These slides were used for an 8-minute video, rather than rescheduling the April 11, 2017 webinar for the Brightspace Teaching & Learning Community. The original webinar was canceled due to technical issues (lost Internet connection).
This document outlines the agenda and content for a webinar on e-assessment. The webinar will include presentations on understanding e-assessment, using e-assessment in practice, and assessment features in ScaffoldLMS. It will involve polls, discussions, and demonstrations of assessment tools in ScaffoldLMS. The goal is for participants to learn about the benefits and challenges of e-assessment, considerations for online assessment design and delivery, and how ScaffoldLMS can support assessment activities.
Blended learning combines traditional face-to-face classroom methods with online activities and digital tools. It replaces some in-person seat time and activities with purposefully planned online equivalents. Instructors choose methods that suit each activity best to create flexible, accessible learning that leverages the strengths of in-person and online methods. Blended learning is not an opportunity for less work or involvement, but can increase student learning through improved pedagogy, greater access and flexibility, and more cost-effective education when implemented effectively. It allows for human interaction and participation at each learner's convenience across physical and digital spaces.
Intentional Course Design for Blended Learningwindleh
1. The document provides guidance on building an activity framework to map out the organization, learning outcomes, and assessments of a course.
2. It instructs the user to identify topics, learning outcomes, activities, and measurements on sticky notes and organize them visually.
3. The second part discusses considerations for redesigning learning activities for an online environment, such as which activities transfer well and which need redesign, as well as content order and how students will demonstrate learning.
This document discusses ePortfolios created by students at Upstate College of Health Professions. It explains that ePortfolios allow students to showcase their work, growth, and reflections over time. Students can include classwork, projects, presentations, feedback and anything else that defines them as health professionals. The document recommends using Google Sites to create ePortfolios as it is free and flexible. It provides examples of student ePortfolios and step-by-step instructions for setting up an ePortfolio on Google Sites.
Making Faculty Training More Agile with Blackboard BadgesKaitlin Walsh
As colleges increase their online course offerings, so does the need to train faculty to transition to the online format. Also, with a number of these online courses being taught by adjuncts who work full time or teach elsewhere, perhaps the biggest challenge is finding the time to complete the training. How do we cover the points they need to know in the little time they have? And how do we make the training relevant or meaningful to those who have had previous training elsewhere?
At American International College, we sought to address these challenges by using a competency-based badge system to support our training program for faculty teaching online. Faculty complete tasks to demonstrate their mastery of Blackboard skills, online pedagogy and AIC policies and procedures, with each set of tasks leading to a badge. Faculty who already have experience in these areas can demonstrate their competencies in alternate methods to earn their badges. This presentation will provide an overview of AIC’s redeveloped training program for faculty teaching online. We will address considerations of structure and implementation, as well as the benefits for full- and part-time faculty.
The document discusses the differences between online and face-to-face faculty development. It notes that last year the institution certified 71 new digital professors through over 350 courses taken by more than 1,000 faculty, with about 70% of courses taught online. The document advocates for online faculty development because it allows faculty to experience learning as students do, model effective online teaching practices, create asynchronous communities of practice, and develop and test products for use in their own classes.
Making Online Training More Agile with Blackboard BadgesJeremy Anderson
At American International College we implemented Blackboard accomplishments in a variety of training scenarios in order to improve tracking, accountability, and engagement. Three separate use cases are presented: online faculty certification, online student orientation, help desk cross training certification.
Presented at NERCOMP PDO Blackboard Users Group 2015.
This document outlines the agenda and content for a webinar on e-assessment. The webinar will include presentations on understanding e-assessment, using e-assessment in practice, and assessment features in ScaffoldLMS. It will involve polls, discussions, and demonstrations of assessment tools in ScaffoldLMS. The goal is for participants to learn about the benefits and challenges of e-assessment, considerations for online assessment design and delivery, and how ScaffoldLMS can support assessment activities.
Blended learning combines traditional face-to-face classroom methods with online activities and digital tools. It replaces some in-person seat time and activities with purposefully planned online equivalents. Instructors choose methods that suit each activity best to create flexible, accessible learning that leverages the strengths of in-person and online methods. Blended learning is not an opportunity for less work or involvement, but can increase student learning through improved pedagogy, greater access and flexibility, and more cost-effective education when implemented effectively. It allows for human interaction and participation at each learner's convenience across physical and digital spaces.
Intentional Course Design for Blended Learningwindleh
1. The document provides guidance on building an activity framework to map out the organization, learning outcomes, and assessments of a course.
2. It instructs the user to identify topics, learning outcomes, activities, and measurements on sticky notes and organize them visually.
3. The second part discusses considerations for redesigning learning activities for an online environment, such as which activities transfer well and which need redesign, as well as content order and how students will demonstrate learning.
This document discusses ePortfolios created by students at Upstate College of Health Professions. It explains that ePortfolios allow students to showcase their work, growth, and reflections over time. Students can include classwork, projects, presentations, feedback and anything else that defines them as health professionals. The document recommends using Google Sites to create ePortfolios as it is free and flexible. It provides examples of student ePortfolios and step-by-step instructions for setting up an ePortfolio on Google Sites.
Making Faculty Training More Agile with Blackboard BadgesKaitlin Walsh
As colleges increase their online course offerings, so does the need to train faculty to transition to the online format. Also, with a number of these online courses being taught by adjuncts who work full time or teach elsewhere, perhaps the biggest challenge is finding the time to complete the training. How do we cover the points they need to know in the little time they have? And how do we make the training relevant or meaningful to those who have had previous training elsewhere?
At American International College, we sought to address these challenges by using a competency-based badge system to support our training program for faculty teaching online. Faculty complete tasks to demonstrate their mastery of Blackboard skills, online pedagogy and AIC policies and procedures, with each set of tasks leading to a badge. Faculty who already have experience in these areas can demonstrate their competencies in alternate methods to earn their badges. This presentation will provide an overview of AIC’s redeveloped training program for faculty teaching online. We will address considerations of structure and implementation, as well as the benefits for full- and part-time faculty.
The document discusses the differences between online and face-to-face faculty development. It notes that last year the institution certified 71 new digital professors through over 350 courses taken by more than 1,000 faculty, with about 70% of courses taught online. The document advocates for online faculty development because it allows faculty to experience learning as students do, model effective online teaching practices, create asynchronous communities of practice, and develop and test products for use in their own classes.
Making Online Training More Agile with Blackboard BadgesJeremy Anderson
At American International College we implemented Blackboard accomplishments in a variety of training scenarios in order to improve tracking, accountability, and engagement. Three separate use cases are presented: online faculty certification, online student orientation, help desk cross training certification.
Presented at NERCOMP PDO Blackboard Users Group 2015.
This document discusses strategies for an eLearning presentation on organizing business travel. It outlines learning styles, strategies for learner collaboration including brainstorming in groups and using online discussion. It describes teaching strategies such as an activity to practice a 24-hour clock. The trainer's roles are discussed as setting discussion topics, participating in and guiding online discussions, providing feedback and setting timelines. Methods for assessing learners are mentioned, including questioning, portfolios, third-party reports, demonstrations and reviewing workplace documents. Technical skills needed by learners and trainers are noted along with software that could be used.
Watch as learning specialist Bob Price shares his plans to use Open Badges to create a learning pathway that will underpin the knowledge required for the team at Newport City Homes.
Open Badges is a new online standard to recognize and verify learning.
In this presentation, you’ll find out how to:
- Collect badges from multiple sources, online and off, into a single backpack
- Display skills and achievements on many mediums
- Encourage and motivate learners with badges
Open Badges in Action - Bob Price, Newport City HomesLearning Pool Ltd
Open Badges have moved from being a niche offering to the mainstream of learning, with major global corporations adopting them for recognition of achievement.
In this session, Bob guided us through some of the ways in which Open Badges can be used in your organisation and how you can join the growing numbers of people awarding and displaying their successes.
Driving Engagement Through Homepage and Navigational Design
Presentation at the Brightspace London Connection, May 18. 2017, by Matt Murphy of D2L Newfoundland. Canada House in Trafalgar Square.
This document discusses the challenges faced by students, teachers, and institutions in distance learning. For students, issues include lack of support, interactivity due to the absence of face-to-face interaction, commitment to their own success, and unreliable technology. Teachers face increased workload in designing materials, meeting student needs without in-person contact, changing their teaching style, lack of respect for distance courses, and unmotivated teachers. Institutions are challenged by the costs of technology infrastructure, ensuring reliable internet connectivity, overcoming perceptions of inferior distance courses, and difficulties assessing student performance from a distance.
This document provides examples of eLearning strategies and e-assessment, including:
1. Potential problems and solutions from an academic's perspective when implementing eLearning. Examples of solutions include communities of practice and social networks.
2. Examples of e-assessments using learning management systems, social media, virtual worlds, audience response systems, wikis, e-portfolios, and blogs. Assessments can incorporate applets, simulations, scenarios, and games.
3. Statistics on usage of the Transforming Assessment website which provides resources and examples of e-assessments. The site has had over 5,000 visits from 69 countries since 2010.
The Teacher as Student: Faculty Development for Online InstructorsRosemary Tyrrell, EdD
This document discusses instructor training for online courses. It includes feedback from instructors saying they received little to no training or guidance for teaching online. Some instructors had to train themselves. The document advocates for more hands-on orientation and training for instructors, including having them experience being an online student. It suggests the training should familiarize, model, prepare, and empathize for instructors. Videos and getting regular feedback are also recommended for effective online instructor training.
NIU Blackboard Portfolio Pilot InformationJason Rhode
The document discusses plans to pilot the use of Blackboard Portfolios at Northern Illinois University. It provides background on the portfolio tool available through the university's existing Blackboard Content System. An initial summer 2010 pilot will have faculty review capabilities and provide suggestions. A fall 2010 open pilot will gather additional feedback to inform template development and full implementation. The portfolio tool allows users to create, manage, and share collections of work through a series of customizable pages.
This document discusses copyright, accessibility, and universal design guidelines for online courses. It provides an overview of copyright basics and new guidelines for instructor-authored materials, materials from websites, works with copyright permission, and fair use. It also discusses the concepts of accessibility and universal design, which aim to proactively remove barriers and design courses for the largest number of learners. The 7 principles of universal design, initially developed outside of teaching, are also presented.
This document provides an overview of e-assessment. It discusses the origins and evolution of assessment, as well as key concepts. It outlines different assessment methods like diagnostic, formative, and summative assessment. The document explores reasons for and advantages of e-assessment, such as increased frequency and objectivity. It also notes potential disadvantages like greater opportunity for cheating. It describes various e-assessment resources and approaches used in Pakistan. Finally, it stresses the important role technology can play in evaluating instruction and driving educational effectiveness.
This document discusses blended learning models that combine online and in-person instruction. It defines blended learning as a teaching method that combines traditional classroom learning with online learning, allowing students to learn both in the classroom and remotely. The document outlines several blended learning models including station rotation, lab rotation, individual rotation, flipped classroom, flex, and enriched virtual. It also discusses challenges of implementing blended learning, such as ensuring students have internet access and devices, availability of offline materials, classroom size for social distancing, and parental involvement.
Tips for Assessing Student Learning Using BlackboardJason Rhode
The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.
Once educators become experts in their content area they are free to make that content accessible at all levels to all students . . . technology can help.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
This document provides an overview of the Hotmaths online mathematics programme for grades 1 through 10. The programme includes interactive online learning, teaching, and assessment resources aligned to the CAPS curriculum. It addresses common learner difficulties identified in annual national assessments through features like worked examples, step-by-step explanations, and games. Teachers can generate tests, assign tasks, and monitor learner progress using the programme's learning and assessment management system.
Blackboard training - The assignment tool and good teaching practicesMarius Pienaar (Dr.)
The document provides an overview of the Assignment tool in Blackboard and best practices for its use. It describes the tool's capabilities like allowing students to submit work online and receive feedback, as well as limitations. It discusses using assignments to support active learning, give prompt feedback, emphasize time on task, communicate high expectations, and respect diverse talents. The document also addresses academic honesty and provides examples of assignment types and a discussion of good teaching practices.
This document outlines an asynchronous facilitator training program. The training program aims to teach higher education faculty members who are novice to online facilitation. The training program goals are for learners to get to know their students, learn online classroom mechanics, provide substantive feedback, be available and timely, and make the online environment fun. The training includes assignments where learners introduce themselves, complete a scavenger hunt of online tools, provide peer feedback on assignments, discuss response times, and develop examples of learning styles. The training also covers facilitator skills of communication and visibility as well as learning theories and engaging students.
This document discusses blended learning models, strategies, and tools for lower school education. It defines blended learning as combining online digital media and tools with traditional classroom methods, requiring some element of online student control over time, place, pace or path of learning. The document reviews several common blended learning models including station rotation, lab rotation, flipped classroom, and individual rotation models. It emphasizes selecting the right blend of tools to meet learning objectives rather than just using technology for its own sake.
Presentation by Barry Dahl, Teaching & Learning Advocate at D2L.
Tuesday, October 8 at Lone Star College - University Park
The D2L Lunch-n-Learn events will showcase teaching and learning within Brightspace, and sessions will feature topics such as effective practices in instructional design, web accessibility, increasing student engagement, and much more. It’s a great opportunity to exchange new ideas, as well as learn more about the Brightspace community.
Assessment strategies in remote learning distance learningJerome dela Cruz
This document discusses assessment strategies for remote and distance learning. It begins by defining remote learning and distance learning. It then outlines six different assessment strategies: 1) peer assessment, 2) independent projects, 3) jigsaw projects, 4) self-assessment, 5) learning journals, and 6) portfolios. For each strategy, it provides a brief description and tips for implementation in a remote learning context. The overall document serves to inform educators about effective assessment approaches that can be utilized when students and teachers are physically separated.
This document discusses strategies for an eLearning presentation on organizing business travel. It outlines learning styles, strategies for learner collaboration including brainstorming in groups and using online discussion. It describes teaching strategies such as an activity to practice a 24-hour clock. The trainer's roles are discussed as setting discussion topics, participating in and guiding online discussions, providing feedback and setting timelines. Methods for assessing learners are mentioned, including questioning, portfolios, third-party reports, demonstrations and reviewing workplace documents. Technical skills needed by learners and trainers are noted along with software that could be used.
Watch as learning specialist Bob Price shares his plans to use Open Badges to create a learning pathway that will underpin the knowledge required for the team at Newport City Homes.
Open Badges is a new online standard to recognize and verify learning.
In this presentation, you’ll find out how to:
- Collect badges from multiple sources, online and off, into a single backpack
- Display skills and achievements on many mediums
- Encourage and motivate learners with badges
Open Badges in Action - Bob Price, Newport City HomesLearning Pool Ltd
Open Badges have moved from being a niche offering to the mainstream of learning, with major global corporations adopting them for recognition of achievement.
In this session, Bob guided us through some of the ways in which Open Badges can be used in your organisation and how you can join the growing numbers of people awarding and displaying their successes.
Driving Engagement Through Homepage and Navigational Design
Presentation at the Brightspace London Connection, May 18. 2017, by Matt Murphy of D2L Newfoundland. Canada House in Trafalgar Square.
This document discusses the challenges faced by students, teachers, and institutions in distance learning. For students, issues include lack of support, interactivity due to the absence of face-to-face interaction, commitment to their own success, and unreliable technology. Teachers face increased workload in designing materials, meeting student needs without in-person contact, changing their teaching style, lack of respect for distance courses, and unmotivated teachers. Institutions are challenged by the costs of technology infrastructure, ensuring reliable internet connectivity, overcoming perceptions of inferior distance courses, and difficulties assessing student performance from a distance.
This document provides examples of eLearning strategies and e-assessment, including:
1. Potential problems and solutions from an academic's perspective when implementing eLearning. Examples of solutions include communities of practice and social networks.
2. Examples of e-assessments using learning management systems, social media, virtual worlds, audience response systems, wikis, e-portfolios, and blogs. Assessments can incorporate applets, simulations, scenarios, and games.
3. Statistics on usage of the Transforming Assessment website which provides resources and examples of e-assessments. The site has had over 5,000 visits from 69 countries since 2010.
The Teacher as Student: Faculty Development for Online InstructorsRosemary Tyrrell, EdD
This document discusses instructor training for online courses. It includes feedback from instructors saying they received little to no training or guidance for teaching online. Some instructors had to train themselves. The document advocates for more hands-on orientation and training for instructors, including having them experience being an online student. It suggests the training should familiarize, model, prepare, and empathize for instructors. Videos and getting regular feedback are also recommended for effective online instructor training.
NIU Blackboard Portfolio Pilot InformationJason Rhode
The document discusses plans to pilot the use of Blackboard Portfolios at Northern Illinois University. It provides background on the portfolio tool available through the university's existing Blackboard Content System. An initial summer 2010 pilot will have faculty review capabilities and provide suggestions. A fall 2010 open pilot will gather additional feedback to inform template development and full implementation. The portfolio tool allows users to create, manage, and share collections of work through a series of customizable pages.
This document discusses copyright, accessibility, and universal design guidelines for online courses. It provides an overview of copyright basics and new guidelines for instructor-authored materials, materials from websites, works with copyright permission, and fair use. It also discusses the concepts of accessibility and universal design, which aim to proactively remove barriers and design courses for the largest number of learners. The 7 principles of universal design, initially developed outside of teaching, are also presented.
This document provides an overview of e-assessment. It discusses the origins and evolution of assessment, as well as key concepts. It outlines different assessment methods like diagnostic, formative, and summative assessment. The document explores reasons for and advantages of e-assessment, such as increased frequency and objectivity. It also notes potential disadvantages like greater opportunity for cheating. It describes various e-assessment resources and approaches used in Pakistan. Finally, it stresses the important role technology can play in evaluating instruction and driving educational effectiveness.
This document discusses blended learning models that combine online and in-person instruction. It defines blended learning as a teaching method that combines traditional classroom learning with online learning, allowing students to learn both in the classroom and remotely. The document outlines several blended learning models including station rotation, lab rotation, individual rotation, flipped classroom, flex, and enriched virtual. It also discusses challenges of implementing blended learning, such as ensuring students have internet access and devices, availability of offline materials, classroom size for social distancing, and parental involvement.
Tips for Assessing Student Learning Using BlackboardJason Rhode
The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.
Once educators become experts in their content area they are free to make that content accessible at all levels to all students . . . technology can help.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
This document provides an overview of the Hotmaths online mathematics programme for grades 1 through 10. The programme includes interactive online learning, teaching, and assessment resources aligned to the CAPS curriculum. It addresses common learner difficulties identified in annual national assessments through features like worked examples, step-by-step explanations, and games. Teachers can generate tests, assign tasks, and monitor learner progress using the programme's learning and assessment management system.
Blackboard training - The assignment tool and good teaching practicesMarius Pienaar (Dr.)
The document provides an overview of the Assignment tool in Blackboard and best practices for its use. It describes the tool's capabilities like allowing students to submit work online and receive feedback, as well as limitations. It discusses using assignments to support active learning, give prompt feedback, emphasize time on task, communicate high expectations, and respect diverse talents. The document also addresses academic honesty and provides examples of assignment types and a discussion of good teaching practices.
This document outlines an asynchronous facilitator training program. The training program aims to teach higher education faculty members who are novice to online facilitation. The training program goals are for learners to get to know their students, learn online classroom mechanics, provide substantive feedback, be available and timely, and make the online environment fun. The training includes assignments where learners introduce themselves, complete a scavenger hunt of online tools, provide peer feedback on assignments, discuss response times, and develop examples of learning styles. The training also covers facilitator skills of communication and visibility as well as learning theories and engaging students.
This document discusses blended learning models, strategies, and tools for lower school education. It defines blended learning as combining online digital media and tools with traditional classroom methods, requiring some element of online student control over time, place, pace or path of learning. The document reviews several common blended learning models including station rotation, lab rotation, flipped classroom, and individual rotation models. It emphasizes selecting the right blend of tools to meet learning objectives rather than just using technology for its own sake.
Presentation by Barry Dahl, Teaching & Learning Advocate at D2L.
Tuesday, October 8 at Lone Star College - University Park
The D2L Lunch-n-Learn events will showcase teaching and learning within Brightspace, and sessions will feature topics such as effective practices in instructional design, web accessibility, increasing student engagement, and much more. It’s a great opportunity to exchange new ideas, as well as learn more about the Brightspace community.
Assessment strategies in remote learning distance learningJerome dela Cruz
This document discusses assessment strategies for remote and distance learning. It begins by defining remote learning and distance learning. It then outlines six different assessment strategies: 1) peer assessment, 2) independent projects, 3) jigsaw projects, 4) self-assessment, 5) learning journals, and 6) portfolios. For each strategy, it provides a brief description and tips for implementation in a remote learning context. The overall document serves to inform educators about effective assessment approaches that can be utilized when students and teachers are physically separated.
The document discusses online assessment in education. It defines formative and summative assessment and their purposes. It describes various formative assessment techniques that can be used online like polls, discussions, blogs, e-portfolios, and rubrics. It also discusses principles of effective online assessment and types of assessments like tests and quizzes that can be created using tools like Hot Potatoes and Google Forms. Summative assessment is used to evaluate learning while formative assessment provides feedback to improve learning.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
April washburn eed 509 spring 2016 chapter 10 the inquiry modelApril Washburn
The document discusses the inquiry model of instruction. It defines the inquiry model as a process-oriented model that teaches students skills for systematically answering important questions. The inquiry model involves engaging students through active collaboration. It can be used across different subject areas and education levels.
The document then describes the key elements of the inquiry model process. It involves posing a question, forming a hypothesis, gathering data, assessing the hypothesis, generalizing findings, and analyzing the process. There are four levels of inquiry that vary the amount of teacher guidance provided. Technology can support various stages of planning, implementing, and assessing inquiry lessons. Differentiating instruction content, process and products allows the model to meet varied student needs.
This document discusses the use of digital badges for learning. It provides examples of institutions that are using digital badges and outlines some of the benefits of badges, such as tracking learning progress, demonstrating skills, and recognizing soft skills. It also provides resources for designing digital badge systems, including templates for mapping competencies and creating personas. Guidelines are presented for designing meaningful badges and curriculums.
This document outlines the agenda and objectives for Day 1 of a Level 5 Certificate in Coaching and Mentoring course. The aims for Day 1 are to introduce the course, identify the differences between coaching, mentoring and counselling, review the GROW model for coaching, discuss the role of contracting, and provide opportunities for coaching practice and supervision. The document defines coaching, mentoring and counselling. It also discusses similarities and differences between coaching and mentoring, and identifies key skills of coaches and mentors. Learners undertake coaching sessions in groups and complete a learning log. They are asked to identify coachees/mentees and begin working on their first assignment addressing specific assessment criteria.
This document outlines the agenda and goals for Day 1 of a Level 5 Certificate in Coaching and Mentoring course. The aims for Day 1 are to introduce the course, identify the differences between coaching, mentoring and counselling, review the GROW model for coaching, discuss the role of contracting, and provide opportunities for coaching practice and supervision. Participants will also complete an activity to better understand the skills of an effective coach and mentor. The document defines coaching, mentoring and counselling. It also outlines the course assignments which are focused on applying coaching/mentoring skills and are due in December and January. Participants are asked to maintain confidentiality and engage in a getting-to-know you activity.
This document provides information to masters students about career options after completing their degree. It outlines three common pathways: further study, employment in the UK, or international opportunities. It also offers tips for marketing masters degrees to employers by highlighting skills gained like communication, research, and critical thinking. Students are encouraged to enhance their experience through activities, work, and networking while in their program to improve career prospects. Support and advice is available through the university's career services.
This document summarizes the services provided by Advanced Authoring LLC, an educational technology company founded by Britt Carr. It discusses how Advanced Authoring uses innovative technologies to create engaging online learning experiences for higher education institutions. It provides examples of interactive simulations and tutorials they have developed for topics like photography equipment, business management, and microscope use. It also outlines strategies they employ like randomization, customization, and simulations to improve online instruction and help institutions address challenges of increased enrollments and limited resources.
This document outlines a 3-day training program for new teachers at Edwards Elementary. The training will cover various topics to help the teachers in their new roles, including attendance procedures, entering grades, and using online tools. It will be facilitated by Amanda Edwards over the asynchronous 3-day module. The training goals are to help teachers become proficient with online tools, maintain an online presence, encourage online learning communities, and learn engagement techniques. Formative assessments will be used to evaluate learning. The training will also cover mentoring programs, management systems, learning platforms, technology tools, different learner types, and classroom management strategies.
The document discusses best practices for assessing students in a virtual learning environment. It covers topics such as the importance of formative assessment, using technology to conduct assessments, aligning assessments with learning objectives, examples of student self-assessment tools, and challenges of implementing assessment for learning online. Testing procedures during the pandemic, such as ensuring test security and standard administration, are also addressed. Overall, the document emphasizes that assessment should focus on learning over knowledge and provide meaningful feedback to students.
EN Project Evaluation in Pre-K and Elementary by Slidesgo.pptxTupacShakur25
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proyectos de aplicacion y evaliacion preliminar infantil.pptxJoseParra626707
This document discusses project evaluation in pre-K and elementary school education. It begins by defining what a project is and outlining important preliminary questions for teachers to consider when planning projects, such as objectives, resources needed, and evaluation strategies. It then defines the concept of evaluation, explaining that evaluation should be a continuous, global process that considers students' interests and development. For early childhood education, evaluation focuses on strengths and competencies and can take place through observation and engagement during activities. In elementary school, evaluation is individualized, global, and continuous to assess processes, environment, and needs. The document concludes with examples of evaluation strategies like using popsicle sticks to randomly call on students or using exit tickets for self-reflection.
Talk About Teaching 2015 - Open Badges: How do they enable on teaching and le...Daniel Mackley
'Talking about Teaching' is the annual event that gives staff the opportunity to engage in conversations about learning, teaching and assessment. This year the key theme is inclusivity.
Open Badges: how do they impact on teaching and learning?
Eden Marrison (student), Kerry Sorby and Daniel Mackley
Following participation in the SEDA award (supporting learning with technology) in the summer term 2014, Open Badges were introduced as a pilot for the occupational therapy programme. A level 2 module was chosen for a cohort of 93 students to recognise informal learning. The Open Badges were chosen to recognise acquisition of specific professional skills: these were splinting, wheelchair mobility and visual impairments. The workshop will share the perspectives of the lecturer, TEL and one of the students involved.
By the end of the session, delegates will:
- Understand the concept of open badges
- Consider how open badges have been used to develop informal learning
- Identify how open badges could be used within their own practice
This document discusses various assessment tools that can be used to evaluate student learning, both offline and online. It describes formative and summative assessments. Formative assessments measure student learning throughout a course, while summative assessments measure learning at the end. Offline tools include rubrics, curriculum mapping, interviews, surveys, and portfolios. Online tools include quizzes, essays, drag-and-drop activities, interviews, simulations, polls, games, peer evaluation, and forum posts. Each tool is described in terms of its purpose and how it can be used to assess students.
The document discusses formative assessment and its key principles and practices. Formative assessment involves making judgements about pupils' knowledge and abilities based on evidence, in order to inform next steps in learning. It focuses on improving learning through techniques like questioning, feedback, peer and self-assessment. The goals are to understand pupil development and decide how to progress, which helps both teachers and pupils.
This document discusses strategies for elementary school teachers to begin implementing differentiated instruction, including using learning style inventories, interest inventories, and diagnostic assessments. It provides examples of online tools teachers can use to determine students' learning profiles and readiness levels. The goal is to plan instruction that targets individual learners' needs. By starting with these small steps, teachers can gradually begin differentiating their instruction to help all students succeed.
Similar to Community Video Slides - Five Bright Uses of Brightspace Awards (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.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Community Video Slides - Five Bright Uses of Brightspace Awards
1. Teaching & Learning Community Webinar
April 18, 2017
Barry Dahl, D2L
Five Bright Ways to Use
Brightspace Awards
2. What this webinar is not about
Class-level awards for student achievements
These uses are what I would call the expected
or normal uses of the Awards tool.
3. What this webinar IS about
1. Ways to use Awards to reward student behaviors
2. Ways to use Awards to document employee
Professional Learning or mandatory training
3. Ways to use Awards for documenting off-transcript
student learning
4. Ways to use Awards for accomplishing goals
5. Ways to use Awards for the fun of it
4. Mozilla Backpack
• Open Badges enable you
to take your learning with
you, wherever you go,
building a rich picture of
your lifelong learning
journey.
• The Backpack lets you store the Open Badges you
earn, and share them between platforms, anywhere
on the web.
5. Add Existing Awards to Your Course
• Under the Course
Awards tab, you can
add any available
awards to your
class.
• This makes them
available for you to
then issue to your
students.
6. Creating Badges in D2L
• On the Course
Awards tab, click
the
• You now have the
option of creating
a new award, in
addition to issuing
an existing
award.
7. Create a New Badge
• If you choose to create a new badge, you can either upload your
badge image, or use the Badge Creator tool.
• There are 6 fields to
choose from:
• Curved text
• Badge Text (up to 3 lines)
• Icons (can also upload
your own)
• Inner shapes
• Shapes (overall or outer
shape of the badge)
8. Issue an Existing Award
• On the Classlist
Awards page, you
can easily see the
awards already
issued to each
student
• You can also
select students to
receive new
awards through
manual issue.
9. Issue to One or More Students
• Select which award
to issue
• Enter the evidence
or reason that they
earned the award.
This info carries
with the badge if
they export it.
10. Send a Badge from
Brightspace to Backpack
• After you’ve been awarded a
badge in Brightspace, you can
share that badge three different
ways:
• Send to D2L Profile
• Send to D2L ePortfolio
• Send to Mozilla Backpack
11. What this webinar IS about
1. Ways to use Awards to reward student behaviors
2. Ways to use Awards to document employee
Professional Learning or mandatory training
3. Ways to use Awards for documenting off-transcript
student learning
4. Ways to use Awards for accomplishing goals
5. Ways to use Awards for the fun of it
12. 1. Reward Student Behaviors
• Awards can be used to encourage
and reward student behaviors that
are desirable to the institution.
• In this example, a volunteer badge
can be awarded to students who
meet your criteria.
• Students can share this badge with
potential employers, or other
interested parties.
13. More Behavior Examples
• How about these ideas?
• Extra-curricular activities
• Attending Student Success
Days, or similar
• Course improvements
• Helping others
14. What this webinar IS about
1. Ways to use Awards to reward student behaviors
2. Ways to use Awards to document employee
Professional Learning or mandatory training
3. Ways to use Awards for documenting off-transcript
student learning
4. Ways to use Awards for accomplishing goals
5. Ways to use Awards for the fun of it
16. Heads-up for Fusion
Jon Kruithof and Lavinia Oltean
of McMaster University
Badging Faculty: Does it Work?
10:30 AM – Wednesday, Day One of Fusion
This session will explore preliminary feedback from faculty who
received digital badges for training delivered on Brightspace. It will
walk through the design process, which McMaster used, design
thinking as a guiding principle and ultimately the feedback they
received on the badging process.
18. Employee Compliance Training
• With a range of laws that regulate
campus life almost as divergent as the
consumers they serve, it’s up to
educators to address the needs of all:
from diversity and harassment training,
Title IX, FERPA, violence against
women, child abuse prevention and
reporting, and so much more.
• Employee ePortfolios can be updated
with Awards to identify those receiving
training.
19. What this webinar IS about
1. Ways to use Awards to reward student behaviors
2. Ways to use Awards to document employee
Professional Learning or mandatory training
3. Ways to use Awards for documenting off-transcript
student learning
4. Ways to use Awards for accomplishing goals
5. Ways to use Awards for the fun of it
20. 3. Document off-transcript student learning
• Many things are not captured on a student transcript
• Consider badges and certificates for
• Soft skills
• Critical thinking
• Problem-solving
• Attention to detail
• Leadership or teamwork skills
• Technology skills
• Skills learned on internships
• Job shadowing
21. What this webinar IS about
1. Ways to use Awards to reward student behaviors
2. Ways to use Awards to document employee
Professional Learning or mandatory training
3. Ways to use Awards for documenting off-transcript
student learning
4. Ways to use Awards for accomplishing goals
5. Ways to use Awards for the fun of it
23. What this webinar IS about
1. Ways to use Awards to reward student behaviors
2. Ways to use Awards to document employee
Professional Learning or mandatory training
3. Ways to use Awards for documenting off-transcript
student learning
4. Ways to use Awards for accomplishing goals
5. Ways to use Awards for the fun of it
24. 5. Use Awards for Fun
• Maybe once in a while you just need to lighten up
25. Thanks for joining me today!
Please share your thoughts and ideas and
any questions in the comments below.