Slides from talk given at 2011 EDUCAUSE Learning Initiative (ELI) Annual Conference on research conducted about UTK instructional technology research support program - Project RITE.
Slides for the presentation by Joanne Clough (University of Northumbria) and Gillian Smith (Nottingham Trent University) at the Learning in Law Annual Conference 2011.
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
The document summarizes the TESTA methodology for improving feedback and assessment in higher education programs. The key issues identified are: (1) modular course designs make feedback less effective by separating assignments and squeezing out formative tasks, (2) the missing relational dimension of anonymous marking in mass higher education, and (3) TESTA program strategies aim to address these by rebalancing formative/summative assessment, using peer/audio/blog feedback, and shifting from a transmission to social constructivist educational model.
This document summarizes the transition of a Psychology 101 course from face-to-face to blended to fully online delivery. Student feedback was collected at various points through surveys and course evaluations. Initial face-to-face classes used clickers and discussion boards to promote active learning. Blended classes added online components and evaluations showed positive feedback and grades. The fully online summer 2008 class also received positive feedback on surveys about aspects like the teacher, archives, and tests. Student ratings of social, cognitive and teaching presence were high based on a Community of Inquiry survey.
Lessons Learned from Conducting Group-Based Research on FacebookHaley MacLeod
This document summarizes research on conducting group-based studies online using Facebook groups. Researchers recruited participants from rare disease communities on Facebook and conducted a 22-week asynchronous online study using a private Facebook group. Participants engaged in 11 discussion activities and researchers analyzed interactions. Key lessons learned included building rapport during recruitment, obtaining informed consent electronically, allowing socialization separate from activities, and being mindful of multiple data collection methods. The researchers propose iterating this approach with other populations and stages of design research.
This document summarizes research on using clicker technology in undergraduate education. It finds that clickers can increase student engagement and feedback, though gains in learning are small. The largest learning gains are for students with lower GPAs. Clickers allow for anonymity, immediate feedback, and more implementation options than previous methods. The document also describes a research study that found clicker use significantly increased student engagement over merely asking comprehension questions, though it took clicker users longer to respond to secondary stimuli. It concludes by outlining some challenges to using clickers, such as preparation time and technical issues.
Slides for the presentation by Joanne Clough (University of Northumbria) and Gillian Smith (Nottingham Trent University) at the Learning in Law Annual Conference 2011.
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
The document summarizes the TESTA methodology for improving feedback and assessment in higher education programs. The key issues identified are: (1) modular course designs make feedback less effective by separating assignments and squeezing out formative tasks, (2) the missing relational dimension of anonymous marking in mass higher education, and (3) TESTA program strategies aim to address these by rebalancing formative/summative assessment, using peer/audio/blog feedback, and shifting from a transmission to social constructivist educational model.
This document summarizes the transition of a Psychology 101 course from face-to-face to blended to fully online delivery. Student feedback was collected at various points through surveys and course evaluations. Initial face-to-face classes used clickers and discussion boards to promote active learning. Blended classes added online components and evaluations showed positive feedback and grades. The fully online summer 2008 class also received positive feedback on surveys about aspects like the teacher, archives, and tests. Student ratings of social, cognitive and teaching presence were high based on a Community of Inquiry survey.
Lessons Learned from Conducting Group-Based Research on FacebookHaley MacLeod
This document summarizes research on conducting group-based studies online using Facebook groups. Researchers recruited participants from rare disease communities on Facebook and conducted a 22-week asynchronous online study using a private Facebook group. Participants engaged in 11 discussion activities and researchers analyzed interactions. Key lessons learned included building rapport during recruitment, obtaining informed consent electronically, allowing socialization separate from activities, and being mindful of multiple data collection methods. The researchers propose iterating this approach with other populations and stages of design research.
This document summarizes research on using clicker technology in undergraduate education. It finds that clickers can increase student engagement and feedback, though gains in learning are small. The largest learning gains are for students with lower GPAs. Clickers allow for anonymity, immediate feedback, and more implementation options than previous methods. The document also describes a research study that found clicker use significantly increased student engagement over merely asking comprehension questions, though it took clicker users longer to respond to secondary stimuli. It concludes by outlining some challenges to using clickers, such as preparation time and technical issues.
Team 2 presents research to counter Team 1's contention about the lack of research in teacher education, positing that there has been research that informs literacy teacher educatio practices and policies.
Assessing Teaching Presence In Instructional CmcSu-Tuan Lulee
This document summarizes research on assessing teaching presence in online courses. It discusses previous models for measuring teaching presence and reviews relevant literature. The research questions ask if existing measurement tools are sufficient and what patterns of teaching presence do or do not exist. The methodology section outlines a content analysis study of instructor messages in online courses to test a revised tool for measuring teaching presence. The analysis found patterns of teaching presence varied across early, middle and late sessions in courses. The conclusions discuss transforming roles for online instructors and questions for future study.
Improving student learning through programme assessmentTansy Jessop
This document summarizes an interactive masterclass on improving student learning through programme assessment using the TESTA framework. The masterclass covered:
1. Discussing participants' highs and lows of assessment and feedback.
2. Explaining the TESTA approach which takes a holistic view of assessment across a degree programme.
3. The benefits of a programme approach over individual modules, including improved student perceptions of assessment and feedback and a better staff experience.
This document summarizes research on learning presence in online education. It finds that online learners who are more strategic, active, and reflective tend to have better outcomes. Specifically, features like self-reflection prompts improve online learning. However, current models of self-regulated learning are tied to older views of knowledge as memorization and don't capture regulation online. The document advocates revising theories to focus on how learners organize materials, structure their environment, seek help, and reflect on performance. It also reports initial findings that online learners struggle with time management, help seeking, and interacting with peers, suggesting where instructional design could help foster self-efficacy and learning presence.
Semantic Text Theme Generation in Collaborative Online Learning EnvironmentsDavid Wicks
Online students' ability to self-regulate led to focused attention and time on-task. Given a need for more theoretical work in this area, as well as the potential practical benefits, we sought to compare differences between high versus low-collaboration teams in an online assignment to determine if higher levels of student-to-student collaboration lead to higher levels of semantic writing. Specifically, we explored how the use of collaboration technologies such as Google Docs and Google Hangouts impacted the level of ideas generated while participating in a group project. It was found that in terms of total generated semantic themes, low collaboration groups developed significantly more than their high collaboration counterparts in both online discussions and post course meta-reflective blog writings. Learning presence was the only significant predictor of unique theme generation on the individually generated meta-reflection blog post.
The document discusses a study on the influence of a Peer Assisted Learning (PAL) program on facilitators pursuing teaching careers or postgraduate degrees. The PAL program provides structured study sessions led by trained student facilitators. The study found the program improved facilitators' skills like public speaking and leadership. Many facilitators pursued further leadership roles, research, or teaching careers as a result. The study surveyed current and former facilitators and found the majority considered teaching careers because of their experience. They felt the program prepared them for postgraduate programs through skills like confidence, responsibility, and research experience.
Curriculum (re)development in electrical and computer engineering v2brano1933
This document discusses curriculum redevelopment in electrical and computer engineering programs. It proposes identifying and transforming at least one course on each level of study using research-based instructional strategies like active learning, case-based teaching, and problem-based learning. This approach would improve student learning outcomes and address faculty challenges in adopting new pedagogical approaches. A multi-stage process is outlined to thoroughly analyze learning goals, implement best practices, assess results, and integrate changes across the curriculum. Participating faculty are encouraged to both adopt changes and provide feedback as the reform is expanded program-wide.
Teachers were surveyed about their use of hands-on materials like LEGO sets in the classroom. The majority of teachers reported using hands-on materials for more than 10 lessons per year, especially for problem solving, math, and non-computer games. Hands-on materials were used to do experiments, projects, create models, and program robots. Teachers said hands-on materials helped students learn better by cooperating, working harder, and performing like gifted students. Experience with hands-on materials and professional development most influenced teachers to change their practices and beliefs in how students learn.
The Future of Textbooks is OPEN (and the future has arrived)Rajiv Jhangiani
This document discusses the high cost of textbooks and its negative impact on student success. It presents data showing that many students do not purchase required textbooks due to cost, take fewer courses, or drop courses because of textbook prices. The document then proposes open educational resources (OER) as a solution to reduce costs. OER are freely accessible, openly licensed texts and media that can be legally shared. Studies cited found OER increase access and student performance while reducing costs compared to traditional textbooks. The document encourages readers to advocate for OER adoption at their institutions.
The document discusses the seven components of an online course topic: title, topic, objective, introduction, overview, activity, and assessments. It also includes a sample course schedule laying out the weekly assignments, discussions, projects, tests and their due dates and point values over a 16 week period. The schedule aims to help learners stay on track and avoid getting lost within the online course.
Distinguishing the dOERs: Faculty use of Open Educational ResourcesBeck Pitt
"Distinguishing the dOERs: Faculty use of Open Educational Resources" was presented by Beck Pitt on 10 March 2015 as part of a BCcampus webinar for Open Education Week with Rajiv Jhangiani and Clint Lalonde.
This document provides information about an effective workshop on thinking like a researcher. It includes:
- Sample research activities for participants to work through in groups and reflect on
- Identification of the most challenging aspects of measuring impact
- Examples of assessments used for a research module, showing how information literacy was integrated
- Discussion of whether assessment should aim for summative or formative goals and how it could be used to measure impact
- Encouragement for participants to plan how they can assess impact in their future information literacy support work
Jeff Loats - Scholarly Teaching - TLD, Feb 2015Jeff Loats
The document discusses the importance of teaching as a social science and using evidence-based teaching methods. It notes that expertise in a discipline can lead one to underestimate their knowledge of teaching skills, while a lack of teaching expertise can inflate one's beliefs. Effective teaching requires applying rigorous scholarship to pedagogy and choosing methods informed by empirical research showing the benefits of active learning, preparation, feedback, and iterative learning. Studies have found evidence-based teaching significantly improves student learning compared to traditional lectures.
UCEA presentation by Neiderhouse (11-7-13) nneiderhouse
This document discusses a study on the impacts of a problem-based service-learning course on high school students considered at-risk. The study found that students in the experimental group had fewer behavioral incidents and improved behaviors reflecting positive character traits compared to the control group. Students reported benefits of hands-on learning, teamwork, communication skills, and applying their academic learning. The study adds to limited existing research on service-learning and character development in high schools.
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Philosophies of learning with problem based learning – subject expert vs faci...Liz Norman
The document discusses the role of the facilitator in problem-based learning (PBL). It summarizes research finding that the content expertise of facilitators does not significantly impact student learning outcomes. Facilitator training appears more important for student gains. For program-wide PBL implementations, students learn more from inexperienced rather than experienced facilitators, though this does not apply to single classes. The role of the facilitator is to guide students by asking questions, encouraging reflection and cooperation, and providing feedback, rather than acting as a subject expert.
Learning performanceforaglobalworkforcehandoutJeff Allen
This document profiles Dr. Jeff M. Allen, a professor and director at the Center for Knowledge Solutions at the University of North Texas. His research focuses on learning and performance innovations for education and the workforce. He integrates his research into his teaching to provide students with hands-on experience applying and creating new theories and practices. This allows students to seamlessly transition between classroom theory and innovative processes in the workplace. Dr. Allen has authored several publications on topics related to learning, performance, innovation, and organizational development.
This presentation advocates for one approach to integrating traditional, objectivist approaches with constructivist approaches in harmony with Cronje's Matrix (2006).
This document summarizes research conducted at the University of Tennessee on faculty use of instructional technology. It describes interviews with department heads that found most expected faculty technology use but few had formal processes for considering it in promotion and tenure. It outlines a funded research program called Project RITE that has supported over 30 studies of instructional technology since 2006. Several example studies are summarized, focusing on factors affecting online course dropout rates, comparing online vs in-class exams, and students' perceptions of different assessment methods.
(2015) Resources for Teaching about Canada (22.6 MB)K-12 STUDY CANADA
2015 STUDY CANADA presentation by Tina Storer, K-12 STUDY CANADA Education and Curriculum Specialist, Center for Canadian-American Studies, Western Washington University
Team 2 presents research to counter Team 1's contention about the lack of research in teacher education, positing that there has been research that informs literacy teacher educatio practices and policies.
Assessing Teaching Presence In Instructional CmcSu-Tuan Lulee
This document summarizes research on assessing teaching presence in online courses. It discusses previous models for measuring teaching presence and reviews relevant literature. The research questions ask if existing measurement tools are sufficient and what patterns of teaching presence do or do not exist. The methodology section outlines a content analysis study of instructor messages in online courses to test a revised tool for measuring teaching presence. The analysis found patterns of teaching presence varied across early, middle and late sessions in courses. The conclusions discuss transforming roles for online instructors and questions for future study.
Improving student learning through programme assessmentTansy Jessop
This document summarizes an interactive masterclass on improving student learning through programme assessment using the TESTA framework. The masterclass covered:
1. Discussing participants' highs and lows of assessment and feedback.
2. Explaining the TESTA approach which takes a holistic view of assessment across a degree programme.
3. The benefits of a programme approach over individual modules, including improved student perceptions of assessment and feedback and a better staff experience.
This document summarizes research on learning presence in online education. It finds that online learners who are more strategic, active, and reflective tend to have better outcomes. Specifically, features like self-reflection prompts improve online learning. However, current models of self-regulated learning are tied to older views of knowledge as memorization and don't capture regulation online. The document advocates revising theories to focus on how learners organize materials, structure their environment, seek help, and reflect on performance. It also reports initial findings that online learners struggle with time management, help seeking, and interacting with peers, suggesting where instructional design could help foster self-efficacy and learning presence.
Semantic Text Theme Generation in Collaborative Online Learning EnvironmentsDavid Wicks
Online students' ability to self-regulate led to focused attention and time on-task. Given a need for more theoretical work in this area, as well as the potential practical benefits, we sought to compare differences between high versus low-collaboration teams in an online assignment to determine if higher levels of student-to-student collaboration lead to higher levels of semantic writing. Specifically, we explored how the use of collaboration technologies such as Google Docs and Google Hangouts impacted the level of ideas generated while participating in a group project. It was found that in terms of total generated semantic themes, low collaboration groups developed significantly more than their high collaboration counterparts in both online discussions and post course meta-reflective blog writings. Learning presence was the only significant predictor of unique theme generation on the individually generated meta-reflection blog post.
The document discusses a study on the influence of a Peer Assisted Learning (PAL) program on facilitators pursuing teaching careers or postgraduate degrees. The PAL program provides structured study sessions led by trained student facilitators. The study found the program improved facilitators' skills like public speaking and leadership. Many facilitators pursued further leadership roles, research, or teaching careers as a result. The study surveyed current and former facilitators and found the majority considered teaching careers because of their experience. They felt the program prepared them for postgraduate programs through skills like confidence, responsibility, and research experience.
Curriculum (re)development in electrical and computer engineering v2brano1933
This document discusses curriculum redevelopment in electrical and computer engineering programs. It proposes identifying and transforming at least one course on each level of study using research-based instructional strategies like active learning, case-based teaching, and problem-based learning. This approach would improve student learning outcomes and address faculty challenges in adopting new pedagogical approaches. A multi-stage process is outlined to thoroughly analyze learning goals, implement best practices, assess results, and integrate changes across the curriculum. Participating faculty are encouraged to both adopt changes and provide feedback as the reform is expanded program-wide.
Teachers were surveyed about their use of hands-on materials like LEGO sets in the classroom. The majority of teachers reported using hands-on materials for more than 10 lessons per year, especially for problem solving, math, and non-computer games. Hands-on materials were used to do experiments, projects, create models, and program robots. Teachers said hands-on materials helped students learn better by cooperating, working harder, and performing like gifted students. Experience with hands-on materials and professional development most influenced teachers to change their practices and beliefs in how students learn.
The Future of Textbooks is OPEN (and the future has arrived)Rajiv Jhangiani
This document discusses the high cost of textbooks and its negative impact on student success. It presents data showing that many students do not purchase required textbooks due to cost, take fewer courses, or drop courses because of textbook prices. The document then proposes open educational resources (OER) as a solution to reduce costs. OER are freely accessible, openly licensed texts and media that can be legally shared. Studies cited found OER increase access and student performance while reducing costs compared to traditional textbooks. The document encourages readers to advocate for OER adoption at their institutions.
The document discusses the seven components of an online course topic: title, topic, objective, introduction, overview, activity, and assessments. It also includes a sample course schedule laying out the weekly assignments, discussions, projects, tests and their due dates and point values over a 16 week period. The schedule aims to help learners stay on track and avoid getting lost within the online course.
Distinguishing the dOERs: Faculty use of Open Educational ResourcesBeck Pitt
"Distinguishing the dOERs: Faculty use of Open Educational Resources" was presented by Beck Pitt on 10 March 2015 as part of a BCcampus webinar for Open Education Week with Rajiv Jhangiani and Clint Lalonde.
This document provides information about an effective workshop on thinking like a researcher. It includes:
- Sample research activities for participants to work through in groups and reflect on
- Identification of the most challenging aspects of measuring impact
- Examples of assessments used for a research module, showing how information literacy was integrated
- Discussion of whether assessment should aim for summative or formative goals and how it could be used to measure impact
- Encouragement for participants to plan how they can assess impact in their future information literacy support work
Jeff Loats - Scholarly Teaching - TLD, Feb 2015Jeff Loats
The document discusses the importance of teaching as a social science and using evidence-based teaching methods. It notes that expertise in a discipline can lead one to underestimate their knowledge of teaching skills, while a lack of teaching expertise can inflate one's beliefs. Effective teaching requires applying rigorous scholarship to pedagogy and choosing methods informed by empirical research showing the benefits of active learning, preparation, feedback, and iterative learning. Studies have found evidence-based teaching significantly improves student learning compared to traditional lectures.
UCEA presentation by Neiderhouse (11-7-13) nneiderhouse
This document discusses a study on the impacts of a problem-based service-learning course on high school students considered at-risk. The study found that students in the experimental group had fewer behavioral incidents and improved behaviors reflecting positive character traits compared to the control group. Students reported benefits of hands-on learning, teamwork, communication skills, and applying their academic learning. The study adds to limited existing research on service-learning and character development in high schools.
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Philosophies of learning with problem based learning – subject expert vs faci...Liz Norman
The document discusses the role of the facilitator in problem-based learning (PBL). It summarizes research finding that the content expertise of facilitators does not significantly impact student learning outcomes. Facilitator training appears more important for student gains. For program-wide PBL implementations, students learn more from inexperienced rather than experienced facilitators, though this does not apply to single classes. The role of the facilitator is to guide students by asking questions, encouraging reflection and cooperation, and providing feedback, rather than acting as a subject expert.
Learning performanceforaglobalworkforcehandoutJeff Allen
This document profiles Dr. Jeff M. Allen, a professor and director at the Center for Knowledge Solutions at the University of North Texas. His research focuses on learning and performance innovations for education and the workforce. He integrates his research into his teaching to provide students with hands-on experience applying and creating new theories and practices. This allows students to seamlessly transition between classroom theory and innovative processes in the workplace. Dr. Allen has authored several publications on topics related to learning, performance, innovation, and organizational development.
This presentation advocates for one approach to integrating traditional, objectivist approaches with constructivist approaches in harmony with Cronje's Matrix (2006).
This document summarizes research conducted at the University of Tennessee on faculty use of instructional technology. It describes interviews with department heads that found most expected faculty technology use but few had formal processes for considering it in promotion and tenure. It outlines a funded research program called Project RITE that has supported over 30 studies of instructional technology since 2006. Several example studies are summarized, focusing on factors affecting online course dropout rates, comparing online vs in-class exams, and students' perceptions of different assessment methods.
(2015) Resources for Teaching about Canada (22.6 MB)K-12 STUDY CANADA
2015 STUDY CANADA presentation by Tina Storer, K-12 STUDY CANADA Education and Curriculum Specialist, Center for Canadian-American Studies, Western Washington University
Impact of Technology and Globality in Engineering EducationManuel Castro
This invited presentation during REV 2015 in Bangkok will show how new global activities and technology are impacting Engineering Education. New ways of teaching, such as MOOCs and blended learning, as well as different kinds of learning analytics, assessment and engagement will be analyzed and connected. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA, USA and other reference countries and continents. This evolution is driving us to blended learning and jumping to open education (OCW and MOOCs) caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in longlife learning. Manuel Castro, Past President Jr of IEEE Education Society and UNED Head of Department
This document discusses the relationship between health and academics. It notes that poorer health is associated with lower educational attainment and socioeconomic status. The Regional Alliance for Healthy Schools (RAHS) works to address health disparities and the interrelationship between health and academics. RAHS provides school-based health services, programs, and referrals to community resources to promote student well-being. Data from risk surveys and service utilization at RAHS schools is presented.
From 2011 EDUCAUSE Learning Initiative (ELI) Annual Conference on research conducted about UTK instructional technology research support program - Project RITE.
The document discusses the concept of blended librarianship, which combines traditional librarian skills with instructional design and technology skills. It defines blended librarianship and provides examples of how skills are blended, including collaborating with instructional designers and taking on leadership and teaching roles. The presentation also provides biographies of thought leaders Steven Bell and John Shank, who developed the concept of blended librarianship. Resources for continuing education in blended librarianship are listed.
Peggy Huang presented on using mobile devices to enhance English speaking self-confidence in students. The presentation discussed how mobile learning (m-learning) is focused on in language learning research and the purpose was to investigate the impact of m-learning on speaking skills and students' reception of using mobile phones for English learning. An literature review covered definitions of m-learning and research showing benefits like increased access, engagement, and collaboration as well as students taking an active role in the learning process. The research questions asked about the effect of mobile learning on speaking ability and students' perceptions of using mobile phones for learning. The methodology section discussed participants, instruments like video recordings and surveys, and procedures.
This document provides an overview of library resources for a Psych 331 course on research methods in brain, behavior, and cognitive science. It summarizes how to search key databases like PubMed and PsycINFO to find information on topics like brain stimulation and social cognition. The librarians describe searching techniques like using subject headings, Boolean operators, and filters to refine searches. They also explain how to access full text articles through the university's subscriptions.
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Phil Ice, Director of Course Design, Research & Development, American Public University System
Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
This presentation will examine how the efficacy of instructional design components and new online learning technologies can be assessed with indicators of the Community of Inquiry Framework (CoI). The CoI framework has attracted considerable interest and has been used extensively to study and design online educational environments (Garrison & Arbough, 2007). The CoI explains the online learning experience as a function of three overlapping presences – social, cognitive, and teaching. The construct was validated through factor analysis by a multi-institutional team of researchers in 2007 (Swan, Richardson, Ice, Garrison, Cleaveland-Innes & Arbough, 2008), however, many questions remain as to what factors influence the effective projection of each presence. As the model is based on constructivist learning theory, the impact of well designed instruction and pedagogically based application of new technologies should impact the level and quality of interactions probed by the CoI indicators. This session will examine how quantitative and qualitative analysis of course outcomes, using the CoI survey instrument and associated rubrics can be applied to continuous quality improvement from an instructional design perspective. Participants will be provided with instruments, analysis techniques and ideas or application in their own practice.
The document discusses using the Community of Inquiry (CoI) framework survey to evaluate online and blended learning environments at multiple institutional levels. The CoI framework assumes effective online learning involves developing a community that supports meaningful inquiry. It identifies three presences - social, cognitive, and teaching. The CoI survey measures these presences using Likert scale items to provide data for continuous quality improvement. The author's institution has used the CoI survey extensively, collecting over 130,000 responses. Analysis of CoI data can inform course and instructional design, technology integration, and testing of educational interventions.
This document provides an overview of the Community of Inquiry framework and its dimensions of teaching, social, and cognitive presence. It then describes a study that examined the use of asynchronous audio feedback compared to text-based feedback in an online course. The study found that students strongly preferred receiving instructor feedback via audio comments rather than text. Audio feedback helped students better understand the instructor's intent, feel more involved, retain content better, and feel that the instructor cared more. Analysis of student work also showed they applied content from audio feedback more and at higher levels. The findings suggest audio feedback can positively impact all three presences of the Community of Inquiry framework.
This document summarizes a high school student's research project on perceptions of group work versus individual work among high schoolers. The student conducted surveys of 449 students across two schools and 5 interviews. Key findings include:
- Most students have positive perceptions of group work and feel it helps their understanding and is enjoyable. Perceptions did not vary by grade or academic level.
- Most students felt they benefit the most from group work in math class and the least in English class, contrary to hypotheses.
- Interviews found some prefer individual work in math but groups in science, and highlighted issues like free-riding.
- The student concluded views of group work are generally positive across demographics and this may
What does educators' engagement with MOOC discussions look like?FutureLearn FLAN
Presented by Fereshte Goshtasbpour of the University of Leeds at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Building an Evaluation Model for Online HBSE Social Work CoursesJimmy Young
The document summarizes research on evaluating online social work courses compared to traditional face-to-face courses. Several studies found no significant differences in outcomes or satisfaction between online and face-to-face courses. The document also describes a study that evaluated student learning outcomes in an online human behavior in the social environment course compared to two similar face-to-face courses. The study found that students in the online course scored higher in conceptual knowledge and overall knowledge compared to the face-to-face students.
This document discusses research into the use of the Moodle course management system. It presents results from a study that examined how teachers and students use Moodle features like forums and assignments. The study found that over half of students accessed Moodle once a week, primarily for academic purposes. Teacher surveys found Moodle was viewed as somewhat effective for communication and encouraging participation. Content analysis of forums showed discussions differed between middle and high school, with high school forums being more reflective. The study was limited by its small sample size.
1) The study examined patterns of online group collaboration among students in an educational technology course. Two groups were analyzed - one successful "Group Dali" and one less successful "Group Matisse."
2) Analysis of interactions found that Group Dali engaged in clarification of focus, collaboration, artifact creation, and reflection/revision. Group Matisse lacked trust and weak group identity, hindering full engagement.
3) Successful groups demonstrated negotiation, research, conception, and production patterns in their work. Constraints like lack of trust and weak group identity prevented full participation in the less successful group. The importance of aspects like trust, social identity, and negotiated experience for effective online collaboration was highlighted.
This document discusses social presence in online learning. It defines social presence and reviews research showing relationships between social presence and student satisfaction, development of learning communities, and perceived learning. The author presents a conceptual framework and measures social presence using mixed methods, including word counts, content analysis of discussions, and comparing discussions with high and low social presence. Key findings are that group size, instructional task, and past relationships impact social presence, and a one-size-fits-all approach does not work given situational variables. Other findings include the importance of the unit of analysis and differences between survey and indicator measures of social presence.
The document discusses a didactical framework for designing blended learning arrangements. It defines blended learning as a combination of face-to-face and online learning. The framework divides blended learning into three components - content, communication, and construction. It also examines how different instructional methods map to various delivery media based on their affordances regarding social presence, information richness, and synchronicity. The goal is to provide guidelines for selecting and sequencing elements of blended learning arrangements.
Can I Really Do That Online: Students Interaction with GroupsChristine Salmon
This document summarizes a workshop about designing effective student interaction with groups in online learning. The workshop covers why group work is important for learning, challenges with collaborative learning online, types of groups, and best practices for designing group activities and assessing student collaboration. Participants brainstorm group activities and learn how to structure discussion groups, projects, and team-based learning approaches in their online courses.
The document discusses best practices for facilitating online discussion groups, including choosing a discussion format or task that suits the intended purpose, such as using case studies, debates, or role plays to drive conceptual understanding or reach a resolution. It also addresses how to motivate student contributions, such as through assessment, explaining the intrinsic value and purpose of the discussion, or setting extended reading and response tasks. The document provides examples from studies on comparing online versus face-to-face discussions and strategies for getting students to read online discussion posts.
Aet 562. self guided social media training. ltc. week 6 (2)Rebecca Ybarra
This document provides an overview of using social learning tools for professional development and training in higher education. It discusses how social learning can help overcome barriers to training like attrition and lack of interaction. Examples of social media tools that can be used for collaboration and problem solving are described, like Facebook, YouTube, Google Docs and Slack. Guidelines are provided for addressing ethical issues and how leadership can support goals through social learning.
The document summarizes three 21st century teaching techniques that incorporate technology: flipped teaching, Just in Time Teaching, and the use of classroom response systems like clickers. Flipped teaching involves moving passive lecture content online and using class time for active learning. Just in Time Teaching uses online pre-class assignments and surveys student responses to modify lesson plans. Clickers encourage active learning through polling questions and peer instruction during class. The document provides examples and research supporting the effectiveness of these techniques.
The document summarizes the results of the Open Research Agenda consultation exercise conducted in 2016. The consultation aimed to better understand research priorities in open education by gathering input from practitioners through an online survey and discussions at various conferences. Key findings included that the most important identified research areas were assessment, awareness/perceptions, and business models. Respondents represented various roles but most identified as educators. The results informed discussions at the Open Education 2016 conference on setting future research directions and identifying potential collaborations in open education research.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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10. Participation and overall group approach to task Group M: Messages and Functional Moves 100 41 100 30 34% 14 30% 9 Robert 20% 8 17% 5 Ann 24% 10 27% 8 Mary 22% 9 27% 8 Jean Percentage Functional moves Percentage Messages Participant
11. Participation and overall group approach to task Group L: Messages and Functional Moves 100 8 Total 12% 1 Deborah 25% 2 Julie 25% 2 Angie 38% 3 Eddie Percentage Messages and functional moves Participant
12. Focus of the discussion Content, Social and Administrative Moves 49 (100%) 15 9 25 Total 8 (100%) 3 (38%) 0 (0%) 5 (62%) Group L 41 (100%) 12 (29%) 9 (22%) 20 (49%) Group M Total Administrative/ logistics Social Content
13. Discourse strategies and contributions to the learning process Participatory Contributions 23 6 (30% of total content related contributions) 17 (29% of total content related contributions) Total 4 1 3 Invite 5 0 5 Encourage 7 2 5 Mitigate 7 3 4 Acknowledge Total Group L Group M Category
14. Discourse strategies and contributions to the learning process Factual contributions 36 9 (45% of total content related contributions) 27 (47% of total content related contributions) Total 0 0 0 Answer 0 0 0 Ask 3 2 1 Restate 6 2 4 Extend 7 0 7 Support 20 5 15 Claim Total Group L Group M Category
15. Discourse strategies and contributions to the learning process Reflective Contributions 16 5 (25% of total content related contributions) 11 (19% of total content related contributions) Total 0 0 0 Respond to challenge 1 1 0 Challenge 2 1 1 Disagree 13 3 10 Agree Total Group L Group M Category
16. Discourse strategies and contributions to the learning process Learning Contributions 3 0 (0%) 3 (5% of total content related contributions) Total 0 0 0 Resolve 3 0 3 Learn Total Group L Group M Category