Design approach and evaluation of Moodle 2.4 course to support induction of remote part-time students - Cathy Fenn (University of Warwick)
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie/
This document provides an overview of project-based learning (PBL), including its definition, benefits, and how to incorporate it into teaching. Some key points covered include:
- PBL engages students through authentic learning activities that answer questions or solve problems reflecting real-world work.
- It focuses on higher-order thinking, has open-ended tasks with multiple solutions, and requires self-management skills and collaboration.
- Benefits of PBL include teaching students to apply knowledge across disciplines, motivating disengaged students, and helping students understand real-world applications.
- Crafting effective PBL includes aligning to standards, using authentic real-world tasks with open-ended outcomes, and providing an
Hive NYC Project Learning Lab: Reel Works Presentationvalleraj
A presentation prepared by Reel Works in preparation for an Hive NYC's Project Learning Lab. This is a working document intended to share resources and get feedback on an ongoing project funded by The Hive Digital Media Learning Fund.
Connect2Tech is working with educators from 5 sites to develop technology-integrated lesson plans aligned to common core standards. The project aims to increase educators' capacity to design lessons using digital tools that encourage critical thinking and address topics like sexism. Educators received training in August and will have coaching visits, with a second training scheduled for October. Lesson plans will be collected during site visits and educators will share stories of lessons on EdModo.
This module will cover best practices for online teaching including engagement, preparation, academic integrity, and closing out a course. It will discuss the top 10 practices for successful online courses, how to prepare for teaching online to ensure technological and instructional readiness, the importance of faculty presence and engagement, addressing academic integrity concerns specific to online learning, and properly wrapping up a course. Students will also continue working on media projects and participate in a discussion board activity.
The document describes an online module called "topics in modern optometry" that was developed using the ADDIE system of analysis, design, development, implementation, and evaluation. It was designed to deliver lecture material and assessments for a refractive surgery topic through interactive presentations, PDF notes, discussion boards, and randomized multiple choice quizzes online over nine weeks. Student feedback will be gathered through anonymous questionnaires to evaluate the online delivery and assessment approach.
Tips and Tricks to Engage with the New Blackboard Collaborate Ultra - Lau Eng...Blackboard APAC
There's nothing new about the connection between student engagement and student learning. Educators have been making it for years. What's changed is the role that technology plays in the classroom. What's changed is the emergence of virtual learning, both real-time and self-paced. And what's changed is the students. They're digital natives - tech savvy, connected, always on - who'll turn learning off if it's not deeply engaging. With our new Blackboard Collaborate Ultra, we make it easier than ever to create a vibrant and engaging learning environment. That's why thousands of educators in higher education and in K-12 are using Blackboard Collaborate to get their students engaged in a lot of very cool ways. The result? Students who are more engaged. And as every educator knows, students who are more engaged are shown to perform better academically. How cool is that?
Does increased use of available webinar tools increase engagement and improve participant’s ability to learn the desired material?
Webinars have become an increasing available and affordable way to deliver training in the corporate environment.
The purpose of this research was to examine the usage of available web-conferencing tools to determine the effect it has on increasing participant engagement and improving their ability to learn.
The specific research question was: does increased use of available webinar tools increase engagement and improve participant’s ability to learn the desired material?
Project-based learning engages students in exploring real-world problems through active learning. Students develop confidence and self-direction as they work collaboratively on authentic projects connected to real life. Research supports project-based learning's alignment with constructivism and multiple intelligences theory. When implemented effectively using driving questions, assessments, mapping, and process management, project-based learning can increase student motivation, problem-solving skills, collaboration skills, and learning outcomes while supporting technology integration standards.
This document provides an overview of project-based learning (PBL), including its definition, benefits, and how to incorporate it into teaching. Some key points covered include:
- PBL engages students through authentic learning activities that answer questions or solve problems reflecting real-world work.
- It focuses on higher-order thinking, has open-ended tasks with multiple solutions, and requires self-management skills and collaboration.
- Benefits of PBL include teaching students to apply knowledge across disciplines, motivating disengaged students, and helping students understand real-world applications.
- Crafting effective PBL includes aligning to standards, using authentic real-world tasks with open-ended outcomes, and providing an
Hive NYC Project Learning Lab: Reel Works Presentationvalleraj
A presentation prepared by Reel Works in preparation for an Hive NYC's Project Learning Lab. This is a working document intended to share resources and get feedback on an ongoing project funded by The Hive Digital Media Learning Fund.
Connect2Tech is working with educators from 5 sites to develop technology-integrated lesson plans aligned to common core standards. The project aims to increase educators' capacity to design lessons using digital tools that encourage critical thinking and address topics like sexism. Educators received training in August and will have coaching visits, with a second training scheduled for October. Lesson plans will be collected during site visits and educators will share stories of lessons on EdModo.
This module will cover best practices for online teaching including engagement, preparation, academic integrity, and closing out a course. It will discuss the top 10 practices for successful online courses, how to prepare for teaching online to ensure technological and instructional readiness, the importance of faculty presence and engagement, addressing academic integrity concerns specific to online learning, and properly wrapping up a course. Students will also continue working on media projects and participate in a discussion board activity.
The document describes an online module called "topics in modern optometry" that was developed using the ADDIE system of analysis, design, development, implementation, and evaluation. It was designed to deliver lecture material and assessments for a refractive surgery topic through interactive presentations, PDF notes, discussion boards, and randomized multiple choice quizzes online over nine weeks. Student feedback will be gathered through anonymous questionnaires to evaluate the online delivery and assessment approach.
Tips and Tricks to Engage with the New Blackboard Collaborate Ultra - Lau Eng...Blackboard APAC
There's nothing new about the connection between student engagement and student learning. Educators have been making it for years. What's changed is the role that technology plays in the classroom. What's changed is the emergence of virtual learning, both real-time and self-paced. And what's changed is the students. They're digital natives - tech savvy, connected, always on - who'll turn learning off if it's not deeply engaging. With our new Blackboard Collaborate Ultra, we make it easier than ever to create a vibrant and engaging learning environment. That's why thousands of educators in higher education and in K-12 are using Blackboard Collaborate to get their students engaged in a lot of very cool ways. The result? Students who are more engaged. And as every educator knows, students who are more engaged are shown to perform better academically. How cool is that?
Does increased use of available webinar tools increase engagement and improve participant’s ability to learn the desired material?
Webinars have become an increasing available and affordable way to deliver training in the corporate environment.
The purpose of this research was to examine the usage of available web-conferencing tools to determine the effect it has on increasing participant engagement and improving their ability to learn.
The specific research question was: does increased use of available webinar tools increase engagement and improve participant’s ability to learn the desired material?
Project-based learning engages students in exploring real-world problems through active learning. Students develop confidence and self-direction as they work collaboratively on authentic projects connected to real life. Research supports project-based learning's alignment with constructivism and multiple intelligences theory. When implemented effectively using driving questions, assessments, mapping, and process management, project-based learning can increase student motivation, problem-solving skills, collaboration skills, and learning outcomes while supporting technology integration standards.
The Working Group on Capacity Development aims to disseminate principles and indicators for water governance capacity development, facilitate access to existing toolkits and materials, and partner with training institutions. Most members have experience in capacity development initiatives and there is significant uptake of the OECD Water Governance Framework. Proposed short term outputs include a survey, inventory, video, facilitator's guide and MOOC, while medium term outputs consist of a materials toolkit and capacity lab. Long term goals and questions for discussion were also presented.
This document outlines a project to train university instructors on using online communication tools in their courses. The project goals are to bridge the gap between instructors' current technology skills and what is needed to teach effectively online. It will improve student-student and student-instructor interaction through tools like voice emails, discussion boards, assignment feedback, and video conferencing. The project will use the ADDIE model of analysis, design, development, implementation and evaluation. It provides instructional objectives, a project plan and timeline, and describes each phase such as analyzing needs, designing lessons, developing materials, and evaluating the training.
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, promoting best practices, and providing instructor training and support. Key aspects of the process involve an initial consultation, media planning, required instructor training, and a final readiness review. Mentors and training help ensure new online courses meet quality guidelines before they are offered to students.
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
- Applying a quality standard like Quality Matters can help ensure alignment, engagement, accessibility and overall quality in course design.
- Online mentorship programs where experienced instructors assist new ones can help improve courses while reducing the workload on instructional designers.
- Ongoing training, best practices sharing, and observation of course delivery can further support
Using Video to Support Teacher Learning, Program Improvement, and edTPA Readi...Adam Geller
Researchers Marti Elford from University of Kansas, Heather Johnson from Vanderbilt University, Kirsten Lathrop from Marquette University, and Suzanne Arnold from University of Colorado - Denver present at AACTE Annual Meeting 2016 in Las Vegas, NV, on use of Edthena in their respective programs.
The document discusses three initiatives by the Bio-Link Summer Fellows to disseminate curriculum and instructional materials: 1) The Clearinghouse, an online collection of resources for teaching biotechnology; 2) Courses-in-a-Box, which provides open online course materials that instructors can modify for their own classes; 3) Career Explorations, a new initiative to develop additional career resources for students.
Keep Teaching & Stay Connected with an LMSMeagen Farrell
Trying to move suddenly from face-to-face to digital? Churches can keep their classes and community alive with a Learning Management System (LMS). Overview of the best options for faith-based communities to stay alive in the shut down.
The IC Who "Lived" Me, Transitioning from implementing D2L to operationsD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 2 (User Enablement): The IC who lived me, Jon Krochmalnek, Senior Manager Implementation Services, D2L
This document discusses how collaborating with customers can help improve products and services by allowing customers to become co-creators of value. It also outlines a project that aims to engage learners in enhancing their own learning and the curriculum at a college. The project focuses on several areas of the Computing and IT curriculum and encourages participation from both staff and students as well as collaboration with other colleges. Deliverables from the project include a conference presentation, lesson plans, and a case study report. Feedback received so far has been positive, praising the increased engagement and flexibility. The future goals outlined are to involve students earlier, expand it to more students and programs, create a national student network, and embed it within other departments.
This document discusses lecture capture tools, which digitally record classroom content. It defines lecture capture, provides examples of tools like digital recorders, screencasts, and lecture capture systems. Benefits include flexibility, accessibility, and increased learning and retention. Downsides could include students skipping class or lack of live interaction. Studies found lecture capture increased satisfaction, grades, and retention. The document promotes a Camtasia Relay trial at NLU, describing its easy recording of screens and automatic captioning. It discusses potential uses beyond lectures, and asks participants for their thoughts on using these tools.
This workshop aims to help participants reinvigorate their instructional design for blended learning. The success of any learning program depends on whether it helps learners gain relevant skills and knowledge. This is often lost with poor instructional design. The workshop will provide support and learning opportunities to help teachers explore educational technology tools and incorporate them into their instructional design.
Tune in to this webinar if you are looking for a way to achieve a great ROI with a cost-effective eLearning strategy drives results without skimping on quality. It is time to place your order for those Microlearning Nuggets!
The document summarizes a presentation about learning outcomes and resources available to assist faculty. It discusses defining learning outcomes, how they help make student learning more measurable and centered. An example interactive student website for a science course is shown, which lists outcomes and lets students self-check their understanding. The presentation also covers resources for faculty like common syllabi, video examples, and secure websites to share materials.
Hive NYC Project Learnin Lab: Global Kids presentationvalleraj
This document discusses different approaches to professional development for educators. It describes goals and lessons learned from providing PD on tools like Scratch and lesson study. PD programs exposed educators to new technologies and teaching methods while helping them adapt materials for their own classrooms. Observing each other teach allowed reflection on facilitation. Debriefing with experienced educators built confidence in learning new skills. Ongoing support and documenting how educators remix curricula are important for effective professional development.
This document discusses developing a successful eLearning strategy and redesigning a manager induction program. It suggests taking a performance support approach using a manager portal, mobile app for spaced practice activities, and monthly virtual community meetings. Continuous learning and improvement are emphasized to allow course participants opportunities to practice new skills through real-world projects.
This is a powepoint presentation training principals how to plan for their building's Problem of Practice. Professional Development and Parent Involvement are the focus.
The document discusses the importance of visual appeal and alignment of learning content with aesthetics. It focuses on theming, navigation, and formatting learning content in Moodle to make the user experience more beautiful. The document provides resources for improving visual design in Moodle and thanks attendees.
This document presents several design options and elements for a school magazine, including two potential front cover designs, two contents page designs, color scheme options, a title made in Fireworks using the magazine's color scheme, photos taken for the cover and contents pages on magazine topics, and final front cover and contents page designs.
The Working Group on Capacity Development aims to disseminate principles and indicators for water governance capacity development, facilitate access to existing toolkits and materials, and partner with training institutions. Most members have experience in capacity development initiatives and there is significant uptake of the OECD Water Governance Framework. Proposed short term outputs include a survey, inventory, video, facilitator's guide and MOOC, while medium term outputs consist of a materials toolkit and capacity lab. Long term goals and questions for discussion were also presented.
This document outlines a project to train university instructors on using online communication tools in their courses. The project goals are to bridge the gap between instructors' current technology skills and what is needed to teach effectively online. It will improve student-student and student-instructor interaction through tools like voice emails, discussion boards, assignment feedback, and video conferencing. The project will use the ADDIE model of analysis, design, development, implementation and evaluation. It provides instructional objectives, a project plan and timeline, and describes each phase such as analyzing needs, designing lessons, developing materials, and evaluating the training.
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, promoting best practices, and providing instructor training and support. Key aspects of the process involve an initial consultation, media planning, required instructor training, and a final readiness review. Mentors and training help ensure new online courses meet quality guidelines before they are offered to students.
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
- Applying a quality standard like Quality Matters can help ensure alignment, engagement, accessibility and overall quality in course design.
- Online mentorship programs where experienced instructors assist new ones can help improve courses while reducing the workload on instructional designers.
- Ongoing training, best practices sharing, and observation of course delivery can further support
Using Video to Support Teacher Learning, Program Improvement, and edTPA Readi...Adam Geller
Researchers Marti Elford from University of Kansas, Heather Johnson from Vanderbilt University, Kirsten Lathrop from Marquette University, and Suzanne Arnold from University of Colorado - Denver present at AACTE Annual Meeting 2016 in Las Vegas, NV, on use of Edthena in their respective programs.
The document discusses three initiatives by the Bio-Link Summer Fellows to disseminate curriculum and instructional materials: 1) The Clearinghouse, an online collection of resources for teaching biotechnology; 2) Courses-in-a-Box, which provides open online course materials that instructors can modify for their own classes; 3) Career Explorations, a new initiative to develop additional career resources for students.
Keep Teaching & Stay Connected with an LMSMeagen Farrell
Trying to move suddenly from face-to-face to digital? Churches can keep their classes and community alive with a Learning Management System (LMS). Overview of the best options for faith-based communities to stay alive in the shut down.
The IC Who "Lived" Me, Transitioning from implementing D2L to operationsD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 2 (User Enablement): The IC who lived me, Jon Krochmalnek, Senior Manager Implementation Services, D2L
This document discusses how collaborating with customers can help improve products and services by allowing customers to become co-creators of value. It also outlines a project that aims to engage learners in enhancing their own learning and the curriculum at a college. The project focuses on several areas of the Computing and IT curriculum and encourages participation from both staff and students as well as collaboration with other colleges. Deliverables from the project include a conference presentation, lesson plans, and a case study report. Feedback received so far has been positive, praising the increased engagement and flexibility. The future goals outlined are to involve students earlier, expand it to more students and programs, create a national student network, and embed it within other departments.
This document discusses lecture capture tools, which digitally record classroom content. It defines lecture capture, provides examples of tools like digital recorders, screencasts, and lecture capture systems. Benefits include flexibility, accessibility, and increased learning and retention. Downsides could include students skipping class or lack of live interaction. Studies found lecture capture increased satisfaction, grades, and retention. The document promotes a Camtasia Relay trial at NLU, describing its easy recording of screens and automatic captioning. It discusses potential uses beyond lectures, and asks participants for their thoughts on using these tools.
This workshop aims to help participants reinvigorate their instructional design for blended learning. The success of any learning program depends on whether it helps learners gain relevant skills and knowledge. This is often lost with poor instructional design. The workshop will provide support and learning opportunities to help teachers explore educational technology tools and incorporate them into their instructional design.
Tune in to this webinar if you are looking for a way to achieve a great ROI with a cost-effective eLearning strategy drives results without skimping on quality. It is time to place your order for those Microlearning Nuggets!
The document summarizes a presentation about learning outcomes and resources available to assist faculty. It discusses defining learning outcomes, how they help make student learning more measurable and centered. An example interactive student website for a science course is shown, which lists outcomes and lets students self-check their understanding. The presentation also covers resources for faculty like common syllabi, video examples, and secure websites to share materials.
Hive NYC Project Learnin Lab: Global Kids presentationvalleraj
This document discusses different approaches to professional development for educators. It describes goals and lessons learned from providing PD on tools like Scratch and lesson study. PD programs exposed educators to new technologies and teaching methods while helping them adapt materials for their own classrooms. Observing each other teach allowed reflection on facilitation. Debriefing with experienced educators built confidence in learning new skills. Ongoing support and documenting how educators remix curricula are important for effective professional development.
This document discusses developing a successful eLearning strategy and redesigning a manager induction program. It suggests taking a performance support approach using a manager portal, mobile app for spaced practice activities, and monthly virtual community meetings. Continuous learning and improvement are emphasized to allow course participants opportunities to practice new skills through real-world projects.
This is a powepoint presentation training principals how to plan for their building's Problem of Practice. Professional Development and Parent Involvement are the focus.
The document discusses the importance of visual appeal and alignment of learning content with aesthetics. It focuses on theming, navigation, and formatting learning content in Moodle to make the user experience more beautiful. The document provides resources for improving visual design in Moodle and thanks attendees.
This document presents several design options and elements for a school magazine, including two potential front cover designs, two contents page designs, color scheme options, a title made in Fireworks using the magazine's color scheme, photos taken for the cover and contents pages on magazine topics, and final front cover and contents page designs.
Construction of my media magazine – front coverClaire_Smith
The document describes the process of designing the front cover of a magazine in Adobe Fireworks. It discusses choosing a color scheme and title, laying out the main elements, adding an image and text stories, and making iterative changes to improve readability and design including flipping the image, changing text colors, and adding shadows and a gradient background. The final design includes the magazine title, cover image, headline story, additional stories, and price.
Construction of my media magazine - double page spreadClaire_Smith
I have created the first stage of a double page spread for my media magazine in Adobe Fireworks. I have chosen two large images of the featured artists and added the magazine name in the same font as the cover to maintain consistency. I have begun inserting question and answer text in different colors to test how it looks, and have also included an album image and order details. After feedback suggesting more color, I made minor text color adjustments and added a coupon to fill empty space before selecting a patterned background image to add depth without overcomplicating the design.
Introduction to Teaching Online: Design and Development - Anneliese Sheffield, Michelle Moore, Heather Robinson, Alana Phillips
Presented at Moodlemoot Edinburgh 2014
1) The document analyzes music magazines and their design elements.
2) Key elements magazines use include prominent logos, consistent color schemes, large images of famous artists, and bold text to highlight headlines and artist names.
3) Effective contents pages clearly label sections and use color and images to preview articles.
The document discusses improvements made to the assignment activity and integration with Turnitin in the Moodle LMS at the American University of Beirut. It outlines problems with the previous "upload a single file" assignment type and advantages of switching to the "advanced uploading of files" type. It also details the integration of Turnitin for plagiarism detection directly into the assignment settings. This allows students to submit work and see similarity reports all in one place. The changes aim to provide more functionality for students and instructors when using assignments.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The document summarizes key aspects of online education at UEBS, including:
1) The online programmes team focuses on culture change to make online education aspirational through collaborative work, high quality modules, training tutors in online pedagogy, and sharing best practices.
2) Modules are designed with active, participative learning in mind inspired by educational research, encouraging social learning and interaction.
3) Working with module developers differs from on-campus modules, with developers using digital tools and media to create asynchronous learning materials with consistent structure and style.
4) Feedback from educators and students praises the highly interactive coordination process and resources created, noting the team's professionalism and dedication.
The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
Michael Wilder will present on preparing to teach an online course and will discuss collaborating with instructional designers to develop online courses, employing strategies to nurture student success, and the process of developing an online course from initial planning through final approval. The presentation will help participants take the next step in preparing to teach online by understanding how to work with a course development team and plan their online course.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
The document discusses strategies for fostering social, cognitive, and teaching presence in online learning environments. It provides lists of tips and techniques in each area. For social presence, it suggests creating introductory activities and establishing communication norms. For cognitive presence, it recommends triggering critical thinking through open-ended questions and supporting exploration of multiple perspectives. For teaching presence, it advises providing organization, feedback, and facilitating discourse and inquiry. The overall document offers guidance for instructional designers and educators to enhance the educational experience online.
The document discusses strategies for fostering social, cognitive, and teaching presence in online learning environments. It provides lists of tips and techniques in each area. For social presence, it suggests creating introductory activities and establishing communication norms. For cognitive presence, it recommends triggering critical thinking through open-ended questions and supporting exploration of multiple perspectives. For teaching presence, it advises providing organization, feedback, and facilitating discourse and inquiry. The overall document offers guidance for instructional designers and educators to enhance the educational experience online.
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.
Creating Exceptional Courses in MoodleDiana Benner
This document provides an overview of creating exceptional online courses. It discusses designing courses with clear objectives and modular content presented with various media. Learner engagement is emphasized through guidance on interacting with content and higher-order thinking. Communication strategies promote asynchronous reflection and synchronous rapid response. Assessments must match objectives, and rubrics or criteria should be provided. Self-assessment opportunities allow learners to reflect on their progress. The document provides resources for online course standards and evaluation.
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Blackboard APAC
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way.
This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
This document outlines the topics and activities for a training program to prepare new instructors to teach online asynchronously. The training will focus on establishing an online presence, building a learning community, and developing effective online courses. Over the course of the training, instructors will identify strategies in these areas, experiment with technology tools, and demonstrate their knowledge through assignments. The document discusses skills needed for online facilitation, as well as best practices for communication, engagement, and classroom management in a virtual environment.
Courseware Development Tips and Techniques for Enhanced Learning.pptxedwarddavid26
Learning initiatives are incomplete without a proper framework offered by the courseware creation. However, creating effective courseware is not easy for the common learning and educational institutes as it is a comprehensive process with different steps involved. Thanks to the professional courseware development solutions, it is easy for institutes to partner with these solutions for effective courseware creation.
https://www.acadecraft.com/learning-solutions/courseware-development-services/
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
The document discusses best practices for moving instruction from face-to-face to fully online environments. It emphasizes the importance of (1) building on a foundation of planning and development, (2) considering how students will interact with instructors and peers, and (3) using a modular approach to focus on student engagement and interactions. When developing online courses, instructors should consider students' needs, develop a timeline and plan, identify resources, incentives, and ownership of intellectual property, and design modules that provide clear goals, objectives, content, interactions and assessments.
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
Similar to Design approach and evaluation of Moodle 2.4 course to support induction of remote part-time students (20)
Designing Active Learning in Moodle – a preview of the Learning Designer tools Eileen Kennedy, D. N. Dimakopoulos, Diana Laurillard
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document describes enhancements made to the Moodle homepage interface to make it more course-focused for students. A new block was added to centralize key course information like the course description, recent forum posts from all modules, and tabs with modules, assignments, and tutor details. The goal is to emphasize the student's overall course rather than just a collection of individual modules. Other blocks on the homepage were chosen to complement this course-focused approach and target information to students, staff or faculty.
Broadening the scope of a Maths module for student Technology teachers Sue Milne, Sarah Honeychurch, Niall Barr
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
A proposal for integrating Serious Games made with Unity3D into Moodle courses Frank Poschner, Dieter Wloka
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
This document describes the assessment elements used in a Principles of Economics module, including weekly quizzes, two online tests, a case study, and tutorial participation. The quizzes contribute to the final grade if completed within a week of the material being presented, and also give students access to lecture notes and tutorial answers. The tests include multiple choice and true/false questions covering all chapters. The author has published papers arguing that this continuous assessment scheme using an online gradebook can help induce regular revisions in students' learning process.
Using the Moodle Quiz for Formative and Summative Assessment: Safe Exam Browser and Laptops for Assessments Projects Mike Wilson
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document discusses proposed changes to the Moodle quiz editing page, including breaking questions into sections, replacing buttons with an add menu, allowing question dependencies, and adding drag and drop and flexible repagination functionality. Quiz authors could view more questions per page, drag and drop questions within and across sections, add dependencies, and flexibly repaginate. Students would benefit from questions organized into sections on the navigation block and quiz summary page, and could be prompted about dependencies and repeat questions in adaptive quizzes.
Many a Mickle Makes a Muckle: A multitude of Moodle mods to enhance the student learning experience Roger Emery, Daran Price
Presented at Moodlemoot Edinburgh 2014 www.moodlemoot.ie
The document discusses extending the capabilities of Moodle Books by adding active learning elements like questions and assessments. It proposes developing a Moodle Workbook module that would integrate question bank functionality to allow questions to be added directly within book chapters. This would provide a structured way for students to self-test their comprehension through questions embedded in the learning context. Teachers would be able to import, edit, review, grade and provide feedback on student question responses through a linked quiz available only to teachers. The document considers both developing a standalone Workbook plugin versus modifying Books to link to quizzes.
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation by Tim Capel, Director of the UK Information Commissioner’s Office Legal Service, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
This presentation by Nathaniel Lane, Associate Professor in Economics at Oxford University, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
Carrer goals.pptx and their importance in real lifeartemacademy2
Career goals serve as a roadmap for individuals, guiding them toward achieving long-term professional aspirations and personal fulfillment. Establishing clear career goals enables professionals to focus their efforts on developing specific skills, gaining relevant experience, and making strategic decisions that align with their desired career trajectory. By setting both short-term and long-term objectives, individuals can systematically track their progress, make necessary adjustments, and stay motivated. Short-term goals often include acquiring new qualifications, mastering particular competencies, or securing a specific role, while long-term goals might encompass reaching executive positions, becoming industry experts, or launching entrepreneurial ventures.
Moreover, having well-defined career goals fosters a sense of purpose and direction, enhancing job satisfaction and overall productivity. It encourages continuous learning and adaptation, as professionals remain attuned to industry trends and evolving job market demands. Career goals also facilitate better time management and resource allocation, as individuals prioritize tasks and opportunities that advance their professional growth. In addition, articulating career goals can aid in networking and mentorship, as it allows individuals to communicate their aspirations clearly to potential mentors, colleagues, and employers, thereby opening doors to valuable guidance and support. Ultimately, career goals are integral to personal and professional development, driving individuals toward sustained success and fulfillment in their chosen fields.
This presentation by Juraj Čorba, Chair of OECD Working Party on Artificial Intelligence Governance (AIGO), was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by OECD, OECD Secretariat, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by Yong Lim, Professor of Economic Law at Seoul National University School of Law, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
This presentation by OECD, OECD Secretariat, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
This presentation by Katharine Kemp, Associate Professor at the Faculty of Law & Justice at UNSW Sydney, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
This presentation by OECD, OECD Secretariat, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
Pro-competitive Industrial Policy – OECD – June 2024 OECD discussion
Design approach and evaluation of Moodle 2.4 course to support induction of remote part-time students
1. Design approach and evaluation of
Moodle 2.4 course to support induction
of remote students
Cath Fenn
Educational Development and Research Team
2. Learning and Teaching Strategy
Theme 2: Enriching the
Learning Experience
2.1 We will develop our
induction of students into
higher education to ensure
that they are well prepared to
take advantage of the
opportunities available to
them from the outset of their
studies, regardless of their
background or previous
educational experience.
15. Usefulness
How useful do you think the online induction
programme has been to you at the start of your
studies?
n=211
16. Suggestions
Can you offer any brief suggestions for improvement?
“I very much believe that the online induction met all its aims
and objectives”
“A little more direction would be better”
“Good use of videos for explanation: more videos would be
good”
“Please provide transcripts of the videos”
“More information on referencing from different sources e.g.
website, journals, hospital policy/guidelines etc.”
“could possibly keep information bit more simple and brief”
20. Ask students and staff what they want
Balance requirements with focus on keeping it
short and simple
Communicate your plans and regularly review
feedback
Drive forwards with awareness of changing
learning landscape
Enhance through small flexible steps
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/.
Images: Standard Licence iStock / by the author.
Contact: c.a.fenn@warwick.ac.uk
Summary