Creating robust student engagement for online classes requires faculty to be responsive and personally involved through video calls, phone calls, and engaging with students in discussion posts. It is important for faculty to provide timely feedback and connect course material to current real-world topics to increase student interest and learning outcomes. Faculty can use tools like Screencast-o-Matic to create short videos and engage students through multiple modalities in online environments. Maintaining an ongoing dialogue through discussion boards and media is critical to keeping students engaged.
Seven Principles of Effective Teaching OnlineGeoff Cain
This is an online learning presentation of the seven principles of effective teaching by Chickering. We explore the questions of whether there is a real difference in face-to-face and online teaching and how we implement these principles.
Seven Principles of Effective Teaching OnlineGeoff Cain
This is an online learning presentation of the seven principles of effective teaching by Chickering. We explore the questions of whether there is a real difference in face-to-face and online teaching and how we implement these principles.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
How Flipping your Classroom Can Improve InstructionElizabeth Nesius
Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.
Designing an Online Curriculum ~ What can go wrong. Includes addressing the problem with a hesitant instructor & adding interactivity to a static curriculum.
Presentation about the Flipped Classroom model as it applies to ELT. More readings here - http://teachers.schooloftefl.com/forum/topics/the-flipped-curriculum
Julie Hughes. Supporting teachers’ CPD through e-portfolio based learning in ...EPNET-Europortfolio
Presentation of Julie Hughes (University of Wolverhampton) at the "Europortfolio: the first Open Seminar"
Read more about Europortfolio at www.europortfolio.org
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
How Flipping your Classroom Can Improve InstructionElizabeth Nesius
Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.
Designing an Online Curriculum ~ What can go wrong. Includes addressing the problem with a hesitant instructor & adding interactivity to a static curriculum.
Presentation about the Flipped Classroom model as it applies to ELT. More readings here - http://teachers.schooloftefl.com/forum/topics/the-flipped-curriculum
Julie Hughes. Supporting teachers’ CPD through e-portfolio based learning in ...EPNET-Europortfolio
Presentation of Julie Hughes (University of Wolverhampton) at the "Europortfolio: the first Open Seminar"
Read more about Europortfolio at www.europortfolio.org
Presentation at the HEA-funded workshop 'Exploring the value of social media for education and research in business and management studies'.
The aim of the workshop was to consider ways in which academics engage with social media to enhance student and staff education and research experience. The focus will be to facilitate discussions towards an expected output with a set of generic enablers and inhibiters for adoption of social media in academic collaboration.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1cCgM1J
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Creating
robust student
engagement
for online
classes
Top Comments
Faculty Responsiveness
Faculty PersonalizingThemselves via Skype,Video cast and Phone
calls
Creating discussions that center on current/real-world topics
3. Creating
robust student
engagement
for online
classes
Feedback is key! I appreciated when my professors
would challenge my perspective in the posts. I also
enjoyed my online courses more when their was real
world issues and current topics entwined into the
modules so that it was more applicable. I found that
those courses that did so had a more profound affect
upon my learning outcomes.
Aimee Galban, National Louis University
4. Creating
robust student
engagement
for online
classes
I'm currently taking an online class where the instructor offered to
connect by phone during the first week .The phone conversation
made me feel a personal connection and as a result , I am more
engaged in the course.When the professor is involved daily in the
discussion posts, it also increases my interest .
Mary Hawkins, Chamberlain College of Nursig
5. Creating
robust student
engagement
for online
classes
I am more of a spectator to online classes, as my husband, and
instructional designer, has been involved in developing and
teaching them for over 25 years now. He is teaching this fall for
Northwestern University. Besides the points Mary notes above (be
engaged in online discussions, be present in person via phone or
Skype when possible0, he and his co-instructor post recordings or
video messages as well.They also conduct occasional live-sync
sessions.As a student in the past, I found that when instructors
made posting an assignment and part of the grade (along with in-
class discussion), I got out of my introvert shell and dove in.
Teresa Hubley,
6. Creating
robust student
engagement
for online
classes
Frequent contact and availability/responsiveness. I start out with
a video about me that's part intro, part fun info and short! They
then make theirs -- it opens up a discussion about shared
expectations, etc. I also respond as quickly as is practicable to
student questions. Oh! And give timely, helpful feedback!!!
Mary Jude, Mill Creek Consultants
7. Creating
robust student
engagement
for online
classes
I have been using Screencast-o-matic to record videos and post
them for my students on Blackboard. Screencast-o-matic is a
quick recording tool used to create videos as short tutorials, visual
presentations, PowerPoint, or to communicate with students.
There is an option to use it as free or Pro-version (with additional
functionalities).Videos are easy to make and make online
environment more vivid and vibrant.
https://screencast-o-matic.com/
Ewa Lazowska,Governor’s State University
8. Creating
robust student
engagement
for online
classes
Keeping an ongoing dialogue with students is critical in keeping
students engaged in online classes. I enjoyed when my instructors
posted current articles and other media that connected the real
world to the subject matter being covered in class.
Monica (Monica Elam) Montgomery, MSHRMD, University of
Illinois Foundation
9. Creating
robust student
engagement
for online
classes
I have found success when my professors make themselves
available online. Posting responses and engaging students makes
me eager to log on and participate.
Sarena Griffin, National Louis University
10. Creating
robust student
engagement
for online
classes
Having taught fully online for five years and having been a student
- both undergrad (I took some community college classes) and
grad (earned my Ed.D. in a blended program and am working on a
TESOL MA in fully online program) I think faculty participation in
discussion thread is the MOST important.To me, the discussion
thread is really the only chance to use formative assessment. I've
taken classes where the instructor is not in the discussionAT ALL.
As a student I assumed the instructor was watching but didn't
know for sure. It felt like a dog and pony show.As a teacher I
always responded to at least a student's initial post even if I was
teaching five classes. I could tell if they were going off in a wrong
direction and could correct it in the discussion before we got to
the summarize assessment (paper or test).
Phil Black, Ed.D, RPPR, LLC
12. Creating
robust student
engagement
for online
classes
he course must be carefully designed to build a vibrant learning
community with lots of participation. It doesn't just "happen"
Angla Elkordy, National Louis University
