703 Alqurashi Google drive as a collaborative tool
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Using Google Drive as a collaborative tool to enhance students’ learning. The document discusses how Google Drive can be used to improve collaboration and interaction among students during online learning. It identifies three main benefits: 1) Changing students' roles in the learning process by allowing them to collaborate, create, and evaluate content together; 2) Changing power relationships by facilitating safe collaboration and interaction; 3) Developing critical thinking as students express ideas, reflect, and develop a better understanding through collaboration. The document concludes by asking if the reader has any other questions.
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This document discusses using Google Drive for formative assessment. It outlines tools in Google Drive like Docs, Forms, Draw and Presentation that can be used for assessments. Docs is ideal for providing feedback on writing assignments. Forms allows assessing class understanding through quizzes. Draw works for visual assignments. Presentation supports visual and text assessments. The document provides examples and advantages of each tool. It also offers tips for organizing assessments by creating templates, naming files systematically, setting sharing permissions and storing student work in folders.
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Differentiated instruction is an approach to teaching that aims to meet individual student needs. It involves tailoring instruction to meet students where they are in terms of readiness, interests, and learning profile. Teachers can differentiate instruction by modifying content, process, product, and learning environment based on ongoing assessment of student differences. This approach considers student readiness, interests, and learning styles to guide instructional format, assignment options, and other factors.
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This document summarizes key aspects of different education systems around the world that were explored, including the US, England, South Korea, China, Japan, Singapore, Italy, Belgium, Finland, Lithuania, India, and Mexico. For each country, the main successes and concerns of the education system are outlined. The document concludes that the US could benefit from ensuring free and funded education for all, balancing academic and well-being factors, and strengthening support for teachers through professional development and competitive salaries.
721 Poster session
This document proposes examining the relationship between students' motivational beliefs, expectations, goals, and their satisfaction with online learning. Specifically, it will analyze how students' self-efficacy beliefs, outcome expectations, and goals in online courses relate to their satisfaction. A mixed methods approach is proposed, using surveys and interviews of graduate students taking fully online courses. The research aims to understand how students perceive their self-efficacy, expectations, and goals, and how these relate to their satisfaction in online learning environments.
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This document provides an overview of a proposed mixed-methods study examining how students' self-efficacy beliefs, outcome expectations, and goal setting influence satisfaction in online learning environments. The study will survey graduate students enrolled in an online course to collect quantitative data on these factors and interview some students to gain qualitative insights. Interviews will use a phenomenological approach to understand students' experiences from their perspectives. Quantitative data will be analyzed using statistical methods while qualitative data will undergo thematic analysis to identify themes in students' perceptions. The results aim to provide a deeper understanding of the relationship between motivational beliefs, expectancies, goals, and satisfaction in online higher education.
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This document provides an overview of a proposed mixed-methods study examining how students' self-efficacy beliefs, outcome expectations, and goal setting influence satisfaction in online learning environments. The study will survey graduate students enrolled in an online course to collect quantitative data on these factors and conduct interviews to gain qualitative insights. Interviews will use a phenomenological approach to understand students' experiences from their perspectives. Quantitative data will be analyzed using statistical methods while qualitative data will undergo thematic analysis to identify themes in students' perceptions. The results aim to provide a deeper understanding of the relationship between motivational beliefs, expectancies, goals, and satisfaction in online higher education.
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705 Rational
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This document outlines the development of an online training course for university instructors on using communication tools in Blackboard. It follows the ADDIE instructional design model, which includes the phases of analysis, design, development, implementation and evaluation. The document focuses on the development phase, providing details on the objectives, standards, strategies and assessment for a sample lesson on creating announcements and voice emails in Blackboard. The goal is to generate and validate learning resources to teach instructors effective online communication skills to enhance student engagement.
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726 final product showcase
1. Group work is an important skill, but there are ethical issues when done online. Common problems include students not knowing how to work together, construct knowledge collectively, and difficulties assessing individuals.
2. These issues occur because students lack skills for group work, but teaching collaboration over time through less and more complex activities can help build those skills.
3. Instructors must provide guidelines for self-evaluation and peer assessment to ensure participation and fairness when grading individuals in a group.
705 Pretest
The document asks 3 multiple choice questions about types of computer-mediated communication (CMC), asynchronous communication tools, and problems with CMC. The questions cover video, instant messengers, phone, email, Skype, FaceTime, lying behavior, living remotely, inaccurate impressions, and unhealthy relationships as possible answers.
705 Assessment rubric
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711 Mooc reports
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711 final report-emtinan,elif,vanessa
1) The document summarizes a group project analyzing issues with a MOOC on educational technology and proposing solutions.
2) The group identified three main issues: outdated/lengthy readings, too many/long videos, and lack of specific goals for activities.
3) To address these, the group proposed solutions like updating readings, making videos optional, and including goals for activities. Participants provided feedback that supported solutions like updating readings within 5 years and making goals for activities.
708 ln ln_course
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
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South Korea has achieved significant educational successes over the past decades through rapid expansion of educational opportunities at all levels and qualitative improvements in education. However, the education system still faces challenges in addressing issues like overcrowded classrooms, achieving a more democratic approach, promoting gender equality, and accommodating South Korea's diverse population in its curriculum. Experts advise ensuring national unification and addressing these ongoing issues to sustain South Korea's high educational performance into the future.
708 in leadership
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703 Alqurashi Google drive as a collaborative tool
- 1. Using Google Drive as a collaborative tool to enhance students’ learning Emtinan Alqurashi
- 2. Why choosing this problem? -Literature. -Collaboration: benefits of online learning. -My previous study. -Lack of interaction and collaboration.
- 3. Why Google Drive? -Excellent tool for collaboration. -Everything is stored in the cloud. -Work on the same document. -Supervised by Instructor.
- 4. Google Drive and Collaboration in the learning process -Rowe, Bozalek and Frants (2013). -Google drive as a tool to develop learning. -Three Benefits.
- 5. 1. Changes students’ perception of their roles in the learning process: -how to think -what to learn -create, evaluate, respond collaboratively -collaborate & be in control Benefits
- 6. Benefits 2. Changing power relationships as part of learning: -change relationships -interact & collaborate -safe space -develop & facilitate the learning environment
- 7. Benefits 3. Development of critical thinking: -change the way of thinking -express & share ideas -time to reflect -better understanding -development of critical thinking