The document summarizes an online workshop for faculty development on integrating technology into classroom pedagogy. A pre-workshop survey found that while faculty were comfortable with basic technology uses, they lacked training on student-centered applications. The 4-week workshop used hands-on exercises in the institution's online platform. Participants who completed both surveys showed increased technology integration and more positive attitudes. The workshop model was deemed effective and recommendations included expanding immersive workshop topics and assessing student learning outcomes.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
Northern Illinois University developed competency-based self-paced online workshops to introduce faculty to online teaching technologies as part of their online faculty certification process. The workshops allow faculty to learn about online teaching at their own pace through online modules that cover identified technology competencies. The self-paced model makes the training scalable and flexible and accommodates faculty with different experience levels and availability. The workshops are designed to be mobile-optimized and publicly available without logins so faculty can access just-in-time learning resources.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...sondramilkie
The document discusses one program's use of distance learning technologies to provide conservation professional training. It describes how the Conservation Professional Training Program (CPTP) decided to use distance learning to address challenges like broad geographic distances, limited budgets, and diverse training needs. The CPTP transitioned some trainings online using tools like Basecamp, a custom-built registration website with Ruby on Rails, Moodle for online course delivery, and Drupal for a course portal site. The program evaluates its process and impact using online evaluations and quizzes. The presentation demonstrates how these tools meet the program's needs and allows personalized, non-traditional learning while building successful partnerships across multiple states.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
Northern Illinois University developed competency-based self-paced online workshops to introduce faculty to online teaching technologies as part of their online faculty certification process. The workshops allow faculty to learn about online teaching at their own pace through online modules that cover identified technology competencies. The self-paced model makes the training scalable and flexible and accommodates faculty with different experience levels and availability. The workshops are designed to be mobile-optimized and publicly available without logins so faculty can access just-in-time learning resources.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...sondramilkie
The document discusses one program's use of distance learning technologies to provide conservation professional training. It describes how the Conservation Professional Training Program (CPTP) decided to use distance learning to address challenges like broad geographic distances, limited budgets, and diverse training needs. The CPTP transitioned some trainings online using tools like Basecamp, a custom-built registration website with Ruby on Rails, Moodle for online course delivery, and Drupal for a course portal site. The program evaluates its process and impact using online evaluations and quizzes. The presentation demonstrates how these tools meet the program's needs and allows personalized, non-traditional learning while building successful partnerships across multiple states.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
HYBRID Learning: Applications for Today's Blended ClassroomMarianne McFadden
Hybrid learning combines traditional classroom instruction with online learning, giving students more control over aspects like time, place, path, and pace of their education. It has grown from independent worksheets to using computers and videos. Research organizations like the Christensen Institute and Pennsylvania Hybrid Learning Institute promote hybrid models. Characteristics include blending digital and traditional teaching, rotating student learning stations, and using student data to differentiate instruction. Early results show improved academic performance, engagement, and relationships in hybrid programs compared to traditional classes. Tools like Schoology help manage hybrid content and lessons.
Blended Learning workshop at the Univeristy of Utrecht. Learning golas; Explain the term blended learning, Explain the term flipped classroom, Give three examples of different ‘types’ of educational video formats, Give five examples of ways to use video as part of a blended format, Map instructional formats onto the ‘blended wave’ for a lesson/course, Record a one minute video interview, Reflect on the 2d self and finally, to Use Padlet to give feedback
The document discusses creating successful blended courses that combine both face-to-face and online learning. It defines blended courses as those that reduce traditional classroom time and incorporate more online activities and learning. It provides examples of how different subjects can implement blended models and discusses the benefits for students, staff, and administration. Key considerations for developing blended courses include focusing on pedagogy, integrating online and in-person components, managing expectations, and evaluating frequently.
Alt2013 Expectations and reality: experiences of implementing mobile devices ...Sarah Cornelius
This document summarizes a study on the implementation of mobile devices in two Scottish primary and secondary schools. Teachers were surveyed before and during the study about their expectations and experiences. One primary school provided iPod Touches to all students, which they used both in and out of school. While teachers expected benefits like access to resources and interactive learning, challenges included technical issues, finding meaningful uses, and developing skills. Many challenges were resolved through management strategies, but teachers still struggled with pressure to keep apps updated and fully utilizing the technology's potential. More research is needed on supporting teachers long-term.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
This document presents a case study on using hybrid learning to promote e-learning in Cambodia, Indonesia, and Thailand. It discusses the current state of education in these countries, including language of instruction, number of schools, enrollment rates, and average school ages. It identifies problems with low ICT literacy, internet access, and e-learning usage in higher education. The study aims to promote the hybrid learning concept and analyze factors supporting e-learning utilization. The methodology involves literature reviews, benchmarking, SWOT and PESTEL analyses, and case studies of best practices from Malaysia and Korea.
Mooc videos in blended learning practices laia alboLaia Albó
My presentation in Bett show 2016
Massive Open Online Courses (MOOCSs) are playing an important role in university strategy discussions since they offer new learning opportunities and can change teaching practices. Despite the overall impact of these courses in the higher education system is still unknown, there is an emerging teaching practice that considers the use of MOOC content and activities as part of formal learning courses in face-to-face universities. These practices convey diverse types of hybrid methodological combinations. These emerging scenarios are worth exploring to understand the potential and challenges of the phenomena. To contribute to this understanding, in this talk I will present our research about the use of MOOC resources (basically videos) in blended learning practices in the higher education sector
Read more: http://www.bettshow.com/Seminar/MOOC-videos-in-blended-learning-practices#ixzz4J0NB7Irb
The document discusses challenges schools face in integrating 21st century technology and proposes a solution. The 3 biggest challenges are: 1) lack of an integrated technology curriculum, 2) insufficient teacher training, and 3) lack of accountability for teachers to use technology. It then proposes a comprehensive solution that provides an online curriculum, ongoing individualized training, a technology integration "coach" for accountability, and migration to cloud-based applications and services. This solution claims to prepare students with real-world skills through a stable, integrated technology curriculum.
Keynote presentation by Dr Catherine O'Mahony at annual ITLA Winter Conference, Jan 13-14 2022. This presentation references work by Dr Sarah Thelen on Digital Education for Teaching in UCC as well as work by Siobhan O'Neill on Pandemic Pedagogy.
This document discusses the benefits of integrating technology into the classroom. It outlines how technology can improve student learning by engaging them more and promoting skills like problem solving. It also notes schools benefit from cost savings when transitioning to digital materials. The document then covers four key components of effective technology integration: active engagement, participation in groups, frequent interaction, and connecting learning to the real world. Finally, it addresses overcoming fears some teachers have about technology and provides examples of tools that can be used, such as interactive whiteboards, student information systems, and presentation software.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
The document summarizes key principles for designing effective online courses and supporting faculty in online course development. It discusses:
1. The role of the instructional designer in creating instructional materials and ensuring quality using tools like instructional theory and the LMS platform.
2. Important considerations for online course design including establishing timeframes and goals, using solid pedagogical principles, mapping courses and modules, setting learning objectives, and aligning assessments.
3. Tips for building quality online courses such as looking at sample courses, identifying aligned content, applying universal design, and using the learning management system.
1) An instructional designer and professor collaborated on designing a professional development course called Teaching Online 101 for faculty new to online teaching.
2) The course was designed using an instructional design process that involved regular meetings between the designer and professor to map out content, activities, and assessments across 5 modules.
3) The course modules followed a consistent structure and included overview videos, readings, discussions, and deliverables to help faculty learn about online pedagogy and apply concepts to their own course design.
Achieving Success Through Blended LearningDara Cassidy
Blended learning combines online and in-person learning. It offers greater flexibility for students and teachers while promoting self-directed learning and digital literacy. Blended learning blends online discussions, videos, and readings with traditional classroom methods. For example, a flipped classroom has students complete homework like watching videos during class time, freeing up class for hands-on projects and discussions. When designing blended courses, it is important to focus on learning outcomes, use technology to enhance pedagogy, clearly communicate expectations, and ensure online and in-person activities are integrated and aligned.
This document provides an overview of an online course about using learning technologies in the English classroom. The course aims to teach educators how to critically evaluate and incorporate various technologies, like websites, office applications, social media, and audio/video tools, into their lessons in order to engage students, bring real-world content into the classroom, and help students develop digital skills for future jobs. The course is designed for all educators and covers topics such as selecting appropriate online resources, integrating the web into lessons, using office tools, conducting online research, ensuring cyber well-being, facilitating online collaboration and discussions, and practicing language skills with audio/video tools.
The document discusses technology integration in education. It defines technology integration as using technology resources in content areas to allow students to meaningfully apply computer skills in real-world situations. Some key barriers to integration are lack of teacher training, limited planning time, and budget constraints. The document outlines different stages of integration from familiarization to revolution. It provides examples of ways to integrate technology like virtual field trips, webquests, and interactive whiteboards. Effective integration facilitates problem-solving learning rather than just knowledge dispensation.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
HYBRID Learning: Applications for Today's Blended ClassroomMarianne McFadden
Hybrid learning combines traditional classroom instruction with online learning, giving students more control over aspects like time, place, path, and pace of their education. It has grown from independent worksheets to using computers and videos. Research organizations like the Christensen Institute and Pennsylvania Hybrid Learning Institute promote hybrid models. Characteristics include blending digital and traditional teaching, rotating student learning stations, and using student data to differentiate instruction. Early results show improved academic performance, engagement, and relationships in hybrid programs compared to traditional classes. Tools like Schoology help manage hybrid content and lessons.
Blended Learning workshop at the Univeristy of Utrecht. Learning golas; Explain the term blended learning, Explain the term flipped classroom, Give three examples of different ‘types’ of educational video formats, Give five examples of ways to use video as part of a blended format, Map instructional formats onto the ‘blended wave’ for a lesson/course, Record a one minute video interview, Reflect on the 2d self and finally, to Use Padlet to give feedback
The document discusses creating successful blended courses that combine both face-to-face and online learning. It defines blended courses as those that reduce traditional classroom time and incorporate more online activities and learning. It provides examples of how different subjects can implement blended models and discusses the benefits for students, staff, and administration. Key considerations for developing blended courses include focusing on pedagogy, integrating online and in-person components, managing expectations, and evaluating frequently.
Alt2013 Expectations and reality: experiences of implementing mobile devices ...Sarah Cornelius
This document summarizes a study on the implementation of mobile devices in two Scottish primary and secondary schools. Teachers were surveyed before and during the study about their expectations and experiences. One primary school provided iPod Touches to all students, which they used both in and out of school. While teachers expected benefits like access to resources and interactive learning, challenges included technical issues, finding meaningful uses, and developing skills. Many challenges were resolved through management strategies, but teachers still struggled with pressure to keep apps updated and fully utilizing the technology's potential. More research is needed on supporting teachers long-term.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
This document presents a case study on using hybrid learning to promote e-learning in Cambodia, Indonesia, and Thailand. It discusses the current state of education in these countries, including language of instruction, number of schools, enrollment rates, and average school ages. It identifies problems with low ICT literacy, internet access, and e-learning usage in higher education. The study aims to promote the hybrid learning concept and analyze factors supporting e-learning utilization. The methodology involves literature reviews, benchmarking, SWOT and PESTEL analyses, and case studies of best practices from Malaysia and Korea.
Mooc videos in blended learning practices laia alboLaia Albó
My presentation in Bett show 2016
Massive Open Online Courses (MOOCSs) are playing an important role in university strategy discussions since they offer new learning opportunities and can change teaching practices. Despite the overall impact of these courses in the higher education system is still unknown, there is an emerging teaching practice that considers the use of MOOC content and activities as part of formal learning courses in face-to-face universities. These practices convey diverse types of hybrid methodological combinations. These emerging scenarios are worth exploring to understand the potential and challenges of the phenomena. To contribute to this understanding, in this talk I will present our research about the use of MOOC resources (basically videos) in blended learning practices in the higher education sector
Read more: http://www.bettshow.com/Seminar/MOOC-videos-in-blended-learning-practices#ixzz4J0NB7Irb
The document discusses challenges schools face in integrating 21st century technology and proposes a solution. The 3 biggest challenges are: 1) lack of an integrated technology curriculum, 2) insufficient teacher training, and 3) lack of accountability for teachers to use technology. It then proposes a comprehensive solution that provides an online curriculum, ongoing individualized training, a technology integration "coach" for accountability, and migration to cloud-based applications and services. This solution claims to prepare students with real-world skills through a stable, integrated technology curriculum.
Keynote presentation by Dr Catherine O'Mahony at annual ITLA Winter Conference, Jan 13-14 2022. This presentation references work by Dr Sarah Thelen on Digital Education for Teaching in UCC as well as work by Siobhan O'Neill on Pandemic Pedagogy.
This document discusses the benefits of integrating technology into the classroom. It outlines how technology can improve student learning by engaging them more and promoting skills like problem solving. It also notes schools benefit from cost savings when transitioning to digital materials. The document then covers four key components of effective technology integration: active engagement, participation in groups, frequent interaction, and connecting learning to the real world. Finally, it addresses overcoming fears some teachers have about technology and provides examples of tools that can be used, such as interactive whiteboards, student information systems, and presentation software.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
The document summarizes key principles for designing effective online courses and supporting faculty in online course development. It discusses:
1. The role of the instructional designer in creating instructional materials and ensuring quality using tools like instructional theory and the LMS platform.
2. Important considerations for online course design including establishing timeframes and goals, using solid pedagogical principles, mapping courses and modules, setting learning objectives, and aligning assessments.
3. Tips for building quality online courses such as looking at sample courses, identifying aligned content, applying universal design, and using the learning management system.
1) An instructional designer and professor collaborated on designing a professional development course called Teaching Online 101 for faculty new to online teaching.
2) The course was designed using an instructional design process that involved regular meetings between the designer and professor to map out content, activities, and assessments across 5 modules.
3) The course modules followed a consistent structure and included overview videos, readings, discussions, and deliverables to help faculty learn about online pedagogy and apply concepts to their own course design.
Achieving Success Through Blended LearningDara Cassidy
Blended learning combines online and in-person learning. It offers greater flexibility for students and teachers while promoting self-directed learning and digital literacy. Blended learning blends online discussions, videos, and readings with traditional classroom methods. For example, a flipped classroom has students complete homework like watching videos during class time, freeing up class for hands-on projects and discussions. When designing blended courses, it is important to focus on learning outcomes, use technology to enhance pedagogy, clearly communicate expectations, and ensure online and in-person activities are integrated and aligned.
This document provides an overview of an online course about using learning technologies in the English classroom. The course aims to teach educators how to critically evaluate and incorporate various technologies, like websites, office applications, social media, and audio/video tools, into their lessons in order to engage students, bring real-world content into the classroom, and help students develop digital skills for future jobs. The course is designed for all educators and covers topics such as selecting appropriate online resources, integrating the web into lessons, using office tools, conducting online research, ensuring cyber well-being, facilitating online collaboration and discussions, and practicing language skills with audio/video tools.
The document discusses technology integration in education. It defines technology integration as using technology resources in content areas to allow students to meaningfully apply computer skills in real-world situations. Some key barriers to integration are lack of teacher training, limited planning time, and budget constraints. The document outlines different stages of integration from familiarization to revolution. It provides examples of ways to integrate technology like virtual field trips, webquests, and interactive whiteboards. Effective integration facilitates problem-solving learning rather than just knowledge dispensation.
This document outlines a template for a Student Instructional Technology Assistant (SITA) program to help connect faculty to technology through students. It describes the key phases of discovery, planning, implementation, and closeout when working with faculty on a technology project. It also shares positive results from faculty who participated in the SITA program, with many agreeing that the students' academic experience enhanced the projects and that the technology encouraged learning outside the classroom. The template is intended to help other universities pilot and establish their own successful SITA programs.
The document discusses challenges schools face in integrating 21st century technology and proposes a solution. The 3 biggest challenges are: 1) lack of an integrated technology curriculum, 2) inadequate teacher training, and 3) lack of accountability for teachers to use technology. It then proposes a comprehensive solution that provides an online curriculum, ongoing individualized training, a technology integration "coach" for accountability, and migration to cloud-based applications and services. This solution claims to prepare students with real-life skills through an integrated technology curriculum.
This document discusses technology integration in education. It defines technology integration as combining hardware, software, and curriculum content to enhance learning. Some key benefits of technology integration include motivating students, providing unique applications, and enabling new approaches to instruction. However, barriers like lack of training, budget constraints, and resistance to change can impede technology integration. The document provides strategies for successful integration, such as identifying learning objectives, selecting appropriate tools, and allowing students opportunities to work with technology. It also gives examples of how specific technologies like productivity software, the internet, and digital cameras can support different subject areas.
This document discusses challenges schools face in integrating technology and potential solutions. The four biggest challenges are: 1) lack of an integrated curriculum, 2) insufficient teacher training, 3) lack of accountability for teachers to use technology, and 4) inability to solve simple technical problems in-house. An effective solution provides an online curriculum, ongoing customized training, accountability through coaching, and teaching schools to solve basic technical issues. This empowers teachers to facilitate standards-based projects requiring higher-order skills and collaboration using technology as a teaching tool.
This document discusses the history and impact of technology in education. It explores how students are engaged and motivated through technology-assisted learning. While some educators fear technology will be misused or replace teachers, most experts argue that technology enhances learning and teachers remain essential. When used properly by trained educators, technology can benefit students and amplify understanding rather than threaten teachers' roles.
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
How Teaching Online Enhances Your Pedagogical ToolkitKathy Keairns
This document discusses how developing skills for online teaching can positively impact and enhance classroom teaching. It describes common faculty development workshops that prepare instructors for online and blended courses, and shares feedback from faculty who found the training increased their understanding of learner-centered teaching and improved their use of technology and communication in all courses. The document advocates for all instructors to participate in effective online teaching preparation to transform their teaching practice and benefit students.
This document summarizes the results of a study on technology adoption in schools. The study was conducted in two cycles, focusing first on classroom teachers and then on educational leaders. For teachers, factors like classroom management and technical support hindered adoption. Leaders needed vision, planning, and advocacy skills. Overall, the conclusion was that effective professional development combined with strong educational leadership is key to successful technology adoption in schools.
eLU 2013 Incubating online course design and developmentBrenda Mallinson
This document summarizes a project that built capacity for online course design and development at 7 African universities over 3 years. It provided workshops on online pedagogy, course design, and learning management systems. Academics developed online courses with support from internal teams. Successes included increased skills and collaboration. Challenges included unreliable internet access and staff changes. Outcomes were more online courses and open educational resources. Lessons highlighted the need for institutional support and treating online learning design as an iterative process.
Professional Development in:for the Digital Age_GESS2102Omar Noursi
This document discusses the need for professional development for teachers in the digital age. It highlights that teachers must gain technology skills to integrate technology effectively into their teaching practices. While most teachers want to use technology, they often lack time, access, and support to do so. The document also describes an Intel Teach Essentials Course that provides teachers with 32 hours of professional development, both in-person and online, focused on developing 21st century skills and technology integration. Factors that influence the success of both online and traditional professional development are discussed.
This document discusses obstacles and strategies for using Massive Open Online Courses (MOOCs) in campus education. It identifies key obstacles like permission, language barriers, adoption challenges, and assessing MOOC quality. It then outlines strategies used by various universities, where most MOOCs are being incorporated into existing campus courses through flipped classroom models. MOOC content is often used directly in campus learning management systems. Teachers note benefits like increased student engagement and grades when MOOCs are integrated into campus courses, but challenges remain around rethinking contact hours and assessment. The document provides examples of universities successfully using MOOCs and suggests resources for finding suitable open courses.
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Bb w2012 boncuore-connecting technology with pedagogy
1. Connecting technology with
pedagogy: An online workshop for
campus faculty development
Cheryl Boncuore, PhD
Academic Director of Distance Learning
Kendall College
2. • Academic Director of Distance Learning
• Faculty development
• Instructional design
• Blackboard system administrator
• Faculty
2
3. Education 2012:
Using Technology Beyond the Classroom
• Teacher-centered classrooms have been the norm
• Technology is for “online” courses
• A paradigm shift began to occur with the availability
of technology
• “Bells & whistles” began to invade the classroom
3
4. Institutional Use of Technology
• Instructional technology is readily available
• Misconceptions on how to integrate technology
with pedagogically sound teaching practices in
the classroom
• Conflicting forces:
• Students are considered “digital natives”
• Student expectations include using new technologies to learn
• Faculty tend to teach the way they were taught
• Faculty perceptions may impede technology implementation
• Institutional training may not consider the pedagogy of new
technology
4
5. The Process
• Pre-survey
• Participants
• Full time and part time faculty
• Four-week fully online workshop
• Post-survey
5
6. How It Was Done
• Data Sample
• 81 total
• 57 pre-survey completions (70% response rate)
• 9 workshop/post-survey completion (16% completion)
• Data Analysis
• Comparison of Pre-survey to Post-survey responses
• Technology use in the classroom
• Instructor preparedness to integrate technology into the classroom
• Instructor confidence in and comfort level with integrating technology into the classroom
• Attitudes of instructors toward integrating technology into their classroom practices
• Instructor perceptions of the support received from the institution
6
7. Initial Technology Use
• Technology was used in “expected” ways
• As a presentation tool in the classroom (53%)
• As an e-mail communication tool (81%)
• To encourage independent learning (53%)
• As a research tool (62%)
• When asked about using technology to promote
student-centered learning, the survey showed:
• 25% of respondents encouraged the use of technology several times a
week; but likewise
• 25% stated that technology use for student-centered learning was not
applicable to their classroom teaching methodology.
7
8. Instructor Preparedness
• Most faculty learned about technology use from
their peers (39%) and through independent learning
(53%).
• A very low percentage (17%) indicated that they
learned computer and technology integration
through formal learning channels such as in-service
training or workshops provided through their
institution.
8
9. Instructor Confidence
• 68% felt that their comfort level with technology allowed
them to effectively integrate it in their classrooms
• 16% that indicated a discomfort with technology and
that they did not have adequate training to incorporate
technology into their classroom teaching
The instructors who are most comfortable with technology
completed the workshop, whereas those that indicated a
level of discomfort or lack of knowledge or training did not
complete the workshop.
9
10. Attitude Toward Technology in the Classroom
• Not surprisingly, there are mostly positive attitudes
toward technology
• No longer worried that computers would eventually replace instructors…
• Especially when focused on student skill and
access to technology
• Perceptions of institutional support are also positive
10
11. The Workshop
• Four week, fully online, immersive
• Used the institution’s CMS
• Based upon pedagogical foundations
• Chickering & Ehrmann: Implementing the Seven Principles: Technology as
Lever
• Hands-on exercises
• Practice site for each user
• Faculty could immediately implement the tools into their face-to-face courses
11
12. What Happened?
• After successful completion of the four-week online workshop, faculty
integrated more technology into their classroom teaching
• Participants that completed had a basic comfort level using
technology prior to completing the workshop
• Those participants that completed the workshop expressed an
interest in similar online workshops
• Faculty attitudes toward technology has changed from distrust to
acceptance and a belief that it is necessary for student success.
• There was an interest in creating an online community of practice to
continue the discussions started in the workshop, indicating that
technology has become part of an accepted way to connect with
other like-minded individuals.
12
13. 40
35
30
PRE-WORKSHOP
25
POST-WORKSHOP
20
15
10
5
0
NOT AT ALL ONCE A WEEKLY DAILY N/A
MONTH
13
14. survey anywhere
Ted.com survey
videotaping
showing
videos
You Tube discussion boards
Skype PowerPoint
presentations cellphone
media Journals webinars
documentaries web
14
15. Recommendations
• Create a series of immersion style workshops to
cover different topics
• Develop a similar workshop in a hybrid format, with
a prescribe number of face-to-face meetings
• Assess student learning in technology enhanced
classroom courses
• Explore faculty priorities as a positive indicator
toward professional development.
15
16. Pedagogy and Technology Workshop
https://blackboard.kendall.edu/webapps/portal/fra
meset.jsp?tab_tab_group_id=null&url=/webapps/
blackboard/execute/courseMain?course_id=_118
4_1
Open course in Blackboard CourseSites
16
17. Resources
• Chickering, A. & Ehrmann, S. C. (1996), Implementing the Seven Principles:
Technology as Lever. Retrieved from http://www.tltgroup.org/programs/seven.html
• Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in
undergraduate education. AAHE Bulletin (39)7 Retrieved from
http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm
• Dede, C. (2006). The evolution of online teacher professional development. In C.
Dede (Ed.) Online professional development for teachers: Emerging models and
methods (pp. 1-11). Cambridge, MA: Harvard Education Press.
• Rogers, D. L. (2000, Spring/Summer). A paradigm shift: Technology integration for
higher education in the new millennium. Educational Technology Review, pp. 19-33.
Retrieved from http://www.editlib.org/index.cfm/files/
paper_8058.pdf?fuseaction=Reader.DownloadFullText&paper_id=8058
• Pritchard, A. (2007). Effective Teaching with Internet Technologies. London: Paul
Chapman Publishing. 17
18. We value your feedback!
Please fill out a session evaluation.
18
Editor's Notes
The shift from traditional teaching to a more collaborative learning model focused on student-centeredness (Webb & Cox, 2004) drove instructors to reconfigure teaching and learning activities and use technology to enhance both. However, many researchers agree that in order to successfully incorporate technology in the classroom, pedagogically sound teaching methods should be used, training of the available tools should be provided, and the focus should be on integrating the tools with teaching and learning (Rogers, 2000). Using technology for technology’s sake – no real plan to use it to enhance the lessons. We need to think about learning opportunities beyond the classroom, and providing those learning experiences via technology.Bells & Whistles: Student use of technology is second nature to them – texting, researching, GPS capabilities – all at their finger tips. However, as faculty come up to speed (and younger faculty start in the classrooms) these tools may be “abused”. And students will become inundated with faculty connections, and then “tune out” what instructors deem as important, and focus on what they want. Everyone wants “clickers” or smart boards or lecture capture to enhance their lecturing.
Most faculty development has traditionally matched the training method with the teaching method. This study set out to find out if immersing faculty with the technology changed the way they used it in the classroom.Additionally, the study set out to find if this fully online workshop changed personal attitudes toward technology integration and perceptions of their own personal skill and use of technology. Would faculty then change the way they see the classroom?
In order to determine how faculty currently used technology in the classroom, I administered a pre-survey. Pre and post survey used the same instrument, with the post-survey including additional open-ended questions to explore the types of technology that faculty integrated into their courses.
130 total faculty, 81 positive responses (I want to do the survey and workshop), 57 actually completed the survey and got invited to join a workshop. After the four weeks, only 9 completed all phases of the project.
Typical uses included lecturing with a Powerpoint presentation, email communication, using Blackboard to post a syllabus, encouraging independent learning (go do some research, download this article).
Responses to a variety of questions inquiring how faculty actually learned how to use technology tools revealed that most were either self-taught or learned by asking their peers who were using technology in some way.