Edu336 week 3 guidance
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This document provides guidance for week 3 of an online course on evaluating e-learning. It outlines the weekly readings, assignments, discussions and learning outcomes. The learning outcomes involve applying instructional design principles of segmenting and pre-training, incorporating examples into instruction, and describing best practices for collaborative learning online. The document discusses these principles in more detail and provides examples and guidelines for incorporating them into e-learning design. It also recommends a TED talk on collaboration and asks students to reflect on applying the weekly concepts.
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Collaboration and Co-Teaching Workshop
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
DAPP141 session 3: Designing for Learning & Learning theories in practice
This document discusses learning theories and their application in practice. It begins with intended learning outcomes for a session on designing for learning and learning theories. It then explores various learning theories including behaviorism, cognitivism, constructivism, and connectivism. Activities are included for students to learn about different theories and apply them to their own practice. The document emphasizes applying theory to practice through constructive alignment of learning outcomes, teaching methods, and assessments. It provides resources on learning outcomes and concludes by outlining the next session on good teaching.
ELearning Design and Rollout
The document discusses challenges with eLearning and provides tips for improving eLearning design and implementation. It notes that while eLearning can be flexible, many users dislike it. To address this, it examines how to determine the best training approach, optimize eLearning for working memory limitations, incorporate examples and practice, and provide feedback. It also covers determining access methods, organizing content, and communicating courses to learners through multiple impressions over time. The goal is to engage learners and turn them into advocates for eLearning.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...
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.
increasing_student_engagement.ppt
This document summarizes a slideshow on increasing student engagement. It discusses five levels of student engagement from passive compliance to authentic engagement. It also covers types of classrooms, factors that influence student achievement, and standards for an engaged "WOW" school. The document provides discussion questions and activities to help teachers reflect on engagement levels and motivate students.
A willingness to bring new teaching strategies into your lesson plan is one o...
The document discusses several teaching strategies that can be used in the classroom, including classroom management strategies, flexible seating, formative and summative assessments, active learning, differentiated instruction, personalized learning, universal design for learning, response to intervention, using classroom technology, and math games. An effective teacher is willing to incorporate new teaching strategies and technologies into their lessons to provide students with the highest quality education possible.
Learning Theories
This presentation was used for the JOT2 Task 2 assignment in the Learning Technology Masters program at WGU.
Designing with content
The document discusses instructional design strategies for online courses. It introduces the Fazioli instructional model and covers topics like chunking content, using multimedia, and assessing student performance. The goal is to incorporate content in a way that fosters strong learning by making material understandable, repeatable, and pauseable. Instructional methods like group discussions, mentoring, and demonstrations are presented alongside principles of advanced organizers, inverted pyramids, and aligning content with learning objectives and outcomes.
Classroom Action Research
This document provides guidance for teachers participating in classroom action research. It outlines the key steps in the process, including developing a research question, creating an action plan, collecting and analyzing data, and reporting findings. Teachers are encouraged to work with a partner and facilitator for support. The goal is to help teachers engage as learners and use research to develop their practice and enhance student learning.
Implementation
Presentation on Implementation phase on the A.D.D.I.E for an Academic Impressions conference "A Comprehensive Approach to Designing Online"
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM combines two existing models and uses universal concepts and plain English terms to capture interactions between participants. It has been used to raise awareness of teaching and learning processes, reflect on current practices, and clarify student expectations. Evaluations show it provides an accurate description of activities and encourages consideration of the learner perspective. The simplicity of the HLM allows for a range of uses including reflection, planning, and evaluation.
Formalising the informal
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM brings together an eight learning events model and learning verbs to capture interactions and roles. It has been used to formalize informal processes, provide awareness of learner roles, and reflect on teaching practices. Evaluations show it effectively describes learning processes and increases awareness of teaching and learning from both practitioner and learner perspectives.
PTLLS
This document provides information about the Chartered Institute of Environmental Health Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). It introduces the course tutor, Lloyd Dean, and outlines expectations for both parties. The course structure and assessments are described. Students will complete assignments including planning and delivering a micro-teach session, and writing summaries addressing teaching roles and responsibilities. Topics that will be covered include roles and responsibilities, learning styles, teaching planning skills, teaching styles/communication, and assessment. Students must pass all assignments to receive the PTLLS qualification.
Frameworks for teacher training sessions and workshops pdf
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
23 rote learning and explanation based.doc
Rote learning involves memorizing facts or procedures through repetition without necessarily understanding the underlying concepts or principles. It is a basic form of learning that is useful for memorizing things like multiplication tables but does not promote higher-level thinking. Rote learning lays the foundation for more advanced learning by allowing students to access memorized information when focusing on complex topics, but it should not replace activities that develop critical thinking skills. Explanation-based learning uses a domain theory and examples to form general concepts. It generates explanations for examples and generalizes those explanations to improve its ability to solve problems in that domain.
6394ch6
This presentation is based on the book titled DATA WISE by Kathryn Parker Boudett, Elizabeth A. City & Richard J. Murnane
Marzano summarizing-and-note-taking4349
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Edu336 week 3 guidance
- 1. EDU336 EVALUATION OF E-LEARNING WEEK 3 GUIDANCE Stephanie Parlee, MAT, MSCE
- 2. Week Overview Reading Chapter 10 Chapter 11 Chapter 12 Chapter 13 Discussion Applying the Segmenting a Pretraining Principles Discussion Collaborative Learning Online Journal The Value of Practice Assignment Incorporating Examples
- 3. Week 3 Learning Outcomes Apply the segmenting and pretraining principles of instructional design. Explain the benefits of incorporating examples into instruction. Evaluate the use of practice exercises in instructional design. Describe best practices for incorporating computer-supported collaborative learning (CSCL) into the online environment.
- 4. Segmenting Principle Breaking lessons into chunks of information helps students… Learn the components of a lesson and then bring it together to see that overall picture. Many learning outcomes are too broad for students to tackle as a single unit.
- 5. Breaking the Learning Outcomes into Manageable Chunks • Identify concepts / elements to be addressed. How many elements are included? How many interactions are covered? • Examine the elements and interactions. How many segments do you see? • Segments should cover up to three steps or elements. Storyboard or outline segments • Arrange your segments in a logical order to build meaning. Do the segments add up to your overall objective?
- 6. Pretraining Principle Foundation Skills • Writing • Computer software skills • Familiarity with the Online Learning System Background Knowledge • APA Format • General related knowledge, concepts covered elsewhere in program Course Specific Concepts • Conventions that are used in your industry. • Preview terms and concepts that will be applied in the lesson
- 7. Collaborative Learning Social Interdependence • Goal of each member depends on achievement of all Outcome Goals • Desired outcome – individual learning / quality of the team project Dialog Quality • Contributions by all members Criteria for Successful Collaboration Table 13.1
- 8. Practice or Busy Work Determine the efficacy of the practice What is the purpose of the practice? Connecting practice sessions with effective feedback Making the most out of each session
- 9. 5 Principles for Incorporating Examples Please note – these are not the principles that we have been discussing since the start of the course. These are 5 principles that specifically deal with the effective incorporation of examples in E-Learning Fade from Worked Examples to Problems Promote Self-Explanations Include Instructional Explanations of Worked Examples in Some Situations Apply Multimedia Principles to Examples Support Learning Transfer
- 10. TED Talk -- Howard Rheingold The New Power of Collaboratio n Feb 2005 We cover many exciting tools and techniques this week that you can implement in your E-Learning design projects. As you review and explore each tool, think about where and how you might apply it. Where would it be helpful? Where would it be inappropriate? Keeping a toolkit library will help you to remember each strategy in the moment when needed. There are so many excellent TED Talks relevant to this week’s topics. This is one that I think you will enjoy on the power of collaboration. In the old dynamic of brick and mortar classrooms, we would often hear groans from group projects. The idea of our grade depending on the work of another is a difficult concept in our grade driven educational system. How might we change this dynamic to benefit us all? Is Wikipedia an example of this? Why or why not? Have a great week! Stephanie