As we seek to reinvent study abroad for the 21st century, a more meaningful use of digital learning, including online courses, is a logical approach. From predeparture to re-entry, online instruction has great potential to deeply inform and even transform the study abroad experience on multiple levels. This session provides a framework for creating online discussion-board activities to encourage learning communities and critical thinking. Optimal instructor engagement also will be addressed. Data from our own courses and a bibliography will be included. Attendees will investigate the implications for their own programs through a guided discussion.
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Phil Ice, Director of Course Design, Research & Development, American Public University System
Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
This presentation will examine how the efficacy of instructional design components and new online learning technologies can be assessed with indicators of the Community of Inquiry Framework (CoI). The CoI framework has attracted considerable interest and has been used extensively to study and design online educational environments (Garrison & Arbough, 2007). The CoI explains the online learning experience as a function of three overlapping presences – social, cognitive, and teaching. The construct was validated through factor analysis by a multi-institutional team of researchers in 2007 (Swan, Richardson, Ice, Garrison, Cleaveland-Innes & Arbough, 2008), however, many questions remain as to what factors influence the effective projection of each presence. As the model is based on constructivist learning theory, the impact of well designed instruction and pedagogically based application of new technologies should impact the level and quality of interactions probed by the CoI indicators. This session will examine how quantitative and qualitative analysis of course outcomes, using the CoI survey instrument and associated rubrics can be applied to continuous quality improvement from an instructional design perspective. Participants will be provided with instruments, analysis techniques and ideas or application in their own practice.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
Creating Engaging Student Communities in the Online Classroom, Karen Lyndenkarenlynden
This session will focus on instructor strategies that create extraordinary student learning experiences in the online class environment. Techniques that will be explored include best practices for creating dynamic group projects, service-learning projects connected to learning outcomes, and other project-based based assignments that help build the student learning community in the class and beyond. Implementation strategies and examples of effective assignments will be shared.
Presenter(s): Karen Lynden (Rowan-Cabarrus CC)
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Learn about a new tool for both online and onsite classrooms that gets students collaborating and sharpening their critical-thinking skills in both writing and reviewing modes. This assessment tool can work at any level from college or even graduate-level work all the way down to K-12 and functions well in both online and onsite learning venues.
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Phil Ice, Director of Course Design, Research & Development, American Public University System
Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
This presentation will examine how the efficacy of instructional design components and new online learning technologies can be assessed with indicators of the Community of Inquiry Framework (CoI). The CoI framework has attracted considerable interest and has been used extensively to study and design online educational environments (Garrison & Arbough, 2007). The CoI explains the online learning experience as a function of three overlapping presences – social, cognitive, and teaching. The construct was validated through factor analysis by a multi-institutional team of researchers in 2007 (Swan, Richardson, Ice, Garrison, Cleaveland-Innes & Arbough, 2008), however, many questions remain as to what factors influence the effective projection of each presence. As the model is based on constructivist learning theory, the impact of well designed instruction and pedagogically based application of new technologies should impact the level and quality of interactions probed by the CoI indicators. This session will examine how quantitative and qualitative analysis of course outcomes, using the CoI survey instrument and associated rubrics can be applied to continuous quality improvement from an instructional design perspective. Participants will be provided with instruments, analysis techniques and ideas or application in their own practice.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
Creating Engaging Student Communities in the Online Classroom, Karen Lyndenkarenlynden
This session will focus on instructor strategies that create extraordinary student learning experiences in the online class environment. Techniques that will be explored include best practices for creating dynamic group projects, service-learning projects connected to learning outcomes, and other project-based based assignments that help build the student learning community in the class and beyond. Implementation strategies and examples of effective assignments will be shared.
Presenter(s): Karen Lynden (Rowan-Cabarrus CC)
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Learn about a new tool for both online and onsite classrooms that gets students collaborating and sharpening their critical-thinking skills in both writing and reviewing modes. This assessment tool can work at any level from college or even graduate-level work all the way down to K-12 and functions well in both online and onsite learning venues.
Making Culture: Community Engagement Framework for Digital FabricationJasmin Cheng
Fab Academy is an experimental, de-centralized education model that has produced hundreds of innovative prototypes around the world over the past 7 years. This framework reveals the dynamics of this collaborative learning culture. The purpose is to provide a reference for any Fab Lab, maker space, school, studio, business or organization to deepen their engagement with digital fabrication technology.
Building Sustainability into an EAP CoursePeter Levrai
This is the PPT for our BC webinar on 17th November 2017 for our ELTons award winning course for university students based on the UN's Sustainable Development Goals, Develop EAP. You can view the full webinar and PPT with hyperlinks here https://englishagenda.britishcouncil.org/continuing-professional-development/cpd-materials-writers/building-sustainability-eap-course
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
This presentation address the findings about anaction research study on the use of badging within a graduate course. This course itself studied the theory behind and the educational use of emerging technologies. Here you will see how the students responded to reviewing the work of their peers (in an anonymous manner).
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...Kaitlin Walsh
This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Making Culture: Community Engagement Framework for Digital FabricationJasmin Cheng
Fab Academy is an experimental, de-centralized education model that has produced hundreds of innovative prototypes around the world over the past 7 years. This framework reveals the dynamics of this collaborative learning culture. The purpose is to provide a reference for any Fab Lab, maker space, school, studio, business or organization to deepen their engagement with digital fabrication technology.
Building Sustainability into an EAP CoursePeter Levrai
This is the PPT for our BC webinar on 17th November 2017 for our ELTons award winning course for university students based on the UN's Sustainable Development Goals, Develop EAP. You can view the full webinar and PPT with hyperlinks here https://englishagenda.britishcouncil.org/continuing-professional-development/cpd-materials-writers/building-sustainability-eap-course
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
This presentation address the findings about anaction research study on the use of badging within a graduate course. This course itself studied the theory behind and the educational use of emerging technologies. Here you will see how the students responded to reviewing the work of their peers (in an anonymous manner).
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...Kaitlin Walsh
This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
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)
Using blogs as a core part of class activitySheila Webber
Presented at Sheffield University's Learning and Teaching Conference, January 2014 by Sheila Webber. I describe the use of team blogs as a core part of learning and teaching in a Masters-level module at the Information School, University of Sheffield.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Working online - tutor skills
for handling online chats, discussions, content
by Paula Rebolledo, Gabriel Farías and Angélica Kaulen
A summary for BC Chile 2: E-Moderation: A Training Course for Online Tutors [June 2013]
The rapid expansion of online teacher training raises a number of questions: How should we model student-centered, communicative teaching, incorporate a teaching practicum, and best accommodate students in a diverse, international context? This year-long critical analysis of a university-based TEFL certificate program offers insights and recommendations for teachers and administrators.
Similar to Creating Learning Communities and Developing Critical Thinking Through Online Discussion Boards (20)
Before They Even Get Here: Cross-Campus Collaboration on a New Pre-Freshman S...CIEE
During this session, we'll examine the development of an innovative study abroad program, which was the result of successful collaboration among professionals from the admissions and study abroad offices and an academic department. The synergy that resulted from this collaboration enabled the creation of a program that exceeded all expectations as a recruiting tool, as a summer bridge preparing high school students for university, and as an innovative model for future study abroad programs. Panelists will each tell the story of the program's creation from his or her own perspective, highlighting areas of potential mutual misunderstanding and how they were resolved.
It Takes a Village: Building a Support System for Diversity AbroadCIEE
Racial/ethnic diversity in study abroad increased 10 percent from 2004 to 2014. Despite the increase, study abroad continues to fall low on students of color’s priority list. Irrespective of their rationale for not going, students of color continue to receive fewer messages that study abroad is worthwhile. To fill this gap, panelists in this session will argue that faculty involvement – particularly faculty of color– in the planning process and while on-site is imperative. The inclusion will allow students to see themselves reflected in study abroad programs and may increase the likelihood that students will participate. This session will feature multiple perspectives to demonstrate the important ways to utilize faculty in the effort to increase student of color participation.
Intercultural Faculty Training for the Development of Innovative Global Initi...CIEE
During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.
Know Your Audience: Using Pre-existing Norms to Overcome Curricular and Cultu...CIEE
Understanding the target market of a study abroad program can help educators overcome cultural and curricular barriers to studying abroad. Partnerships between study abroad offices and faculty members can be instrumental in breaking down these barriers for business students. During this session, we'll combine the panelists’ experiences with original research to attempt to illuminate themes, including the disconnect between emerging markets and student study abroad choices, apathy toward language acquisition, perceptions of study abroad, and developing a culture of studying abroad. Participants are encouraged to bring their own success and challenges in order to create generalizable program design and outreach philosophies.
Opening More Doors: Keys to Successful Faculty-Led Study Abroad for Graduate ...CIEE
This session will provide a model for building a successful graduate-level study abroad program, give session participants the tools to build a viable, sustainable study abroad program for graduate students, and aid and inspire session participants to do so. Panelists include three colleagues who have collaborated to build successful credit-bearing graduate-level study abroad programs, as well as a non-traditional student who participated in a study abroad program. During this session, we'll cover budgeting, recruitment, course credits, course delivery, program activities, coursework, logistics, accommodating non-traditional students, faculty pay and course load, and program assessment and sustainability.
Our breakfast program recaps a year’s worth of Academic Consortium Board (ACB) activity. Topics include steps ACB institutions are taking to partner with faculty to expand global education, updates on the CIEE Generation Study Abroad pledge, thanking departing board members, and welcoming our new ones. We also highlight our study centers in Perth, Khon Kaen, and Budapest as they celebrate their 25th anniversaries.
Education Goes International: Partnering Abroad to Build Teacher Education Pr...CIEE
During this session, the panelists will offer their unique perspectives on the obstacles and mediation necessary to develop a culturally responsive teacher education program abroad that positively impacts U.S. teacher candidates as well as Italian teachers and their primary students. Using examples from their experience developing a teacher education program with EFL teaching field experience, the panelists will lead participants in discussions focused on addressing the curriculum needs of students and U.S. institutions, the community needs of the host culture, and the strategies necessary to work effectively with the host. Dialogue with participants will be framed around approaches for curriculum alignment and for developing and maintaining mutually beneficial community partnerships.
Designing and Delivering Globally Connected Domestic ProgramsCIEE
Come learn how your institution can develop and implement exciting globally connected domestic programs for your students. Featuring faculty and administrator panelists from Elon University and Duke University, this session will showcase their respective programs in Los Angeles that offer innovative coursework on current issues combined with valuable pre-professional opportunities, such as credit-bearing internships, thus using the host city as a "learning laboratory." The faculty directors of Elon and Duke’s programs in LA will describe how they introduce students to the film and entertainment industries with help from their alumni networks. Other general topics in this session include leveraging university support for domestic programs and preparing students for a domestic academic experience.
Using Giving Games to Develop International and Intercultural Critical Thinki...CIEE
Giving games are learning experiences in which students are given a sum of money to donate to one or more charities. Students then research charities and make a collective decision to give based on the relative effectiveness of the various charitable options. Giving games impart valuable lessons about effective altruism, the use of empirical data in charity evaluation, and negotiation and compromise in a values-based setting. Using the panelists' own experiences, this session will introduce participants to giving game strategies and will focus on the possibilities and problems inherent in using giving games. A giving game will be a part of this session.
The Evolution of Study Abroad Programs to Achieve Greater Student DiversityCIEE
There is a growing trend in education abroad to attract a greater number and diversity of students by focusing on making education abroad of interest to traditionally underrepresented groups. During this session, we'll look at examples of programs and university-based efforts to examine what commonalities can be replicated and what lessons can be learned in new accessible program models. Focus is placed on how the panelists have used on-campus collaborations and adjusted for programmatic, language, and environmental conditions in the host community to create an experience that facilitates learning and inclusion for an increased diversity of participants.
Customizing and Funding Professional Development to Internationalize the Curr...CIEE
For the past two years, CIEE and Union College have collaborated to run International Faculty Development Seminars in Beijing, China, and Istanbul, Turkey, assisting Union in their efforts to internationalize their common curriculum. During this session, we'll outline how Union applied for and won a grant from the Mellon Foundation, approached CIEE for assistance with the design and execution of the programs, and ultimately, how the first of the two programs has changed and will continue to change the common curriculum at Union. Participants will leave with a better understanding of how international professional development opportunities can help internationalize curriculum on their own campuses.
Outside of Our Comfort Zones: Faculty Identity and Pedagogy in the Global Cla...CIEE
Like the intrepid students who study somewhere other than their home countries, faculty should challenge themselves to step outside of their comfort zones. During this session, you'll learn how to define your identity as a global teacher and how to experiment with pedagogies that facilitate learning for a variety of students. Panelists will share highlights from a workshop they co-facilitated in the Czech Republic for teachers from across Europe who work with U.S. study abroad students. In addition, they'll lead participants in a discussion about experiences teaching abroad or instructing diverse learners on home campuses, as well as an interactive teaching exercise.
Moving Beyond the Single-Discipline Faculty-Led Model: How Can Music Business...CIEE
How did an English professor, a social work professor, and a communications professor come together at Belmont University to build a high-quality academic program in Sweden? Join us as we explore innovative approaches to faculty-led programs. Faculty and study abroad staff will share best practices, discuss the success of their own initiatives, and cover the potential challenges of organizing programs that support students from different backgrounds. You'll leave the session energized to use the tools provided to create your own successful cross-disciplinary faculty-led program.
Getting Real with Diversity Outreach: A Practical Toolkit for Promoting Study...CIEE
Reaching underrepresented student populations in education abroad is something most universities strive for, but can find difficult to execute in practice. During this session, presenters – who represent the 11th most ethnically diverse university in the U.S. – will help you identify new and creative outlets for outreach to underrepresented populations at your institution. We'll also explore how to foster connections with key departments and identify study abroad program types that draw diverse student participants in the hopes of empowering underrepresented students to overcome actual and perceived barriers to study abroad.
Facilitating Mobility for Engineering Majors: Successful Partnerships between...CIEE
Learn best practices for how your institution should work internally to recruit, advise, approve courses, and award credits, all of which are critical components for implementing successful study abroad programs for engineering students. We'll also highlight the importance of collaboration between faculty and study abroad advising offices and will illustrate how this collaboration can lead to additional opportunities for universities.
Developing Global Citizens: Increasing Faculty Engagement in Intercultural Le...CIEE
Knowledge, while crucial, is just one piece of the "global citizen" puzzle so many universities are trying to solve. Intercultural effectiveness — the hallmark of global citizenship — requires affective and behavioral learning as well as cognitive. Integrating effective fostering of global citizens into the university mainstream requires significant involvement by faculty. During this session, we'll provide ideas for how faculty might become more deeply and effectively engaged in promoting intercultural learning at universities, even contributing to promotion and tenure documents regarding the “mentoring” of undergraduate students. We'll also share some early success stories.
Between a Religious Rock and a Hard Study Abroad Place: Supporting Students o...CIEE
Religion can be a sensitive topic in study abroad when working with students and advisors from different cultures. During this session, you'll learn how to best support students to practice their religions abroad and to help them manage how they will be perceived in different cultures. Participants will also gain an understanding of faculty-led program design and the importance of sensitivity to students and faith systems. Finally, we'll identify advising models that can help students explore their value systems and empower their sense of faith by looking at host cultures, including Ghana, Italy, Japan, and Spain.
In With the Locals: Why On-Site Connection MattersCIEE
How do we break the third wall between study abroad group bubble voyeurism to allow for meaningful, authentic engagement abroad? During this session, we'll investigate the implications of involving local parties in faculty-led study abroad, particularly for pointedly focused curriculum in non-traditional areas of study. Faculty, student, and provider perspectives speak to experiences of international collaboration, challenges and successes, and how to utilize local networks to coordinate a meaningful and engaging experience abroad. Additionally, faculty and resident staff will reflect specifically on seeking out relevant and timely contacts and experiences and will provide personal examples of how to position a program experience and curriculum to facilitate growth.
Following a tumultuous campaign season, Americans will have elected a new president and Congress just a week before the CIEE Annual Conference. Where does the new president stand on privately funded exchange programs? What does the new composition of Congress mean for the budget process? What about immigration issues? How might exchanges fare? Who are the most likely people to run the critical congressional committees? What about the impact of the presidential campaign on public perception? Come learn about these issues and what the international exchange community can do to promote greater understanding and support of its programs.
Engaging Generation Z: Integrating Global and Local Vision, Structure, and In...CIEE
How are universities responding to two recent paradigm shifts impacting global education? First, there is a generational change between millennials and the new cohort known as K or Z. While our current traditional undergraduates may be more anxious, skeptical, and know only smartphones, they also crave connection and are makers, creators, and inventors. (“Think millennials have it tough? For 'Generation K', life is even harsher.” The Guardian, March 19, 2016) The second shift is the increased fluidity between global and local interactions and groups. As classrooms continue to diversify with international and first-generation students, the university community – students, faculty, and staff – must obtain and demonstrate intercultural agility, curiosity, and empathy to navigate the complexities of the contemporary world. This session addresses how the University of St. Thomas has implemented into its administrative structure an innovative partnership between faculty from diverse disciplines and education abroad professionals to address the new realities of global and local engagement that respond to the world’s most pressing needs.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. Overview
• Canvas LMS
• The CIEE TEFL Course
• The importance of online learning communities
• Problems with our course
• Salmon’s stages and our research
• The reinvention of study abroad!
• Q & A
• Group discussion
3
4. CIEE’s step toward reinventing international education
Berlin 2015 4
• Canvas, LMS
• To help students to adapt interculturally, to build
understanding, and to communicate effectively
• To collect, measure, and report out evidence of student learning
outcomes
• First used by TEFL and Teach Abroad departments
• Implementing Canvas for all CIEE Study Centers, Global Institutes,
and Global Programs, as well as for CIEE training
• Phase 1 – London, Berlin, Prague; Open Campus Bridge for
Global Institutes; Global Architecture & Design (all in progress)
5. The CIEE TEFL course
Berlin 2015 5
• 150-hour English as a Foreign Language (TEFL) training course
• 10 week course covering 130 hours, plus 20 hours of teaching
practicum
• Trainees in classes of 6-13
• Online units (presentations, videos, audios, quizzes, and
discussion boards)
• Group tutor (live online tutorial, discussion boards, feedback,
and personal email)
6. Discussion boards and the online learning community
• Previous studies attest to the importance of “social spaces” in online
collaborative learning (King, 1998; Rourke, Garrison, & Archer, 2001;
Aviv, Ravid, & Geva, 2003; Rose, 2004; as cited in Dennen 2005)
• “Online courses are qualitatively different from traditional,
classroom-based courses. . . All aspects of class discussion –
initiation, facilitation, conclusion, and feedback – require different
approaches when an asynchronous medium is used” (Dennen, 2005,
pp. 127-128).
Berlin 2015 6
7. CIEE TEFL discussion boards
• Why?
• Create a learning community – we learn better together
• Importance of sharing opinions, experiences, reflecting (feeling
valued)
• Sharing different cultural experiences of trainees particularly
valued
• Space for evaluating, creating, analysing (HOTS)
• What?
• 2-8 DBs per week
• Discrete DBs occur within a ‘linear’ course
• Trainees have to respond once
• Role of the tutor (before and after)
7
9. What the trainees had to say…
• “I really love how interactive the course is, and the constant support from
the staff is always helpful and appreciated. My tutor is wonderful and so
understanding.”
• “I enjoyed the consistent feedback and encouragement from the tutor”
• “The course is giving me both the practical knowledge and the
confidence I need to be an effective teacher.”
• "Repetitive, and as with any online course, it is deprived of real
discussion."
• "The discussion boards work well when you are the 4th or 5th person
commenting because you can respond to your peers. As the 1st person
commenting, it is difficult to remember to come back and comment on
others work. “
• "I found it was difficult to keep up with discussion board posts.”
9
10. What were the problems?
What we could initially see:
• Quantity of posts
• Level of dialogue
• Tutor (facilitator) presence
• Quality of posts
Berlin 2015 10
11. Factors in creating an online learning community
In Dennen (2005):
• A higher quantity of posts correlated to higher quality dialogue
• Dialogue between students was positively affected by instructor
presence in the discussion
• Structure (clear expectations, instructions, and deadlines) positively
affected quality of posts and level of dialogue
• The most successful activities in terms of student participation
(number and quality of posts) had both clear relevance and explicit
learning objectives.
Salmon (2002)
• Learning community ‘stages’
Berlin 2015 11
12. Salmon’s stages
Stage 1 2 3 4 5
Description of
trainee
engagement
Accessing and
engaging with
the course.
Establishing
online identity
and
connecting
with others.
Exchange of
information
and learning-
related
contributions.
Knowledge
sharing.
Taking control
of knowledge
construction.
Collaboration,
critical and
practical
thinking.
Responsible
for own
learning. Self
insight and
reflection.
Discussion
board activity
focus
Exploring what
is expected of
participants
and identifying
the value of
participation.
Sharing
personal
information
and
experiences,
noticing
similarities and
differences
between
participants.
Contributing
and sharing
information,
explaining and
clarifying.
Interaction
with others
online,
knowledge
development
(rather than
knowledge
sharing).
Evaluation and
critique,
defending own
judgments.
Awareness of
why adopt
positions.
Berlin 2015 12
13. Research methods
• Coded discussion board activities based on Salmon (2002) and
Dennen (2005)
• Count number of comments and threads
• Analyze types of comments
• Compare results before and after changes
• Seek probable causal relationships
• Examined two pre-change courses (10/6 and 11/17)
• Implemented one change – requiring more tutor engagement
• Examined two post-tutor engagement course (2/9 and 3/9)
• Analyzed DB tasks against Salmon’s five-stage model
13
14. Preliminary results – trainees and moderator
14
0
5
10
15
20
25
mean
posts on
forums
mean
posts per
trainee per
forum
mean
returns per
forum
mean
moderator
posts per
forum
10/6 course
11/17 course
2/9 course (after
tutor engagement)
15. Preliminary results – average posts per DB per module
• Trainees may experience fatigue and loss of interest.
• Explore ways to maintain interest and enthusiasm.
• Consider fewer DBs, particularly toward end of course
15
0
10
20
30
40
50
60
70
Pre-course(7DBs)
1(5DBs)
2(5DBs)
3(2DBs)
4(2DBs)
5(3DBs)
6(7DBs)
7(10DBs)
8(2DBs)
9(8DBs)
10(8DBs)
9-Feb
17-Nov
6-Oct
16. Salmon’s stages
Stage 1 2 3 4 5
Description of
trainee
engagement
Accessing and
engaging with
the course.
Establishing
online identity
and
connecting
with others.
Exchange of
information
and learning-
related
contributions.
Knowledge
sharing.
Taking control
of knowledge
construction.
Collaboration,
critical and
practical
thinking.
Responsible
for own
learning. Self
insight and
reflection.
Discussion
board activity
focus
Exploring what
is expected of
participants
and identifying
the value of
participation.
Sharing
personal
information
and
experiences,
noticing
similarities and
differences
between
participants.
Contributing
and sharing
information,
explaining and
clarifying.
Interaction
with others
online,
knowledge
development
(rather than
knowledge
sharing).
Evaluation and
critique,
defending own
judgments.
Awareness of
why adopt
positions.
16
17. Discussion board codes
A Topic encourages participants to share personal information (stage 2)
B Topic encourages participants to share personal experiences, preferences, or
opinions (stage 2)
C Participants share information they have found out / jigsaw (stage 3)
D Topic encourages participants to undertake critical, analytical thinking (stage 4)
E Topic encourages participants to partake in creative thinking AND/OR practical
thinking including applying, using and practicing (stage 4)
F Topic encourages participants to link personal experience to course content
(stage 4)
H Topic encourages self-reflection on course material (stage 5)
I Participants share completed coursework and comment on each other’s work
(stages 3 & 4)
17
19. Preliminary results – additional observation
• Observation:
• Tasks requiring critically evaluating peers and/or voicing
disagreement seem to have the lowest numbers of responses to
peers.
• Conclusion:
• Trainees may be uncomfortable with or unclear about this
process.
• More stage 3 activities and collaborative assignments may be
necessary.
• Specific instructions may be necessary.
19
20. Planned changes
More tutor engagement (Feb. 9)
Send-back points (module wrap-up) (May 18)
Set-up (subscribe to DBs and set notifications) (June 1)
Specific training to enhance quality of tutor presence (ongoing)
Fewer discussion boards per week (Nov 2)
Staging discussion board topics (Salmon) (Nov 2)
Structure (instructions, minimum response requirement, prompting
with announcements, small groups for some DBs) (Nov 2)
20
21. What trainees are saying…
“[I enjoyed] the relationships I built up with my peers and my tutor. The
discussion boards were extremely beneficial and fun to interact in. Thank
you all for a great course!“”
“The discussion boards are fun and engaging. I enjoy getting to see
others' ideas and perspective.“
"I have enjoyed the discussion boards and have really enjoyed getting to
read other students ideas and perspectives regarding teaching.”
"The discussion boards and weekly tutorials are really great ways to
interact with other students enrolled in the course. These truly make me
feel as though I'm in a class, rather than doing an online course alone.
I've enjoyed hearing other students input and seeing their progress in the
course as I progress myself."
21
22. What are the take-aways?
• What are the aims of your DBs?
• How can you get the students to share their own experiences and
opinions?
• How can you build a learning community? How is the group dynamic
likely to evolve?
• How can you structure your DBs in a way to promote meaningful
dialogue?
• What are you asking them to do? Have you modelled this for them?
• What’s the role of your tutor/moderator?
22
23. The Reinvention of Study Abroad
• Taking online courses before, during, and after
the study abroad experience
• Preparing for the experience
• Linking the experience to the students’ majors
• Providing a sense of community
• Facilitating continued connection to the home
campus
• Re-entry support
23
25. Group discussion
• Discuss with your groups the following:
• What types of online courses does your institution currently
have related to study abroad? What types of online courses may
be possible and effective?
• Why is developing an online community important in Study
Abroad?
• How can you use discussion boards to develop an online
learning community?
25
26. Works cited
Dennen, V. P. (2005). From message posting to learning dialogue: Factors affecting
learner participation in asynchronous discussion. Distance Education, 26(1), 127-
148.
Salmon, G. (2002). Etivities: The Key to Active Online Learning. London: Kogan Page
Limited.
26