as defined in Minnesota Statute 124D. These teachers will be included in all provisions of the contract that apply to K- 12 teachers.
Online Learning. For the purpose of this contract, instruction through online learning shall be de- fined as Online Instruction and Hybrid Instruction. to promote faculty involvement in non-traditional delivery systems that improve student access to higher education, the College will, to the extent feasible, invest in available training and development activities in the support of online Learning. online Learning course maximums shall be in accordance with the agreed upon Master Course table. the College will provide any necessary technical training for faculty teaching on- line Learning courses at no expense to the faculty member. the faculty member shall own any online course materials they develop, but the College shall have the continuing right to use materials developed with College resources. Also see Article IX Intellectual Property. the development and teaching of online Learning courses are assigned and ap- proved in writing by the xxxx/supervising administrator.
Online Learning. (a) Members may submit requests to prepare, re-prepare, and deliver online courses to their Department Chairs. Department Chairs may also invite Members to submit such requests. The Chair will consider the request, and consult with the VPAD who may or may not approve the request.
Online Learning. A. For the purposes of this contract, online learning courses (OLCs) shall refer to any course whose content is transmitted to students at remote sites through modes that rely on asynchronous or synchronous interaction between students and faculty members.
Online Learning. 26 27 If the District provides on-line learning opportunities for students, the following parameters shall be in 28 place:
Online Learning. 13.5.1. Effective July 1, 2018, unit members who teach online coursework shall not have more than one hundred eighty (180) students on their roster.
Online Learning. In principle, active learning can be performed with any classification algorithm that is capable of providing uncer- tainty estimates with class predictions for new samples. However, in terms of efficiency standard offline learning is not good for Active Learning, because it requires re- training on all the data observed so far in every epoch. As a consequence, the time needed for learning steadily increases and all observed data samples must be kept in memory. Therefore, online algorithms for learning are much more useful. In the literature, many standard offline classification methods have been converted into online methods, but one remarkable contribution is the work of Xxxxxxx et al. [10], which provides very efficient online multi-class learning methods based on boosting. The key element in that work is an online Random Forest, which is used as a weak classifier in boosting. An online Random Forest combines online bagging, random feature selection and the growing strategy of extremely randomized trees [16], where the test functions and thresholds are generated randomly. In contrast to an offline node, an online decision node has to see a minimum number ↵ of samples before splitting and a split has to achieve a minimum gain Ø. For data sets that are roughly uniformly sampled across the classes, this gives comparably good classification results, but for non-uniform data and for data streams this causes problems, as explained below.
Online Learning. A survey was conducted in 2010 to develop a stronger understanding of online activity in the postsecondary system. Based on input from this survey and future discussions with the sectors, the Ministry will be refining the measures. • To complement this work, please provide one or more examples in the space provided below of a promising practice that St. Clair College used during 2009-10 to develop and enhance online learning. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. Key accomplishments include: •A total of 4 new courses were added to online offerings in 2009-2010. •Ontario Learn enrolment increased by 2%. •ACE (Academic and Career Entrance) online courses were implemented in 2009-10 which has contributed to increased student registrations on a monthly basis. •To ensure academic quality and integrity, all exams for on-line courses are invigilated at the College.
Online Learning. A survey was conducted in 2010 to develop a stronger understanding of online activity in the postsecondary system. Based on input from this survey and future discussions with the sectors, the Ministry will be refining the measures. • To complement this work, please provide one or more examples in the space provided below of a promising practice that OCAD University used during 2009-10 to develop and enhance online learning. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. Established an e-Learning Strategies Working Group to: •Guide OCAD University's online learning expectations with respect to its technology capabilities, e-strategy initiatives and strategic plan •Ensure that e-learning improves the overall experience of OCADU’s community by providing tools and infrastructure for using technology in innovative and effective ways •Review and recommend policies related to e-learning and online learning •Assess technological solutions in collaboration with IT Services and others •In consultation with local units, guide the overall strategic direction and operations of course management technologies at OCADU so that they work well for all students, faculty, and staff •Identify strategic University-wide e-learning opportunities •Review the feasibility of hybrid and online course development applications
