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digital literacy Powell

Digital Information Literacy: Preparing Students, Graduates, and Alumni for the Workforce

APUS programs are designed so that students can demonstrate proficiency in several learning areas upon completing their academic course of study. These proficiencies include applied learning, intellectual skill, specialized knowledge, broad knowledge, civic learning, and digital information literacy. While a focus on each of the learning areas required of graduates at all degree levels is essential, this post is focused on digital literacy proficiency.

By focusing on digital literacy, APUS aims to set our students apart from other graduates seeking employment and/or career advancement by developing and enhancing our student’s ability to communicate precisely and creatively using tools to engage, interact, and create visually effective and professional artifacts. Creativity and competence in the selection and safe, ethical use of digital resources are essential skills in the workplace for all employees – now and for the future. In fact, digital skills are emerging as a key job skill for the future – a future that is already here.

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An Inside Look at How APUS is Bringing Momentum™ to Competency-based Education

As we have been training APUS faculty who will serve as mentors and subject matter experts in the new APUS Momentum competency-based education program, we have used the analogy of putting our students in the driver’s seat of their educational journey. And right there with them in the passenger seat is the faculty mentor, acting as navigator based on the student’s personalized learning map. Waiting in the ‘pit,’ by extension, is the “crew” of subject matter experts that will provide the student with all they need in order to gain the knowledge, skills and abilities necessary to master the discipline competencies.

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How I Bring Life to the Online Classroom

When I tell people that I am a professor of history in an online classroom they sometimes frown skeptically and ask, “How does that work?” Some who have never experienced distance learning perceive my work as a substandard replica of a traditional classroom. They ask, “How can you interact with your students?” Or they exclaim, “Your poor students can’t pay attention to lectures through a computer screen!”

My reaction is first to tell them that they must have never had a professor at a brick-and-mortar university drone on from behind a podium in front of a large classroom. My point? The venue does not guarantee the value of the education.

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Creating Personal Connections Central to Standing Out for Online Business Schools

What competitive advantages do face-to-face business schools have over online providers?
Face-to-face programs may be able to develop more personalized relationships with their students. However, online programs provide students with the convenience and flexibility that face-to-face programs are unable to. Face-to-face may also provide more of a sense of community, whereas online offers a sense of independence.

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Incorporating Instructional Pedagogy and Theory to Enhance Student Learning

By: Karen Vendouern-Srba, Associate Vice President of Academic & Instructional Technology

The Academic & Instructional Technology team is a small and focused group with many diverse responsibilities and expertise. One of those focused areas is providing instructional pedagogy and learning theory to courses to enhance student learning. The team responsible for this is the eLearning team within Academic & Instructional Technology and multimedia developers.

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