Going Beyond Courses with Brightspace – Ken Reimer, University of New Brunswick. Presented at the Brightspace Halifax Connection on June 1, 2016 at Nova Scotia Community College, Waterfront Campus.
Brightspace Halifax Connection - What is NSCC Excited About? D2L Barry
What is NSCC excited about? – Scott Conrad and Lorraine Mockford, Nova Scotia Community College. Presented at the Brightspace Halifax Connection on June 1, 2016 at Nova Scotia Community College, Waterfront Campus.
This document discusses professional teaching in a digital world and the use of technology by teachers. It focuses on personal learning networks (PLNs), explaining that a PLN allows teachers to personalize their own learning. PLNs can be used by teachers to gather free classroom resources like websites, software and grants, locate lesson plan ideas from other teachers, learn new information by connecting with experts, and stay up-to-date on best practices and new technologies.
This document provides an orientation for hybrid and online courses at LWTC. It defines hybrid courses as having less than 51% online content and combining face-to-face and online instruction, while online courses have 100% online content. It introduces the Angel learning management system used by LWTC and provides steps for students to log in to Angel, purchase textbooks, know support resources, and important dates for the quarter.
ETUG Ditching training workshops: Building learning capacities in new waysStephanie Boychuk
This document summarizes a presentation about building learning capacities through self-paced online training instead of workshops. It discusses the shortcomings of traditional workshops, including being ineffective uses of staff time and not accommodating distance learners. The presentation outlines Vancouver Island University's transition to self-paced online training for both faculty and students. For faculty, an online training course led to fewer support tickets and staff work hours. For students, self-paced online orientation courses saw increased participation rates compared to traditional workshops. The presentation concludes by discussing plans to refine existing online courses and develop additional content and supports.
Ditching Training Workshops: Building Learning Capacities in New WaysBCcampus
This document summarizes a presentation by Stephanie Boychuk and Melissa Robertson from Vancouver Island University about moving away from ineffective training workshops and towards self-paced online training. It outlines the background of VIU, issues with traditional workshops, and new approaches taken for faculty and student training using the learning management system VIULearn. Faculties are now offered self-paced online training which has reduced support tickets. Students participate in self-paced online orientations and an Open Online Onboarding Course for transition support. Going forward, the presenters aim to refine self-paced courses, improve advertising, develop online teaching supports, and potentially offer mandatory staff training in the future.
Making the Leap Supporting First Year Student Transition at UL: Michael Small...CONUL Teaching & Learning
This document discusses student engagement and success at university. It introduces the Irish Survey of Student Engagement and the role of peer advisors in providing timely advice to students. Data is presented showing the number and types of queries received by peer advisors in the first 5 weeks of the semester for 2014 and 2015. It also promotes the role of first year librarians in supporting student engagement and success. Finally, it introduces a MOOC called "The Learning Journey" that is being developed to help students transition from secondary to tertiary education in Ireland.
Michael Smalle is a librarian at the University of Limerick. Michael works with First Year students in particular, to assist with their transition to University.
Brightspace Halifax Connection - What is NSCC Excited About? D2L Barry
What is NSCC excited about? – Scott Conrad and Lorraine Mockford, Nova Scotia Community College. Presented at the Brightspace Halifax Connection on June 1, 2016 at Nova Scotia Community College, Waterfront Campus.
This document discusses professional teaching in a digital world and the use of technology by teachers. It focuses on personal learning networks (PLNs), explaining that a PLN allows teachers to personalize their own learning. PLNs can be used by teachers to gather free classroom resources like websites, software and grants, locate lesson plan ideas from other teachers, learn new information by connecting with experts, and stay up-to-date on best practices and new technologies.
This document provides an orientation for hybrid and online courses at LWTC. It defines hybrid courses as having less than 51% online content and combining face-to-face and online instruction, while online courses have 100% online content. It introduces the Angel learning management system used by LWTC and provides steps for students to log in to Angel, purchase textbooks, know support resources, and important dates for the quarter.
ETUG Ditching training workshops: Building learning capacities in new waysStephanie Boychuk
This document summarizes a presentation about building learning capacities through self-paced online training instead of workshops. It discusses the shortcomings of traditional workshops, including being ineffective uses of staff time and not accommodating distance learners. The presentation outlines Vancouver Island University's transition to self-paced online training for both faculty and students. For faculty, an online training course led to fewer support tickets and staff work hours. For students, self-paced online orientation courses saw increased participation rates compared to traditional workshops. The presentation concludes by discussing plans to refine existing online courses and develop additional content and supports.
Ditching Training Workshops: Building Learning Capacities in New WaysBCcampus
This document summarizes a presentation by Stephanie Boychuk and Melissa Robertson from Vancouver Island University about moving away from ineffective training workshops and towards self-paced online training. It outlines the background of VIU, issues with traditional workshops, and new approaches taken for faculty and student training using the learning management system VIULearn. Faculties are now offered self-paced online training which has reduced support tickets. Students participate in self-paced online orientations and an Open Online Onboarding Course for transition support. Going forward, the presenters aim to refine self-paced courses, improve advertising, develop online teaching supports, and potentially offer mandatory staff training in the future.
Making the Leap Supporting First Year Student Transition at UL: Michael Small...CONUL Teaching & Learning
This document discusses student engagement and success at university. It introduces the Irish Survey of Student Engagement and the role of peer advisors in providing timely advice to students. Data is presented showing the number and types of queries received by peer advisors in the first 5 weeks of the semester for 2014 and 2015. It also promotes the role of first year librarians in supporting student engagement and success. Finally, it introduces a MOOC called "The Learning Journey" that is being developed to help students transition from secondary to tertiary education in Ireland.
Michael Smalle is a librarian at the University of Limerick. Michael works with First Year students in particular, to assist with their transition to University.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Effective teachers strive to motivate and engage all their students in learning rather than simply accepting that some students cannot be engaged and are destined to do poorly. They believe every student is capable of achieving success at school and they do all they can to find ways of making each student successful.
This presentation includes
- Teaching and Learning Approaches by Curry
- 3P learning model by John Biggs
- Principles of Effective Teaching by Chickering & Gamson
This document discusses learner participation and engagement in massive open online courses (MOOCs). It presents research on factors that influence learner motivation and engagement in MOOCs. The author compares the design and results of two different MOOC formats: an e-learning MOOC and a blended learning MOOC. Personal factors like time availability and learning preferences, as well as the MOOC design, were found to impact learner engagement and completion rates.
Bb w ppt_what happens in blackboard p raymentEesySoft
Peter Rayment is the Learning Technology Manager at Cardiff University in the UK. He discusses how the university uses analytics, specifically EesyAnalytics, to gain insights into how their learning management system (LMS) is used. Analytics helps the university understand tool usage patterns over time, see the impact of training and engagement activities, and optimize resources. It allows them to identify areas of good and bad practice and share lessons learned. The university has started to more fully understand LMS usage and can now reflect on how to improve based on data-driven insights.
The document discusses the development and implementation of a blended learning HNC Health and Social Care course at NWRC. The course was developed in response to feedback requesting greater flexibility. It allows students to complete 25% of coursework online, including two modules. Students receive instruction through online materials like interactive PowerPoints, quizzes and tutorials. The blended approach provides students with greater flexibility to learn at their own pace and has led to higher completion rates and standards of work. Students and staff have benefited from the technology skills developed through the course.
This document summarizes an update from a convocation at Isothermal Community College on distance learning. It discusses the required student evaluations for online classes, lists the deans and their contact information, notes that online instructors must be certified annually through a class evaluation, and outlines the evaluation process and timeline by department. It also lists some minor changes like replacing the dean contact info with a general email and adding a syllabus quiz. Lastly, it shares examples of good and bad online classes, previews a new online teaching techniques course, and provides some free online resources.
This document discusses MOOCs in European higher education and the challenges they present. It begins with an introduction of the presenters and their backgrounds working with open education resources. It then outlines the agenda which includes strategies European institutions are taking with MOOCs, challenges they face, and issues around credentialing and recognition of MOOC learning. Several charts from a 2015 survey of 150 European higher education institutions are presented, showing the number of responses by country and the strategies institutions report taking with MOOCs. Key challenges mentioned are whether MOOCs can meet institutions' objectives, if they are sustainable, and if staff learn online pedagogy. The final section discusses scenarios for credentialing MOOC learning and recognizing it, as
The LSE rapidly implemented the Talis Aspire reading list system by converting over 500 undergraduate reading lists comprising over 90,000 items from their old in-house system and Moodle to Aspire in just 4 months. To achieve this, they utilized a temporary staff of 7 people who were able to add over 138 items per day to the new system through a production line style manual conversion process. An advocacy campaign utilizing individual emails, department meetings, and training sessions helped gain academic support for the new system. The conversion was remarkably successful, with over 90% of undergraduate lists and 28% of postgraduate lists transferred to Aspire initially.
This document discusses tools for evaluating information literacy (IL) teaching at Laurea University of Applied Sciences in Finland. It describes several methods used, including personal feedback through course evaluations and study feedback, as well as instant feedback after lessons. Data on IL sessions is compiled across the university's seven libraries and shared. A national customer survey also provides data on students' perceptions of IL instruction and library services. Results are shared between library staff and with management and lecturers to continuously improve practices and promote the library's role in supporting student learning.
1) The document discusses a college's transition from using Moodle to Microsoft Teams as its new digital learning platform.
2) It outlines the research and change management process undertaken, including staff and student surveys, pilot programs, and training for the new platform.
3) Ongoing support is provided for staff and students in using Teams, and future developments include integrating more college services into Teams.
The OLS reno(vation): redesigning the Online Learning Support site for OTEN s...Carmen Vallis
The OLS (Online Learning Support) is undergoing renovation to better serve OTEN (Open Training and Education Network) students. In 2012, there were over 2 million OLS logins and students visited unit pages over 5 million times. 92.4% of OTEN students accessed the OLS and 62% submitted assessments through it. Student feedback showed the current OLS has too much information and not enough interaction. The renovation will simplify the interface and facilitate more interaction between students. What started as a cosmetic update evolved into a full redesign. An OLS Project Control Group was formed to oversee the renovation through extensive consultation, testing, and content migration to implement the changes by December 1, 2013.
OER and MOOCs in the Netherlands: State of AffairsRobert Schuwer
This document summarizes the state of open educational resources (OER) and massive open online courses (MOOCs) in the Netherlands. It provides context on the Dutch higher education system and outlines the goals of the Ministry of Education to promote openness by 2025. The document reports results from a 2012 survey and interviews on OER publishing, reuse, and vision/policy among universities and universities of applied sciences. It also compares these results to a later 2015 OER Research Hub study. While finding many open activities, it notes a lack of coherent vision/policy and limitations of the data like small sample sizes and self-reporting bias.
Teaching Faculty to Embed Library Resources & Services into Online ClassroomsGary Atwood
Presentation at ACRL New England Conference 2012 that talks about how Reference Librarians embedded information literacy lessons into a campus-wide Moodle training program for faculty.
Jisc aims to support UK education and research communities through digital transformation. It focuses on student digital experience, learning analytics, and providing architecture and services to support learning analytics. Learning analytics applies techniques like machine learning and data mining to help students and institutions meet their goals by improving retention, achievement, and employability. It can identify at-risk students, encourage help-seeking, and analyze which interventions are effective. Jisc's learning analytics project provides a code of practice, toolkit, and student app to support institutions in adopting learning analytics approaches.
This document discusses how Leeds Beckett University customized their learning platform to inspire a sense of educational community for different student groups. They created unique branded experiences for different student types (distance learners, franchise students, continuing professional development students) by assigning them different roles, tabs, themes and modules tailored to their needs. Examples are provided of customized platforms for distance learners, franchise courses, continuing professional development, research students and an international study center. Usage data suggests the personalized platforms increased student engagement with the learning resources.
Learner-Centric Infrastructure - 2017 University API WorkshopJonathan Mott
To empower learners, we need to break down the walls between learning applications and institutions in / at which they learn and accumulate capabilities, credits, credentials, etc.
Student Innovators: innovating digital technology change in FEJisc
Presenter: Catherine Hartell, digital learning coach, Gloucestershire College.
The Student Innovators are a group of students who provide a student view on digital technology, which helps lecturers to improve their teaching.
This demonstration will highlight the successes from this project and areas we wish to develop further.
The document provides information about the services offered by the Learner Development team at Manchester Metropolitan University (MMU) to support students' academic and study skills. The Learner Development team consists of Academic and Study Skills Tutors, Specific Learning Difference Tutors, and The Writing Project. They offer one-to-one tutoring, drop-in sessions, workshops, and webinars covering topics like academic writing, time management, exams, and support for students with specific learning difficulties. Students can access support through appointments, drop-ins, online resources on Moodle, and contacting the team by phone or email.
One Stop Advising for Students, Marci Glessner and Deanne Borgeson – Minnesota State University Moorhead. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Readspeaker Presentation at 2016 Brightspace Southern Ontario ConnectionD2L Barry
How to Deploy & Support a Universal Design for Learning Strategy w/TTS Technology within D2L's Learning Environment. Readspeaker with Michal Hughes. St. Catharines, Ontario. November 18, 2016.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Effective teachers strive to motivate and engage all their students in learning rather than simply accepting that some students cannot be engaged and are destined to do poorly. They believe every student is capable of achieving success at school and they do all they can to find ways of making each student successful.
This presentation includes
- Teaching and Learning Approaches by Curry
- 3P learning model by John Biggs
- Principles of Effective Teaching by Chickering & Gamson
This document discusses learner participation and engagement in massive open online courses (MOOCs). It presents research on factors that influence learner motivation and engagement in MOOCs. The author compares the design and results of two different MOOC formats: an e-learning MOOC and a blended learning MOOC. Personal factors like time availability and learning preferences, as well as the MOOC design, were found to impact learner engagement and completion rates.
Bb w ppt_what happens in blackboard p raymentEesySoft
Peter Rayment is the Learning Technology Manager at Cardiff University in the UK. He discusses how the university uses analytics, specifically EesyAnalytics, to gain insights into how their learning management system (LMS) is used. Analytics helps the university understand tool usage patterns over time, see the impact of training and engagement activities, and optimize resources. It allows them to identify areas of good and bad practice and share lessons learned. The university has started to more fully understand LMS usage and can now reflect on how to improve based on data-driven insights.
The document discusses the development and implementation of a blended learning HNC Health and Social Care course at NWRC. The course was developed in response to feedback requesting greater flexibility. It allows students to complete 25% of coursework online, including two modules. Students receive instruction through online materials like interactive PowerPoints, quizzes and tutorials. The blended approach provides students with greater flexibility to learn at their own pace and has led to higher completion rates and standards of work. Students and staff have benefited from the technology skills developed through the course.
This document summarizes an update from a convocation at Isothermal Community College on distance learning. It discusses the required student evaluations for online classes, lists the deans and their contact information, notes that online instructors must be certified annually through a class evaluation, and outlines the evaluation process and timeline by department. It also lists some minor changes like replacing the dean contact info with a general email and adding a syllabus quiz. Lastly, it shares examples of good and bad online classes, previews a new online teaching techniques course, and provides some free online resources.
This document discusses MOOCs in European higher education and the challenges they present. It begins with an introduction of the presenters and their backgrounds working with open education resources. It then outlines the agenda which includes strategies European institutions are taking with MOOCs, challenges they face, and issues around credentialing and recognition of MOOC learning. Several charts from a 2015 survey of 150 European higher education institutions are presented, showing the number of responses by country and the strategies institutions report taking with MOOCs. Key challenges mentioned are whether MOOCs can meet institutions' objectives, if they are sustainable, and if staff learn online pedagogy. The final section discusses scenarios for credentialing MOOC learning and recognizing it, as
The LSE rapidly implemented the Talis Aspire reading list system by converting over 500 undergraduate reading lists comprising over 90,000 items from their old in-house system and Moodle to Aspire in just 4 months. To achieve this, they utilized a temporary staff of 7 people who were able to add over 138 items per day to the new system through a production line style manual conversion process. An advocacy campaign utilizing individual emails, department meetings, and training sessions helped gain academic support for the new system. The conversion was remarkably successful, with over 90% of undergraduate lists and 28% of postgraduate lists transferred to Aspire initially.
This document discusses tools for evaluating information literacy (IL) teaching at Laurea University of Applied Sciences in Finland. It describes several methods used, including personal feedback through course evaluations and study feedback, as well as instant feedback after lessons. Data on IL sessions is compiled across the university's seven libraries and shared. A national customer survey also provides data on students' perceptions of IL instruction and library services. Results are shared between library staff and with management and lecturers to continuously improve practices and promote the library's role in supporting student learning.
1) The document discusses a college's transition from using Moodle to Microsoft Teams as its new digital learning platform.
2) It outlines the research and change management process undertaken, including staff and student surveys, pilot programs, and training for the new platform.
3) Ongoing support is provided for staff and students in using Teams, and future developments include integrating more college services into Teams.
The OLS reno(vation): redesigning the Online Learning Support site for OTEN s...Carmen Vallis
The OLS (Online Learning Support) is undergoing renovation to better serve OTEN (Open Training and Education Network) students. In 2012, there were over 2 million OLS logins and students visited unit pages over 5 million times. 92.4% of OTEN students accessed the OLS and 62% submitted assessments through it. Student feedback showed the current OLS has too much information and not enough interaction. The renovation will simplify the interface and facilitate more interaction between students. What started as a cosmetic update evolved into a full redesign. An OLS Project Control Group was formed to oversee the renovation through extensive consultation, testing, and content migration to implement the changes by December 1, 2013.
OER and MOOCs in the Netherlands: State of AffairsRobert Schuwer
This document summarizes the state of open educational resources (OER) and massive open online courses (MOOCs) in the Netherlands. It provides context on the Dutch higher education system and outlines the goals of the Ministry of Education to promote openness by 2025. The document reports results from a 2012 survey and interviews on OER publishing, reuse, and vision/policy among universities and universities of applied sciences. It also compares these results to a later 2015 OER Research Hub study. While finding many open activities, it notes a lack of coherent vision/policy and limitations of the data like small sample sizes and self-reporting bias.
Teaching Faculty to Embed Library Resources & Services into Online ClassroomsGary Atwood
Presentation at ACRL New England Conference 2012 that talks about how Reference Librarians embedded information literacy lessons into a campus-wide Moodle training program for faculty.
Jisc aims to support UK education and research communities through digital transformation. It focuses on student digital experience, learning analytics, and providing architecture and services to support learning analytics. Learning analytics applies techniques like machine learning and data mining to help students and institutions meet their goals by improving retention, achievement, and employability. It can identify at-risk students, encourage help-seeking, and analyze which interventions are effective. Jisc's learning analytics project provides a code of practice, toolkit, and student app to support institutions in adopting learning analytics approaches.
This document discusses how Leeds Beckett University customized their learning platform to inspire a sense of educational community for different student groups. They created unique branded experiences for different student types (distance learners, franchise students, continuing professional development students) by assigning them different roles, tabs, themes and modules tailored to their needs. Examples are provided of customized platforms for distance learners, franchise courses, continuing professional development, research students and an international study center. Usage data suggests the personalized platforms increased student engagement with the learning resources.
Learner-Centric Infrastructure - 2017 University API WorkshopJonathan Mott
To empower learners, we need to break down the walls between learning applications and institutions in / at which they learn and accumulate capabilities, credits, credentials, etc.
Student Innovators: innovating digital technology change in FEJisc
Presenter: Catherine Hartell, digital learning coach, Gloucestershire College.
The Student Innovators are a group of students who provide a student view on digital technology, which helps lecturers to improve their teaching.
This demonstration will highlight the successes from this project and areas we wish to develop further.
The document provides information about the services offered by the Learner Development team at Manchester Metropolitan University (MMU) to support students' academic and study skills. The Learner Development team consists of Academic and Study Skills Tutors, Specific Learning Difference Tutors, and The Writing Project. They offer one-to-one tutoring, drop-in sessions, workshops, and webinars covering topics like academic writing, time management, exams, and support for students with specific learning difficulties. Students can access support through appointments, drop-ins, online resources on Moodle, and contacting the team by phone or email.
One Stop Advising for Students, Marci Glessner and Deanne Borgeson – Minnesota State University Moorhead. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Readspeaker Presentation at 2016 Brightspace Southern Ontario ConnectionD2L Barry
How to Deploy & Support a Universal Design for Learning Strategy w/TTS Technology within D2L's Learning Environment. Readspeaker with Michal Hughes. St. Catharines, Ontario. November 18, 2016.
No Muss! No Fuss! How to Become a Quality Matters Star Using BrightspaceD2L Barry
This document appears to be a presentation about online learning tools and resources. It includes images, slide numbers, and brief captions or labels related to topics like dot voting, syllabus information, assignment dates and patterns, dropboxes, discussions, links, checklists, FAQs, and an action plan. The document provides a visual overview of different digital education features and how they can be used.
D2L T&L Webinar featuring Amanda Keesee of UCOD2L Barry
January 31, 2017 Brightspace Webinar:
Build Up Your (e)Portfolio: Getting Students Using Digital Portfolios to Invest in Their Future
Presenter: Amanda Keesee, Ph.D., University of Central Oklahoma
Putting the D2L Widget to Work
Presenter: Jamie Ferrazano, Executive Director, Academic Technologies, Online Learning and Services, St. Petersburg College
Webinar for the Brightspace Teaching & Learning Community on Dec. 6, 2016. Most of this webinar was a live demo using Brightspace. To view the webinar recording, visit https://www.d2l.com/resources/webinars/putting-the-d2l-widget-to-work/
API's Make Us Happy - Desire2Learn Ignite Wisconsin - Nov. 2013D2L Barry
This document discusses how an API was used to automate the manual process of creating discussion topics for online courses in the Desire2Learn learning management system. Previously it took staff 120 hours to create 4,900 discussion topics across 140 courses with 30-35 students each. At a conference, the challenge was presented to "Mr. API" who helped develop an API solution. It allowed discussion topics to be programmatically created and renamed via a secure web interface, reducing the work to just a few clicks. The document outlines the steps taken to set up the API integration and test it before bringing it into full production use, reducing staff time spent on the task significantly. It also discusses some other potential uses of APIs to automate other
Title: RISE with Online Learning at Bow Valley College – Any Time, Any Place, Any Path, Any Pace Learning
Presenters: Cynthia Bandet and Lauren Kirychuk, Bow Valley College (Calgary, Alberta)
Webinar for the Brightspace Teaching & Learning Community, November 1, 2016
Ten Bright Ideas for Accessibility - Brightspace ConnectionsD2L Barry
Ten Bright Ideas to make your Brightspace Courses More Accessible to Students with Disabilities; Barry Dahl, D2L Updated on April 6, 2017 with one new slide added (slide 19).
New Student Engagement Opportunities in BrightspaceD2L Barry
New Student Engagement Opportunities in Brightspace
Presenter: Shannon Forte, D2L, at 2016 Brightspace South Carolina Connection
Breakout session 10:15 am – 11:05 am
Webinar: Dressed to the Nines: Making Content FashionableD2L Barry
Dressed to the Nines: Making Content Fashionable - Webinar for the Brightspace Teaching & Learning Community.
January 24, 2017
Presenters: Jennifer Hendryx and Brian Ledwell, both of the University of Wisconsin-Oshkosh
Description: This session will show content page creators creative ways to build and organize content pages in an aesthetically pleasing format. After this presentation, participants will be able to create flexible and attractive content pages using Brightspace content templates, Microsoft PowerPoint(R), and CSS code.
Webinar: Feel the Love from Your Students: Brightspace Tools for Increasing E...D2L Barry
Brightspace Teaching & Learning Community Webinar Series.
Feb 7, 2017
Presenter: Thomas J. Tobin, PhD, MSLS, PMP, MOT
Description: Many campuses have moved entirely or partially to electronic survey instruments for end-of-course student ratings of teaching effectiveness. Because online surveys don’t provide the “captive audience” of the old pencil-and-bubble-sheet days, response rates on eSurveys are often lower than when we used paper. This webinar will share four specific tactics that are proven to increase the response rates on electronic end-of-semester e-surveys. We will also shatter myths about four common practices that do not help response rates at all.
Participants in this webinar will learn how to apply four techniques to increase the response rates on e-survey student ratings of teaching effectiveness.
After attending the webinar, participants will be able to
a) identify four common e-survey strategies that do not actually help to increase response rates,
b) implement four specific strategies that do increase e-survey response rates, and
c) apply survey-lifecycle techniques using Brightspace tools to help e-survey adoption rates.
Intelligent agents in Desire2Learn can automate notifications when certain criteria are met, such as a student not logging in or entering a course. The agents check for predefined criteria on a set schedule and send customized emails to specified recipients. Examples include sending reminders to students who are inactive or messages with encouragement and resource links after poor performance. While agents increase communication, their use requires effective management to avoid over-messaging students.
This document provides an overview of the Valence API basics, including what the Valence API is, how to set it up, and how to use it. The Valence API is a REST API that allows communication with the Desire2Learn learning platform via HTTP requests using standard methods like GET, POST, PUT, and DELETE. To set up the API, developers must request API keys using the Keytool and ensure the correct roles and permissions are enabled. Once set up, developers can use SDKs and make HTTP requests to send data to and receive JSON responses from Desire2Learn.
Apprentissage hybride l’aide les cours en cascade de la 7e à la 10e annéeD2L Barry
Apprentissage hybride l’aide les cours en cascade de la 7e à la 10e année; Jean-Sylvain Lapensée, CFORP
Presentation at the Brightspace Eastern Ontario Connection in Ottawa, ON - Dec.2, 2016.
Intelligent Uses and New Intelligences for D2L Intelligent AgentsD2L Barry
This document discusses intelligent agents in a learning management system and provides best practices for their use. It defines intelligent agents as software that assists people by automating notifications based on defined activities or lack of activities in a course. It provides examples of creating agents and effective practices like carefully considering who notifications are sent to. New features for agents are highlighted, including the ability to run agents as a practice and see running history. Eight examples of intelligent uses of agents are described, such as welcoming students, checking on lack of course access, and congratulating improved quiz scores.
Riverland Flex Pace - Mastery-Based Business Certificate Pilot ProgramD2L Barry
Webinar for the Brightspace Teaching & Learning Community.
Description: This session presents a framework of how Riverland Community College is working to pilot a flexible, mastery-based program for working adults by leveraging the Brightspace platform. The presenters will share the timeline for implementation, demonstrate the incorporation of Brightspace tools, and share challenges and successes encountered during the pilot program.
If MOOCs are the answer, did we ask the right questions? Implications for the...Marco Kalz
Kalz, M. (2013). If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses. Presentation given at the 3rd Annual Research Conference of the Maastricht School of Management. Revolutions in Education: New Opportunities for Development? 6 September 2013, Maastricht, The Netherlands.
To download this presentation please see http://dspace.ou.nl
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
This presentation was provided by Ashley Miller of Ohio State University during the NISO Virtual Conference, Opening Up Education, held on April 19, 2017.
The document discusses the role of an instructional designer at the University of Illinois College of Medicine in Chicago. It describes how the instructional designer helps improve the medical school curriculum through evidence-based best practices, feedback loops, and future planning. The designer analyzes course evaluations, observes teaching, and collaborates with faculty to enhance learning materials and instructional methods using frameworks like ADDIE and backward design. Evaluation data is used to identify areas for improvement and gauge the impact of changes made. The goal is to continually refine the curriculum and help faculty develop as effective educators.
Open Education 2016: Leveraging Open Educational Resources to Expand Access t...Dan Blickensderfer
Higher education is expensive, especially when including textbook costs. This presentation will explore how leveraging open educational resources (OER) and technologies can significantly reduce costs for students and increase access to higher education. Presenters from College for America will provide insight on their strategic use of OER.
College for America (CfA) is an accredited, nonprofit college dedicated to developing online, competency-based degrees specifically for its diverse population of working adults. The student experience at CfA is unique-students work at their own pace to complete workplace-relevant projects in order to demonstrate mastery of competencies. Part of CfA's challenge is to design rigorous academic programs for a total cost to students of $3,000 a year. Two of the areas that CfA targets to reduce costs for students include adopting and adapting OER and open technology. CfA students never purchase textbooks, nor do they need to purchase software-all of the learning resources and tools they need are provided. This presentation will provide an overview of CfA's approach, including a discussion of its successes and challenges. It will also present a framework that participants can use to select and apply free and open resources and tools for online education.
Topics will include:
- essential free and open-educational resources (OER) and technologies
- approaches to curating, archiving and maintaining learning resources
- essential considerations for selecting and supporting a mix of free educational tools
- selecting free desktop and web-based applications for instructors, designers and students
- using curriculum design principles that let students successfully use the technologies they already have access to.
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sue Attewell, head of change - further education and skills, Jisc.
With contributions from:
David Mason, tutor and assessor at North Liverpool Community College
Nick Almond, director of learning and teaching development, Liverpool Hope University
Connect more in Liverpool, 21 June 2016.
Outcomes from the Digital Student Skills projectJisc
The document summarizes the outcomes of several phases of the Jisc Digital Student projects. It discusses focus groups conducted with over 120 learners from various skills sectors to understand their technology needs, experiences, and expectations. It also identifies challenges for different types of learners, such as work-based learners needing experience with workplace software and prison learners having very restricted access to technology.
This presentation highlights the numerous professional development and continuing education opportunities for information professionals offered at the School of Library and Information Science at San Jose State University.
The school’s director, Dr. Sandra Hirsh, reviews the skillsets today’s employers seek in applicants, discusses the growing need to re-tool and update skills, and addresses why information professionals should choose the SJSU information school for their career development needs.
Professional development opportunities highlighted include a fully online Post-Master’s Certificate in Library and Information Science program that features seven career pathways, fully online graduate-level courses open to everyone, virtual colloquium presentations (FREE online seminars), and MOOCs (FREE online courses), and more!
This presentation was originally given on March 25, 2014, during a virtual meeting of corporate librarians.
The document discusses the rise of open education resources and massive open online courses (MOOCs). It notes that MOOCs from platforms like Coursera, edX, and Khan Academy now have tens of millions of students worldwide. The document outlines some of the major MOOC platforms and initiatives, advantages of open education, and challenges in ensuring quality and completion rates. It also discusses Pakistan's growing involvement in MOOCs and efforts to promote online learning through initiatives like the Punjab Elearn Project, which aims to digitize textbooks for 10 million students. The document concludes that open education presents great opportunities but may also risk widening divides unless connectivity and access to devices are addressed.
OER in Repositories and Course Management SystemsUna Daly
Happy Open Access Week 2017! Open Access Week is an international advocacy event meant to highlight the benefits of sharing scholarly and academic work. This year’s theme is “Open in order to …” At CCCOER we are celebrating Open Access Week this month with two organizations that prioritize sharing OER through digital tools.
Join us to hear about how OER repositories and Open Course Management systems can support the development and sharing of OER within colleges and regional consortiums. Our speakers will share how Affordable Learning Georgia and the California Online Education Initiative develop and maintain digital tools to share open course content and academic work.
When: Wednesday, October 25, 2017, 11:00 AM PT (2:00 PM ET)
Featured Speakers:
Jeff Gallant, Program Manager for Affordable Learning Georgia.
Barbara Illowsky, Chief Academic Affairs Officer for the California Community Colleges Online Education Initiative (OEI)
This document summarizes a presentation about open educational resources (OER) given by Regina Gong at Michigan State University. It discusses:
1) An overview of OER, including definitions of open education, OER, and creative commons licenses.
2) Lansing Community College's OER initiative to reduce textbook costs, including growth in courses and faculty adopting OER since 2015 and resulting savings for students.
3) Research on the impact of OER on student outcomes like pass rates and retention, which has not found statistically significant differences compared to traditional materials.
4) Challenges of starting an OER initiative and strategies discussed to increase OER adoption, like faculty training and partnerships
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
This document summarizes the development and delivery of an information literacy module at the University of Worcester. It describes changes made to the module over time based on student and staff feedback. The module aims to develop students' information literacy, IT, and evaluation skills. It is delivered online and through assessments such as presentations and reports. Both students and staff have benefited from the module, though challenges remain in meeting diverse student needs and avoiding repetition. Future plans include expanding embedded literacy instruction and developing additional online resources through collaboration with other universities.
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
OER and Accessibility with Open BCcampus and CU PhET SimulationsUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for aenabld car license free and open webinar on selecting and creating open educational resources that support all learners regardless of disabilities. The mission of the Open Education community is to expand access to education, which highlights the importance of ensuring that OER used in the classroom follow guidelines for accessibility as well as affordability.
Speakers will share their experiences in adapting open textbooks and interactive science simulations to meet the needs of diverse learners. Important standards including the international Web Content Access Guidelines (WCAG 2.0) from the Worldwide Web Consortium will be introduced and the role they play in developing accessible digital content.
Date: Wed, October 14, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Amanda Coolidge, Open Education Manager, Open BCcampus
Will describe the process of user testing open textbooks with post-secondary students who have print disabilities focusing on lessons learned in this process and how this data fed into the creation of a toolkit on accessibility for open textbook authors.
Emily Moore, Director of Research & Accessibility, PhET Interactive Simulations, University of Colorado Boulder
Will share ways that PhET SIMs teachers currently use to support diverse learners and give an update on the main accessibility efforts in the prototype and development phase. She will also demonstrate a few of the new accessibility features that teachers can look forward to in the future.
Presentation LMU Munich: The power of learning analytics to unpack learning a...Bart Rienties
The power of learning analytics to unpack learning and teaching: a critical perspective
Ludwig-Maximilians-Universität München
Fakultät für Psychologie und Pädagogik
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
The document outlines a teaching and learning technologies program at Harvard with the following key points:
1. The program aims to provide a continually evolving set of faculty-friendly and student-focused technologies to support teaching and learning across Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
2. The plan is to provide core teaching and learning technologies to all schools, support pedagogical innovation and research, establish partnerships with faculty and staff, and cultivate an open source community around technology development.
3. A major initiative is migrating courses from existing platforms to Canvas, with projected timelines and numbers of courses outlined. Feedback from faculty and students will be gathered through surveys to inform
Similar to Brightspace Halifax Connection - Going Beyond Courses with Brightspace – Ken Reimer, University of New Brunswic (20)
Ask Not What AI Can Do For You - Nov 2023 - Slideshare.pptxD2L Barry
This document discusses the potential roles of artificial intelligence (AI) in education. It begins with a survey asking readers about their role, experience with distance education and AI tools. It then discusses how AI could be used to assist educators by automating certain repetitive tasks like writing quiz questions, lesson plans, letters of reference, and grading assignments. This would allow educators to focus on relationship building and creative thinking. The document also discusses concerns about AI and argues it is best used to enhance rather than replace human roles. It shares D2L's views that learning is a human experience that can be supported by technology.
Designing Competency Structures and Learning ObjectivesD2L Barry
Title: Designing Competency Structures and Learning Objectives.
For a presentation April 21 at Georgia State University.
By Theresa Butori, Univ of North Georgia
This document discusses ChatGPT and other large language models (LLMs). It begins with an agenda that outlines discussing what LLMs are and how they are trained, ways educators can use ChatGPT, and limitations of ChatGPT. It then explains that ChatGPT is not the first chatbot but one of the first widely used. It discusses how LLMs are trained using next-token prediction and masked language modeling. The document considers both optimistic and pessimistic views about the importance of advanced AI. It provides examples of how ChatGPT could be used to help with teaching but also limitations, such as not being good at math, plagiarism detection, or very recent events. It acknowledges other emerging AI systems
Custom Pathways Resources - Kristin Randles.pdfD2L Barry
Presentation by Kristin Randles at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Resources:
Carnegie Mellon: https://www.cmu.edu/teaching/designteach/teach/classroomclimate/strategies/choice.html
Cult of Pedagogy: https://www.cultofpedagogy.com/udl-equity/
Novak Education: https://www.novakeducation.com/hubfs/Resources/UDL_FlowChart.pdf
C-BEN: https://www.cbenetwork.org/
Presentation by Denise Huff of Spartanburg Community College at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Brightspace Creator +, Content Creation Platform for Engaging Interactives an...D2L Barry
Creator+ is a content creation platform that streamlines content creation for engaging educational experiences. It provides templates, interactive elements, and integrated video tools to help educators create courses faster and with less technical skills. Ready-made templates, interactive elements like tabs and accordions, practices for assessing comprehension, and screen recording tools allow anyone to create high-quality content easily. The consistent design features also ensure a unified look across all institutional content.
E-Learning Mythbusters Revisited - ITC 2022.pptxD2L Barry
Original presentation was at ITC's eLearning conference in February 2008.
This presentation takes an updated look at some of those e-learning myths in 2022.
Five Important Things You Won't Find in a Course Quality Rubric - Barry DahlD2L Barry
Currently available course design rubrics can be very valuable tools. However, these rubrics do not address several very important issues related to course quality. We’ll examine five additional areas that should be considered when working to improve the quality of online courses.
Office Documents: Making Word™ and PowerPoint™ Docs AccessibleD2L Barry
The document discusses making Word and PowerPoint documents more accessible. It covers using proper headings, adding alt text to images, and using the accessibility toolbar in Word. For PowerPoint, it recommends using accessible templates, properly structuring data tables, checking the reading order of elements, using unique and descriptive slide titles, and the outline view. The resources provide guidance on evaluating and improving the accessibility of Office documents.
Video Captions and Transcripts Made Easy , or at least easierD2L Barry
The document discusses various methods for creating captions and transcripts for videos. It defines captions and subtitles, and covers finding videos with existing captions on YouTube. Methods are presented for editing automatic captions generated by YouTube, creating transcripts, and using the .vtt file format for captions. Keyboard shortcuts for YouTube captions are also listed. The overall goal is to make video accessibility easier.
Video Captions and Transcripts Made Easy, or at least easierD2L Barry
This document discusses making video captions and transcripts easier. It covers finding videos with good captions on YouTube, editing captions in YouTube, creating video transcripts, keyboard shortcuts for captions, and the .vtt file format for captions. The goal is to provide accessible video content and help people learn how to make their videos more accessible through captions and transcripts.
D2L as a Training Platform for Faculty: Lessons LearnedD2L Barry
Webinar:
Date:Apr 7, 2020
Time:3:00 PM ET
Duration:1 hour
Presenters:
Archie L. Williams, Ph.D., Sharee’ Lawrence, Denise Sutton, Dr. Tamara Payne; all of Fort Valley State University
Handout: YuJa, post to a discussion from a mobile deviceD2L Barry
Handout for presentation by Joan Anderssen, Arapahoe Community College at the D2L Connection: 2020 Colorado Edition.
A day of learning, sharing, and fun at Red Rocks Community College in Arvada, Colorado.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Brightspace Halifax Connection - Going Beyond Courses with Brightspace – Ken Reimer, University of New Brunswic
1. 31/05/2016
1
Going Beyond Courses with Brightspace
Brightspace Halifax Connection, June 1 2016
University of New Brunswick
• Student Population 10,000 FTE
• Two campuses
• Fredericton – 8,000
• Saint John – 2,000
• 11 Faculties
• Law School
• Forestry
• Engineering
• Computer Science
• Kinesiology
• Renaissance College
Fast Facts
2
• Arts
• Science
• Business
• Nursing
• Education
Centre for Enhanced Teaching & Learning
• Teaching and Learning Services
• Media Services
• Classroom & Technology Services
3
Student Engagement
Co-Curricular Participation (Hrs/Week)
4
45% of students 0 hrs
30% of students 1-5 hrs
25% of students 6+ hrs
The Student Experience
5
4 years undergrad study
UNB Co-Curricular Program
Planning Process
• Deans, Departments, Faculty, Staff, Students
• Road Trip, EAB, Institutional Profiles
• A program – not just a transcript
• Six theme areas to complete
Models we Consulted
• Univ of Pittsburg
• Brock
D2L Brightspace choice of platform
Our approach
6
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2
Energizing the student experience.
The Co-curricular Program is a one-stop-shop that encourages
involvement in the many activities and experiences available at UNB.
Benefits:
• Enrich your university experience beyond the classroom
• Gain a competitive advantage in the job market and professional programs
• Add sought-after skills to your resume/portfolio
• Personalize your experience
Employers are looking for more than a degree.
The UNB Co-Curricular Program
7
Other benefits
• Retention improvement
• Improved academic performance
• Build a lifelong network
• Foster affinity to the school
• More engaged alumni
• More engaged citizens – involved in their community
• More engaged employees (successful career)
The UNB Co-Curricular Program
8
Can Brightspace be our platform?
Brightspace is built for courses.
So...
Will it handle this?
Requirements:
• Doesn't look or feel like a course
• Accessible to all students
• Secure and permanent data
• Familiar/ fast learning curve
• Progress feedback for users
• Flexible structure
UNB Co-Curricular Program?
Co-Curricular Program Overview
Live Demo of
UNB CCP
12
3. 31/05/2016
3
Drop Boxes
Problem: Any of Many (X of Y)
“Chose any 3 of the following 11
activities. Place the ones you
complete into their drop
boxes.”
Solution: Many to One (X in N)
“Chose any 3 of the following 11
activities. Place the ones you
complete into one of the 3
available generic drop boxes.”
Content
Area
Intelligent
Agents
• Pseudo-automation
• Prompting manual
validation
• Unit feedback for the
student
4. 31/05/2016
4
Grading
Progress
Validation
+
Technologies
Inside Brightspace, content files can load technologies
like external CSS and jQuery from SSL sources.
Co-Curricular Program Overview
Next Steps
• User Progress Widget
• Badges/Awards
• Valence
• Dropbox Submission – just text
• Customization project with D2L?
• Design all items to require a submission.
• CCP Transcript/Certificate
• Data Platform Report?
• Badge/Awards Report?
… and Futures Wish List
23
Pilot Project >> Full Rollout
Rollout to whole UNB student body
• Focus on first year (in 2016-17)
• Budget
• Marketing
• Staffing
• Analytics
• Recognition
Next Steps
24