This document provides a 7-step process for developing and implementing online educational resources and blended learning approaches. The steps include finalizing your approach, sourcing and creating online resources, choosing and using appropriate tools, embedding student guidance, preparing for going live, launching your resources, and ongoing monitoring and evaluation. Key recommendations are to consult with learning technologists and educational developers, consider using open educational resources, and employ formative and summative evaluation methods to improve pedagogy.
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
Wightman Director of Architecture Greg Monberg presented this at LearningSCAPES 2017 in Atlanta, GA. The presentation focused on how design thinking can jump start the creative process in planning for innovative learning environments.
Presentation delivered by Erin Nephin at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Presenter: Tony Churchill
Organisation: De Montfort University
Description: This session provides a brief introduction to the principles of Universal Design for Learning (UDL) and its implications for delivery in Higher Education both online and face-to-face. UDL is being implemented at De Montfort University (Leicester, UK) to enhance learning and teaching for ALL our students. DMU’s application of the principles of UDL seeks to provide an inclusive experience using the Blackboard learning environment, whilst addressing reductions in government funding for disabled students.
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
Wightman Director of Architecture Greg Monberg presented this at LearningSCAPES 2017 in Atlanta, GA. The presentation focused on how design thinking can jump start the creative process in planning for innovative learning environments.
Presentation delivered by Erin Nephin at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Presenter: Tony Churchill
Organisation: De Montfort University
Description: This session provides a brief introduction to the principles of Universal Design for Learning (UDL) and its implications for delivery in Higher Education both online and face-to-face. UDL is being implemented at De Montfort University (Leicester, UK) to enhance learning and teaching for ALL our students. DMU’s application of the principles of UDL seeks to provide an inclusive experience using the Blackboard learning environment, whilst addressing reductions in government funding for disabled students.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
HAEBIG Got iPads! Explore Strong Instructional Strategies and Differentiated PDchaebig
This session presentation provides a framework for supporting teachers during iPad implementation, including differentiated professional development, cross-disciplinary instructional strategies, and 1:1 management solutions.
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...JLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
TLC2016 - Inspiring a Sense of Educational CommunityBlackboardEMEA
Presenter: Barbara Becker
Organisation: Leeds Beckett University
Description: Functionality in Blackboard Communities has been utilised to tailor a unique Communities view for identified groups of distinct University students. Leeds Beckett University provides courses for a vast array of learning perspectives: Distance Learners, global Franchise partners, Researchers and specialised CPD courses.
Over the past five years, students have been given their own customised view of the MyBeckett portal, utilising Institutional Roles to tailor Brands, Tabs & Modules so that specific, purposeful content is delivered to each group, creating unique student portal views.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
HAEBIG Got iPads! Explore Strong Instructional Strategies and Differentiated PDchaebig
This session presentation provides a framework for supporting teachers during iPad implementation, including differentiated professional development, cross-disciplinary instructional strategies, and 1:1 management solutions.
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...JLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
TLC2016 - Inspiring a Sense of Educational CommunityBlackboardEMEA
Presenter: Barbara Becker
Organisation: Leeds Beckett University
Description: Functionality in Blackboard Communities has been utilised to tailor a unique Communities view for identified groups of distinct University students. Leeds Beckett University provides courses for a vast array of learning perspectives: Distance Learners, global Franchise partners, Researchers and specialised CPD courses.
Over the past five years, students have been given their own customised view of the MyBeckett portal, utilising Institutional Roles to tailor Brands, Tabs & Modules so that specific, purposeful content is delivered to each group, creating unique student portal views.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
Designing with blended learning in mind requires the same understanding and skills that are applied to all course design. A key difference is that consideration must also be given to how the activities, delivery methods, technologies, learning spaces and assessments are integrated. These all have a direct impact on how the activities are designed. This session, designed with university lecturers in mind, seeks to establish and share best practice in blended learning, bridging the gap between strategy and delivery by empowering higher education teachers to translate principles of blended learning into effective teaching and learning practice.
Turnitin is a plagiarism-prevention service and feedback tool which can be extremely useful in formative assessment to help students learn how to avoid plagiarism and improve their writing. This hands-on session will explore its features and the integration with the Assignment tool in Sulis from a pedagogically and research-informed perspective.
Good educational practice points to the need to provide timely, confidential, manageable and empowering feedback (Race, 2013). Yet, with increasing demands on academics and large cohorts, this becomes very difficult to manage. This session explores ways in which the available insitutional tools (Sulis, Turnitin, clickers, etc) can enhance the assessment and feedback experience for students and bring efficiencies for teaching staff.
Delivered by Dr Angelica Risquez as part of the National Forum teaching series
http://www.teachingandlearning.ie/event/building-evidence-base-enhanced-digital-pedagogy-online-learning/
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!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
3. Step by step ‘how to’
1. Finalising your approach
2. Sourcing and creating online resources
3. Choosing tools… and using them!
4. Embedding student guidance
5. Getting ready for going live: Reality and technical
check
6. Going life!
7. And last but not the least… Monitor and evaluate
4. 1. Finalising your approach
• In need for further inspiration? Check these national
resources for ideas, case studies, and expert advice
– Take one step (www.t1step.ie)
– All Aboard (http://www.allaboardhe.ie/) and AllAboard 2017
(http://allaboard2017.ie/)
– Technology enhanced learning for you (http://telu.me/)
• Have a conversation with a learning technologist or
educational developer (TELU at UL, www.ul.ie/telu)
• Have a conversation with a colleague in your discipline, get in
touch with your community of practice, etc.
5. 2. Sourcing and creating
online resources
• Course handbook, video clips, links to other digital resources ,
documents, audio podcasts…
– What online resources and materials do you already have?
– What can you use or adapt for use?
– What do you still need to create and put in place?
• Consider Open Educational Resources (OER): you can now find
openly licensed digital materials and resources in almost any
subject area.
7. 28/02/2018 | slide 7
A typology of technologies for learning
• Laurillard (1993, 2nd Edition 2003)
– Narrative: representation of ideas
– Communicative: dialogue between learners and others
– Interactive, Productive and Adaptive: enabling various
forms of interactivity between learner(s) and the learning
system
– Integrative: enabling integration of learning across
activities
17. 7. And last but not the least…
Monitor and evaluate
18. Evaluation basics
• We need to evaluate to:
– Know whether a current approach works
– Learn how our practices could be further enhanced
– Contribute to the wider development of blended learning
practice, particularly within your own discipline
• KPIs can include (but are not limited to):
– student experience and perceptions
– learning outcomes, including knowledge and skills gained
– Teacher experiences
– Usability and accessibility
– Future curriculum developments.
21. Evaluation resources
• Pedagogy and Learning Technology: A Practical Guide e-book
from Edinburgh Napier University, see Unit 9 for a thorough
overview of tools and approaches for evaluating blended and
online learning.
• 'Getting started with blended learning', by Debra Bath and
John Bourke at Griffith University also provides some very
useful guidance. Refer to Section 2.4, 'Reviewing (Evaluating)'.
22. 28/02/2018 | slide 22
Effective Practice Reflection (JISC)
• Linked to the Effective Practice planner
• Useful to
– reflect on your own teaching practice
– as as evidence for action research or professional development
– shared with colleagues as a ‘mini case study’
– adapted to evaluate impact of teaching evaluation in learners
This typology has been
used to support design for learning, expresses how technologies are used for learning
Narrative: Systems that support representation in various forms
Much formal learning depends on interaction with representations rather than with the ‘real world’, e.g. text, mathematical notation, diagrams.
Narrative systems can be used for reception of images, sound, text etc – or for production of new images, sound, text etc. Since learning requires activity, learners should not be on the receiving end for too long without producing some representations of their own, e.g. notes, mind maps or answers to comprehension questions. Narrative tools can be shared between teachers and learners to enable group representation and collaboration, for example whiteboards.
Potential advantages of e- and m-technologies for receiving information
Access at a time and in a place to suit the learner
Overcoming physical / sensory access problems (e.g. adaptive systems)
Information presented in more than one medium (e.g. text plus image) is recalled better by learners
Supporting – or challenging – learner preferences about how they access information (e.g. serially or holistically, visually or textually)
Multiple paths through information give learners greater autonomy and insight into their own learning process…
Potential risks of e- and m-technologies for receiving information
Information overload
Need for a wider repertoire of information skills
Some media encourage passive rather than active reception, e.g. cut and paste rather than note-taking
Potential advantages of e- and m-technologies for producing new representations
More professional outcomes: can be motivating for many learners
Outcomes easily distributed to others (e.g. for marking, collaboration, reflection, peer review)
Learners encouraged to be confident and creative with new technologies
Transferable skills for the world of work
Draws on range of learner preferences and skills for articulation.
Potential risks of e- and m-technologies for producing new representations
Systems that support communication between individuals and groups
Valuable because dialogue is central to learning, whether it takes place through speaking, writing, drawing, gesture, or other channels.
Asynchronous communication can be used to promote reflective learning and allow ideas to be built collaboratively over time. Synchronous communication has the benefits of immediacy and high motivation. Learners tend to find communication tools easy to adopt and use.
Interactive: Systems that return information based on user inputValuable for developing information skills. Make learners more active in relation to narrative resources, by requiring them to seek and select. A special class of interactive tools are assessment tools, e.g. quizzes, where the input is usually a student answer and the information is appropriate feedback. Another emerging interactive capability is position-awareness.
Productive: Systems that manipulate data
Valuable for supporting skills of analysis and application.
In practice many interactive interfaces make use of a productive (data-driven) engine. The distinction is useful when designing learning activities, because productive technologies allow learners to manipulate data consciously and explicitly, using their own parameters and understanding the protocols involved.
Adaptive: Systems that adapt continuously to user inputValuable because learners receive intrinsic feedback in response to their actions. Complex interactive and productive systems will be experienced as adaptive, particularly if they have some element of sensory realism (e.g. graphical interface). Such environments can support experimental and experiential learning and the development of higher order learning skills (e.g. problem solving, evaluation, research) with relatively low cost and risk.
Systems that support the management of learning activities
Allow recording of achievements, and enable learners to review their progress and make action plans. Although they do not take part directly in learning activities, integrative technologies allow learning activities to more easily be organised, managed, captured, and presented for review.
It is important to know whether a current approach works, and how our blended learning practices and course could be further improved or enhanced.
Also, evaluation is also important in terms of informing and contributing to the wider development of blended learning practice both generally, and particularly within the context of your own institution and discThe use of digital and online technologies and pedagogies for blended and online learning and teaching is still an area in the early stages of development. ipline area. New thinking, approaches and models are continuing to emerge, and there is still very much a need for general and discipline-specific exemplars to support evidence-based practice.
Diagnostic evaluation
Diagnostic evaluation can be thought of as an evaluation of learning and teaching needs to determine where blended learning can support or enhance learning. Teachers can canvass opinion from students on possible general improvements to a course, or may already have identified a particular issue that they would like to address (for example, making better use of limited face-to-face contact time, or encouraging more participation in subject-related debate).
Formative evaluation
Formative evaluation is carried out during the development of a particular educational intervention, such as when a blended learning course is being created. It may also be conducted after implementation to gauge the effectiveness of a particular approach. It often involves both of these stages as part of an iterative approach to development, and is to be recommended when blended learning is being used for the first time in a particular context.
Summative evaluation
Summative evaluation typically comes at the end of a particular implementation, as a means of assessing the success of an initiative. This could mean conducting a student evaluation at the end of a blended or online course, or at the conclusion of particular activity (for example, after the completion of an online group project).
This commonly used model has four levels of evaluation
Reaction: how does the participant feel about the teaching innovation? Do they feel as they have achieved or learned something? Did they enjoy the day and find it interesting and inspiring? This type of evaluation is usually taken as soon as the learner completes the activity, and is measured with questionnaires or verbal feedback (e.g typical happy sheets)
Learning: What facts, knowledge did the participant gain? This level of evaluation provides evidence that the attendees have actually learned something. Learning can be tested informally as part of e-learning activities or through some kind of formal assessment. Measurement through tests, questioning, getting trainees to demonstrate or explain (e.g. test you found at the end of the Epigeum material)
Behaviours: Are new skills being used in practice? Can evidence be found that the teaching approach as actually resulted in changed behaviour. Measured through observation, interviews, appraisals, quantitative indicators… E.g. your teaching artefacts and report for this module would be assessing learning at this level.
Results: What results are achieved as a consequence of e-learning in terms of impact? At this level it may be harder to establish whether the changes observed are a direct results of the e-learning and not some other issue. Measures include performance indicators, customer satisfaction… e.g a teaching award or increased SET results.