This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
For many managers, there is a real challenge both in managing remotely, and having confidence about the quality of remote or online delivery. Most managers have years of experience of managing campus based learning, and have had the benefit of peer and specialist support on site. However, few managers have the experience of teaching remotely, so supporting staff and recognising good delivery is a greater challenge. This session looks at adjustments to their management approach that may be helpful, and identifies some of the key characteristics of well delivered on line activity.
Presentation delivered by Dr John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
For many managers, there is a real challenge both in managing remotely, and having confidence about the quality of remote or online delivery. Most managers have years of experience of managing campus based learning, and have had the benefit of peer and specialist support on site. However, few managers have the experience of teaching remotely, so supporting staff and recognising good delivery is a greater challenge. This session looks at adjustments to their management approach that may be helpful, and identifies some of the key characteristics of well delivered on line activity.
Presentation delivered by Dr John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses ...
BIZ102 Assessment 1 Brief Page 1 of 6 ASSESSMENT BRI.docxmoirarandell
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables the ability to examine
situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment aims to develop your awareness and
reflective learning ability while also assessing your understanding of the topics covered in
modules 1 and 2.
Reflective writing ordinarily occurs in the first person (and you can do so here) and works
best when you think deeply about a topic and look at both the positives as well as
opportunities to improve in a situation. Examples within the context of this assessment
might be:
• I found taking the Emotional Intelligence self-assessment
challenging/interesting/useful/ a new experience because...
• Mayer and Salovey (1997) emphasise the importance of perceiving, accessing and
generating emotions to develop emotional intelligence, which is not something I
have thought about much previously...
BIZ102 Assessment 1 Brief Page 2 of 6
• I agreed/disagreed with the first result because...
Please also visit the Academic Skills blackboard page for an overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
Complete the Emotional Intelligence self-assessment prescribed in module 2 of the subject.
Compose your reflective journal entry addressing the three questions below.
Include a screenshot of your emotional intelligence test results from the test website in your
paper.
Identify theoretical concepts reviewed in modules 1 and 2 that support your reflection.
Include at least two academic references to sources in the module 1 and 2 learning
resources for this subject that present the theoretical concepts identified, to support your
ideas.
Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list.
Guiding questions:
1. To what extent do you agree with the results of the self-assessment?
2. What have you learned about yourself from the results of this self-asses.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors and Students - 2.2.2016
1. Team Intellectual Discussion Meeting
Riley College of Education and Leadership
Dr. Gerri Spinella
February 2, 2016
Time Management
&
Enhanced Discussion Approaches
for
Instructors & Students
2. Five Assumptions for the Online LearnerOnline Participation
1. Self concept- Development moves from dependent to self-directed.
2. Experience- Life experience grows and serves as a resource for
learning.
3. Readiness to learn- Maturity provides readiness to learn due to
adult social/professional role.
4. Orientation to learning- Application of learning becomes
immediate, not delayed. Orientation shifts from
content-centered to practical problem-based learning.
5. Motivation to learn- Moves from intrinsic to extrinsic.
Professional Development: Dr.. Christine Eiserman, Dr. Gerri Spinella, Martinique Johns MS.Ed
3. Which of these questions apply to you?
• To what degree and toward what end is the adult learner/teacher motivated to learn?
• To what degree does the teacher seek out self-directed opportunities to increase the
understanding and application of new technologies? How can we recognize and
capitalize on this evidence of “self-direction?”
• To what degree will the teacher likely acquire the new knowledge of skills and apply it
immediately?
• How do I provide time for this adult to construct meaning of his/her learning? To
integrate it with her previous knowledge? To use the new learning for herself and
with her students?
• How do I provide support for this adult’s learning---through mentoring, coaching,
community-building?
Tafel, L. (2010). Using adult learning theory to frame and support professional development: What should we
know? In A. Borthwick & M. Pierson (Eds.), Transforming classroom practice: Professional development
strategies in educational technology (pp. 23–34). Eugene, OR: International Society for Technology in Education.
4. Essential Question
What is your time management strategy to
teaching online?
1. View this video:
Managing Your Time When Teaching Online
At the link: Managing Your Time When Teaching Online
2. Share a strategy and example that you use in teaching
online with our colleagues.
5. Share Your Time Management Strategy
Prepare Weekly Announcements:
Dr. G’s Example: Midway Announcement
Dear Colleagues,
We are midway through our course together. This is the time to review the learning goals that we set
forth in the syllabus, and reflect on your personal progress.
- Have you been consistent in meeting your learning goals?
- In what ways would you like to improve your approach in time management, review of resources,
collaboration, or completion of the weekly activities?
- Have you been assessing the grading rubric for each activity?
- Were you able to follow suggestions for any rewriting of these assignments?
You may have more questions that you would like to have as part of your personal reflection. At this
time, I wanted you to review your status and the points you have received for each assignment. These
will give you an indication of "where you are" presently.
As always, if you have any extenuating circumstances or need further clarification on any aspect of
your course, please feel free to contact at 847769288 or by email.
Looking forward to your discussion of midway goals with me,
Dr. Gerri
6. Dr. G’s Strategy: Instructor Template
Develop your instructor’s template for responses to weekly
discussions:
Example: Discussion Prompt: Consider ways that emotions have
influenced creativity or innovation in your workplace. Provide
specific examples from your responses.
Instructor’s template & individual response to one
part of student’s discussion
You were able to dig deep into the resources and the many themes that
emerged. This connection to building a supportive environment is a
positive way, as a leader, to enable others to know how to model
appropriate behavior. In your specific response, you were able to
discuss creative approaches that your teachers have used in the
classroom, and you provided the responses from your students, too.
Thank you for your response! Dr. Gerri
7. Dr. G’s Example:
Communication Strategy: An Organizational
Framework for Course Assignment
Communicate the organizational framework in multiple portions and times throughout the course development.
Include the following headings in your document:
Abstract http://academicguides.waldenu.edu/writingcenter/publication/abstracts
Introduction: Provide a brief overview for the paper so the reader can anticipate the purpose of this paper.
Compose an explanation of the subject or content area, and the learner problem or issue. The problem you write about must be
local and the data you use to prove its existence must be public or archival.
Describe the theoretical base/conceptual framework related to the problem in a manner that justifies the investigation of this
problem or issue as a worthwhile scholarly endeavor.
Conclude the introduction with a guiding question that enables the reader to anticipate the document’s purpose and to analyze
data in a way that informs decision-making. Note: This guiding question will be revisited in the conclusion of your paper.
Body
Summarize your initial preparation of analyzed existing public and archival data related to the learner problem or
issue. (See the Learning Application Section.)
Explain why the specific data was accessed and collected. How does it provide information necessary to assess the learning
problem or issue? Include a description of how you accessed and collected the data.
Report the findings of your analysis of the data.
Conclusion
Offer at least 2 possible solutions from the literature, and make sure you provide in-text citations. These items should be part of
your annotated bibliography.
Use the ERIC Thesaurus http://www.eric.ed.gov/ERICWebPortal/thesaurus/thesaurus.jsp to provide you with at least 5
keywords, which will help you, and facilitate your literature search for articles. List these keywords in your paper.
8. Dr. Gerri’s Insertions for
Specific Sites for Student Paper (page 1)
Ed.D. Template to use at http://academicguides.waldenu.edu/writingcenter/templates/program
Abstract Contents at http://academicguides.waldenu.edu/writingcenter/publication/abstracts
APA General at Walden at http://academicguides.waldenu.edu/writingcenter/apa
APA references at http://academicguides.waldenu.edu/writingcenter/apa/references
APA Internal Citations at http://academicguides.waldenu.edu/writingcenter/apa/citations/intextparenthetical
Data Resources at http://academicguides.waldenu.edu/researchcenter/dataresources
Examination of bias at http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/avoidingbias
Emphasis on resources from the last five years at http://academicguides.waldenu.edu/library/doctoral/literaturereview
Writing Introduction at http://www.dissertationwriting.com/introduction-chapter-writing.shtml
Key Words or Specialized Words at http://academicguides.waldenu.edu/writingcenter/scholarly#s-lg-box-3274243
Local Problem Description for Dissertation at
http://catalog.waldenu.edu/mime/media/7/987/Doctoral+Study+Guide_final_cover+date.pdf
9. Dr. Gerri’s Insertions for Specific Sites for Student Paper (page 2)
Local Problem Description for Dissertation at
http://catalog.waldenu.edu/mime/media/7/987/Doctoral+Study+Guide_final_cover+date.pdf
Methodology Explanation (p. 39)
http://catalog.waldenu.edu/mime/media/7/987/Doctoral+Study+Guide_final_cover+date.pdf
Qualitative Methodology Office Hours http://academicguides.waldenu.edu/c.php?g=120413&p=2668886
Quantitative Methodology Office Hourshttp://academicguides.waldenu.edu/c.php?g=120413&p=2668886#s-lg-box-
8158813
Testing – Piloting Instruments at http://academicguides.waldenu.edu/c.php?g=153460&p=1010375
Walden Methodology at http://academicguides.waldenu.edu/c.php?g=80885&p=522814
Walden emphasis on Social Change at http://catalog.waldenu.edu/content.php?catoid=61&navoid=9236
10. Are We Providing These Connections
In Our Courses?
Chat Room
• Build learning community
• Post bios
• Share hopes/fears
• Discuss “teacher lounge” topics
Discussion
• Where online learning experience
occurs
• Where learner can demonstrate
understanding or lack thereof
• Where facilitator can promote
higher order thinking
• Where facilitator can guide
learning
Group Learning Team
Discussion
• Promotes collaborative learning
Individual/Private
• Via e-mail
• For learners with personal
needs/concerns
• Where facilitator can guide learner
on sensitive issues
• Where facilitator can provide
feedback as needed
Professional Development: Dr. Christine Eiserman, Dr. Gerri Spinella, Martinique Johns MS.Ed
11. Are You a Coach/Facilitator?
Protocols to follow in responding
• Give a comment to at least two other
prompts in the discussion section
• Involve critical feedback in a
professional manner
• Provide a reflective process where
you can support one another in your
group
Professional Development: Dr. Christine Eiserman, Dr. Gerri Spinella, Martinique Johns MS.Ed
12. 8 Learned Lessons
From Teaching Online
View this video link at 8 Learned Lessons From
Teaching Online
How have these lessons impacted your personal
approach to teaching online?
Share one lesson and approach.
13. The Gift of Your Discussion
"Every time we gather, there needs to be space for a discussion of what
gifts have been exchanged...
Talk to others about…
- the gifts you've received from them
- the unique strengths that you see in them
- the capacities they have that bring something
unique and needed into the world
- what they did in the last ten minutes that made a difference”
(Block, p. 144).
Block P. (2009). Community: The Structure of Belonging. Oakland, CA:
Berrett Publishing Company.