This eLearning module is designed for instructors to address diverse learners in their classrooms. It contains 7 days of activities to help instructors understand their own learning styles and how to teach in a way that addresses different styles. The first activity involves learning profiles surveys for instructors to assess their own learning style and how to identify styles in their classrooms. The second activity provides resources on assistive technologies and includes a case study to have instructors evaluate technologies for online courses. Formative and summative assessments include discussion posts and analyzing case studies. The goal is for instructors to learn how to teach in a way that addresses all learners, not just their own style.
This document provides information about an optional orientation webinar for the course LIST 5373. The webinar will take place on June 8, 2015 from 8:00-8:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions on how to enter the webinar from a desktop or mobile device. It also provides the technical support number in case students have issues entering the webinar or viewing recordings. The webinar will review course objectives, assignments, and Blackboard. It will allow students to participate and ask questions in real-time.
The document provides instructions for students to observe a classroom lesson, research online resources that could support teaching that topic, evaluate 5 relevant websites and interactive programs, and reflect on how technology could enhance their teaching skills and the lesson they observed. Students are asked to fill out templates to document the class observation, electronic resources found, and their reflections on using technology in education.
Group 2 internet based work, email, chatQurrot Ainy
This document discusses using internet-based projects, email, and chat in language learning. It provides guidance on setting up internet projects, the benefits of using email for communication, and how to structure chat lessons. Key points include choosing clear topics and outcomes for projects, using email to facilitate collaboration and communication outside of class, and ensuring chat lessons have a warmup, main task, and closing activity with a focus on language practice.
Electronic resources evaluation form (elms)Sheri Massey
This document is an evaluation form for electronic resources used in an LBSC 641 class. It contains questions about the title, URL, creator, copyright date, cost, advertising, recommended age range, coverage, description, whether the evaluator would recommend the resource, and potential use in a pathfinder. The form guides students in thoroughly assessing electronic resources.
This digital unit plan is for a 9th grade creative writing unit. The unit goals are for students to develop creative writing skills through short stories, journal entries, and essays. Assessments include a group PowerPoint presentation, online journal entries, and a final creative writing essay. The unit consists of 3 lessons: the first has students collaborating on a story PowerPoint, the second uses an online journaling site, and the third focuses on writing a narrative essay about the future of technology.
Steele Vera Zaferson 2nd Grade App Review Non-Linear PowerPointamgsteele
This document provides summaries of 15 educational apps for 2nd grade students. The apps cover a variety of subjects including language arts, math, science, and writing. For each app, the summary provides the app name, targeted standard, a brief description, suggested time for use, grouping options, additional materials needed, cost, and compatible devices. Many of the apps allow for individual or small group use and aim to develop foundational skills in areas like reading comprehension, grammar, vocabulary, and writing.
GRAD 5124: English Language & Literature Research Skills SyllabusRebecca Kate Miller
This document provides information about an online graduate course called GRAD 5124 English Language and Literature Research Skills taught in the fall of 2011. The course is intended to guide students in learning research strategies and tools for literary research. It will be conducted entirely online through the Scholar platform. There are no required textbooks, and readings will be provided online. The course objectives are for students to learn about the structure of literary information, identify and use research tools, create effective search strategies, evaluate information sources, and recognize technical and ethical issues in research. Students will complete weekly assignments and participate in a class blog to earn their grade on a pass/fail basis.
This document provides information about an optional orientation webinar for the course LIST 5373. The webinar will take place on June 8, 2015 from 8:00-8:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions on how to enter the webinar from a desktop or mobile device. It also provides the technical support number in case students have issues entering the webinar or viewing recordings. The webinar will review course objectives, assignments, and Blackboard. It will allow students to participate and ask questions in real-time.
The document provides instructions for students to observe a classroom lesson, research online resources that could support teaching that topic, evaluate 5 relevant websites and interactive programs, and reflect on how technology could enhance their teaching skills and the lesson they observed. Students are asked to fill out templates to document the class observation, electronic resources found, and their reflections on using technology in education.
Group 2 internet based work, email, chatQurrot Ainy
This document discusses using internet-based projects, email, and chat in language learning. It provides guidance on setting up internet projects, the benefits of using email for communication, and how to structure chat lessons. Key points include choosing clear topics and outcomes for projects, using email to facilitate collaboration and communication outside of class, and ensuring chat lessons have a warmup, main task, and closing activity with a focus on language practice.
Electronic resources evaluation form (elms)Sheri Massey
This document is an evaluation form for electronic resources used in an LBSC 641 class. It contains questions about the title, URL, creator, copyright date, cost, advertising, recommended age range, coverage, description, whether the evaluator would recommend the resource, and potential use in a pathfinder. The form guides students in thoroughly assessing electronic resources.
This digital unit plan is for a 9th grade creative writing unit. The unit goals are for students to develop creative writing skills through short stories, journal entries, and essays. Assessments include a group PowerPoint presentation, online journal entries, and a final creative writing essay. The unit consists of 3 lessons: the first has students collaborating on a story PowerPoint, the second uses an online journaling site, and the third focuses on writing a narrative essay about the future of technology.
Steele Vera Zaferson 2nd Grade App Review Non-Linear PowerPointamgsteele
This document provides summaries of 15 educational apps for 2nd grade students. The apps cover a variety of subjects including language arts, math, science, and writing. For each app, the summary provides the app name, targeted standard, a brief description, suggested time for use, grouping options, additional materials needed, cost, and compatible devices. Many of the apps allow for individual or small group use and aim to develop foundational skills in areas like reading comprehension, grammar, vocabulary, and writing.
GRAD 5124: English Language & Literature Research Skills SyllabusRebecca Kate Miller
This document provides information about an online graduate course called GRAD 5124 English Language and Literature Research Skills taught in the fall of 2011. The course is intended to guide students in learning research strategies and tools for literary research. It will be conducted entirely online through the Scholar platform. There are no required textbooks, and readings will be provided online. The course objectives are for students to learn about the structure of literary information, identify and use research tools, create effective search strategies, evaluate information sources, and recognize technical and ethical issues in research. Students will complete weekly assignments and participate in a class blog to earn their grade on a pass/fail basis.
This document provides instructions for a student to complete a practical task involving creating a Wordpress blog. The student must develop the blog to demonstrate their understanding of online communication techniques and compile an ICT e-portfolio showcasing their work and learning from ICT courses over years 10-12. The blog must include pages on online communities, the student's 2013 camp experience, and a social justice issue. Criteria for assessment cover the process, product, communication, and technical skills demonstrated.
ACPET eLearning Mentor Program - Online Session 1Yum Studio
This document provides an overview of an online session for an e-learning program. It includes templates and guidance for drafting a course design and delivery plan, with sections on project scope, content planning, features, interactions, and peer review. Participants are asked to describe their proposed unit of competency, multimedia use, teaching methods, and learner interactions for feedback. Future workshop dates on using audio and podcasting are also listed.
This document provides a lesson plan for a 6th grade social studies class to complete a community profession interview project over 4 weeks. The plan details:
- Characteristics of the 25 student class from diverse backgrounds
- Entry competencies on careers and technology tools to be used
- Objectives of choosing an interview subject, creating a script, recording a video interview, and uploading it to a website
- Methods, media and materials to be used including computers, cameras, and video uploading website
- A week-by-week breakdown of the assignment steps and deadlines
- Rubrics for evaluating student performance, media components, and instructor performance. Feedback from students will also be gathered.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
Chat has potential to connect students around the world in real time. There are different types of chats including text, audio, public, and private chats that can be used for educational, informative, collaborative, practice, or free topic discussions. The document provides guidance on how to start and structure chat lessons including installing software, conducting practice chats, contacting other classes, and addressing classroom management issues. Sample chat lesson plans are also presented.
This document provides many suggestions for incorporating technology into the classroom to enhance student learning. It recommends using tools like YouTube, SmartBoards, Google Docs, blogs, podcasts and more to give students opportunities for collaboration, producing and sharing writing, and developing technology skills. Specific strategies include having students find online resources on authors, create digital stories and timelines, and use interactive tools for activities like comparing and contrasting. The goal is to leverage technology to improve communication, engage digital natives, and strengthen language arts skills.
This document discusses how to use chat in language teaching. It begins by defining chat and its potential benefits for linking students in real-time collaboration. It describes different types of chat, such as text, audio, public, and private chat. It then discusses why chat should be used in language teaching and provides tips for structuring effective text and voice chat lessons. Sample chat programs and a lesson plan are also outlined. Overall, the document explores how incorporating chat into the classroom can motivate learners while helping them improve their language skills through synchronous communication.
The document discusses productivity tools and advanced techniques in Microsoft PowerPoint. It defines PowerPoint as an electronic presentation program used to create slideshows for oral presentations. It then explains the use of animation and timing in PowerPoint. Specifically, it notes that PowerPoint provides animation styles in different categories, including entrance, emphasis, exit, and motion paths. These animations can make presentations more dynamic. Trigger animations are also mentioned, where an action on one object triggers an animation on another object.
The document outlines the mission, vision, and course overview for the "Internet and Multimedia Resources" class at the Universidad Técnica de Ambato in Ecuador, including the competencies, learning outcomes, and level to be achieved in the course which utilizes internet resources and multimedia tools to develop English language teaching skills. It provides elements on citing sources to avoid plagiarism, bookmarking websites, applying the ABC method in lesson plans, using blogs for assessment, and creating a virtual learning environment using tools like Voki.
This document discusses advantages and methods of online assessment for both learners and tutors. Some key advantages include empowering students to self-assess at their own pace, providing more timely and individualized feedback, and utilizing a variety of assessment formats and tools. However, there are also possible disadvantages such as technological issues interfering with performance and challenges assessing collaboration. The document provides recommendations for successful online assessment, including clearly communicating expectations and criteria upfront, using rubrics, and facilitating equal participation in synchronous activities while also allowing for asynchronous work like discussion forums. It emphasizes the importance of transparency, feedback, and celebrating achievements at the end of a course.
SFASU: Using Brightspace Tools to Increase Student Engagement and Instructor ...D2L Barry
Presentation by Barry Dahl, Teaching & Learning Advocate at D2L.
Wednesday, October 9 at SFASU.
This presentation was different than most, due to the collection of D2L tools currently used at SFASU.
The D2L Lunch-n-Learn events will showcase teaching and learning within Brightspace, and sessions will feature topics such as effective practices in instructional design, web accessibility, increasing student engagement, and much more. It’s a great opportunity to exchange new ideas, as well as learn more about the Brightspace community.
- The document provides information on a lesson plan for 4th grade students to create digital stories in small groups. It outlines the learning objectives, materials, methods, and evaluation process.
- Students will be divided into groups to write a 2 paragraph story on a given theme. They will take photos to illustrate the story and create a digital story using VoiceThread to narrate and display the story and photos.
- The teacher will evaluate the digital stories based on theme, length, photo relevance and sequencing, and student participation. Students will also provide peer feedback on their group members.
This document outlines a month-long lesson plan for 5th grade students to improve their reading comprehension skills. The lesson utilizes various online tools and has students work individually and in groups. Students will choose a book over 100 pages to read, then use Penzu to journal about it and VoiceThread to record an oral summary. Later, students will work in pairs to plan and create a comic strip using online tools, then transfer the comic into an animation posted on KidBlog. The teacher will evaluate students using rubrics on their reading comprehension, writing skills, and creativity.
This document provides an overview and agenda for an introductory training on teaching web classes using an LMS (Learning Management System) and Adobe Connect. It introduces the key technologies and tools, including how to use the various pods in Adobe Connect for sharing content, polling students, taking notes, and using breakout rooms. Tips are provided on troubleshooting issues, using the technologies, and best practices for engaging students online. Additional training is available upon request.
Learning resources and assessment in LanguageSadiqua Khan
This document discusses the use of libraries and technology resources for language learning. It describes how English teachers can utilize the library to develop students' vocabulary, listening, speaking, reading, and writing skills. The role of the teacher is to inspire a love of reading and encourage extracurricular reading. Technology resources like e-books, YouTube, Facebook, podcasts and language learning software/apps can also support language acquisition. The document outlines advantages and disadvantages of computer-assisted language learning and discusses using tools like podcasts, online tests and language labs to assess listening, speaking, reading and writing skills through information and communication technologies.
This lesson plan has students develop and tell a story through digital pictures. Students will be divided into groups of 5 to create a story line and take pictures with digital cameras to depict the scenes. They will then use Adobe Photoshop to edit the pictures and compile the finished story using an online media tool to present to the class. The goal is for students to learn to creatively tell a story using multimedia tools rather than just traditional paper and pen.
The document discusses using web conferencing technology to deliver online and hybrid courses. It describes a pilot study conducted with a computational linguistics course delivered concurrently to both online and in-person students. Student feedback was positive and online students performed on par with in-person students. The authors aim to expand this concurrent dual delivery model to more courses to increase flexibility and reduce costs while maintaining educational quality.
Digital Language Lab - Self Access CenterDilip Barad
This presentation is about a very brief history of Language Laboratory, some handy tips about its installation and some important ideas to convert it into Self Access Centers.
This document provides information about various digital literacy tools and applications that can help students practice skills needed for online assessments like the M-STEP. It summarizes 15 apps that teachers can explore in small groups, and recommends tools for practicing specific skills like online reading, typing, constructed response, adaptive learning, and navigating different interfaces. The goal is to help students become fluent in the digital skills necessary for standardized tests through exposure to these online resources.
This document discusses the use of technology in language teaching. It addresses challenges teachers face when incorporating new technologies, such as internet connectivity issues. Benefits of technologies like collaborative blogging are outlined, such as improving reading and writing skills. The document also examines the types of technologies available in schools in Ecuador and how technology use has changed over time to provide more opportunities for authentic interaction and access to online resources.
The document outlines a hybrid learning model for a unit where students will create a multimedia presentation. It describes several phases of the learning process. In the first phase, students analyze exemplar presentations using success criteria to understand expectations. They then evaluate different technology tools and choose ones to use. Later, students complete tasks to practice with their chosen tools and receive coaching before designing their presentations. Peer feedback is provided using the success criteria when presentations are shared.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
This document provides instructions for a student to complete a practical task involving creating a Wordpress blog. The student must develop the blog to demonstrate their understanding of online communication techniques and compile an ICT e-portfolio showcasing their work and learning from ICT courses over years 10-12. The blog must include pages on online communities, the student's 2013 camp experience, and a social justice issue. Criteria for assessment cover the process, product, communication, and technical skills demonstrated.
ACPET eLearning Mentor Program - Online Session 1Yum Studio
This document provides an overview of an online session for an e-learning program. It includes templates and guidance for drafting a course design and delivery plan, with sections on project scope, content planning, features, interactions, and peer review. Participants are asked to describe their proposed unit of competency, multimedia use, teaching methods, and learner interactions for feedback. Future workshop dates on using audio and podcasting are also listed.
This document provides a lesson plan for a 6th grade social studies class to complete a community profession interview project over 4 weeks. The plan details:
- Characteristics of the 25 student class from diverse backgrounds
- Entry competencies on careers and technology tools to be used
- Objectives of choosing an interview subject, creating a script, recording a video interview, and uploading it to a website
- Methods, media and materials to be used including computers, cameras, and video uploading website
- A week-by-week breakdown of the assignment steps and deadlines
- Rubrics for evaluating student performance, media components, and instructor performance. Feedback from students will also be gathered.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
Chat has potential to connect students around the world in real time. There are different types of chats including text, audio, public, and private chats that can be used for educational, informative, collaborative, practice, or free topic discussions. The document provides guidance on how to start and structure chat lessons including installing software, conducting practice chats, contacting other classes, and addressing classroom management issues. Sample chat lesson plans are also presented.
This document provides many suggestions for incorporating technology into the classroom to enhance student learning. It recommends using tools like YouTube, SmartBoards, Google Docs, blogs, podcasts and more to give students opportunities for collaboration, producing and sharing writing, and developing technology skills. Specific strategies include having students find online resources on authors, create digital stories and timelines, and use interactive tools for activities like comparing and contrasting. The goal is to leverage technology to improve communication, engage digital natives, and strengthen language arts skills.
This document discusses how to use chat in language teaching. It begins by defining chat and its potential benefits for linking students in real-time collaboration. It describes different types of chat, such as text, audio, public, and private chat. It then discusses why chat should be used in language teaching and provides tips for structuring effective text and voice chat lessons. Sample chat programs and a lesson plan are also outlined. Overall, the document explores how incorporating chat into the classroom can motivate learners while helping them improve their language skills through synchronous communication.
The document discusses productivity tools and advanced techniques in Microsoft PowerPoint. It defines PowerPoint as an electronic presentation program used to create slideshows for oral presentations. It then explains the use of animation and timing in PowerPoint. Specifically, it notes that PowerPoint provides animation styles in different categories, including entrance, emphasis, exit, and motion paths. These animations can make presentations more dynamic. Trigger animations are also mentioned, where an action on one object triggers an animation on another object.
The document outlines the mission, vision, and course overview for the "Internet and Multimedia Resources" class at the Universidad Técnica de Ambato in Ecuador, including the competencies, learning outcomes, and level to be achieved in the course which utilizes internet resources and multimedia tools to develop English language teaching skills. It provides elements on citing sources to avoid plagiarism, bookmarking websites, applying the ABC method in lesson plans, using blogs for assessment, and creating a virtual learning environment using tools like Voki.
This document discusses advantages and methods of online assessment for both learners and tutors. Some key advantages include empowering students to self-assess at their own pace, providing more timely and individualized feedback, and utilizing a variety of assessment formats and tools. However, there are also possible disadvantages such as technological issues interfering with performance and challenges assessing collaboration. The document provides recommendations for successful online assessment, including clearly communicating expectations and criteria upfront, using rubrics, and facilitating equal participation in synchronous activities while also allowing for asynchronous work like discussion forums. It emphasizes the importance of transparency, feedback, and celebrating achievements at the end of a course.
SFASU: Using Brightspace Tools to Increase Student Engagement and Instructor ...D2L Barry
Presentation by Barry Dahl, Teaching & Learning Advocate at D2L.
Wednesday, October 9 at SFASU.
This presentation was different than most, due to the collection of D2L tools currently used at SFASU.
The D2L Lunch-n-Learn events will showcase teaching and learning within Brightspace, and sessions will feature topics such as effective practices in instructional design, web accessibility, increasing student engagement, and much more. It’s a great opportunity to exchange new ideas, as well as learn more about the Brightspace community.
- The document provides information on a lesson plan for 4th grade students to create digital stories in small groups. It outlines the learning objectives, materials, methods, and evaluation process.
- Students will be divided into groups to write a 2 paragraph story on a given theme. They will take photos to illustrate the story and create a digital story using VoiceThread to narrate and display the story and photos.
- The teacher will evaluate the digital stories based on theme, length, photo relevance and sequencing, and student participation. Students will also provide peer feedback on their group members.
This document outlines a month-long lesson plan for 5th grade students to improve their reading comprehension skills. The lesson utilizes various online tools and has students work individually and in groups. Students will choose a book over 100 pages to read, then use Penzu to journal about it and VoiceThread to record an oral summary. Later, students will work in pairs to plan and create a comic strip using online tools, then transfer the comic into an animation posted on KidBlog. The teacher will evaluate students using rubrics on their reading comprehension, writing skills, and creativity.
This document provides an overview and agenda for an introductory training on teaching web classes using an LMS (Learning Management System) and Adobe Connect. It introduces the key technologies and tools, including how to use the various pods in Adobe Connect for sharing content, polling students, taking notes, and using breakout rooms. Tips are provided on troubleshooting issues, using the technologies, and best practices for engaging students online. Additional training is available upon request.
Learning resources and assessment in LanguageSadiqua Khan
This document discusses the use of libraries and technology resources for language learning. It describes how English teachers can utilize the library to develop students' vocabulary, listening, speaking, reading, and writing skills. The role of the teacher is to inspire a love of reading and encourage extracurricular reading. Technology resources like e-books, YouTube, Facebook, podcasts and language learning software/apps can also support language acquisition. The document outlines advantages and disadvantages of computer-assisted language learning and discusses using tools like podcasts, online tests and language labs to assess listening, speaking, reading and writing skills through information and communication technologies.
This lesson plan has students develop and tell a story through digital pictures. Students will be divided into groups of 5 to create a story line and take pictures with digital cameras to depict the scenes. They will then use Adobe Photoshop to edit the pictures and compile the finished story using an online media tool to present to the class. The goal is for students to learn to creatively tell a story using multimedia tools rather than just traditional paper and pen.
The document discusses using web conferencing technology to deliver online and hybrid courses. It describes a pilot study conducted with a computational linguistics course delivered concurrently to both online and in-person students. Student feedback was positive and online students performed on par with in-person students. The authors aim to expand this concurrent dual delivery model to more courses to increase flexibility and reduce costs while maintaining educational quality.
Digital Language Lab - Self Access CenterDilip Barad
This presentation is about a very brief history of Language Laboratory, some handy tips about its installation and some important ideas to convert it into Self Access Centers.
This document provides information about various digital literacy tools and applications that can help students practice skills needed for online assessments like the M-STEP. It summarizes 15 apps that teachers can explore in small groups, and recommends tools for practicing specific skills like online reading, typing, constructed response, adaptive learning, and navigating different interfaces. The goal is to help students become fluent in the digital skills necessary for standardized tests through exposure to these online resources.
This document discusses the use of technology in language teaching. It addresses challenges teachers face when incorporating new technologies, such as internet connectivity issues. Benefits of technologies like collaborative blogging are outlined, such as improving reading and writing skills. The document also examines the types of technologies available in schools in Ecuador and how technology use has changed over time to provide more opportunities for authentic interaction and access to online resources.
The document outlines a hybrid learning model for a unit where students will create a multimedia presentation. It describes several phases of the learning process. In the first phase, students analyze exemplar presentations using success criteria to understand expectations. They then evaluate different technology tools and choose ones to use. Later, students complete tasks to practice with their chosen tools and receive coaching before designing their presentations. Peer feedback is provided using the success criteria when presentations are shared.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
This document discusses conducting a training needs assessment before selecting learning technologies and methods for training. It emphasizes identifying the knowledge, skills, and needs of both the workforce and external customers. Common mistakes include selecting technology before content or a one-size-fits-all approach. The assessment should determine skills and knowledge levels, performance objectives, and learner computer expertise. It should also identify any translation needs. Questions to consider include difficulty levels, prerequisites, interaction needs, and ways to assess learning. A variety of presentation and distribution methods are outlined, along with frameworks for selecting technologies based on interaction level, activity focus, and strengths/weaknesses.
The document outlines the process of developing a prototype instructional resource to demonstrate how to design a reading activity for language learners. It begins by explaining the benefits of prototyping instructional resources before finalizing them. It then describes the author's action plan to create a video or slideshow showing the steps to design a reading activity. The proposed prototype includes an introduction, script, choice of media/software, editing the parts together, publication, and embedding in a learning management system. Potential challenges are developing the media themselves if assistance is unavailable and students having trouble viewing embedded media. The author explains they will create the media independently if needed and host it externally to ensure students can view it.
This document outlines best practices for effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are provided. Effective online learning incorporates various styles, balanced assessments, and universal design principles.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
This document is a newsletter from a course tutor providing updates on an online university course. [1] It introduces the assignment which asks students to analyze the HSBC money laundering case and consider whether Kaplan's Balanced Scorecard would have helped. [2] It provides details on the format of the assignment which includes a 2000 word written piece and a 10 minute video presentation with 4 slides. [3] It encourages students to research the HSBC case using various resources and to familiarize themselves with the university's academic databases and library guides.
This document provides an overview of an online writing unit for ESL college students that will be piloted. The unit is designed to be completed entirely online over 5 weeks. It aims to teach students how to write argumentative essays through various online activities like discussions, peer reviews, and group projects. Formative and summative assessments will be used to monitor student progress, including self and peer evaluations. The instructor hopes this unit will help prepare students for online learning opportunities and provide experience with technologies like Blackboard.
This document provides an overview of an online writing unit for ESL college students that will be piloted. The unit is designed to be completed entirely online over 5 weeks. It aims to teach students how to write argumentative essays through various online activities like discussions, peer reviews, and group projects using tools like Blackboard, PowerPoint, YouTube and podcasts. Formative and summative assessments will be used to monitor student progress, including self and peer evaluations. The unit is intended to familiarize students with online learning and prepare them for potential future online courses.
The document discusses strategies for delivering certificate III and IV fitness courses using blended learning. It proposes delivering theoretical components online through tools like videos, audio podcasts, and discussion forums, while keeping practical skills face-to-face. This allows students to review material if they miss classes. The document also discusses catering to different learning styles, with discussion forums appealing to active learners and videos/podcasts suiting reflective learners. The role of the presenter is to provide quality online materials and support to students.
The document discusses strategies for delivering certificate III and IV fitness courses using blended learning. It proposes delivering theoretical components online through tools like videos, audio podcasts, and discussion forums, while keeping practical skills face-to-face. This allows students to review material if they miss classes. The document also discusses catering to different learning styles, with discussion forums appealing to active learners and videos/podcasts suiting reflective learners. The role of the presenter is to provide quality online materials and support to students.
The document discusses various tools and approaches for evaluating the quality of online learning materials. It describes two main evaluation tools: MERLOT and LORI. MERLOT is an online repository that classifies educational resources into subject categories and evaluates them based on three standards - quality of content, potential effectiveness as a teaching-learning tool, and ease of use. LORI is an evaluation instrument used to assess the quality of e-learning resources based on nine dimensions, including content quality, learning goal alignment, feedback and adaptation, and reusability. The document also mentions other evaluation guidelines and tools as well as the process by which individual reviews are merged into an overall panel review for publishing online.
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.
.
This document outlines the requirements for Field Study Episode 6, which involves evaluating electronic resources for instructional use. The learning outcomes are to evaluate electronic resources and be rated on observation documentation, analysis depth and clarity, reflection depth and clarity, and portfolio organization and timeliness. It provides guidance on exploring electronic resources by observing a class, finding online materials on the topic, evaluating 5 sites/programs, and reflecting on the experience and skills developed. Criteria for evaluating resources include accuracy, appropriateness, clarity, completeness, motivation, and organization.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should also ensure participants leave with immediately applicable takeaways. The document offers tips for preparing, such as framing the session around problem-centered adult learning and developing thought-provoking discussion questions. It also provides guidance on structuring the class flow and leveraging online tools to maximize participation and interaction.
This document discusses best practices for designing online student courses. It recommends including course information, content organized into manageable lessons using consistent formats and fonts, interactive instructional tools, opportunities for interaction/collaboration, and varied forms of assessment and feedback. It also discusses designing orientations to be mobile-friendly, encourage social connections, and serve as an on-demand training resource. Orientations should balance rich content with a fast pace, equip students for online learning, and allow practice of skills introduced in tutorials. Feedback is requested to be sent to the provided email.
Sdo navotas creative_writing_q2_m7_creating an online portfolio of the output...DepEd Navotas
The document provides instructions for creating an online portfolio using Microsoft PowerPoint to showcase creative writing outputs such as poems, stories, and scripts from Senior High School. It discusses setting up the PowerPoint presentation with the proper orientation and slide size and adding text, images, animations, audio files and videos to the digital portfolio. The final step mentioned is finalizing the digital portfolio.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
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.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Edu624 Final Project: eLearning for Diverse Learners
1. Addressing Diverse Learners:
Addressing Diverse Learners:An eLearning Module for Diverse
An eLearning Module for DiverseInstructors Who Teach Diverse
Instructors Who Teach DiverseLearnersLearners
Tavares J. BusseyStoryboard and Rationales for Final ProjectDr. Deborah Ash
2. Addressing Needs of Trainees
for this Module
This is going to be delivered as a F2F with online
components necessary to complete each activity.
The facilitator will be present to aide trainees with
accessibility issues and to guide them through the
process where the need requires such guidance.
This module will be accessible through the school-
wide web-site which is accessible to anyone who has
the ability to search and navigate the world wide web.
All content will be connected to www.w3.org to
guarantee accessibility for diverse learners with
relevant needs.
3. This eLearning module is designed for faculty of a diverse nature
(dependent on personal learning styles) and how you can use your
own learning styles to enhance how you address the variable
learning styles and diverse populations within your classrooms.
Another goal is giving you knowledge about what is available for
use as resources and giving concrete examples of how to vary
based on your own learning styles so that every single lesson is not
tailored to the teacher’s style of learning but differentiates to
address the various learning styles and multiple intelligences
present in a classroom. You will learn how to not only teach the
way you learn.
Addressing Diverse Learners
The purpose of this seven day module is key to the overall understanding and practice of the resources that will be made available to the you for
the advancement of all learners in your learning environment and not those who learn the way that you learn. You will have 7 work days to
complete this. If you need more time, please notify me at my e-mail and I will adjust the time-stamp. Please not that the first Catch and Release is
due by Day #3 and the second Catch and Release is due by Day #5. On Day #7, you will complete Reflection assignment and also submit your
Feedback.
Participant will advance to next slide.
Slide #2
Onscreen Content
Detailed Script
Interactivity / Navigation
4. 1. I can describe my own personal learning diversity needs by taking a
learning profile survey.
2. I can identify an appropriate learning profile survey to access the
learning diversity needs in my own classroom.
3. I can evaluate assistive technology resources that can be utilized in an
online course that can be made accessible to all learners.
4. I can identify three resources that provide current information and
instruction on accessibility and assistive technologies.
Addressing Diverse Learner Objectives
A Wordle (via http://www.wordle.net) will be created for this portion
of learning using the Learning Objectives as text input.
These objectives are process oriented and will be assessed via electronic exit tickets on the Colleague Blog Roll created for this module and/or
physical evidence of a product to determine readiness and next-steps relating to training needs.
Advance to the next slide.
Slide #3
Onscreen Content
Detailed Script
Interactivity / Navigation
5. This video snippet will give you an idea of assessing for learning
diversity. After which, you will take a brief learning survey as an
example to show you where you are diverse as a learner.
Activity One: Diverse Learning Profile Surveys
This is a short video about how to assess for learning diversity by using a survey (online words, online visual, and paper/pencil) . This will include
closed- captioning and a transcript in .pdf format (for those who may need it due to personal learning needs). Content will be borrowed from.
The video will give you an overview of the different types of learners, how to asses to determine those learners in your classroom and the
available resources that may assist you. For those that need, closed captioning and a transcript is provided so that you can be accommodated and
also as a model of how you may accommodate for exceptional learners in your classroom.
Finally discover your own learning profile survey that may be used in your own classroom and submit via e-mail to me with details of reasoning
for your selection.
Participant will click on “play” button to begin video. They may stop, pause, rewind, or forward as needed and at their own pace. They may also
print out the transcript at this time. If closed captioning is needed, there will be an icon to click for the learners that need. It will not come on
automatically. When participant is ready, they will advance to the next slide.
The survey will then follow via three different links (one for online word, online visual, and paper/pencil)
Participant will e-mail a pdf or word document file of the learning profile they selected and submit a typed or audio file to explain their
choice.
Slide #4
Onscreen Content
Detailed Script
Interactivity / Navigation
6. Sample Set Up for Activity
One
Take a look at this eLearning Presentation Template
of Storytelling.
http://www.horton.com/portfolio/stories/player.ht
ml
This is addresses auditory needs of the learner.
7. Assessments for Activity One
Formative Assessment: As students navigate through
the activity, a live chat will be accessible where
students may voice challenges and successes. This
will be monitored by the facilitator and used to guide
the learning and to provide feedback.
Summative Assessment: The learning style survey
and their written or audio file containing their
rationale for choosing the selected survey. Criteria
for submission will be judged by a rubric.
8. Catch and Release #1:
Briefly discuss why it is important for designers and
facilitators to use learning profiles in making online courses
effective and successful?
Click on “my e-mail” to respond. Place “Effective and Successful
online courses in subject line
Activity One: Diverse Learning Profile Surveys
Take a few moments to consider the objective and the question. Send an e-mail to respond for this formative evaluation. After it is completed, it
will be submitted to facilitator for feedback.
Participants will provide their answers in an e-mail directly to the facilitator. Feedback will be given by the facilitator within a designated time but
not necessarily during the e-learning module. They will then advance to the next slide. They may also return to the video to review, if need be,
before completing Catch and Release.
Slide #5
Onscreen Content
Detailed Script
Interactivity / Navigation
9. These links are to websites detailing physical, audio, visual, cognitive, and
globally diverse learners and the challenges they face in the classroom.
Which type of diversity is closest to your own learning experience (think
about as you explore)?
(Four links will be listed as deemed appropriate by facilitator and
they will be hyperlinked for use of participants)
Activity Two: Assistive Technologies for Diverse
Learners
You can take notes, print out information or even screen capture (directions will be given) for e-mail to personal touchpad devices for use for the
case study that you will be completing in the next portion of this eLearning experience. You may be able to refer back to the websites during the
case study, but this is just an option. Choose which is best for your own learning needs.
Participants will have the option of visiting each of the sites linked above. When they have completed this activity to their satisfaction, they will
advance to the next slide with the option to revert back for review if needed.
Slide #6
Onscreen Content
Detailed Script
Interactivity / Navigation
10. Assessments for Activity Two
Formative: The live chat will be available for this
activity, as well. There will also be an opportunity for
peer review and discussion that can provide instant
feedback before submitting the summative
assessment.
Summative: Submitting a discussion file (written,
audio or video) to a blog roll that adequately answers
a given question based off of a case study. Criteria will
be assessed based upon a rubric and ability to meet
the objective of evaluating assistive technology
resources that can be utilized in an online course.
11. A Case Study: A Student with visual disabilities and an
Instructor’s Accommodations for an Online Course.
Activity Two: Assistive Technologies for
Diverse Learners
This case study will show you a real-life scenario that is relevant and relatable to what I hope you walk away from this experience. Hopefully by
finding and critiquing a solution of another instructor in practice, you will be able to learn what other alternative solutions there may be and ways
of dealing with the situation and adequately addressing the needs of a student like the one you will see in the case study.
An audio link will be provided as well for those who may need it. If you need a larger font, please follow instructions for zooming.
Participant will read and/or listen to the case study. When this activity is complete, participant will advance to next learning activity.
Slide #7
Onscreen Content
Detailed Script
Interactivity / Navigation
12. Sample Set up of Activity Two
Take a look at this Guided Research Template that
mirrors how this Activity will be set up:
http://www.horton.com/portfolio/wilderness_breez
e/index.htm
This addresses visual needs of diverse learners. An
audio component that reads the text to the learner
can be made available as well.
13. Catch and Release #2:
Compose a message answering the following questions: Who are
the stakeholders concerning the needs of this student?
What are some ways the student’s needs can be met? How will
you know that those needs are adequately met?
Activity Two: Assistive Technologies for
Diverse Learners
You will complete this formative evaluation by submitting your answers to a blog roll. You will be required to post your answer and respond to
two other participants in a given amount of time. By finding a solution and sharing it with your peers, you will be better able to learn what other
alternative solutions there may be and ways of dealing with the situation from other perspectives of the diversity among your colleagues.
There will be a link to a blog roll created by the facilitator directly to the blog with the question for this catch and release. Participants will simply
select Comment and compose their message. To reply to another colleague they will select the comment and click reply.
Slide #8
Onscreen Content
Detailed Script
Interactivity / Navigation
14. Locate three resources to share with peers pertaining to the
course material and post these to the second blog roll entitled,
“Resources that Address Diversity Needs”. Then choose one
resource from a peer and post a message in the blog roll on how
that information could be used effectively in your own eLearning
experience.
Activity Three: Resources that Address Diversity
Needs
This research activity will serve to provide you with more relevant material that can lead you to apply the information you find to your own
situations. You may take into consideration all of the resources that have already made available in this eLearning module and may revisit if
necessary. Try to differentiate aside from your own preference but for the possible diversities that may be present in your classroom.
Participant will provide the three resources in a blog roll comment section. They will choose one resource from a peer and discuss how they would
use it in their course as a new comment in the blog roll for this Blog. Feedback will be given by the facilitator and other colleagues within a
designated time. (A list of the resources will later be compiled and emailed out to all participants.).
Slide #9
Onscreen Content
Detailed Script
Interactivity / Navigation
15. Sample Set up of Activity
Three
Take a look at this Guided Research Template that
mirrors how this Activity will be set up:
http://www.horton.com/portfolio/wilderness_breez
e/index.htm
This addresses visual needs of diverse learners in the
participant group. An audio component that reads
the text to the learner can be made available as well.
16. Assessments for Activity
Three
Formative: The live chat session will be open during
this portion of the module so that students can
provide information regarding their progress. The
facilitator will use the information to provide live
feedback to students as a whole and individually if
needed.
Summative: The written discussion will be the
summative assessment. Students may also submit an
audio or video for discussion It will be presented in
the blog roll. Criteria will be assessed based upon a
rubric.
17. Self-Reflection:
1. How were your needs met during this learning module?
2. How can you use some of these methods along with the
listed methods to meet all of your students’ learning needs?
-transcripts -closed-captioning for
videos
-audio clips -alternative text (language)
-colors/contrast -screen readability support
-options for all levels of -keyboard support
learners -text size and font choice
Self-Reflection of Diversity of Needs Addressed
and Modeled
You are encouraged to review all slides and note the accommodations that have been integrated into the module for your use (i.e. alternative text
for images, transcript and closed-captioning in language of choice for video, module coded in compliance with screen reader software, keyboard
support provided). Consider the self-reflection questions and provide a comment in the third and final Module Blog Roll for Self-Reflections.
Participant will advance to next slide (or review).
Slide #10
Onscreen Content
Detailed Script
Interactivity / Navigation
18. Take a moment to fill out this feedback form and let us know how
how this module addressed your needs and can help you address
the needs of your learners.
eLearning Experience Feedback
You are asked to fill out a feedback form (via surveymonkey.com) on the adequacy of the module modeling and meeting your needs as a diverse
group of instructors and how you can now take this new knowledge to address the diverse needs of the global learner in your classrom.
There will be a link provided directly to the Survey Monkey website where participants can take the survey. There will be an option for
audio accessibility for questions to be read aloud.
Slide #11
Onscreen Content
Detailed Script
Interactivity / Navigation
19. References
Horton, W. (n.d). William horton consulting: portfolio of
examples. Retrieved from:
http://www.horton.com/ portfolio.htm
Editor's Notes
This storyboard is designed for PK-8 teacher, as diverse learners, as part of a learning module to provide information on diverse student populations and ways to meet those students’ needs in their classrooms in a variety of ways interdependent and independent of their own learning diversities as educators .
The video will need to be embedded, with closed-captioning, and a transcript made available.
A e-mail hyperlink will need to be created with an accurate e-mail address.
Four links will need to be added per the description and hyperlinked for access.
A case-study pdf file, with a corresponding audio clip (pre-recorded by facilitator), will need to be inserted here with instructions underneath for the participants for accessibility purposes.
A Blog Roll will need to be created for this topic.
A second Blog Roll within same Module Created Blog will need to be created for this topic.
A third blog roll will need to be created for this Module Blog entitled, “Self-Reflections of a Teacher with Diverse Needs”
A feedback form will need to be created using the website SurveyMonkey.com