Class 1 introduction to the course fall 2013
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This document outlines the agenda and expectations for an instructional strategies course on teaching in medicine. The agenda includes introductions, expectations for the course, an overview of the course blog and wiki, and an assignment on models for teaching. Students are expected to submit a "Why Teach?" paper next week and accept an invitation to join the course wiki. After class, students should review the course blog site and work on their first assignment.
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School: School of Arts and HumanitiesCourse Number: COLL100
Course Name: Foundations of Online Learning
Credit Hours: 3
Length of Course: 8 weeks
Prerequisite: None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Resources
Selected Bibliography
Instructor Information
Course Syllabus
( Biography)
Instructor: Les Colegrove
Email: [email protected] (APUS)
My Availability - I am generally available to you all most any time. I am in the class Forums seven days a week, multiple times. If for whatever reason I expect to miss a day, I will let you know. Should you need to contact me via phone, you should not hesitate to do so at the cell numbers shown below. I reside in the Eastern Time zone; please let common sense prevail.
Office Hours – Scheduled for Wednesdays 9:30 am – 10:30 am.
Please contact your instructor before reaching out to the directors.
Faculty Director: Linda Algozzini (mailto:[email protected]?subject=COLL100&body=Please%20include%20your%20name%2C%20student%20ID%2C%20and%20the%20name%20of%20your%20instructor%20in%20any%20message%20to%20the%20Faculty%20Director.%20)
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Course Description
College 100 is designed to provide a solid foundation for undergraduate study in the online environment. Students will be introduced to learning theory, the tools available in the online classroom and campus, and online research. Identification of personal learning style allows students to improve their study/learning techniques and prepares them to succeed in college level courses. Students will be introduced to formatting and citation styles. APUS policy and procedure is addressed. Written communication is emphasized to assist learners in the transition to the online environment and to support their success in their academic and personal careers.
Course Scope
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This document outlines the agenda and expectations for an instructional strategies course on teaching in medicine. The agenda includes introductions, expectations for the course, an overview of the course blog and wiki, and an assignment on models for teaching. Students are expected to submit a "Why Teach?" paper next week and accept an invitation to join the course wiki. After class, students should review the course blog site and spend time navigating the wiki platform.
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- Introductions and an overview of course expectations and assignments
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Creating the course outline is the primary requisite for the content and the activities you plan to have in the course.
School School of Arts and HumanitiesCourse Number COLL100Cou.docx
School: School of Arts and HumanitiesCourse Number: COLL100
Course Name: Foundations of Online Learning
Credit Hours: 3
Length of Course: 8 weeks
Prerequisite: None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Resources
Selected Bibliography
Instructor Information
Course Syllabus
( Biography)
Instructor: Les Colegrove
Email: [email protected] (APUS)
My Availability - I am generally available to you all most any time. I am in the class Forums seven days a week, multiple times. If for whatever reason I expect to miss a day, I will let you know. Should you need to contact me via phone, you should not hesitate to do so at the cell numbers shown below. I reside in the Eastern Time zone; please let common sense prevail.
Office Hours – Scheduled for Wednesdays 9:30 am – 10:30 am.
Please contact your instructor before reaching out to the directors.
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Improving student expectations of learning using course templates
Appeal and applicability: using emerging technologies to enahnce the Assignme...
Appeal and applicability: using emerging technologies to enahnce the Assignme...
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Class sessions 8 motivation and learning 3 28-19
This document summarizes key concepts from a chapter on motivation and learning in adult education. It discusses classical motivation theories, the concept of "flow" involving complete focus and engagement, and factors that influence motivation like autonomy, mastery and purpose. It also addresses minimizing instructor-generated cognitive load on learners and conditions for motivating learners, such as inclusion, building positive attitudes, meaning creation and demonstrating competence. Strategies are provided for instructors to enhance learner motivation through expertise, empathy, enthusiasm, clarity and respect.
Class 7 mind, body, and spirit
This document discusses various ways of knowing beyond rational or cognitive learning, including experiential learning, narrative learning, embodied learning, spiritual learning, and learning through emotions. It addresses topics like informal and incidental learning, reflective practice, communities of practice as sites of social and situated learning, and embodied and spiritual forms of learning. Learners are asked to consider the implications of these ideas and to share examples of how they engage students in reflective practice or embodied/spiritual learning.
Class session 6 march 14, 2019
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
Class 5 mezirow's tl theory adlt 671
The document provides an overview of Mezirow's transformative learning theory. It discusses that learning can be formative in childhood based on authority, but as adults we can see distortions in our own beliefs through critical reflection. Mezirow defined transformative learning as using a prior interpretation to create a new interpretation to guide future action. Key aspects of the theory include that meaning structures like points of view, habits of mind, and frames of reference shape our understanding and can be transformed through critical reflection. True transformative learning involves revising these meaning structures to be more inclusive and open to different perspectives. The ideal role of an adult educator is to support this type of transformative learning.
Class session 4 sdl
This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.
Class 4 knowles principles of andragogy rev
The document discusses Knowles' principles of andragogy, which focus on adult learning assumptions that differ from pedagogy. It compares the assumptions of pedagogy and andragogy, such as adults being self-directed and experience being a rich learning resource. The document asks how andragogical principles apply to medical education and how they would affect designing learning experiences. Attendees are encouraged to reflect on how to improve learning design using andragogical factors.
Class session 2 lindeman's era in the u.s.
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on chapters they read from Lindeman's book The Meaning of Adult Education. Specifically, it asks what struck them about the book, what they found meaningful when skimming chapters, and what quotations from Lindeman they found particularly meaningful or applicable today.
Class session 2 theoretical orientations a framework for the course
The document provides an overview of several learning theories: behaviorism, cognitivism, humanism, social cognitivism, situated learning, constructivism. For each theory, key assumptions and influences on contemporary learning and education are described. Videos are linked to further illustrate some of the theories. Theories discussed include behavioral learning, cognitive learning, humanist learning, social cognitivism, situated learning, and constructivist learning.
Class 2 or 3 houle's inquiring mind
Cyril Houle studied 22 lifelong learners to understand why they continued learning. He found they all perceived learning as important and enjoyable. However, they differed in their motivations - some were goal-oriented and learned to accomplish objectives, some were activity-oriented and learned for social reasons, and some were learning-oriented and sought knowledge for its own sake as a constant pursuit. Their families and communities influenced how they viewed and engaged in continued education.
Class session 2 lindeman's era in the u.s.
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on what struck them about Lindeman's book "The Meaning of Adult Education" and which quotations from the book they find meaningful or applicable today. Specific events mentioned from the 1920s include women gaining the right to vote in 1920, the founding of the Nazi party in 1921, immigration waves from Eastern Europe, labor disputes and strikes, the establishment of the NBC radio network in 1926, and the first liquid-fueled rocket launch by Robert Goddard.
Class session 1 jan 31, 2019
This document provides an overview and agenda for an adult learning course. It includes:
1) Introductions to the instructor, Dr. Terry Carter, and an exercise to introduce five theoretical orientations of learning.
2) A discussion on developing a philosophy of practice as a medical educator.
3) Instructions for joining the course blog site on Rampages and an overview of the expectations and assignments for the semester, including readings and due dates.
Class session 11 putting it all together
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
Class session 11 putting it all together
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
Developing an effective case study march 2018
This document provides guidance on developing effective case studies for medical education. It begins by defining a teaching case and describing the various forms cases can take. Key recommendations are provided for initial moves when introducing a case, such as providing an overview, establishing an analytic framework, and using questions to engage learners. Facilitation techniques are discussed, emphasizing listening to learners and avoiding taking on an expert role. The document also addresses common challenges in case discussions and offers strategies for closing a case effectively. Indicators of a successful case discussion are outlined. The document concludes by having participants develop and practice introducing their own medical case.
Class 5 planning a pogil
POGIL (Process Oriented Guided Inquiry Learning) is a teaching method where students work in groups to answer questions about a model or concept without being directly taught the answer. It differs from team-based learning (TBL) which focuses more on applying concepts that were directly taught. POGIL is used to guide student discovery of new content through questions, while TBL applies previously learned material. The document provides instructions for creating a POGIL exercise including developing content and process objectives, guiding questions without direct answers, and an application exercise. It also outlines upcoming class sessions on instructional project guidelines and case-based learning.
Session 11 significant learning
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
Writing mc qs for for tbls and pogils nov 5, 2017 class 8
This document provides guidelines for writing multiple choice questions for team-based learning (TBL) and process-oriented guided inquiry learning (POGIL). It outlines advantages and disadvantages of MCQs. Key terminology is defined. Four basic rules for NBME question writing are described, including making each question focus on an important concept, posing a clear question in the stem, using homogeneous distractors, and avoiding technical flaws. Frequently used stems are listed. Guidelines are provided for formatting options, using superlatives, writing plausible and homogeneous options, and reviewing questions with colleagues.
Kirkpatrick's evaluation model revised 2017
This document discusses Kirkpatrick's 4 levels of evaluation for assessing curriculum and courses:
1) Level 1 assesses learner satisfaction and reaction.
2) Level 2 assesses learning outcomes through tests and skills demonstrations.
3) Level 3 evaluates behavior change and skills application in work settings using methods like checklists and observations.
4) Level 4 assesses institutional results like improved patient outcomes. Higher levels provide more meaningful data but require more effort. Evaluation should be done at a level appropriate to the importance of assessing learning, behavior change, and impact over time.
Class 7 intro to assessment rev for 2017
This document discusses key concepts related to assessment, evaluation, measurement, and their purposes. It defines data, information, and knowledge, explaining how they relate. It then discusses how assessment applies to learners to determine their acquired skills and knowledge, while evaluation typically applies to programs to determine their merit. Measurement determines the attributes of what is being studied. The document provides examples of assessing learning versus assessing for learning. It emphasizes the importance of setting learning goals and using assessment to promote learning.
preso
This document provides tips to avoid "death by PowerPoint" and boring students with overly text-heavy slides. Some key tips include:
1. Avoid putting all your talking points on the slides as it makes them boring to read and causes students to tune out.
2. Limit bullet points and only make one main point per slide to avoid overwhelming students with too much information.
3. Use images over words whenever possible to engage students visually and hold their attention better than walls of text.
4. Check your spelling and limit animations, sounds and transitions which can distract from your message if overused.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Class 1 introduction to the course fall 2013
- 1. Instructional Strategies for Teaching in Medicine September 12, 2013 ADLT 672
- 2. Agenda •Welcome and Introductions •Expectations for the Course •An introduction to our course blog and wiki (http://wp.vcu.edu/adlt672/) •Assignment overview •A guided inquiry exercise in models for teaching
- 4. Expectations
- 6. Our Course • http://wp.vcu.edu/adlt672/ • Login with your eID and password via CAS • Look for email with invitation to join our course wiki on PB works • Set up a password similar to your eID one and stay logged in • We will spend time learning to navigate the site next week – bring your laptop, if you like • Bring hard copy, Why Teach? assignment to class
- 7. Assignments
- 9. After class, • Why Teach? Paper due next week • Accept the wiki invitation from PB Works • Spend some time perusing the course blog site, • http://wp.vcu.edu/adlt672/
- 10. After class, • Why Teach? Paper due next week • Accept the wiki invitation from PB Works • Spend some time perusing the course blog site, • http://wp.vcu.edu/adlt672/