Interested in more free on adult learning characteristics? Check out this blog: http://bit.ly/1kwTmQi
Building engagement in learning is a critical component of successful learning programs and helps to foster employee engagement in your organizations. Learn about adult learner characteristics and how to best support them in online learning environments.
Who are the new demographic of students? How do they differ from traditional students? Click through to find out what you can do to meet the needs of this changing student population. http://bit.ly/1OSOqjX
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Who are the new demographic of students? How do they differ from traditional students? Click through to find out what you can do to meet the needs of this changing student population. http://bit.ly/1OSOqjX
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Information literacy through inquiry: using problem-based learning in informa...Alan Carbery
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
The Global Achievement Gap: Schools that Work Ben Johnson
This is a summary of the content and perspectives for the implications of 21st century skills upon the needed change in education regarding structure, instruction, and assessment. In chapter 6, Tony Wagner highlights the ground-breaking work done at High Tech High.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Information literacy through inquiry: using problem-based learning in informa...Alan Carbery
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
The Global Achievement Gap: Schools that Work Ben Johnson
This is a summary of the content and perspectives for the implications of 21st century skills upon the needed change in education regarding structure, instruction, and assessment. In chapter 6, Tony Wagner highlights the ground-breaking work done at High Tech High.
Here's 6 questions you should be considering to find out if your staff are ready for online learning, based on the experience of top performing learning organisations from the Towards Maturity Benchmark Study.
Includes bonus feedback and practical ideas from the discussion at the CLC members meeting march 2015.
Reflecting on what has happened to Higher Education in 2020 in Australia, in responding to the pandemic, may seem a bit premature to some. But on the other hand, we need to learn these lessons quickly as there are no guarantees moving forward. Thankfully many of us have had reasonably robust technology enhanced learning environments to fall back onto. But let’s face it, this hasn’t always been elegant as it could be. So, reflecting on some of the things we have learned in 2020, it is worth distilling some thoughts as we move in to 2021, particularly around TEL and the funding environment for HE. Let's do a SWOT and see what others think too.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
Getting faculty onboard with a new learning management system can be difficult. One way to help is by offering a robust faculty mentoring program. Saint Leo University share their recommendations via their 'Lions SHARE' faculty mentor program. Check out more over on the D2L Blog https://hubs.ly/H08F-pg0
Rosalind Franklin University shares best practices for designing online courses for quality assurance. By focusing on quality assurance, the team at Rosalind Franklin University of Medicine and Science are providing a systematic monitoring and evaluation process for online courses. Read the blog and watch the video here: https://www.d2l.com/blog/designing-online-courses-quality-assurance/
York Technical College and Accessibility: The How and the Why of ItD2L
Learn how York Technical College is addressing the challenge of meeting the accessibility compliance in all the online courses they offer. Included in the presentation is a checklist of key areas that must be addressed in accessibility and how to format the files to comply.
The Brightspace Intelligent Agents have been seeing some love recently from the product developers. These new features have prompted some changes to the presenter’s lists of Effective Practices and Potential Pitfalls with Intelligent Agents. This updated presentation will focus on the new features of Intelligent Agents while also including some of the more pertinent previous Effective Practices that still apply. Get the most out of your uses of the Agents to increase productivity and enhance communications.
Using Brightspace to Design and Develop Scholarly Activities: Successes and C...D2L
How do you motivate a student to participate in research and scholarly activities, when they have no motivation to learn the content in the first place? Tamara Ellen Carver from McGill University helps address this problem by going over the rationale for design and development of building a course, how to showcase it, and the challenges that come with it.
More Than an LMS - It’s a Strategic Goals Support ToolD2L
St Petersburg College’s strategic goals focus on: 1) helping students finish what they start 2) training faculty and staff at all levels to support students in class and out 3) producing graduates whose lives are changed by earning a degree or certificate This presentation will outline how D2L supports the goals in ways that you wouldn’t expect.
This session focuses on how to revise online lessons so that the learning activities are based on learning theory, and it lays out what tools in Brightspace to use. Kolb’s Experiential Learning cycle will serve as the foundation for many lesson ideas as well as a couple other influential learning scholars.
Technologies and Apps for Everyone in the Brightspace CommunityD2L
Barry Dahl and members of the Teaching and Learning community will take you through twelve (mostly) unknown websites, technologies, and apps that will benefit you in the learning environment. If you’re looking for free and easy to use images and videos, tools to keep you focused and on-task, or writing tools to share with your students – this webinar is for you.
If you’re new to Fusion and curious about the hype, or even if you’re a seasoned pro and want to get a head start on planning – you need to watch this webinar. We walk you through the top 10 reasons why attending Fusion may be the best thing you do all year. In fact, our keynote speaker is reason enough to attend!
It Takes an Ecosystem – How Brightspace and our partners are making education...D2L
Part One. Video Captions: One Important Tool for Creating Accessible Courses for Truly Diverse Learners
Automatic Sync Technologies promotes the benefits of Universal Design for Learning, with a focus on providing closed captioning services for education providers and publishers. VP Art Morgan says "the most successful campus accessibility campaigns have a common thread: they promote accessibility as a civil right and explain how accessibility fosters diversity and inclusiveness."
Part Two. Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online
Have you ever wanted to know why your students may not read the materials you post online? Have you considered that students may need a little extra help with reading and writing as they are progressing through your content? Make your online text materials talk as if they were a live lecture. Text-to-speech (TTS) technology provide users with the ability to listen to text content.
A walkthrough of the new features, services and functionality that make up the Brightspace Spring 2016 Release. Highlights include:
Brightspace Daylight Experience – the new look and feel for Brightspace that adapts responsively to different device sizes
Brightspace Degree Compass – a personalized course recommendation tool
Brightspace Capture v9.0 – record and share videos of presentations and lectures
New offerings from Creative Services – take your courses to the next level
New features from the Product Ideas Exchange
Five Ways to Use the ‘Not’ Release Conditions to Impact Teaching & LearningD2L
The wait is over for the long awaited "Not" release conditions in the Brightspace Learning Environment (LE). With the January update to the LE, you are now able to set release conditions for situations where students have not done something. In this webinar we will consider effective uses of these release conditions in various LE tools to encourage student behavior that will increase their likelihood of success in the course.
Choosing and Implementing a New LMS: Lessons Learned from St. Petersburg CollegeD2L
Evaluating, choosing, and migrating to a new LMS isn’t easy at the best of times, but it can be even more complicated when your online program is large. What are the most important factors to consider when evaluating a new LMS? What does a good implementation plan look like? How can you ensure faculty and students are not only prepared for the change, but excited about it? St. Petersburg College knows firsthand how challenging this process can be, having migrated over 2400 courses to Brightspace in 2014.
Assessing Transformative Learning Beyond the ClassroomD2L
When the University of Central Oklahoma (UCO) was choosing a new LMS, they knew it needed to be easy to use—but also flexible enough to support their specific goals. With Brightspace, they’ve been able to develop a new way to track learning activities that happen outside the classroom. It’s called the Student Transformative Learning Record (STLR). Now, their students can share the non-academic learning experiences and skills they've gained with graduate schools and potential employers.
Five Minute Idea Exchange for Teaching and Learning in Higher EducationD2L
Learn about the information about the new Learning Technology Coaches program at the University of Calgary, the results of a mandatory online student orientation at Portland Community College, and a quick way to embed an audio player inside the Brightspace platform.
Watch the webinar here: http://bit.ly/1RUTH9X.
EDUCAUSE 2015: Leveraging Your Existing LMS to Deliver Competency-Based ProgramsD2L
Combining the expertise of the University of Wisconsin faculty and the Brightspace LMS, the UW Flexible Option is the first system-wide, competency-based initiative in the country. Learn more about the program and how the LMS was used to save time and money delivering a more personalized and affordable degree pathway.
Presented at EDUCAUSE 2015
Presented by:
Ryan Anderson, Director of Instructional Design and Development, University of Wisconsin Extension
Michael Moore, Senior Advisory Consultant, D2L
Using Web 2.0 Tools inside Brightspace with an Eye on AccessibilityD2L
Learn about the use of free web applications inside Brightspace and find those that can be used effectively in an education environment. Discover at least four popular Web 2.0 tools that create significant accessibility barriers to students with disabilities, and about the techniques needed for creating alternative assignments or work-arounds for students who are unable to utilize inaccessible Web 2.0 tools.
Watch the webinar here: http://bit.ly/1McZHr2
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Putting the Learner First - Adult Characteristics in the Online Environment
1. Putting the learner first –
Adult learner characteristics in the online environment.
October 22, 2015
2. Introductions
Sarah Nicholl, BA, B. Ed (AE), M.Ed.
• Focused career and studies on enhancing workplace
learning through technology
• Consulted with 100+ organizations on effective learning
programs
3. Welcome to our series on Learning
Engagement
Systems and networks are connecting us like never before. It is
changing the way we work and live. And it is changing the
expectations of learning within organizations.
We are all brand ambassadors 24x7 – it’s not enough to check
the box on training, employees have to live it. They can’t just
read the compliance and training content, they need to discuss,
practice, and embed it into their daily practice.
This series will focus on fostering learning engagement to help
you enable behaviour change within your organization.
4. Welcome to our series on
Learning Engagement
This series will focus on fostering learning engagement to help you enable
behaviour change within your organization.
October
• Webinar: Adult Learning in the Online Environment - Oct 22
• Adult Learning blog post
November
• Webinar: How to onboard millennials - Nov 17
December
• Learning Engagement ebook
New year
• Jumpstart your learning culture toolkit
5. Housekeeping items
Participant lines are muted
Polling questions will appear periodically
Enter comments and/or questions in the chat pod
Session is recorded
6. Today’s Objective and Target
Audience
Objective:
By the end of today’s session, through discussion and reflection,
you’ll have an understanding of methods to plan and design
learning with adult learner characteristics considered.
Target Audience:
This session is targeted at learning and development
professionals responsible for the planning, design or delivery of
corporate learning programs.
It can serve as a refresher for those familiar with the topic, or an
introduction for those new to designing learning for adults.
7. Today’s Agenda
How do you support adult learning online?
• Motivation, Applicability, Time, Experience, Independence, Evaluation,
Established Routine, Collaboration and Discussion, Learning Environment
• Polling questions
Additional Resources
Questions
8. Supporting adult learning online
Motivation
Adults enter an education or training programme with
a high level of motivation to learn. They appreciate a
programme that is structured systematically with
requirements (objectives) clearly specified.
Clear learning paths
Objectives outlined
Consider enabling access to coaches or mentors to promote structure
Encourage the use of learning partners
Enable learners to create their own personal learning plan
9. Poll: How would you characterize
the motivation of your learners?
1) Intrinsic motivation – they chose to be
there for their own development
2) Extrinsic motivation – they are there to
enable a raise or promotion (reward
focused)
3) Other motivation – they are there
because they have to be (compliance,
regulatory, manager-mandated)
10. Supporting adult learning online
Apply immediately
Adults want to know how the content that will be
taught will benefit them. They expect the material to
be relevant, and they quickly grasp the practical use of
the content.
Online enables ability to use what you need and then apply it
Foster applicability via practical content
Use real-life examples
Integrate applicability questions
Encourage discussion with a mentor or coach
Enable interactivity and reflections via discussions
11. Supporting adult learning online
Time
To adults, time is an important consideration. They
expect the learning event to start and finish on
schedule and they do not like to waste time.
Design learning into components or chunks
Indicate the estimated duration of each component in the description
Ensure optimum use of time via easy navigation and user-friendly interface:
Provide quick reference guides
Use single sign-on to avoid password fatigue
Make directions clear and easy to understand
12. Supporting adult learning online
Experience
Adults bring to a class extensive experience from their
personal and working lives. These experiences should
be used as major resources by helping students relate
to the subject being studied.
Encourage collaboration
Entice learners to draw on their own experiences through exercises and reflection
Provide real-life scenarios
13. Poll: How do you integrate
learners’ experience into your
learning programs?
1)Discussion – our programs enable learners
to comment and reflect on their experience
as it applies to the learning materials
2)Small Group Exercises – our programs
include small group work online or in person
to foster connections and experience
sharing
3)Individual Exercises – our programs
include exercises/questions that allow
learners to reflect on their experience and
the learning material
14. Supporting adult learning online
Independence
Many adults are self-directed and independent. While
some adults lack confidence and need reassurance,
they would prefer that the instructor serve as
facilitator to guide and assist rather than as an
authoritarian leader.
Keep tone appropriate to respect adult perspective of learner
Choose own learning path
Coaches or mentors available to ask questions
Enable feedback – built into course, through peers, through coaches
15. Supporting adult learning online
Evaluation
Adults want to participate in decision making. They
want to cooperate with the instructor in mutual
assessment of needs and goals, the choice of activities,
and decisions on how to evaluate learning.
Enable extensive feedback prior to evaluation
Allow choice in learning path
Whenever possible, let the learner choose if they want to be evaluated
Use an encouraging tone
Be clear on how learning records are stored and shared
16. Poll: Do your courses
require tests for
completion?
1)Yes – Required – learners must take a
test and achieve a certain score in order
to register a completion.
2)Yes – Voluntary – learners can choose to
take a test but it is not required for
completion.
3)No – we do not have tests in our courses,
attending or visiting all the content is the
completion criteria.
17. Supporting adult learning online
Established Routine
Adults may be less flexible than younger students. Their habits
and methods of operation have been developed into a routine.
They do not like to be placed in embarrassing situations. Before
they accept a different way of doing something, they want to
understand the advantages of doing so.
Ensure new technologies are explained clearly, provide practice and safe environment to
try new things
Include feedback in learning materials
Provide encouragement to learners
Be conscious of “Imposter Syndrome”
Adults may feel everyone else is more qualified to be there
18. Supporting adult learning online
Collaboration and Discussion
Adults like to cooperate in groups and socialize together. Small-
group activities and an atmosphere for interaction during breaks
are important. Change of pace every 7 to 20 minutes
Foster groups and learning partners online and in person
Include variety in offerings
Design learning in different components to vary pace and style
Be conscious of variety of learning styles and preferences
19. Supporting adult learning online
Learning Environment
Facilities are important to adults, they are less likely to tolerate
poor facilities than younger students. If the set up is not optimal,
adults will not be as open to learning.
Ensure it’s easy to navigate
Minimize technical requirements
Make it fun
20. Poll: Based on today’s session,
what one idea will you put into
action in your learning programs?
1)Communicate how results/learning
records are used in our organization
2)Enable more opportunities for learners
to reflect and share experience as it
applies to learning
3)Keep doing what we’re doing – today’s
session was a confirmation we’re on the
right track
4)Other – please comment in the chat pod
21. Learning Engagement Series
This series will focus on fostering learning engagement to help you enable
behaviour change within your organization.
October
• Webinar: Adult Learning in the Online Environment - Oct 22
• Check out the Adult Learning blog post – coming tomorrow!
November
• Register for Webinar: How to onboard millennials - Nov 17
December
• Learning Engagement ebook
New year
• Jumpstart your learning culture toolkit
22. Additional Resources
Designing Effective Instruction by Morrison, Ross, Kalman and Kemp (2013)
Making Sense of Adult Learning by D. Mackeracher (2004)
Planning Instruction for Adult Learners by P. Cranton (2012)
The Skillful Teacher by S. Brookfield (2015)
The Craft of Teaching Adults by T. Barer-Stein and J. Draper (2001)
Why organizations don’t learn Harvard Business Review, November 2015
Design thinking comes of age Harvard Business Review, September 2015
Mindset: The New Psychology of Success by Carol Dweck (2007)