"Readiness" for an online distance learning communicates with clarity, coherence, completeness, and with consistency the essential requirements to plan-do-check-act the end-result of an agreed learner learning plan.
We share the free to use training presentation on online distance learning "readiness assessment.
We determine and describe the basic "questions of understanding" and "model of capability" that make it simple, easy, and doable to act the learning and teaching tasks with the Internet of education.
Power Point slides used the the Digital Learning Spring Conference on April 19. the session was at 10:45-11:30 am and was titled "Increasing Completion Reates by Providing Online Skills" by Dal LIttle
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
"Readiness" for an online distance learning communicates with clarity, coherence, completeness, and with consistency the essential requirements to plan-do-check-act the end-result of an agreed learner learning plan.
We share the free to use training presentation on online distance learning "readiness assessment.
We determine and describe the basic "questions of understanding" and "model of capability" that make it simple, easy, and doable to act the learning and teaching tasks with the Internet of education.
Power Point slides used the the Digital Learning Spring Conference on April 19. the session was at 10:45-11:30 am and was titled "Increasing Completion Reates by Providing Online Skills" by Dal LIttle
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
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They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
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Presentation give at the BC DL Conference in Vancouver, BC, February 14-16 2013. The focus of the presentation was to embed the Content Connections flash-based Math lessons into the Blackboard Learn LMS.
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
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This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
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Course Tech 2013, Angie Rudd & Kelly Hinson, Strengthening Academic Internet ...Cengage Learning
Strengthening Academic Internet Learning (SAIL)is Gaston College’s new online quality initiative. The expectation is
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attendees how these SAIL standards were used to improve their online course quality. Examples will be presented
from Introduction to Computers, Web Fundamentals, Emerging Technologies and User Support&Software
Evaluation courses. Statistics will be used to show the increase in student learning outcomes from the SAIL
initiative. Attendees will get to take away the online course standards used by the college and approved by SACS.
Come SAIL with us!
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
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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.
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2. CONTENTS
1. Ako e FarNet /HarbourNet contacts
2. Job Description for e-Teachers
3. Getting Started
3.1 Course outlines
3.2 Learning Management System set up
3.3 Data collection
3.4 Getting organised
4. Effective online delivery
5. Administrative Responsibilities
5.1 Students attendance
5.2 Standards being assessed
6. Assessments and results
6.1 Undertaking Internal assessments
6.2 Further Assessment Opportunities/ Resubmissions
6.3 External Moderation
6.4 Practice external assessments (mock exams)
6.5 Recording results
7. Reporting to Parents
8. Communication
9. Professional Development
10.Performance Management
4. 2. Guidelines for e-Teachers
Video Conference Technical Knowledge
Video Conference Technical Knowledge
The teacher is able to:
Ensure all VC equipment is functioning correctly
Use all the major functions of the VC equipment including; camera views, document camera (if
applicable),laptop to document camera
Carry out minor trouble-shooting on VC equipment and contact ASNET if additional support
isneeded
Applies sound teaching practice in a video conference environment
Applies sound teaching practice in a video conference environment
The teacher:
Is thoroughly prepared for each VC lesson
Uses a range of technology to engage students and facilitate effective learning
Is able to build a positive rapport with students during a lesson. (e.g. the teacher takes time to get
to know the students during VC lessons)
Expected lesson outcomes and expectations are clearly stated at the beginning of the lesson
Uses a variety of teaching techniques
Uses a variety of learning activities within a lesson
Makes links to prior learning
Provides opportunities for student collaboration / interaction
Develops lessons and activities that are student centred
Uses effective questioning techniques
Applies sound distance learning teaching practice
Applies sound distance learning teaching practice
The teacher:
Marks student work and returns it in a timely fashion
Uses assessment for learning to guide students in improving skills and knowledge
Individualises learning to meet the varied needs of students
Ensures students have opportunities to collaborate with other students in the course
Develops resources that are clear and effectively support self-directed learning
Provides students with work for at least four periods a week
Uses technology to engage students and facilitate effective learning
- Uses Microsoft Office / Open Office / Google docs to develop clear and effective resource
to aid student learning
- Provides students opportunities to use the internet for self-directed learning
- Uses online technologies (Moodle, blogs, wikis) to engage and facilitate learning
Communication
Communication
The teacher:
Reads and responds to student questions on a daily basis
Communicates with students regularly
5. Communicates what the correct course materials are for the year (e-Deans to follow up)
Communicates regularly with the site supervisor(s) on student behaviour, attendance,
workcompletion, attitude, and submission of assessments
Completes reports that effectively communicate student progress
To input all internal results and preliminary results on the Information for e-Deans doc and email
thereceiving schools principals nominees by the date determined – usually a few days before the
information is required by NZQA
Communicates student NCEA internal assessment grades to the e-Deans for recording on the NZQA
website
Visits students to provide face to face feedback
Effective Organisational Skills
Effective organisation skills
The teacher:
Ensures course outlines, standards to be tested and assessment policies are updated regularly
andsent to students or posted on the intranet.
Ensures students follow their own school's NCEA guidelines
Ensures all internal assessments are moderated by another teacher
Keeps an accurate attendance record and posts this on the Information for e-Deans doc
Ensures students and e-Deans receive work in a timely fashion
Students receive a lesson outline before each timetabled VC
Professional Knowledge
Professional Knowledge
The teacher:
Demonstrates knowledge of their subject
Engages in professional development that will improve their teaching in a distance environment
Evaluates and reflects on the effectiveness of teaching strategies
Engages in professional discussion
demonstrate a significant depth of knowledge in the theory and practical application,
whereappropriate, of:
- curricula relevant to their teaching speciality(ies)
- learning and assessment theory and developments
- the current issues and initiatives in education, including Maori education
Support for and co-operation with colleagues
Support for and co-operation with colleagues
The teacher:
Endeavours to attend Ako e Farnet/HarbourNete-teacher meetings, the Orientation eDay and
opportunities forprofessional development whenever it is possible
Watches other e-teachers and provides constructive feedback
Contributes to the marketing of Ako e Farnet/HarbourNet to schools, staff and parents
6. 3. Getting Started
3.1 Setting up my course
Course Outline
In order for other schools to see what you course entails for prospective students, we ask that
you complete a course outline so it can be advertised on the Virtual Learning Network (VLN)
site. See example of Course outline inAppendix 1. You will be asked for this at the end of each
year.
Setting up Moodle (or other Learning Management System - LMS)
You may set students’ work either by using your own schools LMS (Ultranet, KnowledgeNet)
or use our Ako e HarbourNet/FarnetMoodle site. Some teachers prefer to use Google Docs.
If you choose to use your own LMS then you will need to give the person in your school who
sets this up for your students the names of your online students so they can get logons for
your system. Then you are to let your students know how to access and use the LMS.
If you decide to use the Ako eFarnet/HarbourNetMoodle site then we will set the students up
for you and give them their login details.
Refer to Moodle 2.0 Guide to Successful learning using Moodle. Doc
If you have never used Moodle before please contact either Clarrie, Carolyn or Sue. We are
more than happy to talk you through the process of setting your page up.
When designing your work online put yourself in the learner’s shoes. What is it going to be
like for them using the information you put online? They may have never learned in this
7. manner before. How are you going to organise your course? Everything the students need to
access should be straight forward. There is no ‘best way’ to organise work online but do you
want to set it up on a week by week basis, by topics/objective? You don’t want content that is
fragmented and disjointed.
If you are designing instructions/tasks ensure that students are familiar as to how to go about
undertaking them using the e-learning tools. You should be comfortable with them as well.
Knowing your students – Data Collection
Information regarding your students National Student Number (NSN), contact details, name
of schools, eDean information will be in the Information for e-Deans doc (your Virtual Mark
Book).
It would be worth accessing your students previous years NCEA grades. Use the NSN number
from the Information for e-Deans doc and login to the NZQA School provider page then search
for the candidate outside of your school.
Getting organised
Set up an email ‘Group’ for your students and email them welcoming them to your course
give them links to your course. Set up a similar group for your e-Deans. Send an email to your
students e-Deans outlining key information including PIN, VC time, a course outline with NCEA
standards, textbook and workbook requirements.
4. Delivering lessons online
Anyone who teaches online needs to have somefirst-hand experienceas an online learner to
understand what it means to learn this way. The importance of clear directions, well-
organized materials, timely feedback, deadlines, and good technical support becomes
apparent as an online learner.
You must also have a high comfort level with the particular online tools/system used to
deliver the course, so you can anticipate likely student problems and provide help when they
have trouble. Students are going to model your use of the tools/system, so you want to show
how they can be used effectively.
First lesson
You first lesson online sets the tone for your classes. It is an opportunity to set expectations
and routines, to get to know students, show them how to access work and submit work. Also
to go over the course and assessment outline.
Spend the first week giving the students an orientation on your Moodle course. This could
include some questionnaires for them to fill out, some diagnostic assessment, and some
icebreaker discussions on the forum.
8. Strive to make the class as interactive as possible
e-Teachers need to understand that interactivity is the key to a successful online course. The
more interaction students have with the content, the teacher and each other (especially the
latter), the better. This is partly a function of providing ample feedback to students on their
assignments, but is also a function of the design of the course. Assignments must require
students to interact with each and the teacher in terms of sharing ideas, providing critical
analysis, comparing results, suggesting improvements, and so on.
Providing timely and meaningful feedback
If there is one fundamental rule for online teachers it is that timely feedback should be
provided to students on their assignments, questions or forum postings. Ideally such feedback
should be provided in less than 24 hours. Even if a full response can’t be provided, at least an
acknowledgement should be sent.
Meaningful feedback means more than just a sentence saying the student is doing well.
Students want substantive comments on their work. This means the feedback needs to
identify the strengths/weaknesses of a response, questions about assumptions made, or
suggestions for further thought/investigation.
The lack of timely and meaningful feedback from e-teachers is the number one complaint
from online learners. The main cause of the problem is that instructors are not online
frequently or long enough to provide such feedback.
Encourage learners to learn from each other
The real power of an online course is what students learn from each other. A primary task of
the e-teacher is to facilitate as much student interaction as possible. This can be done by
having students do their assignments in pairs or small groups. Asking students to evaluate
each other’s work and to make class presentations are also good ideas. Students should be
encouraged to address their questions to the class, rather than just the e-teacher.
Introduce an exploratory spirit
Because online teaching/learning involves so many new things, it is important to establish an
exploratory spirit among all participants that emphasizes experimentation and problem-
solving. Information and ideas can be obtained quickly from searching the web. Students
should encouraged to think about alternative options and multiple perspectives in their
assignments. The online world is a multicultural, multidimensional society and participants
should get used to it.
Synchronous v Asynchronous activities
Synchronous activities: are similar for all learners, mainly teacher led.
Asynchronous activities: mainly student centred, wide range of interactions, individual and or
collaborative work, threaded discussions
9. 4. Administrative Responsibilities
As an e-Teacher your responsibilities are the same as being a teacher in your school.
You will have anInformation for e-Dean doc (Virtual Mark book) shared with you and the e-
Deans of your receiving schools. This document is vital to provide the e-Deans with
information needed for administrative requirements.
4.1 Attendance
You are required to record the attendance of students in your class in VC sessions on the
Information to e-Deans doc. If you have any concerns regarding any student’s lack of
attendance or behaviour online then do not hesitate to contact the respective student’s e-
Dean for them to follow up.
4.2 NCEA standards
Please record the standard numbers being delivered (and version) on the Information for e-
Deans doc so the e-Deans can access these to ensure that students are entered on their
Student Management System SMS. It is the receiving schools responsibility to enter their
ownstudents. You can add a comment (eg. Version and standard descriptor) by clicking on the
triangle in the corner of each cell.
10. 5. Assessments and Results
5.1 Undertaking Internal Assessments
It is good practice to send the e-Deans a copy of your assessment schedule for their records at
the beginning of the year. You may send the e-Deans internal assessments in either hardcopy
or electronic but make sure instructions are explicit as you need to be assured that every
students has the same assessment conditions and that authenticity has not been breached.
When you are assessing students keep in close communication with the e-Deans as they may
need to be aware of the assessment conditions:
Some internal assessments are done online eg. Speeches, listening and may require
someone from the receiving school to be present.
Some assessment require the assessments to be done in formal conditions ie. may
have 4 hours to complete but the work cannot be taken home. The e-Dean needs to
confirm this with you.
Other assessments may be on-going in which case an authenticity statement needs to
be completed by student and e-Dean. See example of Authenticity Declaration
Appendix 3
5.2 Further Assessment Opportunities and Resubmissions
This operates in the same way it would be done in your own classes at school. Please
remember that you cannot give any verbal or written guidance to students who need to
resubmit a section of work. Indicate on the returned work and inform the e-Dean that a
student is required to resubmit or undergo a further assessment opportunity.
11. 5.3 External moderation
As you are the provider for this course, students’ work can be requested for moderation by
NZQA. It is therefore imperative that you keep a copy or original of students’work for
moderation purposes.
5.4 Practice/ Mock external assessments
In order to keep things straightforward for the students, e-Deans will notify you as to when
their school has their mock exams. This means that they can be scheduled into the respective
school’s exam week. You will need to send the exams either in hard copy or electronically to
the e-Deans so they can ensure the exams are administered. They will then return the
completed exams for you to mark. The grades resulting from these practice external
assessments are recorded for the purposes of a derived grade should it be needed at a later
date.
5.5 Recording Results
As you complete any internal assessments/ external practice assessments you need to record
the results for the respective standard in the Information for e-Deans doc. It is recommended
that you also send the e-Deans an email to let them know that the standard has been
completed. They will then notify their Principal’s Nominee or enter the grades themselves for
their students on their SMS.
6. Reporting to parents
Students will receive three reports during the year as follows:
An interim report - mid Term 1
A mid-year report - end of Term 2
An end of year report – end of Term 3
e-Deans will let you know when their school reports are issued. Write the reports so they can
be sent out with the individual school reports. Using the templates provided you are to
complete the reports and send to the e-Dean who will also complete their applicable section.
The mid-year and end of year report comments focus on where the student is currently at and
where to next for feed-forward.
Examples of interim and mid/end of year reports are in Appendix 4 and 5
7. Communication
Communication
Regular contact with individual students is important. They will feel a little lost and perhaps
alienated as you are not there for them to run to. Encourage them to contact you if they are
having difficulty. It is important to establish their trust.
12. Keeping in contact with your e-Deans if you have any concerns is imperative. We cannot
stress the importance of such communication.
Check you emails regularly! This is the main form of communication. Get a filing system for
your emails so they do not get ‘lost’ in your school ‘stuff’.
8. Professional Development
e-Teachers’ meetings
Every month we have an online e-Teachers’ meeting. You will be notified when these will be
scheduled. They are a good forum for seeking advice and discussing any issues as well as
sharing positive experiences. E-Deans will have similar meetings. Your Principal will also meet
online with other Principals every term.
e-Days
There will be two e-Days where e-Teachers/e-Deans are expected to attend. One at the
beginning of the year where e-Students have the opportunity to get together with their online
classes and e-Teachers and another at the end of the year for reflection and to meet new e-
Deans and e-Teachers. You will be notified as to when these are scheduled.
We will keep in regular contact with you (Carolyn, Sue and Clarrie) and will come to your
schools to discuss any issues you might have and also share any celebrations with you face to
face. Do not hesitate to contact us. ‘A problem shared is a problem halved’. You will also have
another e-Teacher buddy to work with as your sounding board.
Other existing e-Teachers have a wealth of knowledge and experience. Do not hesitate to
contact Clarrie if you are stuck or in desperate need of inspiration.
Ako e Community Ning and Newsletter
The Ako e Community Ningis a great forum for airing your views, seeking advice from others
and reading about other people experiences or professional links. Our monthly newsletter to
keep you up to date with events and professional learning / research up in the global online
learning community.
11.Performance Management
As your school has invested financially in online learning.e-Deans will report to the BOT or to
the Principal at the start of each year (or more regularly as requested) to show how the e-
students at your school have fared.
We like to encourage e-Teachers to analyse their online results annually. This is good
reflective practice as part of Teaching as Inquiry. It is also useful information for your school
appraisal/ performance management.
13. We will further analyse students’ results against their other face to face classes to see how
students’ experience with online learning compares. This makes up our report to the
Principals / BOT to whom we are responsible as members of the Ako e
FarNet/HarbourNetcluster.
14. APPENDIX
1. Example of Course Outline
2. Checklist for Beginning e-Teachers
3. Example of VC Lesson Plan – Week 1
4. Authenticity declaration
5. Term 1 Interim Report
6. Mid-year and end of year report.
15. Appendix 1.
FARNET & HARBOURNET COURSES FOR 2013
My name and contact details: Teacher’s Name
Email address
Mobile number
Name of Course: French – Level 2 - 2013
Description:
Level 2 French will cover topics such as French-speaking countries, Young people, Future plans and Health and
fitness. Level 2 has 5 achievement standards (2 externals with a total of 10 credits and 3 internals with a total of
14 credits).
Level 2 French covers new vocabulary and grammatical structures and will include listening, speaking, reading
and writing activities.
LEARNING AREAS:
Learning Languages
Course Content:
Level 2 French covers the following topics through 5 achievement standards:
AS 91118
Version 1
Demonstrate understanding of a variety of spoken
French texts on familiar matters
5 credits External
AS91120
Version 1
Give a spoken presentation in French that
communicates information, ideas and opinions
4 credits Internal
AS91121
Version 1
Demonstrate understanding of a variety of written
and/or visual French text(s) on familiar matters
5 credits External
AS91122
Version 1
Write a variety of text types in French to convey
information, ideas, and opinions in genuine contexts
5 credits Internal
AS91119
Version 1
Interact using spoken French to share information and
justify ideas and opinions in different situations
5 credits Internal
Prerequisites
NCEA Level 1 French with a minimum of 14 credits, preferably with at least Achieved in one of the two external
achievement standards
Practical Component
There is no practical component in this course.
Assessment Details
16. Level 2 French will be assessed 5 achievement standards (2 externals with a total of 10 credits and 3 internals
with a total of 14 credits).
AS91120 will be assessed early in Term 2
AS91119 will include the recording of interactions at the end of Terms 1, 2 and 3 and will be assessed in Term 4
AS91122 will include the handing in of a piece of writing at the end of Terms 1, 2 and 3 and will be assessed in
Term 4
Curriculum Levels:
NCEA Level 2
Curriculum Level 7
Year 11
Standards:
French - AS 91118 AS91120 AS91121 AS91122 AS91119
Resources:
There is a $10 standard charge for such things as photocopying, postage to cover sending assessments, exams
during the year.
I expect students to enrol in either Go Vocab or Language Perfect for vocabulary study. It costs approx. $30 for
the year.
Day and Time of Course:
You will be expected to have an online class hosted on either Moodle, or a LMS that you have in your school,
but please indicate whether you can support the students with the following support:
1. Skype tutorials (this is not compulsory at all, but you can add your skype name here)
2. Email - clanrae@gmail.com
3. Phone – 021 2081728
4. Twitter (optional) - no
5. Facebook – I will set up a class page later
6. Blog (you may have set up a class one)
7. Wiki (you may have set up a class one)
8. Google site (you may have set up a class one) – not yet
9. Twitter - no
10. Ning - no
11. Any other
Please email this template back asap to Carolyn Bennett, carolyn.bennett@farnet.schoolzone.net.nz
17. Appendix 2Beginning e-Teacher Checklist
Access your students’previous year’s NCEA grades using NSN information in
Information for e-Deans Doc
Set up Moodle or LMS for delivery of course online … or Google Apps
Send an email to your student’s e-Deans outlining key information, including PIN, VC
time, a course outline with NCEA standards, textbook and workbook requirements.
Send an email to your students with a warm welcome to the course and an outline
of what to do next. This should include instructions for how to get into the course in
Moodle / LMS, the VC time and PIN
Spend the first week giving the students an orientation on your Moodle course. This
could include some questionnaires for them to fill out, some diagnostic assessment,
and some icebreaker discussions on the forum
Attend e-Day 15 February to meet your students face to face.
Enjoy yourself
18. Appendix 3
VC LESSON PLAN – WEEK 1
Learning Intention: Success Criteria
Get to know each other
How to use VC in sessions
How to access work and post work online
What is involved this year in this course?
Studentscan
Know other class members
Know what is expected of them in VC sessions,
as a class member.
Understand what is required of them in this
course
Use the VC gear with confidence
Communicate with teacher and other students
out of class.
Teacher :
Has an idea of students’ background / ability in
this subject.
Becomes familiar with students
1. Welcome to course.
Teacher introduction – introduce yourself, what do you want to be referred to as.
3. Students introductions: (ice breaker)
- Name, school
- Geographic location, name one thing area famous for.
- Subjects they are taking this year
- Did they take your subject last year (if so what did they like /dislike?)
- What are their interests?
- What would they like to do when they leave school?
4. EITHER - Each student has to ask a question to another in the class. Gets them used to
listening using and using mute/microphone, camera – zoom, presets etc.
OR - Quiz students on what they know about each other = listening skills.
5. Set your expectations/routines:
Communication – email, text, skype, phone.
Attendance at VC lessons – what to do if they cannot make VC session.
Meeting deadlines, feedback etc.
6. Admin - your relationship with their e-Deans … attendance at VC session, NCEA , reports,
exams etc.
What to do if they are having problems?
7. Go over course and assessment outline – where is it?
8. Work set – where? when? how do they access it?
Submitted work – how? scanning, email, Dropbox?
9. Where to from here? What they can do over the next week?
- Students to email you (and send messages to others in the class) so you know
communication is working.
- Complete set tasks.
19. Appendix 4Example Authenticity Declaration
AUTHENTICITY DECLARATION
Name: ___________________________________
Achievement Standard: _____________________ Level: __________
Due Date: _________________________________ Teacher: ______________________
Assessment title: _____________________________________________________________
DECLARATION
Except where otherwise indicated and acknowledged, this assessment is entirely my own
work.
All work was undertaken this year.
Student signature: _______________________ Date: ___________________________
This student’s work has been completed under the teacher’s stipulated conditions.
Signature: ______________________________ e-Dean
20. Appendix 5
Term 1 Interim Report
FARNET Level 3 Accounting
PROGRESS REPORT
March 2012
Student: XXXXXX School: Orewa College Delivery School: Northland
College
Work completed to date
Has completed all set activities
and tasks
Has completed most set
activities and tasks
Completion of set work
Requires Attention
X
Attendance in video/audio conference class
Has attended all available VC
classes
Has attended most VC classes Attendance in VC classes
Requires Attention
X
Engagement in online Moodle class
Is engaged in the online
classroom
Has had initial difficulties in
engaging in the online
classroom
Engagement in online
classroom Requires Attention
X
Comment by e-Teacher: Carolyn Bennett – Carolyn.bennett@farnet.schoolzone.net.nz
XXX has the workbook and it would be advisable for him to get a copy of the Study Guide, which is
also an excellent resource. Now the class has settled in, XXX should be working at least 4 – 5 hours a
week on accounting. XXX has told me that he wants to gain a course endorsement this year, and I will
21. support him in achieving this. You will note that I have indicated that hasn’t completed all the set
activities, so it is important for him to get on top of this right from the beginning.
Please feel free to make contact with me during the year.
Self-Management during non VC periods (in their own school)
Very pleasing Acceptable Requires Attention
X
Comment by e-Dean: Sue McCarthny
XXX is a well-organised, diligent student and has attended classes regularly.He now has access to the
Study Guide so he can utilise this whenever necessary.
22. Appendix 6 End of Term/ End of Year Report
END OF YEAR REPORT – September 2012
Name: XXX School: Dargaville High School
Subject: Level 3 Geography e-Teacher: Mrs Sue McCarthny – Orewa College - Auckland
Geography is the study of the environment as the home of people. It seeks to interpret the world and how it
changes over time – past, present, and future. It explores the relationships and connections between people
and both natural and cultural environments. Geography investigates the ways in which features are arranged
on the earth’s surface. It describes and explains the patterns and processes that create them.
Students learn to think spatially and use maps, visual images and new technologies, including geographical
information systems (GIS), to obtain, present and analyse information.
There are currently five achievement standards, three internals and three externals. Students in this online
class are expected to attend a weekly video conference class. Regular communications between students and
their teacher are vital in an online environment and students are encouraged to engage with their teacher and
other students through a range of web tools.
Students are required to participate regularly in online activities, which include working independently in their
online Moodle class in preparation for their weekly videoconference meetings.
Attendance in video conference class in Term 3
Has attended all available VC
classes
Has attended most VC classes Attendance in VC classes
Requires Attention
X
Engagement in online Moodle class and online environment in Term 3
Is engaged in the online classroom
and environment
Has had initial difficulties in
engaging in the online classroom
and environment
Engagement in online classroom
Requires Attention
X
Set Tasks & Activities completed in Term 3
Has completed all set activities and
tasks
Has completed most set activities
and tasks
Completion of set work
Requires Attention
X
Communication in Term 3
Keeps regular communication with
teacher and other students
Communicates with teacher and
other students
Communication Requires
Attention
23. X
Standards Achieved or Currently Working On
Standard Title Level Credits Grade
AS 90701 (3.1)
Analyse natural processes in the context of a geographic environment -
EXT
3 4 A
AS 90702 (3.2) Analyse a cultural process – EXT 3 4 A
AS 90704 (3.4) Select and apply skills and ideas in a geographic context – EXT 3 4 A
AS 90706 (3.6)
Analyse a contemporary geographic issue and evaluate courses of
action – INT
3 3 M
AS 90707 (3.7) Analyse a geographic topic at a global scale – INT 3 3 M
AS= Achievement Standard US= Unit Standard Int= Internally Assessed Ext= Externally Assessed
W = Working on NYA= Not yet Assessed N= Not Achieved A= Achieved M= Merit E= Excellence
Any external standards assessed are only summative and as a result of practice exams.
E-Teacher Comment
XXX is a very capable student as is evident from her work submitted for internal assessments. I was
disappointed that she did not attempt two of the external papers in the practice assessments. She is a pleasure
to work with both online and face to face.
XXX needs to spent time reading through the information online and ensure that she understands what each
focus area involves and how they relate to possible questions. I would like her to refer to the past questions
that have been provided and plan outlines as to how she would respond and submit these to me for feedback.
With continued practice she will get more confident and her grades should reflect this.
E-Dean Comment
Comment on where the student is at:
What improvements can be made:
Contact Details: Sue McCarthny – s.mcarthny@gmail.com