Engaging Language Arts Learners with Newer TechnologiesKaren Chichester
An edited version of my MRA 2010 presentation. Static slides have replaced screencasts of my class wiki and Google Docs Also, the student comment video clips have been removed.
Eggs, Ecosystems, and the Power of Connected LearningKelvin Thompson
AUDIO: access session audio to accompany these slides at http://bit.ly/audio_thompsonfldvipn2015 [copy/paste]
Keynote address at the 2015 Florida District Virtual Instruction Program Symposium (FLDVIPN2015)
Blended Learning: Making Sense of All the OptionsKelvin Thompson
Session Audio: http://bit.ly/audio_thompsoncollaborate2016
Slides from keynote session at OLC Collaborate Orlando 2016 at the University of Central Florida, Orlando, FL
Engaging Language Arts Learners with Newer TechnologiesKaren Chichester
An edited version of my MRA 2010 presentation. Static slides have replaced screencasts of my class wiki and Google Docs Also, the student comment video clips have been removed.
Eggs, Ecosystems, and the Power of Connected LearningKelvin Thompson
AUDIO: access session audio to accompany these slides at http://bit.ly/audio_thompsonfldvipn2015 [copy/paste]
Keynote address at the 2015 Florida District Virtual Instruction Program Symposium (FLDVIPN2015)
Blended Learning: Making Sense of All the OptionsKelvin Thompson
Session Audio: http://bit.ly/audio_thompsoncollaborate2016
Slides from keynote session at OLC Collaborate Orlando 2016 at the University of Central Florida, Orlando, FL
Collaboration and revision with google docs emwp live pagesKaren Chichester
The Power Point part of my Demonstration Lesson for the the Eastern Michigan Writing Project. What missing are the live web pages and the embedded video.
Social Media: Expanding Horizons for Health Professions EducationIris Thiele Isip-Tan
Presented at the COHRED Global Forum on Research Innovation and Health 2015 New Leaders for Health Pre-forum meeting (23 Aug) and at forum proper under Capacity-building track (27 Aug).
The Power of Engagement and Tools for ConnectingKelvin Thompson
AUDIO: access session audio to accompany these slides at http://ofcoursesonline.com/thompson_fsi2015.mp3 [copy/paste]
Slides from keynote address at 2015 Faculty Summer Institute at the University of Illinois
Tips for Getting Your Colleagues to Adopt Universal Design for Learning3Play Media
When most people in higher education hear the phrase “universal design for learning," they think about students with physical disabilities and the accommodations we provide to them in order to help them meet course outcomes.
To help make educational materials and practices inclusive for all learners, this interactive webinar session radically reflects on how faculty members and course designers can adopt Universal Design for Learning (UDL).
Presented by Thomas Tobin, author and speaker on quality in distance education, this session will help broaden the focus of UDL beyond learners with disabilities and toward a larger ease-of-use/general inclusion framework.
This presentation will cover:
How accommodations and UDL are very different
What you can do today, within a week, and within a month to reach out to your biggest segment of learners—people on their mobile devices
How you can incorporate UDL elements into your courses
How you can design and retrofit existing course components using UDL principles
How to implement UDL across campus to increase persistence, retention, and satisfaction for all learners
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
Teacher perceptions of the instructional effectiveness and impact of youTube & Ning- facilitated video vs. LMS-supported text-based reflections as instructional tools in online graduate classes
Collaboration and revision with google docs emwp live pagesKaren Chichester
The Power Point part of my Demonstration Lesson for the the Eastern Michigan Writing Project. What missing are the live web pages and the embedded video.
Social Media: Expanding Horizons for Health Professions EducationIris Thiele Isip-Tan
Presented at the COHRED Global Forum on Research Innovation and Health 2015 New Leaders for Health Pre-forum meeting (23 Aug) and at forum proper under Capacity-building track (27 Aug).
The Power of Engagement and Tools for ConnectingKelvin Thompson
AUDIO: access session audio to accompany these slides at http://ofcoursesonline.com/thompson_fsi2015.mp3 [copy/paste]
Slides from keynote address at 2015 Faculty Summer Institute at the University of Illinois
Tips for Getting Your Colleagues to Adopt Universal Design for Learning3Play Media
When most people in higher education hear the phrase “universal design for learning," they think about students with physical disabilities and the accommodations we provide to them in order to help them meet course outcomes.
To help make educational materials and practices inclusive for all learners, this interactive webinar session radically reflects on how faculty members and course designers can adopt Universal Design for Learning (UDL).
Presented by Thomas Tobin, author and speaker on quality in distance education, this session will help broaden the focus of UDL beyond learners with disabilities and toward a larger ease-of-use/general inclusion framework.
This presentation will cover:
How accommodations and UDL are very different
What you can do today, within a week, and within a month to reach out to your biggest segment of learners—people on their mobile devices
How you can incorporate UDL elements into your courses
How you can design and retrofit existing course components using UDL principles
How to implement UDL across campus to increase persistence, retention, and satisfaction for all learners
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
Teacher perceptions of the instructional effectiveness and impact of youTube & Ning- facilitated video vs. LMS-supported text-based reflections as instructional tools in online graduate classes
During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.
Video can be used to provide rich, descriptive feedback to students on both formative and summative work. This presentation will focus on two specific examples from the University of York of how these resources have been created, distributed through the Blackboard VLE, augmented with other types of feedback and the impact that they have had on student learning and skills development.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
InstructorDateGradeSubjectSize of Class or ArrangementDirTatianaMajor22
Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.
This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.
Goal Statement and Rationale
Instructional Goal (or goals) from Professional Growth Plan:
Describe how this goal will impact learner performance.
Learning Goal for Lesson:
Lesson Analysis
· Analysis of evidence for learner learning.
In preparation for analysis:
· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.
· Review feedback from observer.
· Study artifacts and evidence of student learning.
· Gather feedback from learners by informal conversation, survey, or questionnaire.
Guiding Questions
Responses
1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?
2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?
3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?
4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?
5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.
6. Given all the evidence related to learner learning, how will you proceed toward your goal?
· Analysis of evidence for instructional practices.
In preparation for analysis:
· Review lesson plan (desired results, assessment, learning plan).
· View videotape.
· Review feedback from observer.
· Review completed self-assessment.
Guiding Questions
Responses
1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes?
2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why?
3. Explain how your design and execution of this lesson affected the ...
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
Similar to A Technology Enhanced Approach to Improving Feedback Satisfaction: (20)
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter 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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Technology Enhanced Approach to Improving Feedback Satisfaction:
1. A Technology Enhanced
Approach to Improving
Feedback Satisfaction
John Morison
School of Computing
j.morrison @napier.ac.uk
2. An investigation into using screencast-video as a means
of producing feedback delivered via the Moodle gradebook
This presentation aims
to communicate the
experience of providing
multimodal feedback
using screen capture
soft ware. For a fuller
explanation of the
method I have uploaded
a report onto the ALT
conference platform.
3. Quiz!
What feedback criteria is the most important
for effective learning?
1:
feeds-for ward (future relevant).
What criteria is the most important
for feedback to feedfor ward effectively?
- Personalised and detailed
- Learning focused feedback
- The timeliness of Feedback
4. Does the format that feedback is produce and
delivered in, impact on its effectiveness? i.e.
does it influence its capacity to capture the
characteristics of good feedback?
Can you think of any technologies or methods
from the conference themes that can harness
these criteria more effectively than standard
written feedback in your own domain ?
5. Feedback 2.0: An Investigation into Using
Sharable Feedback Tags as Programming Feedback
Dr. Stephen Cummins
Aims to investigate how new
forms of feedback can
improve student learning of
programming and how
feedback sharing can
further enhance the
students’ learning
experience.
https:/
/www.dur.ac.uk/resources/education/research/Thesis-Cummins-01-01-2011.pdf
9. Free Screen Capture soft ware
http:/
/www.teachertrainingvideos.com/feedback.html
10. Delivery to students
Moodle 2.4 Gradebook
The Moodle Gradebook
proved to be a useful tool
for delivering the video
feedback to students,
allowing media files to
be attached in the
feedback area.
11. What the students thought
Bar graph to illustrate student perceptions of feedback presented as screencast-video.
12. What the students thought
“This is the best feedback I ever had. And I mean both the medium and the message.”
“This form of feedback is absolutely perfect for such a module, parts of our video that
John wished to discuss we're simply just clicked to so we immediately knew what was
being talked about, it helped so much and will be very useful for future work.”
“A breakdown of where we were lacking marks and why would be helpful as well as
where we picked up our marks.”
“Personally I think all feedback should be given in this form. It was both much personal
and informative. With feedback in the past there has often been parts I haven't fully
understood however hearing the feedback alongside viewing the specific parts of the
assessments as the feedback is being given made everything very simple to understand
and left me feeling completely satisfied with what was said.”
13. Future Studies
Other possibilities for future studies include a closer analysis
of Links bet ween students’ individual learning style and
their preferred method of feedback. Including those of
dyslexic students and students with English as a second
language.
Screen capture video provides opportunities for students to
generate rich formative feedback for each other.
The study also generated some new questions regarding
whether students would be willing to share their personal
feedback with the rest of the class, which is an area with
lots of potential to explore in the future.
14. The repertory grid technique
Compared to alternative research
methods considered, RGT has the
t wofold advantage of firstly
generating holistic, qualitative results
that allow people to express their
views by means of their own
constructs, not ones projected onto
them by the pre-set questions typical
in alternative methods.
Secondly, they contain a degree of
quantitative data, via the elements in
relation to the constructs, which can
be analysed in a number of visually
rich formats.
15. The repertory grid technique
15 of the most frequently elicited
modal constructs aggregated as a
focus graph.
16. The repertory grid technique
Feedfor ward quadrant in an aggregated pingrid of 15 of the most frequently elicited modal constructs.
17. Conclusions
Whatever format feedback is produced and delivered in, it
should have the characteristics of good feedback i.e.
feedfor ward, be timely, detailed, relevant to the learning
outcomes and assessment criteria and learning-focused
(Brown, 2006).
I would encourage you to try out alternative methods of
feedback in your own disciplines, at the very least this can
be partly responsible for constructing a dialogue of
improvement bet ween staff and students regarding
feedback practices.
21. References
Black, P. & Wiliam, D. (1998b) Assessment and classroom learning, Assessment in Education. , 5(1), 7–74 .
Brown, E (2006) Effective feedback. The Open University. Retrieved 20h July 2012 from http:/
/
www.open.ac.uk/fast/CommentaryArticles.htm
Cummins, S. (2010) Feedback 2.0: An Investigation into Using Sharable Feedback Tags as Programming
Feedback. Durham University
Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and
Teaching in Higher Education, 1, 3-31
HEFCE. (2011). Eight out of 10 higher education students give their courses top marks. Retrieved 18th July
2012 from http:/
/www.hefce.ac.uk/news/newsarchive/2011/name,62304,en.html
Moore, S. (2011). Multimedia Learning: Multimodal Design. University of Virginia. Retrieved 31st December
2012 from http:/
/www.jmu.edu/ttac/wm_library/Multimedia_UDL_Moore_JMU.pdf