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Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
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Creating Engaging Student Communities in the Online Classroom, Karen Lyndenkarenlynden
This session will focus on instructor strategies that create extraordinary student learning experiences in the online class environment. Techniques that will be explored include best practices for creating dynamic group projects, service-learning projects connected to learning outcomes, and other project-based based assignments that help build the student learning community in the class and beyond. Implementation strategies and examples of effective assignments will be shared.
Presenter(s): Karen Lynden (Rowan-Cabarrus CC)
The Community of Inquiry: Building an engaged presence for learning in the on...Debra Beck, Ed.D.
Dr. Debra Beck's slides for 9/25/14 e-Volution Technology Forum presentation at the University of Wyoming. For more information on the Community of Inquiry model, and a downloadable copy of the assessment tool that was the source of sample questions in three slides, visit the researchers' wiki: https://coi.athabascau.ca
For additional resources, visit my Pinterest board on the topic: http://www.pinterest.com/npmaven/communities-of-inquiry-elearning/
The Art of Technology and Teaching: Training for the Whole Campus CommunityD2L Barry
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SITE 2014 - Multiple Roles of the Teacher in the K-12 Online Learning Environ...Michael Barbour
Barbour, M. K. (2014, March). Multiple roles of the teacher in the K-12 online learning environment: Cautions for teacher education. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Jacksonville, FL.
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Last Call Media was the first to launch a corporate site on Drupal 8. Find out how it went. This case study reviews the challenges and successes of being an early adopter.
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This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
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Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
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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
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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.
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Reflecting on Learning Support Roles to Enhance Instructional Effectiveness
1. Reflecting on Learning Support Roles
to Enhance Instructional Effectiveness
Denise C. Nacu
Caitlin K. Martin
Nichole Pinkard
College of Computing and Digital Media
School of Design
A framework for strategically choosing and using online tools
DePaul University Teaching and Learning
Conference 2015 • May 1, 2015
2. Overview
• 11 learning support roles educators
play using online tools
• Origin of the framework and how we
are using it
• How you can use the framework for
reflection and instructional
improvement in blended learning
3. The challenge of choosing and
using tools
• Teachers are challenged to navigate
and coordinate use of various
technology tools
• Every teacher and context is different -
one approach does not suit all
4. Watson, J. (2008). Blended Learning: The Convergence of Online and Face-to-
Face Education. Promising Practices in Online Learning. North American
Council for Online Learning.
Blended learning continuum
5. Barron, B., K. Gomez, N. Pinkard, and C. K. Martin.
2014. The Digital Youth Network: Cultivating Digital
Citizenship in Urban Communities. Cambridge: MIT
Press.
Research Context
6. Barron, B., Gomez, K., Pinkard N., & Martin, C. (2014). The Digital Youth Network: Cultivating
New Media Citizenship in Urban Communities. Cambridge, MA: MIT Press.
Importance of formal and
informal interactions
between adult educators
and students in F2F space
Ø Student engagement
Ø Persistence
Ø Development
Barron, B., C. K. Martin, L. Takeuchi, and R. Fithian. (2009). Parents as learning partners in the
development of technological fluency. International Journal of Learning and Media, 1(2), 55–77.
LEARNING BROKER
MODEL
COLLABORATOR
RESOURCE PROVIDER
INSTRUC
EMPLO
7. iRemix platform: an online
social learning network
• Closed social learning
network
• Profile pages
• Groups
• Access to mentors
• Ability to share and
comment on projects
and have discussions
• Self-paced student
curriculum
• Learning badges
• Assessment rubric
• Embedded flash-based
design tools to enable
students to do projects
on their own time
9. Research Questions
• How are educators using online systems
to interact with students?
• How well do tools support those
interactions (or not)?
• How can we design for more and better
interactions for learning?
• How can we support teachers to use
online environments effectively?
10. Online Learning Support Roles
INSTRUCTOR
Directly teach a concept/
skill. Provide an
assignment, prompts, or
feedback to further student
thinking or work
EVALUATOR
Provide grades,
ratings, or other formal
assessments
AUDIENCE
View what youth are
doing online
ENCOURAGER
Encourage youth about
work or participation
SOCIO-CULTURAL
FRIEND
Show personal
approachability,
building rapport
LEARNING BROKER
Connect youth with
learning opportunities
(people, activities, etc.)
PROMOTER
Showcase youth
participant work
MODEL
Share own creative
work/process
MONITOR
Impose or suggest
rules of behavior online
RESOURCE PROVIDER
Provide learning
resources (how-to
guides, links,
embedded media, etc.)
LEARNER
Learning skills or content
from youth
Denise C. Nacu, Caitlin K. Martin, Nichole Pinkard & Tené Gray (2014): Analyzing educators’
online interactions: a framework of online learning support roles, Learning, Media and Technology,
DOI:10.1080/17439884.2015.975722
11. [graph showing prevalence of audience role]
Online learning support roles are
played differently
0%
10%
20%
30%
40%
50%
Inst: Prompt
Encourager
Inst: Direct
Resource provider
Learning broker
Inst: Seed workEvaluator
Socio-cultural
Model
Promoter
Learner
Traditional literacy teacher, male
0%
10%
20%
30%
40%
50%
60%
Inst: Prompt
Encourager
Inst: Direct
Resource provider
Learning broker
Inst: Seed workEvaluator
Socio-cultural
friend
Model
Promoter
Learner
Online mentor, male
0%
10%
20%
30%
40%
50%
Inst: Prompt
Encourager
Inst: Direct
Resource provider
Learning broker
Inst: Seed workEvaluator
Socio-cultural
friend
Model
Promoter
Learner
Online mentor, female
0%
10%
20%
30%
40%
50%
Inst: Prompt
Encourager
Inst: Direct
Resource provider
Learning broker
Inst: Seed workEvaluator
Socio-cultural
Model
Promoter
Learner
Traditional literacy teacher, female
12. Reflecting on Online
Learning Support Roles
• Adult mentors
reflected on the
roles they played
• Sharing and
discussion
• How do you see
yourself as a
mentor?
• What roles are
important to you?
• What supports do
you need to be
effective online?
13. Rethinking
Assumptions
• What online learning
support roles are
important to you?
• What are your goals in
using online tools?
• Which features can you use
more to emphasize certain
roles?
• How are you using the face-
to-face classroom time?
INSTRUCTOR EVALUATOR
AUDIENCE ENCOURAGER
SOCIO-
CULTURAL
FRIEND
LEARNING
BROKER
PROMOTER MODEL
MONITOR
RESOURCE
PROVIDER
LEARNER
14. Example: My Reflection
Typical course:
– Develop software design
design skills
– Learn and apply design
principles, concepts, and
methods
– 25-30 students face-to-face
Tools and techniques
– Desire to Learn (D2L)
– Software design and
prototyping tools
– Short lectures
– Collaboration in groups on
projects
– Whole group and small
group critiques
15. Face-to-face during
class meetings
• Present content through short
lectures: Instructor
• Explain assignments: Instructor
• Personal feedback and help:
Instructor, Encourager
• Build rapport with students: Friend
• Build relationships among students:
Friend
• Coordinate group work and
discussions
INSTRUCTOR EVALUATOR
AUDIENCE ENCOURAGER
SOCIO-
CULTURAL
FRIEND
LEARNING
BROKER
PROMOTER MODEL
MONITOR
RESOURCE
PROVIDER
LEARNER
16. Online using D2L
– Provide grades and feedback:
Evaluator
– View student work: Audience
– Provide examples, resources, links:
Resource Provider
INSTRUCTOR EVALUATOR
AUDIENCE ENCOURAGER
SOCIO-
CULTURAL
FRIEND
LEARNING
BROKER
PROMOTER MODEL
MONITOR
RESOURCE
PROVIDER
LEARNER
17. Email, office hours
• Make personal connections: Friend
• Provide help and encouragement:
Encourager
• Broker connections to people and
resources: Learning Broker
INSTRUCTOR EVALUATOR
AUDIENCE ENCOURAGER
SOCIO-
CULTURAL
FRIEND
LEARNING
BROKER
PROMOTER MODEL
MONITOR
RESOURCE
PROVIDER
LEARNER
18. Learning Support
Roles
• How well am I using tools to support
my goals?
• How can I make improvements?
– How can I better promote exemplary work
created by students?
– How can I better model ways of
approaching and solving problems?
INSTRUCTOR EVALUATOR
AUDIENCE
LEARNING
BROKER
PROMOTER MODEL
MONITOR
RESOURCE
PROVIDER
LEARNER
ENCOURAGER
SOCIO-
CULTURAL
FRIEND
19. You?
What online tools do you use?
– What learning support roles
are important to you?
– How do you want to use your
face-to-face time?
– How can you best take
advantage of online tools?
INSTRUCTOR EVALUATOR
AUDIENCE ENCOURAGER
SOCIO-
CULTURAL
FRIEND
LEARNING
BROKER
PROMOTER MODEL
MONITOR
RESOURCE
PROVIDER
LEARNER
20. Thank you!
Denise Nacu
dnacu@cdm.depaul.edu
@dcnacu
Digital Youth Network
www.digitalyouthnetwork.org
@digitalyouth This material is based upon
work supported by the National
Science Foundation under Grant No.
1325004. Any opinions, findings, and
conclusions or recommendations
expressed in this material are those
of the author(s) and do not
necessarily reflect the views of
the National Science Foundation.