Black board
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Blackboard was created in 1997 to provide online learning applications. It allows professors to post course materials like syllabi and study guides for easy student access. Students can access materials anytime from anywhere and submit assignments as soon as they are completed. Teachers can track student performance and provide immediate feedback. Blackboard provides two types of feedback - faculty feedback and automated feedback for objective questions. Students can take tests, receive immediate scoring, and see their grades. It also allows chat functions, emailing, and tracking of student usage and assignments.
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Report 1
Guest Speaker:
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2. Jamie Edwards: Instructional Design Specialist
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4. Liza : Instructional Design Specialist
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Date:
Student Name:
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As the emphasis is on distance learning, most of the work comes through emails, phone calls and through word of mouth. Why is the team important? Instructors, deans or chairs go to them to request help regarding their courses.
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The team needs to be on their toes, they have to know what’s going on in technology. For instance the polygraphic teacher will probably be available to distance learners very soon, plus they need to know about the evolution of distance education – so a lot of research goes into their procedures. The team also offers faculty development and offers sessions of quality matters.
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This document provides guidance on developing distance learning courses at NTU. It discusses different types of distance learning including correspondence, blended, and online-only models. Key considerations for course design are learning outcomes, content, assessment, support structures, accessibility, and evaluation. Staffing, resources, copyright, and quality assurance are also important factors to consider when designing and delivering distance learning courses.
The Impact of Faculty Development on Blended Learning
The document summarizes the impact of a faculty development training program on blended learning at UMass Dartmouth. It discusses the Sloan Consortium grant that funded the program, the 2-week online blended learning training course developed for faculty, feedback from faculty participants, and plans for ongoing improvement and support of blended learning.
Digital teaching
This document discusses digital teaching and the shift from traditional to modern pedagogical approaches. It outlines key differences between traditional and digital teaching such as a focus on complete learning over syllabus completion and experiential versus rote learning. The changing role of teachers as facilitators rather than only information providers is also covered. Features of digital teaching like enhanced interaction and flexibility are presented. Learning management systems and tools like Moodle that support online learning are also summarized.
Effective Online Learning
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Best practices for teaching online
This document provides best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
Learning The Nstc Way
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