The document discusses designing learning modules for deeper learning. It explains that the focus has shifted from teaching to learning with a more student-centered approach. Learning modules provide a structured experience with clear learning outcomes, activities, and assessments that integrate both in-person and online course components. The modules create opportunities for students to learn before, during, and after class through activities like preparation, in-class work, and reflection. The document provides guidance on aligning outcomes, methods, and assessments and fostering deep learning through sustained interaction, clear explanations, reasonable workload, in-depth pursuit of topics, and appropriate assessment. An activity asks the reader to develop an introductory module.
Improving Instruction and Learning Outcomes Through Faculty Developmentcredomarketing
The causal link between developing faculty performance, to improving instruction, to boosting learning outcomes is an intuitive concept, but implementing a comprehensive strategy to do so can be challenging. Higher education faculty development expert Dr. Dee Fink will share effective practices that form the bedrock of an institution’s commitment to improving student learning outcomes.
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
Project-Based Learning is a unique approach in terms of teaching strategy wherein the educator provides the students with an opportunity to do an assignment independently.
The following SlideShare is an introduction to personalized learning. It helps teachers make a connection to the management techniques, as described in "The CAFE" by Boushey and Moser, for guiding students in selecting and tracking progress towards goals. Elements from "Visible Learning" by John Hattie are included.
Improving Instruction and Learning Outcomes Through Faculty Developmentcredomarketing
The causal link between developing faculty performance, to improving instruction, to boosting learning outcomes is an intuitive concept, but implementing a comprehensive strategy to do so can be challenging. Higher education faculty development expert Dr. Dee Fink will share effective practices that form the bedrock of an institution’s commitment to improving student learning outcomes.
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
Project-Based Learning is a unique approach in terms of teaching strategy wherein the educator provides the students with an opportunity to do an assignment independently.
The following SlideShare is an introduction to personalized learning. It helps teachers make a connection to the management techniques, as described in "The CAFE" by Boushey and Moser, for guiding students in selecting and tracking progress towards goals. Elements from "Visible Learning" by John Hattie are included.
Introduction to Campus pack and the value of collaboration in HE
Information from Campus Pack
Research information Technology, Pedagogy and Education Journal
Learner-Centred Course Design - a role for learner-centred models and frameworks. This is a presentation that Alan Masson delivered at the University of Greenwich, related to curriculum development and the Viewpoints project.
Presentation made by Ebba Ossiannilsson and Maria João Loureiro about blended learning models and heutagogy that will be the base of the TIBL pedagogical model
The following SlideShare is an introduction for those teachers that are interested in trying out blended learning in their classrooms. Whether you are an elementary teacher or a middle school teacher, you will find tech tools that will help you create engaging lessons for your students. Most importantly, however, you will learn how to effectively flip a lessons that will ensure that your students will engage in deep thinking and experience academic success. Be confident in knowing that you are doing is going to work! ("Visible Learning" by John Hattie is a major source for this presentation)
Blended Learning is being promoted as a “disruptive innovation” in education. Supporters suggest that this model has the potential to reach all learners in new exciting ways. What exactly is blended learning and how might this “look” in the middle level classroom? How can teachers begin to implement blended learning models in their classrooms? Sun West School Division shares the journey and findings of its year-long action based research project aimed at exploring the impact of blended learning on student engagement and comprehension.
Introduction to Campus pack and the value of collaboration in HE
Information from Campus Pack
Research information Technology, Pedagogy and Education Journal
Learner-Centred Course Design - a role for learner-centred models and frameworks. This is a presentation that Alan Masson delivered at the University of Greenwich, related to curriculum development and the Viewpoints project.
Presentation made by Ebba Ossiannilsson and Maria João Loureiro about blended learning models and heutagogy that will be the base of the TIBL pedagogical model
The following SlideShare is an introduction for those teachers that are interested in trying out blended learning in their classrooms. Whether you are an elementary teacher or a middle school teacher, you will find tech tools that will help you create engaging lessons for your students. Most importantly, however, you will learn how to effectively flip a lessons that will ensure that your students will engage in deep thinking and experience academic success. Be confident in knowing that you are doing is going to work! ("Visible Learning" by John Hattie is a major source for this presentation)
Blended Learning is being promoted as a “disruptive innovation” in education. Supporters suggest that this model has the potential to reach all learners in new exciting ways. What exactly is blended learning and how might this “look” in the middle level classroom? How can teachers begin to implement blended learning models in their classrooms? Sun West School Division shares the journey and findings of its year-long action based research project aimed at exploring the impact of blended learning on student engagement and comprehension.
Designing Self-Paced Training Modules as the Foundation of Online Faculty Cer...Jason Rhode
During this session on November 21, 2013 at the 19th Annual Sloan Consortium International Conference on Online Learning, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online teaching training via self-paced modules as an initial phase of comprehensive online faculty certification. An overview of the program will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts.
This is the presentation from the capstone simulation competition conducted at Kelley School of Business towards the completion of our MBA. The simulation involved decision on various business functions including Marketing, Operations, Finance and Investor relations. We worked in a team of 5-6 students to run a company making decisions on these functions as a team.
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
Dr. Timothy Gadson - Exploring Innovative Pedagogies: Transforming EducationTimothy Gadson
Go on a captivating journey into innovative teaching methods with Dr. Timothy Gadson in this captivating presentation titled "Exploring Innovative Pedagogies: Revolutionizing Education." Delve into dynamic approaches reshaping the educational landscape and igniting curiosity for lifelong learning. Uncover the potential of project-based learning, the flipped classroom, gamification, and augmented/virtual reality technology to enhance teaching and learning experiences. Acquire practical insights, strategies, and resources to cultivate engaging and inclusive learning environments. Don't miss out on this opportunity to revolutionize your teaching practice!
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Discover strategies to increase student engagement in your courses and learn how to use Brightspace tools and college services to aid in student retention.
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.
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. In recent years there has been a paradigm
shift taking place, moving the emphasis
from teaching to learning and a more
student-centered curriculum.
The is on providing
opportunities for learning
3. What is a Learning Module
Online learning modules
provide students with
a structured learning
experience with a coherent
and explicit set of learning
outcomes, activities and
assessments that integrate
the face-to-face and online
components of a hybrid
course.
4. Opportunities for Learning
• Create opportunities for students to learn
Before class starts
– Preparation
• Create opportunities for students to learn
During class
– Face-to-face
• Create opportunities for students to learn
After class
– Reflection
5. Activity
This activity will help you gauge your feelings
about which learning opportunities you’ll most
likely include in the classroom and which you’ll
include online.
Please mark your opinions on the form
provided and then we will discuss your choices.
6.
7. How a student sees the Learning
Module in Blackboard Learn
8. Alignment and Coherence
• Defining the learning outcomes;
• Choosing the learning (and teaching) methods
that can lead to attainment of outcomes;
• Assessing student learning outcomes.
9. Fostering Deep Learning
• Sustained interaction with content and others;
• Explicit explanations and a clear knowledge
base for students;
• Structuring in a reasonable student workload;
• Providing opportunities for students to pursue
topics in depth so that they can understand
the material for themselves;
• Ensuring an appropriate formative and
summative assessment strategy.
Welcome to this presentation about designing modules for deeper learning.
Instructors no longer consider themselves to be the “sage on the stage” but the “guide on the side”. Deeper learning comes from more than passive observance and memorization. It comes from active engagement. So, the instructors focus is no longer just on teaching as a practice but on providing students with opportunities for learning. However, we all know that most of these opportunities don’t just happen – they often require extensive planning. That is where the need for well-designed Learning Modules comes in. Learning modules start as a theoretical framework on which an instructor is able to build a course which leads to increased student participation and deeper learning.
What is a Learning Module?In the process of devising a module, the key is to forge educationally sound and logical links between learner needs, aims, learning outcomes, resources, learning and teaching strategies, assessment criteria and evaluation. It is also equally important to link together the learning opportunities that take place in the classroom with those that occur in the online environment.
Let’s look at some of the opportunities we can describe that can take place online before the class meets face-t-face: for example, I might want my students to look over the syllabus before the first meeting so that they will have time to formulate any questions they have for discussion during the class.Question:Can you think of any other things that you might want students to do before meeting the first time?I also want to alert students to what they can expect during the class meeting so that they arrive prepared.Question:Can you think of some things that you could have told students so that they were more ready to learn on arrival?Then, we should consider what occurs after the class. What are some activities that the students can do that would help to reinforce what they did during the class?
Worksheet: Comparative Advantage by Activity
Here is an example of an instructor’s plan for providing opportunities for learning – both in class and in the online environment. As you can see, the plan includes activities that will be done together in class, as well as activities that will be done by the students after or before the class meeting that will either reinforce the classroom learning opportunities or prepare the students for future classroom meetings.
This slide illustrates what it would look like when the instructor creates a learning module that provides a framework for these learning opportunities in Blackboard Learn. Demonstration: Open Learn and demo Learning Module.
Your course design should, by its very nature, consider objectives and assessments together, as they are concepts intimately bound up with each other. When designing, you will want to know that course objectives will be met by the end of the class, so you need to choose assessments which provide an accurate and complete picture of student learning (often, the answer involves more than just chapter tests). You will want to verify that you've provided enough assessments to adequately decide that course objectives are met, and alternately, you'll want to be sure that each assessment is offered in the service of at least one course objective (if it's not related to the course objectives, you may not need that assessment).
Incorporating the following elements in your modules will offer a greater likelihood of fostering deep learning: