Distance Learning Course Activities
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Drawing on current literature and a survey of online students and instructors from online institutions, the researchers explored the different types of assignments and assessments required for completion of online courses, the Learning Management Systems utilized, and differences between undergraduate and graduate tasks assigned, according to field of study. While there is a significant amount of available research on instructional efficacy in online classes, there are few studies that account for the types of course activities students must complete in distance learning courses. This study details the variety of online assessments and activities assigned to students attending institutions of higher education that are either fully online or utilizing a blended learning format. Recommendations are made for diverse instructional tasks, which can be assigned based on available technology and curricular flexibility. Key terms used in the study appear at the end of this chapter.
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This workshop brings together past recipients of Sloan-C’s Excellence in Online Teaching and Effective Practice awards to offer tips on online teaching and present specific techniques and strategies for organizing and facilitating online courses that have worked for them.
Blended Learning: Educause SW Regional 2008
This document summarizes a presentation on blended learning given by Veronica Diaz and Patricia McGee. It defines blended learning as courses that combine online and classroom activities to improve student outcomes while reducing classroom time. It discusses models for blending, opportunities for institutions, and strategies for effective course design, implementation, faculty development, and student readiness.
Bne Workshop 1206
The document discusses blended learning and task-based learning. It describes different models of blended learning based on the percentage of content delivered online. It also categorizes different approaches to learning and types of learning tasks. The document provides examples of online activities that could be incorporated into a blended learning course, such as weekly online testing, peer feedback, and streaming videos. It outlines a five step model for designing blended learning and the roles of learners and tutors.
A Blended Online Approach for Faculty Development in Online Teaching
Mount Saint Mary College implemented new policies requiring faculty training for teaching online courses. This included a blended online professional development course called "Teaching and Learning Online" over 4 weeks. The course provided intensive, practical training to help faculty redesign their online courses, including instructional design, interactions, assessments, and content development. It included readings, discussions, and a course design project. While some issues around workload and compensation remained, initial feedback on the training course was positive and led to improvements in online course quality.
Blended by Design: Day 2
This document provides guidance on designing blended courses through modular content organization, learning objectives, instructional strategies, and community building. Key points include:
- Courses should be redesigned into manageable modules with clear learning objectives and a mix of online and classroom activities.
- A variety of instructional techniques can be used within modules, including active learning, assessments, and strategies to encourage interaction and engagement.
- Community building is important and can be facilitated through online discussions and in-class group activities and assignments.
- Effective team-based assignments incorporate accountability, linked tasks, and idea exchange through group roles and peer feedback.
Blended Learning For Faculty
The document provides an overview of a course redesign process and blended learning. It discusses defining the blend of online and face-to-face learning, rethinking class time and online interactions, and experiencing being a student. Principles for successful course redesign are outlined. The document also discusses faculty development program options, technologies that can be used, and assessing student readiness for blended courses.
Online Courses: How are they unique?
This document provides an orientation for teaching online courses at Towson University. It begins by defining online and hybrid courses and outlining the objectives of the workshop. The document then discusses challenges and rewards of online teaching, the instructor's new role as a facilitator, and strategies for interaction and feedback in online courses. It provides examples of chunking content into manageable modules and designing courses using the Quality Matters rubric. The overall summary is that the document orients new online instructors at Towson University by defining online learning, discussing the design of online courses, and providing strategies for facilitating interaction and assessment.
High-Tech Assessment
The document discusses various high-tech assessment tools that can be used effectively, including online quizzes, screencasts, audience response systems, ePortfolios, gaming/simulation, and online discussion forums. It provides examples of how these tools have been used to assess learning in library instruction and provides references for further information.
Conole TechItUp Conference Kamloops
- The document discusses aligning design creativity in educational practice with effective use of technology and pedagogical principles. It proposes the learning design methodology to make the design process more explicit, shareable, and informed.
- Key aspects of the Open University Learning Design Initiative are presented, including tools to visualize designs, methods to share ideas through events and cloudworks, and an emerging evidence base to understand the design process.
- Various forms of representing designs are described, such as task swimlines, course maps, and pedagogy profiles, to help designers see curriculum differently and foreground different aspects.
Conole networked learning
The document discusses current challenges in learning design and pedagogical patterns research. It provides an overview of a symposium on this topic, including definitions of learning design and pedagogical patterns. It also examines different ways of representing learning designs, such as course maps, pedagogy profiles, and task swimlanes. Finally, it identifies gaps between the promise and reality of these areas and discusses potential solutions.
Online Pedagogy
This document provides tips and considerations for teaching online courses. It notes that online courses require a different approach than campus-based courses as they have more distractions, no immediate responses, and require more planning. The roles of instructors and students also differ, with instructors serving as facilitators and students as active participants. Tips for successful online instruction include extensive planning, establishing an engaging online community, being visible and providing timely feedback to students, and incorporating a variety of formats and activities to engage different learning styles. Examples are given such as creating icebreakers, posting introductory videos, using the internet, keeping courses dynamic, and incorporating peer review.
Interaction With Moodle
The document discusses using Moodle, a virtual learning environment, to facilitate interactive learning. It describes how Moodle allows educators to [1] create online spaces for courses that store resources and link to materials, [2] use communication tools like chats and forums for student discussion, and [3] create assignments and activities for students to complete. It then focuses on how educators can use forums on Moodle to [2] encourage interaction between students on course topics, foster collaboration, and build an online community. A variety of forum-based tasks are presented that educators could use to engage students through online discussion and group work.
Parents2011
The Center for Academic Excellence at SJC provides various academic support services including tutoring, workshops, and online resources to help students succeed. Tutoring is available in various formats like one-on-one, small groups, and online for both course content and writing. Workshops cover topics like time management, studying, and writing skills. A writing portfolio program requires all undergraduates to submit course papers for evaluation at the sophomore and junior levels to assess writing growth and inform curriculum.
OnCourse Instructional Design Model
The document describes the OnCourse Instructional Design Model for developing online courses. It provides a guide for instructors to move face-to-face courses online. The model includes teacher training on adapting classroom materials for online use. It is based on cognitive apprenticeship and multimedia theory. The model has steps for modeling concepts, coaching student practice, exploration of ideas, and formative/summative assessments. It aims to help more instructors transition courses online by providing resources and tools.
MCC Blended Learning
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
Going blended iatefl 2013
This is the thirty-minute talk I gave at the IATEFL conference. I describe the process of tranforming a 100% f2f writing course for teachers into a 50/50 f2f/blended version.
Getting started with blended, a presentation for NMSU
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
Transitioning from Seated to Online
This document provides guidance for instructors on transitioning a course from seated to online. It discusses why online learning is beneficial for both students and instructors, highlighting increased flexibility and accessibility. It then offers tips for promoting interaction and presence online through introductions, organization, instruction, and feedback. The document emphasizes careful course design and integration of technologies like videos and discussion boards. It stresses the importance of building community through clear expectations, online office hours, and soliciting feedback.
SLTCC 2016 (Keynote 1) Teachers pursuing excellence: Blending the physical, s...
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Keynote speech by Prof. Diana Laurillard at the Solent Learning and Teaching Community Conference 2016.Ocdai seminar slides
This document discusses considerations for designing an online course, including:
- Determining the number of lessons, assignments, quizzes/tests, and papers/essays
- Providing opportunities for student interaction and live support
- Structuring lessons and incorporating clear objectives, assessments, and principles for student-centered learning
- Addressing individual differences, motivating students, and avoiding information overload through instructional strategies like online discussions and projects
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
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and water managers, and urban planners, are interested in obtaining data on land use and cover
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Distance Learning Course Activities
- 1. Distance Learning Course Activities Dr. Melanie Shaw Mr. Todd Kane
- 2. Introduction Learning Activities Different types of course activities students must complete in a diverse sampling of online courses.
- 3. Research Questions Format and length for courses Activities and Assessments Enjoyment Fields of Study and Student Levels Learning Management System (LMS) Student Perceptions based on LMS
- 4. Survey Participants – N= 166
- 5. Format of Online Course
- 10. Other Types of Assignments Listed Readings Online Surveys Creating spreadsheets Research projects with publication goals Journals Objective testing Role playing Question and answer activities Surveys Simulations Annotated bibliographies Posting to organizational websites Polls Case studies Reading summaries Watching videos youtube.com Tests Interviews Discussion Threads LinkedIn Group participation Debates PDF creation Group presentations Twitter postings Chats Visual diagrams Reflective essays Project proposals Graph Creation Summarizing reports Online homework pages Portfolios Access projects Chapter reviews Interactive learning collaborations Wikis Open Office use Programming activities Virtual worlds immersion experiences Math labs Technical projects Website creation Online lecture attendance
- 12. What Activities Best Help You Retain Knowledge?
- 15. Assignment by Field of Study
- 16. Most Frequent Activities by LMS
- 17. Differences between Online Undergraduate Assignments and…
- 19. Conclusion A variety of learning formats and course lengths Diverse Activities Small Variance between fields of study and levels of students The most commonly utilized LMS is Blackboard. Online Discussions and Research Papers
- 20. Questions