Do i really want to know handout
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This document contains a mid-course evaluation for a business law course that was redesigned for online delivery. It includes 14 questions about the course organization, completion of assignments, time spent on quizzes and discussions, any technical issues, and how the instructor can help students improve their performance going forward. The questions are intended to gather feedback on how well the course redesign is working and identify any issues students are facing.
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This document outlines expectations and procedures for a BIM (Business Information Management) class. It discusses using Microsoft Office applications like Word, Excel, PowerPoint and Access. Class expectations include following dress code, coming prepared, taking responsibility for grades, and not having food/drinks. Consequences are detailed for violations. Restroom policies limit passes to 3 per 6 weeks. Students must come prepared with required materials like folders, paper and pens.
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- The majority of teachers felt they knew enough to get by in using their interactive whiteboards, which were mostly Promethean or SMART boards.
- All teachers reported using technology daily in their lessons.
- 71% of teachers indicated they would benefit most from presentation website training.
- 100% of teachers preferred to receive professional development during their PLC meetings through a screencast.
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Holding courses online is no longer a nice-to-have option for higher education. Colleges invest money in a learning management system and expect faculty to start using it. Unfortunately, preparing for the online classroom is very different from the traditional classroom, and many faculty resist the transition. Some resist from fear of change, others from fear of technology, and others because they cannot conceive of online learning being successful. The online environment offers many opportunities that are unavailable to the traditional classroom. In this session we will look at best practices in online learning, and some of the hallmarks of successful MOOCs, which attract tens of thousands of learners worldwide. We will discuss the nuts and bolts of effective online lectures, discussion questions, and assessment activities that allow students to use 21st century tools to demonstrate what they have learned. We will consider the value of peer assessments, rubrics, and group work that leverages collaborative problem solving. Part theory, and part tactical, this session is presented from the trenches of experience, and will allow you to share your successful ideas to embrace the process of knowledge making over knowledge consumption.
Presented at ATD2015, Orlando FL in the Higher Ed track.
30 Minute Data Dialogue
(1) The document discusses a proposed 30-minute data dialogue process between teachers and principals to efficiently analyze classroom data and improve student outcomes.
(2) The process involves 7 steps: set expectations, observe and discuss data, evaluate curriculum, ask curriculum questions, identify student strengths/weaknesses, create an action step, and set next steps.
(3) The goal is to develop facilitation skills for efficient classroom data evaluation discussions and pilot the 30-minute dialogue process to improve teaching practice based on data analysis.
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Development of Substantive Instructor Gu
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Student Survey Nov 2022
The document appears to be a survey for students in an HDip in Computer Science course, asking about their experiences and opinions on various aspects of the online delivery of the course. Some of the key topics covered in the survey include the usefulness of onsite workshops, the module structure, use of technologies like Slack, quality of tutors and videos, and preparation for jobs in ICT. Many student responses praise the course delivery and technologies used, though some provide suggestions like having all lectures at the start of modules or increasing certain content areas.
Lesson planning
The document provides a template for creating a lesson plan that includes sections for objectives, materials, learning activities, cues, assessments, and reflections. It emphasizes the importance of planning to ensure lessons are well-organized, aligned with standards, and help students actively learn. Sample objectives, learning activities, and assessments are included to demonstrate how to structure each section of the lesson plan.
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This document provides instructions for students to complete metacognitive reflections through an ePortfolio assignment in an online business law course. It explains that students will write or record brief reflections after each course module to assess their understanding and evaluate their learning progress. Reflections will address whether quiz and assignment results matched initial self-assessments of knowledge, strategies used or needing improvement, remaining confusion, and interesting concepts learned. The final reflection requires students to review their study techniques and performance over the semester. Rubrics are included to evaluate the quality and completeness of written and video reflection submissions.
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This document discusses using social media and technology tools in the classroom. It describes Twitter and Today's Meet as backchannel tools that allow limited interactions during class through short messages. The document outlines features of Twitter like public access versus Today's Meet which allows moderating content. Examples are provided of using Twitter in a sports marketing law class where it increased student involvement and knowledge. Nearpod is also introduced as an interactive presentation tool that engages students through polls and results during the lesson. Benefits and limitations of these tools in the classroom are highlighted.
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This document outlines faculty learning communities (FLCs) at a university from 2009-2014. It provides details on the number of faculty participants, topics covered by the FLCs each year, and funding for participants and facilitators. FLCs aimed to support faculty professional development and impact over 1,400 students through classroom changes. Contact information is provided for those wanting additional information on starting FLCs at their own campus.
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
This document discusses learning outcomes, student outcomes (SOAPs), and assessment in courses. It provides:
1) Guidance on identifying course learning outcomes aligned to department SOAPs and how the course relates to the program.
2) An explanation of student learning outcomes and how to write measurable outcomes using Bloom's Taxonomy.
3) Suggestions for aligning assessment activities, like exams and projects, to measured learning outcomes and asking whether assessments authentically demonstrate application of knowledge and skills.
4) Emphasis on using assessment results to improve ("close the loop" on) teaching and student learning.
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
1. The document provides guidance to new faculty on developing learning outcomes, aligning assignments, and assessing courses. It emphasizes that learning outcomes should describe what students will be able to do upon completing the course and focus on competencies and skills.
2. Faculty are instructed to consider how their course goals relate to students' professional, educational, citizenship, and personal goals. They are also told to align their course with their department's strategic objectives.
3. Examples of Bloom's taxonomy of learning objectives and tools for writing measurable outcomes are referenced to help faculty draft 5-12 appropriate learning outcomes using action verbs. Faculty are then tasked with identifying course assignments that accomplish the stated learning outcomes.
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This document discusses how Ida Jones used Blackboard's Early Warning System to increase student retention and performance in an online business law course at California State University, Fresno. She sent frequent emails and acknowledgments to students during the first few weeks of class to engage them. This "high touch" approach led to a significant increase in course completion rates and a reduction in failing grades and incompletes over time. A survey found that students felt the instructor acknowledged their participation and helped build a sense of community in the online course. The presentation provides tips for using the Early Warning System and frequent email contact to improve online student retention.
Twearning: Twitter + Active Learning = Improved Student Engagement
This document discusses using Twitter to improve student engagement and performance in education. It proposes having students use Twitter for class discussions and assignments to reinforce learning. An example assignment requires students to follow a professional athlete on Twitter and develop a social media policy. Assessment of Twitter's effectiveness includes student surveys showing increased contribution to content knowledge, and course grades that were higher after implementing Twitter assignments. The document advocates assessing Twitter's impact through various methods like observation, surveys, tests, and student work.
Tweeting Learning-Twearning-the-day-away
This document discusses how Twitter can be used effectively in the classroom to promote student learning and engagement. It describes a sports marketing law class where the professor assigned students to use Twitter to take notes, ask questions, and post weekly summaries of course content. A survey found that using Twitter increased students' involvement with course material and knowledge of content. Student grades also improved after Twitter was incorporated into the class. The document concludes by discussing additional Twitter assignments used in the class and their impact on promoting student learning objectives.
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2012 Academy of Legal Studies in Business presentation by P.D. Walker on using Twitter in the classroom; uploaded by Ida M. Jones
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Presentation at 2012 Academy of Legal Studies in Business by Ida M. Jones; Twitter and its impact on exams; initial findings
BA88 Assignment Sample-BBWorld 2012
This is a sample assignment that fulfills many of the 7 Principles outlined by Chickering & Gamson and summarized here for using technology: http://www.tltgroup.org/programs/seven.html
Online Discussion Assignment Template-BBWorld 2012
This document outlines the instructions for Assignment #4. Students are expected to participate in an online group discussion on the topic of Sharia Law by posting at least 3 comments over multiple days, applying readings and responding to other students' posts. Each group must then summarize their discussion and submit it to the class forum. Additionally, each student must post an evaluative response to another group's summary. The assignment will be evaluated based on timeliness, content, and level of participation in the discussion.
Cleaning Up the Learning Environment: SOAPS, Learning Outcomes and Assessment
Fresno State's Student Outcomes Assessment Program, SOAPS and deciding how to create, revise and match learning outcomes to SOAPS and assignments to learning outcomes for Summer Teaching Innovation Academy.
Universal Design for Learning-TIA 060412
This document discusses universal design for learning and accessibility in teaching. It defines universal design as creating products and environments usable by all people without needing adaptation. The document outlines three principles of universal design for learning based on brain networks - providing multiple representations of information, multiple means of expression, and multiple means of engagement. It discusses thinking about how to present concepts in class using these principles and getting students engaged. The document also lists the most and least useful teaching accommodations and tools according to students and provides resources for assistance with accessibility and universal design.
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The document discusses symptoms of plagiarism including inconsistent writing styles and inclusion of information not covered in class. It then summarizes a survey that found over 90% of students admitted to plagiarizing. Finally, it proposes cures for plagiarism such as workshops to clarify definitions, making assignments more original, using plagiarism detection software, and implementing institutional policies and enforcement procedures.
Blend 101511
This document discusses strategies for addressing plagiarism at universities. It identifies three main treatments: workshops to educate students and faculty on plagiarism, redesigning assignments to make them more original, and implementing institution-wide policies and enforcement. Workshops have been effective, with most students and faculty reporting they learned details about plagiarism. Redesigning assignments can reduce the ability to find them elsewhere online. Institution-wide remedies include creating shared definitions, instituting honor codes, and consistent enforcement of anti-plagiarism policies.
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Do i really want to know handout
- 1. Do I Really Want to Know? Mid-Course Evaluations for Course Redesign Objectives Ida M. Jones, J.D Professor of Business Law SubDirect Teaching Fellow 2016-2017 Craig School of Business 5245 N. Backer Ave., M/S PB7 Fresno, CA 93740 California State University, Fresno (559) 278-2151 Slides available at: http://www.slideshare.net/secret/7d52qwFyqUeuFJ Course Evaluation Questions 1. Is the course organization clear? 2. Have you completed all the "Start Here" activities? 3. How much did you complete of the work for the chapters for Module 1? 4. Approximately how many hours do you study each week? This includes reading textbook, taking the quizzes and completing the worksheets, but not the online discussions. (just take your best guess) 5. Approximately how many hours do you spend reading and preparing for the discussion assignments each week? This includes reading resources, reading other students' comments and posting your comments. (Just take your best guess) 6. The quizzes and worksheets are 36% of your grade. The online discussion assignments are 33% of your grade. Do you believe you are spending approximately 50% of your time on each of those items? 7. Have you had difficulty using MindTap? 8. Have you had difficulties taking quizzes and worksheets and getting credit for those? 9. Many of the technical issues with MindTap have been resolved. Have you earned credit (as shown in the gradebook on Blackboard) for the last couple of weeks' quizzes and worksheets that you completed on MindTap? 10. Many of the technical issues with MindTap have been resolved. Do you believe MindTap has been useful now that those issues have been resolved? 11. What do you do to remind yourself what to do for this online class? (Mark all that apply) 12. What will you do to maintain or improve your performance as you go forward in this class? 13. What can I do to help you maintain or improve your performance as you go forward in this class? 14. Post here any other comments that don't fit in the questions asked.