Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
At the MnSearch Snippet #18 event held at Spyder Trap in Minneapolis, MN on February 25, 2015, Manos Kalaitzakis presented his slidedeck "A Crash Course In Developing An Online Marketing Strategy For SEO".
How to Deliver the Right Software (Specification by example)Asier Barrenetxea
Talk about Specification by Example. What's the problems it tries to tackle and how to solve them.
I gave this talk at findmypast.com on a "lunch and learn" weekly meeting for the company.
This is a new version of my previous presentation about "Specification by example"
http://www.slideshare.net/AsierBarrenetxea1/specification-by-example-33594438
Marketing your Personal Training Business OnlineDemandmart
Trying to build your client base or get your personal training business off the ground? Take a look at this presentation and get some ideas as to how you can succeed as a personal trainer. Market locally, and use current clients to help spread the word about your personal training business.
At the MnSearch Snippet #18 event held at Spyder Trap in Minneapolis, MN on February 25, 2015, Manos Kalaitzakis presented his slidedeck "A Crash Course In Developing An Online Marketing Strategy For SEO".
How to Deliver the Right Software (Specification by example)Asier Barrenetxea
Talk about Specification by Example. What's the problems it tries to tackle and how to solve them.
I gave this talk at findmypast.com on a "lunch and learn" weekly meeting for the company.
This is a new version of my previous presentation about "Specification by example"
http://www.slideshare.net/AsierBarrenetxea1/specification-by-example-33594438
Marketing your Personal Training Business OnlineDemandmart
Trying to build your client base or get your personal training business off the ground? Take a look at this presentation and get some ideas as to how you can succeed as a personal trainer. Market locally, and use current clients to help spread the word about your personal training business.
Software Requirement Specification In The Real World - Tobias Andersen - 2009...Hello Group
Software requirements specification in the real world – The good, the bad & the ugly.
Why do we need software requirements specification, where does it go wrong (samples), who can do it?
Managing a Successful Fitness & Personal Training Business Presented at #File...Justin Tamsett
In this interactive session, ideal for both new and experienced managers, Justin reveals critical KPIs, industry benchmarks against which to compare results, and the single most important factor to improve every number in your business. Learn the formula for designing a marketing piece, an interview schedule to find the best staff, and how to truly improve retention. Take away a marketing plan template covering internal, external, off-line and online marketing, and take the opportunity to question Justin on any aspect of fitness management
We're an international award winning branding and design consulting firm working with clients across the globe. Based out of Mumbai (India), we offer strategic branding and design consultancy with services like naming, brand identity,
Being an exceptional personal trainer (or any career one may choose) doesn’t happen by accident. Mastering a skill and becoming a market leader requires hard work and a concrete plan. This presentation outlines the seven habits employed by highly effective (and successful) personal trainers.
How to Market Business Consulting Services through PackagingBLOCKbETA Marketing
Everyone is getting into consulting lately, but it isn't the easiest way to make living. Finding a tight niche and creating packages that customers can easily understand and purchase not only helps you sell, but it makes it a lot easier to deliver and get paid. This presentation explains why packaging is essential and 3 ways to approach the packaging of business services.
No matter who you are or what you do, being able to express your knowledge and opinion in a public setting is an essential skill to have. Now, more than ever, people need to be able to communicate effectively in front of other people in order to succeed in the workplace... and in life.
The "6 Steps to Effective Public Speaking" course will address the importance of effective oral communication and teach participants useful skills for speaking in public through the use of informative, persuasive, and narrative speeches. This course also aims to highlight skills learned by requiring participants to create and deliver their own speeches..
After completing this course, you should be able to:
1. Analyze your audience and design speeches to reflect your analysis
2. Conduct meaningful research on a variety of topics
3. Plan and prepare speeches that fulfill the needs of any occasion
4. Outline your speeches in a logical and thorough fashion
5. Use presentation aids to enhance your speeches
6. Listen effectively, regardless of your interest in the subject matter
7. Evaluate speeches based on a variety of verbal and non-verbal criteria
HOW TO MAP CONTENT TO THE BUYER'S JOURNEY & THE MARKETER'S FUNNEL [INBOUND 2014]HubSpot
Only 44% of B2B marketers and 39% of B2C marketers have a documented content strategy (Content Marketing Institute). Delivering the right content, to the right persona at the right time is essential to achieving success in your marketing, but it isn't going to happen by accident. Attend this session to learn the step-by-step content mapping process developed from content consumption and buyer behavior research. Leave the session with new knowledge and the resources, worksheets and reference guides you'll need to complete your own Content Map. Real-life inspiration and use-case ideas to make it actionable in your own marketing included.
3 Steps to Success with Digital MarketingJeff Bullas
In a digital universe of 500 million plus websites, 150 million blogs and 200 billion display ads every 90 days, the challenge for any business is to cut through all the clutter and noise. So how do we change our thinking, adapt, be found online and play to win in a digital and increasingly global economy?
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
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)
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.
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.
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.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
Developing knowledge and content in an online course
1. Developing knowledge and content
in an online course: a resource pack
for online teachers
Fatma Alhawsawi
Neale Richardson
Helen Strong
(Participants in The Consultants-E
E-Moderation course, March 2014)
2. Developing knowledge and content in an online course:
a resource pack for teachers
Contents
1. Goals and objectives
2. Course plan, schedule and student requirements
3. Activities, tasks and learning materials
i. Synchronous tasks in Moodle
ii. Asynchronous tasks in Moodle
a. Asynchronous GROUP tasks
b. Asynchronous INDIVIDUAL tasks
iii. Resources outside Moodle
4. The role of the tutor before an online course
5. The role of the tutor during an online course
6. Assessment
7. Course Evaluation
3. 1. Goals and objectives
Course General Goal
This part should include the general take away from the course.
Course Specific Objectives
This part should include the specific takeaways from the course. It would
work better if it is broken down into:
a. Reaction Objectives
These should measure the learners’ intention to use the course materials
and how far they feel it is relevant to their real life.
b. Learning Objectives
These should measure the knowledge acquired by the learners from the
course materials.
c. Application Objectives
These should measure how the learners would apply the knowledge
learned in their real life.
Developing knowledge and content in an online course:
a resource pack for teachers
4. 2. Course plan, schedule and student requirements
This section would
• clarify the general course plan
• include a day and date outline of course activities
• include the minimum requirements needed from learners to be able to do
the course and its activities
Developing knowledge and content in an online course:
a resource pack for teachers
5. 3. Activities, tasks and learning materials
In this part, all the tasks and activities that would work as a vehicle to achieve
specific objectives should be included. They can be divided into:
• synchronous and asynchronous tasks
• group and individual work
• tasks and exercises within and without Moodle
Developing knowledge and content in an online course:
a resource pack for teachers
6. 3. Activities, tasks and learning materials: Synchronous tasks in
Moodle (1)
Text chat in an online chat room
This is a written chat and can be used at any stage during a course
(beginning, middle, end).
Pros:
allows participants to collaborate and exchange information and ideas in
real time.
can be recorded and reviewed later by the tutor and the participants
tutor can use the text chat transcript to assess contributions
Cons:
X text chat can be chaotic if participants don’t adhere to protocols
X if there are lots of participants, it can be hard to keep up with the main
thread of the discussion.
X it can be tricky to arrange if participants live in different time zones
Developing knowledge and content in an online course:
a resource pack for teachers
7. 3. Activities, tasks and learning materials: Synchronous tasks in
Moodle (2)
Chat using Blackboard Collaborate
This is a spoken chat and can also be used at any stage during a course.
Pros:
a more human feel compared to the written chat as participants and the
tutor can hear and/or see each other in real time
there are features such as a shared whiteboard that everyone can write on
and icons to control turn-taking and show reactions
can be recorded and therefore reviewed and/or assessed
Cons:
X can be difficult to organise if participants live in different time zones
X the technology requires a lot of bandwidth, otherwise the video and/or
sound may break up
Developing knowledge and content in an online course:
a resource pack for teachers
8. 3. Activities, tasks and learning materials: Asynchronous tasks in
Moodle (GROUP tasks 1)
Discussion forums
These can be used at any point on a course.
Pros:
participants can post information and ideas at any time, so time zones are
not an issue
discussion forums are great for individuals to post their contributions to
collaborative tasks
students have more time to think and reflect before contributing
there is a written record of group discussions that everyone can refer back
to later
Cons:
X although you have an hour to edit a post, after that you can’t change
anything.
X some participants may ‘lurk’ and not participate much (more difficult to do
in chats)
X summarising discussions can be difficult and time-consuming for tutors
Developing knowledge and content in an online course:
a resource pack for teachers
9. 3. Activities, tasks and learning materials: Asynchronous tasks in
Moodle (GROUP tasks 2)
Wikis
These are webpages within a VLE that allow collaborative editing of content
and structure by course participants.
Pros:
unlike discussion forums, participants can amend each other’s posts at any
time, making wikis great shared working documents
the tutor can see who has contributed and when, which means that
participants’ contributions can be assessed formatively and/or
summatively.
Cons:
X wikis rely on written communication, so contributions need to be explicit
in order to avoid misunderstandings
X some participants may ‘lurk’
Developing knowledge and content in an online course:
a resource pack for teachers
10. 3. Activities, tasks and learning materials: Asynchronous tasks in
Moodle (INDIVIDUAL tasks 1)
Reflective journals
These are particularly useful for the middle stage of an online course.
Individual participants record what they have learnt and their reactions to
the process/experience in their own online learning diary.
Pros:
reflective journals promote reflection and self-evaluation and can be read,
commented on and assessed by the tutor
participants can look back at their previous journal entries and see their
progress on the course
participants can ask the tutor individual questions in this space
Cons:
X they can be quite time-consuming to write, read and assess
X some participants may not see the point of reflective journals unless their
purpose is clearly explained to them
Developing knowledge and content in an online course:
a resource pack for teachers
11. 3. Activities, tasks and learning materials: Asynchronous tasks in
Moodle (INDIVIDUAL tasks 2)
Online quizzes
These can be set up at any stage during an online course to check individual
participants’ learning, either formatively and/or summatively. Different
question types can be used: multiple choice, true/false, gapfill, matching.
Pros:
quizzes are usually quick to complete, which can be motivating for some
course participants
they are marked by the software, so this saves time for the tutor
there is an element of competition in completing a quiz, which, again, can
be motivating for students
Cons:
X quizzes can sometimes be time-consuming to set up as questions have to
be carefully worded
X possible answers may be limited because of software constraints; a
student may give a correct answer but it could be marked wrong if the
answer hasn’t been programmed by the tutor
Developing knowledge and content in an online course:
a resource pack for teachers
12. 3. Activities, tasks and learning materials: Resources outside Moodle
Online tasks need to cater for a variety of learning preferences and for those
with disabilities. They should therefore include the following embedded
elements:
audio clips (e.g. podcasts)
video clips (e.g. YouTube)
images (e.g. clipart, animations or photos)
slides (e.g. Powerpoint or Prezi)
interactivity in the form of links to games/quizzes (e.g.
www.gamestolearnenglish.com, http://hotpot.uvic.ca)
Developing knowledge and content in an online course:
a resource pack for teachers
13. 4. The role of the tutor before an online course
The tutor should know which tasks, exercises and activities will best develop
learners' knowledge. Generally speaking, there is no need for the tutor to
reinvent the wheel as there is a wealth of quality material already available;
the job of the online tutor is to bring this material together in a way which
enhances learning. This can be done by:
locating suitable materials and didacticising them
designing specific materials to fill gaps where necessary
ensuring that all tasks, exercises and activities contribute towards the
general and specific goals of the course
ensuring that participants are adequately informed about the goals,
content, methods and outcomes of the course
setting realistic targets for achieving the general and specific course goals
ensuring that there is an appropriate balance between synchronous and
asynchronous and between group and individual activities
Developing knowledge and content in an online course:
a resource pack for teachers
14. 5. The role of the tutor during an online course
The tutor should take a more active role at the beginning of the course,
gradually reducing the amount of own input by stimulating peer feedback
and self-evaluation over the duration of the course. Some ways in which the
tutor can help to develop knowledge in an online course include:
encouraging deeper thinking by asking the right questions (in both
synchronous and asynchronous chats and forums)
giving feedback on tasks and reflective journals
summarising forum discussions
moderating synchronous chats
encouraging participation in online tasks and discussions
encouraging self-evaluation and peer feedback on tasks
Developing knowledge and content in an online course:
a resource pack for teachers
15. 6. Assessment
This part would show the tools through which we can measure learning. It
should be integrated into activities and tasks, since assessment should be
a continuous tool of measurement. Tasks can and should be designed to
assess learning.
Developing knowledge and content in an online course:
a resource pack for teachers
16. 7. Evaluation
This would evaluate the whole process from all aspects. Evaluation should
test whether the objectives set from the very beginning were achieved or
not for both the teacher and the learners.
Developing knowledge and content in an online course:
a resource pack for teachers
17. Thank you for
a collaborative venture!
Fatma Alhawsawi
Neale Richardson
Helen Strong
(and the rest of the EModMar14 participants!)