This document discusses a research project being conducted by Dr. Brenda Bagwell and Dr. Lori Poole at CSU-Global Campus to analyze online class discussions. The research has two phases: Phase I examines how discussion prompts and instructor interactions impact student posts, and Phase II analyzes what Bloom's cognitive levels students demonstrate in their posts and if this deepens over time. Preliminary results of Phase I found that discussion prompt type influences post content and interactions. Phase II initial findings show students are often at remembering and understanding levels, though prompts aiming for higher levels did see some applying and analyzing. The research aims to help improve online discussions and determine if courses are achieving intended learning outcomes.
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.
AECT 2019 Presentation titled Reaching Students Where They Are. An exploratory qualitative research study that investigated the lived experiences of students who provide synchronous online peer tutoring services in higher education.
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.
AECT 2019 Presentation titled Reaching Students Where They Are. An exploratory qualitative research study that investigated the lived experiences of students who provide synchronous online peer tutoring services in higher education.
Creating Learning Communities and Developing Critical Thinking Through Online...CIEE
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.
"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.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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”.
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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.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Discussions blooms
1. DELVING INTO ONLINE
DISCUSSIONS TO DETERMINE
WHAT WORKS BEST (OR BETTER)
Dr. Brenda Bagwell, Faculty Development Trainer and Researcher
Dr. Lori Poole, Program Coordinator and Research Initiative Coordinator
2. CSU-Global Campus: Brief History
•Nation’s first, independent, 100%
online public university
•Created to serve adult learners in
completing their degrees
•85% of faculty members have terminal
degrees; all faculty members at the
graduate level have a terminal degree
4. Research Project Questions
PHASE I:
What is going on in our class discussions?
How does instructor and student
interaction affect the class discussions?
PHASE II:
Are we really working through the
Bloom’s levels in our discussions
as the courses are designed to?
5. Online Class Discussions
• CSU-Global Class Discussions:
One discussion question per week about a
topic related to the week’s learning outcomes
in each 8-week long courses.
• Outcomes: Outcomes refer to the learning
goals at each level—at the program level, at
the course level, and at the module level
(referred to as Learning Outcomes).
6. Research Project: Phase I
• Determine if the type of overall discussion
prompt impacts discussion postings and
interactions
• Categorize the types of discussion posts
students are making
• Evaluate how instructor replies impact
discussion participation and course evaluations
7. Research Project: Phase I
Determine if the type of overall discussion
prompt impacts discussion postings and
interactions
• Bullet point the discussion prompt
• Class expectations
• Instructor seeding
• Extra discussion prompts for class
• Summary discussion posting by instructor
Jarosewich, T., Vargo, L., Salzman, J., Lenhart, L., Krosnick, L., Vance, K., & Roskos, K. (2010). Say What?
The Quality of Discussion Board Postings in Online Professional Development. New Horizons in
Education, 58(3), 118-132.
8. Research Project: Phase I
Categorize the types of discussion posts
students are making
• Categories: appreciation, questioning, prompting,
expressing agreement/disagreement, elaboration, opinions
• Students building community
• Most reach module-level outcomes
Lim, S., Cheung, W., & Hew, K. (2011). Critical Thinking in Asynchronous Online Discussion: An
Investigation of Student Facilitation Techniques. New Horizons In Education, 59(1), 52-65.
9. Research Project: Phase I
Evaluate how instructor replies impact
discussion participation and course evaluations
• Categories: appreciation, questioning, prompting,
restatement/re-link with challenge prompting, expressing
agreement/disagreement, elaboration, explanations
• Teaching methods/tips for discussions
• Class discussion set-up tips and techniques
• Outcomes: program level, course level, module level
Lim, S., Cheung, W., & Hew, K. (2011). Critical Thinking in Asynchronous Online Discussion: An
Investigation of Student Facilitation Techniques. New Horizons In Education, 59(1), 52-65.
10. Online Class Discussions
• Bloom’s is a classification of
levels of intellectual
behavior important in
learning.
• All CSU-Global courses
employ Bloom’s verbs in all
kinds of learning outcomes,
with the intent for students
to work through the levels.
11. Bloom’s Taxonomy
Remembering: can the student
recall/remember information?
Understanding: can the student
explain ideas or concepts?
Applying: can the student use the
information in a new way?
Analyzing: can the student
distinguish between different parts?
Evaluating: can the student justify a
stand or decision?
Creating: can the student create new
product or point of view?
12. Research Project: Phase II
• What Bloom’s level are students reaching in
initial posting?
• Is there any relation to the cognitive level
reached and the overall discussion prompt?
• Does the cognitive level deepen throughout
the term?
Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. Journal of Educators
Online, 6(1).
13. Research Project: Phase II
• What Bloom’s level are students reaching in initial posting?
• Is there any relation to the cognitive level reached and the
overall discussion prompt?
Initial Posting Overall Discussion Prompt
M1
(34 participants;
176 postings)
Remembering, Understanding
(some moving toward Applying)
Understanding, Applying
M4
(34 participants;
177 postings)
Applying, Analyzing Applying, Analyzing
M8
(31 participants;
150 postings)
Applying, Analyzing
(some moving toward Evaluate)
Analyzing, Evaluating
14. Research Project: Phase II
• Does the cognitive level deepen throughout
the term?
• Peaked in middle, but dropped in the end (for both
students and instructors)
• BUT…often the level noted in the course
outline/development was not the level actually
reached
15. Research Project: Phase II
Does student interaction lead to a higher level? When fellow students reply and/or ask
questions is a deeper level attained? Do instructor prompts and questions lead to a
higher level? When students are asked questions by the instructor is a deeper level
attained? Does the cognitive level deepen throughout the term?
• Average levels are remembering and analysis
• Replies varied from student to student
• Peaked in middle, but dropped in the end (for both
students and instructors)
• BUT…often the level noted in the course
outline/development was not the level actually
reached
Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. Journal of Educators
Online, 6(1).
17. References
Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. Journal
of Educators Online, 6(1).
DeLoach, S. B., & Greenlaw, S. A. (2007). Effectively Moderating Electronic Discussions.
Journal of Economic Education, 38(4), 419-434.
Jarosewich, T., Vargo, L., Salzman, J., Lenhart, L., Krosnick, L., Vance, K., & Roskos, K.
(2010). Say What? The Quality of Discussion Board Postings in Online Professional
Development. New Horizons in Education, 58(3), 118-132.
Lim, S., Cheung, W., & Hew, K. (2011). Critical Thinking in Asynchronous Online
Discussion: An Investigation of Student Facilitation Techniques. New Horizons In
Education, 59(1), 52-65.
Matheson, R. R., Wilkinson, S. C., & Gilhooly, E. E. (2012). Promoting critical thinking and
collaborative working through assessment: combining patchwork text and online
discussion boards. Innovations in Education & Teaching International, 49(3), 257-267.
doi:10.1080/14703297.2012.703023
