These slides are my presentation slide for the conference
i-CITE2018 (INTERNATIONAL CONFERENCE ON CREATIVE AND INNOVATIVE TECHNOLOGY IN EDUCATION) 2018
Date: 24-25 JULY 2018
Orientation to Grad Studies trends in teaching Power Point 2010 .hwrightHermetta Wright
The document discusses three trends impacting teaching and training: collaborative learning, technology-powered learning, and blended learning. Collaborative learning involves sharing information and connecting with others using social media and networks. Technology-powered learning utilizes interactive tools like Skype and Google Maps to engage students. Blended learning combines online and traditional classroom methods into a hybrid learning process. The trends are shown to increase student engagement, foster independent learning skills, and leverage flexible social platforms to provide alternatives to traditional classrooms.
The document discusses key aspects of distance education including student-centered learning through coaching, collaboration, and active learning. It outlines distance learning as studying over the internet without attending school in person. Instruction is organized by the instructor and involves collaboration, feedback, and high expectations. Course management systems provide benefits like calendars, announcements, assignments, and discussions to aid communication. Student support, instructor enthusiasm, organization, and technological familiarity are critical elements for successful distance teaching.
Introduction to Campus pack and the value of collaboration in HE
Information from Campus Pack
Research information Technology, Pedagogy and Education Journal
Twitter can be used as a tool to supplement blended learning in the classroom. It allows for both reflective and collaborative learning activities. Specifically, Twitter enables students to freely interact, share knowledge and resources, ask questions of peers, and provide feedback to each other and the instructor. However, some students may be hesitant to use Twitter due to privacy or technical concerns. Challenges also include a lack of participation, technical skills, and infrastructure issues.
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
Twitter can be used as a tool to supplement blended learning in the classroom. It allows for both reflective and collaborative learning activities. Some benefits of using Twitter include enabling students to have a voice, engage more with peers and instructors through knowledge sharing and discussions. It can also be used to promote higher-order thinking and provide a platform to share resources and questions. However, some challenges exist, such as low student participation and privacy concerns that lead to reluctance to publicly share opinions. Technical issues and a lack of reliable reference materials can also hinder the use of social media in education.
التقنيات الحديثة في التعلُم أصول تدريس جديدة – تقويم جديد؟ يوني ايممونينIEFE
The document discusses how schools can transition to digital learning environments. It recommends that schools adopt strategic approaches to integrating ICT that involve collaborative development, supporting leadership, research-based practices, and continuous evaluation. Teachers should utilize new pedagogical models and learner-centered strategies while facilitating student competency development and informal learning. Students will shift from passive consumers to active producers, taking more responsibility for their own learning across authentic contexts. Evaluation of digital learning materials and programs should consider whether they are purposeful, practical, participatory, polyfunctional, polycultural, and positive.
Orientation to Grad Studies trends in teaching Power Point 2010 .hwrightHermetta Wright
The document discusses three trends impacting teaching and training: collaborative learning, technology-powered learning, and blended learning. Collaborative learning involves sharing information and connecting with others using social media and networks. Technology-powered learning utilizes interactive tools like Skype and Google Maps to engage students. Blended learning combines online and traditional classroom methods into a hybrid learning process. The trends are shown to increase student engagement, foster independent learning skills, and leverage flexible social platforms to provide alternatives to traditional classrooms.
The document discusses key aspects of distance education including student-centered learning through coaching, collaboration, and active learning. It outlines distance learning as studying over the internet without attending school in person. Instruction is organized by the instructor and involves collaboration, feedback, and high expectations. Course management systems provide benefits like calendars, announcements, assignments, and discussions to aid communication. Student support, instructor enthusiasm, organization, and technological familiarity are critical elements for successful distance teaching.
Introduction to Campus pack and the value of collaboration in HE
Information from Campus Pack
Research information Technology, Pedagogy and Education Journal
Twitter can be used as a tool to supplement blended learning in the classroom. It allows for both reflective and collaborative learning activities. Specifically, Twitter enables students to freely interact, share knowledge and resources, ask questions of peers, and provide feedback to each other and the instructor. However, some students may be hesitant to use Twitter due to privacy or technical concerns. Challenges also include a lack of participation, technical skills, and infrastructure issues.
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
Twitter can be used as a tool to supplement blended learning in the classroom. It allows for both reflective and collaborative learning activities. Some benefits of using Twitter include enabling students to have a voice, engage more with peers and instructors through knowledge sharing and discussions. It can also be used to promote higher-order thinking and provide a platform to share resources and questions. However, some challenges exist, such as low student participation and privacy concerns that lead to reluctance to publicly share opinions. Technical issues and a lack of reliable reference materials can also hinder the use of social media in education.
التقنيات الحديثة في التعلُم أصول تدريس جديدة – تقويم جديد؟ يوني ايممونينIEFE
The document discusses how schools can transition to digital learning environments. It recommends that schools adopt strategic approaches to integrating ICT that involve collaborative development, supporting leadership, research-based practices, and continuous evaluation. Teachers should utilize new pedagogical models and learner-centered strategies while facilitating student competency development and informal learning. Students will shift from passive consumers to active producers, taking more responsibility for their own learning across authentic contexts. Evaluation of digital learning materials and programs should consider whether they are purposeful, practical, participatory, polyfunctional, polycultural, and positive.
Unizin summit 2021: How usable is CanvasJason Buzzell
This document summarizes usability testing that several universities have conducted on the Canvas learning management system. It discusses how the University of Minnesota, University of Nebraska, and Penn State University have collaborated through the Unizin consortium to investigate the usability of Canvas tools and provide feedback to the vendor, Instructure. The universities have examined areas like the new gradebook, group work, mobile apps, and more. They have adapted their usability testing to be fully remote during the COVID-19 pandemic. The goal is to improve the Canvas experience for students and faculty through sharing results with Instructure and other institutions.
The Learning Analytics tool is used to analyse students’ activity from automatically recorded user log data and to build interactive visualizations, which provide valuable insights into the learning process and participation of students in a course offered to teachers and students.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
This research study examines virtual collaborative learning for programming education in Hong Kong tertiary institutions. It will involve 8 student participants taking a core object-oriented programming module. Students will work in pairs using communication technologies like VNC and instant messaging, as well as face-to-face lessons, for one semester. The study aims to understand how asynchronous and synchronous tools can facilitate collaborative learning, and the roles of teachers and students. Data will be collected through video recordings of lessons, field notes, and student interviews. The verbal interactions will be transcribed and analyzed using qualitative data analysis software.
Fall 2011 Online Reviews: An Interactive ApproachCarla Bradley
This document outlines OTC Online's updated process for reviewing online courses for development and delivery. The new process separates development and delivery reviews, is based on research and best practices from organizations like Quality Matters and Blackboard, and takes a collaborative approach involving departments, disability support services, and an Online Review Task Force team. The goal is to provide constructive feedback to support continuous improvement of online courses and ensure accessibility and compliance standards are met. Reviewers will use a new document organized by navigation that includes pre-review comments and feedback sections. The process was piloted in fall 2011 and will continue to involve online instructors and solicit feedback to guide further improvements.
Re-Imagining General Education: A Case StudyLindsey Mae
This document outlines three wrap around strategies to reimagine a general education psychology course: expanded LMS content, online student cohorts, and common events and virtual projects. The strategies are designed to extend the course footprint while ensuring faculty autonomy and maximizing staff. References and sources of inspiration are provided for each strategy.
SOLAR - learning analytics, the state of the artRebecca Ferguson
This document reviews learning analytics and identifies challenges in the field. It discusses how learning analytics measures and analyzes data from learners and learning environments to understand and optimize learning. Key drivers include the availability of large datasets from online learning systems and political priorities around improving education outcomes. Challenges involve extracting value from big data, optimizing learning opportunities, and using data to substantially improve education at various levels. The document also outlines the relationships between learning analytics, educational data mining, and academic analytics research areas.
The document outlines 10 essential elements for a new vision of high school called Forecast 3.0 compared to a traditional school model. Forecast 3.0 envisions schools that: 1) ensure students master core knowledge and skills through performance-based assessments and digital portfolios; 2) facilitate engaged learning through collaboration and community resources; and 3) support public-private partnerships and social innovations to expand learning opportunities for students.
The document summarizes the information literacy program in the Oregon School District. It highlights how the program aims to develop 21st century skills in students through core subjects, thinking/learning skills, information/technology literacy, and life skills. A strong program includes elements like learning/teaching, information access, and administration. It impacts student achievement by improving test scores and empowering self-sustained learning. Statistics show higher test scores and time spent with students/teachers in districts with full-time librarians. The Oregon district program focuses on skills, collaboration, leadership, and technology integration to help students bloom toward their future.
The document summarizes the Putting Students in the SADL project at the London School of Economics. The project aimed to create a student network called Student Ambassadors for Digital Literacy to help embed digital and information literacy skills into the curriculum. Students participated in workshops on topics like finding information, reading and writing, managing information, and digital identity. The project found that students learned about new resources and peer support was valuable, but the ambassador role required clear expectations. Ongoing data collection and expanding the program to more departments was discussed.
The Corrieview Consultancy provides online tools to support assessment and feedback. They discuss assessment approaches like associative, constructivist, and social constructivist learning. They also discuss 12 principles of good assessment practice from David Nicol. The consultancy presents several online tools for assessment including audio capture tools, TurnitIn for originality checking and feedback, PeerWise for student-generated questions, and Campus Pack ePortfolio. They also discuss using social networking like Facebook and wikis for collaboration. The consultancy provides questions to evaluate assessment and feedback practices and includes case studies of different colleges using various tools.
ITHAKA The Next Wave 2017: Jade Winn - Student Success Research: Information ...ITHAKA
Jade Winn, Assistant Dean for Instruction, Assessment & Engagement at the University of Southern California Libraries, shares early results from a multi-institutional, longitudinal study of how information literacy instruction relates to student success at colleges and universities.
Shedding Light on District Efficiency: Survey Results from Tech & Learning Ma...itslearning, inc.
How many logins are teachers, parents, and students using every day? What tools and processes are in place for developing and managing curriculum? How effectively are pedagogical principles like UDL and Personalized Learning being implemented? What is the teacher turnover rate? Answers to these questions and more from the Tech & Learning survey on district efficiency.
This presentation provides an introduction to assessment for a leadership development program. It defines assessment and differentiates between formative and summative assessment. It outlines the Higher Learning Commission's criteria for assessing student learning, including having clear learning goals and using direct and indirect measures. It discusses Northern Arizona University's assessment processes and its work with the HLC Academy for the Assessment of Student Learning to improve assessment practices across campus. Upcoming revisions to program assessment plans and a new assessment software system are also mentioned.
This document contains summaries of three studies:
1. A comparative study that found no significant differences in post-test scores between students who were assigned web quizzes and those who were not.
2. A comparative descriptive study that found students in an online Master's program were satisfied with their courses but noted areas for improvement, while satisfaction was compared to on-ground courses.
3. A non-comparative study that reviewed learning styles in virtual learning environments and concluded virtual learning environments should be clear, functional, and have a unified appearance across courses for simple access to information and materials.
Driving evidence-based practices through research ensuring students access an...Tanya Joosten
Dr. Tanya Joosten is the Co-Director and PI of the National Research Center for Distance Education and Technological Advancement (DETA) at UWM. Over three years, DETA aims to:
1) Develop research models to understand distance education outcomes and identify practices impacting student success.
2) Implement data systems and collect data by replicating research models at various levels.
3) Produce best practices guidance and evaluation rubrics to enhance student learning and disseminate success factors for competency-based distance education.
DETA will address these goals through activities like national summits, pilot grants, research toolkits, and guidelines for technology diffusion. The goal is rigorous, standardized research to drive evidence-
This qualitative study included a series of formal interviews and focus groups conducted across an elementary school district to examine the connection between transformational leadership and transformational teaching and learning in their 1:1 iPad initiative. The study examined the characteristics of transformational leadership defined as 1) vision and sense of purpose, 2) systems for professional learning and 3) reciprocal accountability for student outcomes. Findings indicate the existence of transformational teaching practices are connected to transformational teaching and learning. To effectively integrate mobile technology it is necessary to examine the contexts that exist to support the changing role of the teacher necessary to achieve desired outcomes for students.
Digital literacy: from a definition to a graduate attribute to a measure of l...Rhona Sharpe
This document discusses digital literacy from several perspectives:
- It defines digital literacy as the skills, practices, and identities needed to operate in digital contexts that change over time.
- It examines digital literacy as a graduate attribute focusing on the abilities graduates need to apply knowledge in new contexts.
- It explores how students develop and perceive their digital literacy gains through practices like online collaboration, managing their studies digitally, and using technology creatively in their coursework.
The document discusses features of quality online courses that develop 21st century skills. It emphasizes that effective online courses foster collaboration through activities like group discussions, group projects and peer reviews. They also engage students through varied content, social elements, and giving students choice in assignments. Quality courses are aligned with standards, incorporate different media and voices, and facilitate active, project-based learning. Instructors receive training to facilitate online engagement and support is provided to students, instructors and coordinators.
Unizin summit 2021: How usable is CanvasJason Buzzell
This document summarizes usability testing that several universities have conducted on the Canvas learning management system. It discusses how the University of Minnesota, University of Nebraska, and Penn State University have collaborated through the Unizin consortium to investigate the usability of Canvas tools and provide feedback to the vendor, Instructure. The universities have examined areas like the new gradebook, group work, mobile apps, and more. They have adapted their usability testing to be fully remote during the COVID-19 pandemic. The goal is to improve the Canvas experience for students and faculty through sharing results with Instructure and other institutions.
The Learning Analytics tool is used to analyse students’ activity from automatically recorded user log data and to build interactive visualizations, which provide valuable insights into the learning process and participation of students in a course offered to teachers and students.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
This research study examines virtual collaborative learning for programming education in Hong Kong tertiary institutions. It will involve 8 student participants taking a core object-oriented programming module. Students will work in pairs using communication technologies like VNC and instant messaging, as well as face-to-face lessons, for one semester. The study aims to understand how asynchronous and synchronous tools can facilitate collaborative learning, and the roles of teachers and students. Data will be collected through video recordings of lessons, field notes, and student interviews. The verbal interactions will be transcribed and analyzed using qualitative data analysis software.
Fall 2011 Online Reviews: An Interactive ApproachCarla Bradley
This document outlines OTC Online's updated process for reviewing online courses for development and delivery. The new process separates development and delivery reviews, is based on research and best practices from organizations like Quality Matters and Blackboard, and takes a collaborative approach involving departments, disability support services, and an Online Review Task Force team. The goal is to provide constructive feedback to support continuous improvement of online courses and ensure accessibility and compliance standards are met. Reviewers will use a new document organized by navigation that includes pre-review comments and feedback sections. The process was piloted in fall 2011 and will continue to involve online instructors and solicit feedback to guide further improvements.
Re-Imagining General Education: A Case StudyLindsey Mae
This document outlines three wrap around strategies to reimagine a general education psychology course: expanded LMS content, online student cohorts, and common events and virtual projects. The strategies are designed to extend the course footprint while ensuring faculty autonomy and maximizing staff. References and sources of inspiration are provided for each strategy.
SOLAR - learning analytics, the state of the artRebecca Ferguson
This document reviews learning analytics and identifies challenges in the field. It discusses how learning analytics measures and analyzes data from learners and learning environments to understand and optimize learning. Key drivers include the availability of large datasets from online learning systems and political priorities around improving education outcomes. Challenges involve extracting value from big data, optimizing learning opportunities, and using data to substantially improve education at various levels. The document also outlines the relationships between learning analytics, educational data mining, and academic analytics research areas.
The document outlines 10 essential elements for a new vision of high school called Forecast 3.0 compared to a traditional school model. Forecast 3.0 envisions schools that: 1) ensure students master core knowledge and skills through performance-based assessments and digital portfolios; 2) facilitate engaged learning through collaboration and community resources; and 3) support public-private partnerships and social innovations to expand learning opportunities for students.
The document summarizes the information literacy program in the Oregon School District. It highlights how the program aims to develop 21st century skills in students through core subjects, thinking/learning skills, information/technology literacy, and life skills. A strong program includes elements like learning/teaching, information access, and administration. It impacts student achievement by improving test scores and empowering self-sustained learning. Statistics show higher test scores and time spent with students/teachers in districts with full-time librarians. The Oregon district program focuses on skills, collaboration, leadership, and technology integration to help students bloom toward their future.
The document summarizes the Putting Students in the SADL project at the London School of Economics. The project aimed to create a student network called Student Ambassadors for Digital Literacy to help embed digital and information literacy skills into the curriculum. Students participated in workshops on topics like finding information, reading and writing, managing information, and digital identity. The project found that students learned about new resources and peer support was valuable, but the ambassador role required clear expectations. Ongoing data collection and expanding the program to more departments was discussed.
The Corrieview Consultancy provides online tools to support assessment and feedback. They discuss assessment approaches like associative, constructivist, and social constructivist learning. They also discuss 12 principles of good assessment practice from David Nicol. The consultancy presents several online tools for assessment including audio capture tools, TurnitIn for originality checking and feedback, PeerWise for student-generated questions, and Campus Pack ePortfolio. They also discuss using social networking like Facebook and wikis for collaboration. The consultancy provides questions to evaluate assessment and feedback practices and includes case studies of different colleges using various tools.
ITHAKA The Next Wave 2017: Jade Winn - Student Success Research: Information ...ITHAKA
Jade Winn, Assistant Dean for Instruction, Assessment & Engagement at the University of Southern California Libraries, shares early results from a multi-institutional, longitudinal study of how information literacy instruction relates to student success at colleges and universities.
Shedding Light on District Efficiency: Survey Results from Tech & Learning Ma...itslearning, inc.
How many logins are teachers, parents, and students using every day? What tools and processes are in place for developing and managing curriculum? How effectively are pedagogical principles like UDL and Personalized Learning being implemented? What is the teacher turnover rate? Answers to these questions and more from the Tech & Learning survey on district efficiency.
This presentation provides an introduction to assessment for a leadership development program. It defines assessment and differentiates between formative and summative assessment. It outlines the Higher Learning Commission's criteria for assessing student learning, including having clear learning goals and using direct and indirect measures. It discusses Northern Arizona University's assessment processes and its work with the HLC Academy for the Assessment of Student Learning to improve assessment practices across campus. Upcoming revisions to program assessment plans and a new assessment software system are also mentioned.
This document contains summaries of three studies:
1. A comparative study that found no significant differences in post-test scores between students who were assigned web quizzes and those who were not.
2. A comparative descriptive study that found students in an online Master's program were satisfied with their courses but noted areas for improvement, while satisfaction was compared to on-ground courses.
3. A non-comparative study that reviewed learning styles in virtual learning environments and concluded virtual learning environments should be clear, functional, and have a unified appearance across courses for simple access to information and materials.
Driving evidence-based practices through research ensuring students access an...Tanya Joosten
Dr. Tanya Joosten is the Co-Director and PI of the National Research Center for Distance Education and Technological Advancement (DETA) at UWM. Over three years, DETA aims to:
1) Develop research models to understand distance education outcomes and identify practices impacting student success.
2) Implement data systems and collect data by replicating research models at various levels.
3) Produce best practices guidance and evaluation rubrics to enhance student learning and disseminate success factors for competency-based distance education.
DETA will address these goals through activities like national summits, pilot grants, research toolkits, and guidelines for technology diffusion. The goal is rigorous, standardized research to drive evidence-
This qualitative study included a series of formal interviews and focus groups conducted across an elementary school district to examine the connection between transformational leadership and transformational teaching and learning in their 1:1 iPad initiative. The study examined the characteristics of transformational leadership defined as 1) vision and sense of purpose, 2) systems for professional learning and 3) reciprocal accountability for student outcomes. Findings indicate the existence of transformational teaching practices are connected to transformational teaching and learning. To effectively integrate mobile technology it is necessary to examine the contexts that exist to support the changing role of the teacher necessary to achieve desired outcomes for students.
Digital literacy: from a definition to a graduate attribute to a measure of l...Rhona Sharpe
This document discusses digital literacy from several perspectives:
- It defines digital literacy as the skills, practices, and identities needed to operate in digital contexts that change over time.
- It examines digital literacy as a graduate attribute focusing on the abilities graduates need to apply knowledge in new contexts.
- It explores how students develop and perceive their digital literacy gains through practices like online collaboration, managing their studies digitally, and using technology creatively in their coursework.
The document discusses features of quality online courses that develop 21st century skills. It emphasizes that effective online courses foster collaboration through activities like group discussions, group projects and peer reviews. They also engage students through varied content, social elements, and giving students choice in assignments. Quality courses are aligned with standards, incorporate different media and voices, and facilitate active, project-based learning. Instructors receive training to facilitate online engagement and support is provided to students, instructors and coordinators.
Developing 21st Century Learning and Teaching SkillsLooksteinVirtual
The document discusses features of quality online courses that develop 21st century skills. It recommends that online courses incorporate collaborative activities like group projects and discussions to develop communication, creativity and problem-solving skills. Quality online courses also engage students through varied content, include social elements, and use multiple media like images and videos instead of just text.
The document discusses best practices for designing quality online courses that develop 21st century skills. It emphasizes the importance of engaging course design, collaboration and student interaction built into course elements, and facilitating project-based and collaborative learning online. Specific design features highlighted include incorporating a variety of media into courses, using open educational resources, and creating online classroom experiences through co-synchronous instructional design.
myDragonNet & Learning Platforms Part 2/2jahardman
An introduction to the myDragonNet Learning Platform one schools answer to a crucial issue facing schools today: how do they build and maintain a electronic Learning Platform that will help them carry out their educational mission. In this half of the presentation we explore the myDragonNet system and explore what it does for all members of a learning community.
Need and importance of website, educational CD's& learning Moduleanoop kp
1. Websites, educational CDs, and learning modules are important tools for online learning. Websites allow educational institutions to provide information to current and prospective students. Educational CDs allow students to interact with course content at their own pace. Learning modules package educational content in a logical sequence and allow instructors to structure required materials. These tools enhance learning by making information more accessible and interactive.
What are the formative benefits of e portfolioskatrina1980
This document discusses the formative benefits of eportfolios. It begins by introducing formative assessment and how eportfolios can support this approach. It then discusses how the New Zealand curriculum, formative assessment, and eportfolios are related. The research methodology is explained as a case study of two primary school classes implementing eportfolios. Key findings from teacher and student perspectives are that eportfolios help students know what they are learning, know the next steps, and reflect on their learning. The conclusion is that eportfolios support formative assessment by actively involving students in understanding goals and criteria, self-assessment, giving and receiving feedback, and setting goals for improvement.
This document summarizes key findings from a new report on online learning trends. The report is based on a national research project that surveyed hundreds of thousands of K-12 students, parents, teachers, and administrators. Some key findings include:
- Participation in online classes by middle and high school students has grown significantly in recent years.
- Factors driving greater interest in online learning include keeping students engaged, increasing graduation rates, and providing scheduling flexibility.
- Barriers to further adoption include concerns about course quality, standards alignment, and lack of support for teachers. Providing proper tools, training and incentives could help motivate more teachers to teach online.
Social media is basically a structure that combines individuals, communities, companies or organizations that can share their interests, attitudes, values, lifestyles, visions and friendships. In the field of eLearning this structure can be used in many ways and through different web tools. It can provide educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies.
This article argues that it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities. The case study explored in this paper explains the role of social media in promoting cognitive and meta-cognitive learners development while using a constructivist teaching and learning approach. This paper presents the findings from a specific case study, as well as general guidance to instructors for incorporating social media in a blended learning environment, including the “Traditional Classroom”. It is also suggested a limitation of the use of learning management systems to cover the development of social competences and it is argued that self-regulated students are supported by personal web tools and engaged in different kinds of social networks.
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
The document discusses a study exploring graduate teaching assistants' perceptions of facilitating online courses. It found that GTA's had generally positive experiences facilitating online discussions and building their technical skills, and saw online facilitation as a pathway to future online instruction. However, GTA's desired more training in online pedagogy and learning management systems. The researchers concluded that clearer expectations from instructors and opportunities to further develop online teaching skills could help online facilitation better prepare GTA's for careers in online education.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
This document summarizes a presentation about providing blended student and academic support from orientation to graduation. It discusses how the presenters created an Angel course management system group site to enhance support for students both on campus and online. Research showed students want both online and face-to-face interactions and are more engaged with online learning. The presenters' institution supports self-directed learners through individualized programs and prior learning assessments. They created academic resources and discussion forums in Angel to support students throughout their education. Both benefits and challenges of the blended support model are discussed.
How does technology-enhanced learning contribute to teaching excellence?Jisc
Speakers:
Sarah Davies, head of higher eduaction and student experience, Jisc
Dr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes University
Prof Paul Bartholomew, pro vice-chancellor student experience, Ulster University
The introduction of the Teaching Excellence Framework (TEF) has focused attention on how technology-enhanced learning contributes to teaching excellence, and how we can begin to evidence this.
In this session our speakers will consider what strategies universities can use to engage staff and students in order to make the most of technology to support learning, teaching and the student experience.
We also discuss how pedagogy can drive take-up of technology enhanced learning, and how technology-enhanced approaches can contribute to the TEF.
Discover Key Data Points from Project Tomorrow Report on Social LearningJulie Evans
The webinar discussed key findings from Project Tomorrow's Speak Up research on social learning. It highlighted students' vision for more digitally-rich, un-tethered, and social-based learning. While students see value in social learning tools, administrators and parents still have concerns around safety, privacy, and ensuring academic use. New technologies will need to address these concerns while providing features students want for collaborating with classmates and personalizing learning.
This document discusses The Learning Connection, an online tool that aims to improve student learning and instruction in Indiana. Its goals are to provide longitudinal student data, enable collaboration between schools, and give instant access to education information. The tool offers resources like student testing scores, class growth reports, and lesson planning tools. It is hoped that The Learning Connection will improve academic achievement, data collection, and communication between teachers, administrators, parents and students. Potential barriers to its success include the need for training and prioritization among schools. National technology standards for students, teachers and facilitators are presented that could apply to the effective use of The Learning Connection.
Similar to An Analysis on Adult Learners’ Satisfaction in Online Education Programmes (20)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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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 Fix the Import Error in the Odoo 17Celine George
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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
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
9. Participants
186 learners
Secondary school teachers and college lecturers
NO experience in participating in a fully online professional
course.
Given GUIDELINE (in a digital form) on how to access and
use the platform functions such as replying forum.
11. Analysed DataLearning Content
Providing learners with engaging and meaningful course materials … support
students’ readiness to learn, and orientation for learning, while encouraging
intrinsic motivation
Materials with the purpose to assist them in their professional work…learners may
feel a stronger motivation toward course materials that are related to solving
problems in the workplace.
Providing the participants clarity in applying the information in their teaching
and learning.
13. Analysed DataAbility to Transfer
leads to greater sense of meaningful learning, whereas
students collaborate in the construction of knowledge to
solve a problem and make sense of future experiences
15. Analysed DataCourse Design
highly structured course design is
preferred by online learners as well as
specified guidelines for each given
task or assignment
16. Analysed DataInstructions
how the online course appears to learners
when they first encounter it and later try to
navigate through it
17. Analysed DataSocial Presence
students’ need to feel in communication with their classmates and
recognise them as real people who share common interests and needs, as
well as some online tasks, such as discussion forums
18. Analysed DataInstructor Presence and Learning Support
students were concern about the presences of their
instructors from the beginning of an online course
students were waiting for an embodied, authoritative and
recognisable “teacherly moment” which cannot be
achieved via embedded materials and activities
19. An Analysis on
Adult Learners’ Satisfaction
in Online
Education Programmes
24 – 25
JULY 2018
QUESTIONS?
20. An Analysis on
Adult Learners’ Satisfaction
in Online
Education Programmes
24 – 25
JULY 2018
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