This document outlines a workshop on designing an exemplary course according to the Blackboard Exemplary Course Program rubric. The workshop aims to help participants identify elements of interaction and collaboration from the rubric. It discusses what a learning community is and provides information on establishing one through communication strategies, developing a sense of community, and establishing interaction logistics. It also gives examples of best practices for quality communication and interaction tools in Blackboard.
How educators value data analytics about their moocs (1)davinia.hl
Michos, K., Hernández-Leo, D., Jiménez, M., (2017) How educators value data analytics about their MOOCs, CEUR Proceedings of Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track at EMOOCs 2017 co-located with the EMOOCs 2017 Conference (Vol-1841), Madrid, Spain, 77-82.
http://ceur-ws.org/Vol-1841/R06_117.pdf
Authors: María Luisa Sein-Echaluce, Pedro Manuel Aguado, Javier Esteban-Escaño, Ana Esteban-Sánchez, María Columna Gracia-Track 02 - Educational innovation
Gómez, Patricia Florentin, Dolores Leris, Fernando Vea and María Ángeles Velamazán
https://www.youtube.com/watch?v=nDlCDIYATNQ&list=PLboNOuyyzZ879QIq5OTq3y3qE62GN4Api&index=10
How educators value data analytics about their moocs (1)davinia.hl
Michos, K., Hernández-Leo, D., Jiménez, M., (2017) How educators value data analytics about their MOOCs, CEUR Proceedings of Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track at EMOOCs 2017 co-located with the EMOOCs 2017 Conference (Vol-1841), Madrid, Spain, 77-82.
http://ceur-ws.org/Vol-1841/R06_117.pdf
Authors: María Luisa Sein-Echaluce, Pedro Manuel Aguado, Javier Esteban-Escaño, Ana Esteban-Sánchez, María Columna Gracia-Track 02 - Educational innovation
Gómez, Patricia Florentin, Dolores Leris, Fernando Vea and María Ángeles Velamazán
https://www.youtube.com/watch?v=nDlCDIYATNQ&list=PLboNOuyyzZ879QIq5OTq3y3qE62GN4Api&index=10
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
This presentation suggests various curriculum development models. This presentation was utilized by me when I acted as a Resource Person for the workshop organized by Center for Educational Research, Madurai Kamaraj University, India, at V.V.V.College for Women (Autonomous)
Collaboration: A pathway to empowerment through the PG Cert Blended and Online Education - Julia Fotheringham, Keith Smyth (Edinburgh Napier University)
Presented at Moodlemoot Edinburgh 2014
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULESSANA FATIMA
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER GUIDES:
Teacher Guides support teachers in five key areas:
Planning:
Teaching approaches:
Assessment:
Learning environment:
SUBJECT RESOURCE MODULES:
MODULES ARE USED TO:
THREE KEY THINGS THAT ARE IMPORTANT WHILE DESIGNING A MODULE FOR ANY SUBJECT:
1. Be clear about the module purposes and aspirations for student participants and communicate these to students:
2. Make sure your module is constructively aligned (the learner actively constructs their own understanding and all teaching and assessment are aligned with outcomes the intended).
3. Considering the course in context (department, institution, sector):
Similar to Designing an exemplary course interaction and collaboration (20)
2. 22
Workshop Objective
By the end of the workshop, participants will be able to:
– Identify the elements of interaction and
collaboration from the Blackboard Exemplary
Course Program Rubric.
8. 88
Establishing a Learning Community
1. Communication Strategies
– Opportunities for synchronous/asynchronous
interaction
– Asynchronous communication promotes critical
reflection
– Synchronous activities benefit from real-time
interactions and “rapid response”
communication
9. 99
Establishing a Learning Community
2. Development of Learning Community
– Communication activities build a sense of
community
– Student-to-student interaction is required
– Student-to-instructor interaction is encouraged
– Collaborative activities reinforce course content
and learning outcomes
10. 1010
Establishing a Learning Community
3. Interaction Logistics
– Guidelines explaining required participation
– Expectations regarding quality of
communication
– Rubric included to explain evaluation
– Instructor actively participates and provides
feedback to students
– Instructor uses communication tools to provide
course updates, reminders, announcements
11. 1111
Establishing a Learning Community
Blackboard Communication Tools
– Announcements
– Email
– Messages
– Groups
– Discussion Board
– Chat
– Virtual Classroom
– Blogs
– Journals
– Wikis
12. 1212
Best Practices for Quality Communication
– Provide opportunities for students to work in small
groups
– Clearly communicate expectations for
participation in the groups and criteria for
evaluation
– Use discussion boards and other interactive
activities to encourage critical thinking and inquiry
– Establish rubrics for evaluation of discussion
posts
– Provide feedback to students via announcements
and email as appropriate
13. 1313
Designing an Exemplary Course
https://open.coursesites.com
– Presentation Video
– Course Tours
– Scholarly Readings
– Hands-On Activities
1 minuteExplain to the participants that there are 4 main sections (Course Design, Interaction and Collaboration, Assessment, Learner Support) in the rubric. This workshop focuses on the second section, Interaction and Collaboration. Tell the participants that the complete rubric is located in the Participant’s Guide.
1 minute Tell the participants that there are three main subsections for Interaction and Collaboration, which will be described in more detail in the following slides. Communication StrategiesDevelopment of Learning CommunityInteraction Logistics
2 minutesReview the three main parts of the Interaction and Collaboration subsection of ECP rubric.Communication StrategiesDevelopment of Learning CommunityInteraction Logistics