Chapter 6 teaching and distance educationAngel Jones
This document discusses key aspects of teaching and distance education, including moving from teacher-centered to student-centered learning, the differences between distance learning and distributed learning, structuring instruction, instructional methods, using a course management system, policy issues, student support, and legal issues like plagiarism.
The document discusses the curriculum for UPLIFT Wisconsin, an organization that provides career training and job placement for unemployed or under employed military members and their families. It focuses on explaining blended learning, which combines various teaching methods including online and in-person instruction. Blended learning aims to improve outcomes by addressing different learning styles and making resources more accessible. The curriculum utilizes techniques like online tutorials, hands-on learning, and group projects to engage students and maximize their learning experience.
Chapter 7 the student and distance educationAngel Jones
This document discusses key considerations for distance education. It finds that self-discipline and flexibility are important traits for adult distance learners. The primary reasons students enroll are flexibility, academic achievement, and family responsibilities. Creating a collaborative classroom culture with clear expectations and protocols is important. Students must take responsibility for their learning, and instructors should understand students' characteristics. Communication methods and participation are also essential elements for success in distance education.
Effective online instructors require strong skills in content knowledge, instruction, and assessment. They must also facilitate online discussions and maintain group harmony. Positive and productive communication is essential for online instructors to promote collaboration, set a foundation for the course, and encourage student participation. Instructors' communication skills progress from novice to professional as they gain experience. Encouraging active learning also helps students become more reflective, engaged learners. Effective online facilitators play a vital role in developing learning outcomes and encouraging learner involvement through discussion and collaboration.
Instructional media can standardize delivery of information to students and keep them alert during learning. It can organize and present subject content in a way that facilitates effective instruction. Media presentations can communicate large amounts of information concisely and in a well-organized manner that students can more easily absorb. Instructional media allows students to learn at their own pace and convenience. Students generally prefer using media for studying as it is motivating and contributes to effective learning.
Access to Better Education-The need of Hourchezhiang
The document discusses ways to improve access to better education. It suggests that students engage in project-based learning, integrated studies, and cooperative learning. It recommends that teachers take on coaching and mentoring roles, and continually improve their skills through apprenticeships. Additionally, it proposes that educational institutions adopt technology, reorganize resources, and include community partners to connect students to real-world experiences. The overall goal is to correct imbalances in access to quality education across regions.
Chapter 5 instructional design for distance educationAngel Jones
This document discusses instructional design for distance education. It defines instructional design as a way of thinking and solving problems for instructional technologists, similar to how scientific methods guide scientists. It also outlines the key components of a successful learning system, including learners, content, methods, materials, environment, technology, and evaluation. The document provides guidance on understanding learners, choosing appropriate teaching strategies and media, using visuals effectively, managing technology and resources, designing online courses, and organizing content into units, modules and topics.
Chapter 6 teaching and distance educationAngel Jones
This document discusses key aspects of teaching and distance education, including moving from teacher-centered to student-centered learning, the differences between distance learning and distributed learning, structuring instruction, instructional methods, using a course management system, policy issues, student support, and legal issues like plagiarism.
The document discusses the curriculum for UPLIFT Wisconsin, an organization that provides career training and job placement for unemployed or under employed military members and their families. It focuses on explaining blended learning, which combines various teaching methods including online and in-person instruction. Blended learning aims to improve outcomes by addressing different learning styles and making resources more accessible. The curriculum utilizes techniques like online tutorials, hands-on learning, and group projects to engage students and maximize their learning experience.
Chapter 7 the student and distance educationAngel Jones
This document discusses key considerations for distance education. It finds that self-discipline and flexibility are important traits for adult distance learners. The primary reasons students enroll are flexibility, academic achievement, and family responsibilities. Creating a collaborative classroom culture with clear expectations and protocols is important. Students must take responsibility for their learning, and instructors should understand students' characteristics. Communication methods and participation are also essential elements for success in distance education.
Effective online instructors require strong skills in content knowledge, instruction, and assessment. They must also facilitate online discussions and maintain group harmony. Positive and productive communication is essential for online instructors to promote collaboration, set a foundation for the course, and encourage student participation. Instructors' communication skills progress from novice to professional as they gain experience. Encouraging active learning also helps students become more reflective, engaged learners. Effective online facilitators play a vital role in developing learning outcomes and encouraging learner involvement through discussion and collaboration.
Instructional media can standardize delivery of information to students and keep them alert during learning. It can organize and present subject content in a way that facilitates effective instruction. Media presentations can communicate large amounts of information concisely and in a well-organized manner that students can more easily absorb. Instructional media allows students to learn at their own pace and convenience. Students generally prefer using media for studying as it is motivating and contributes to effective learning.
Access to Better Education-The need of Hourchezhiang
The document discusses ways to improve access to better education. It suggests that students engage in project-based learning, integrated studies, and cooperative learning. It recommends that teachers take on coaching and mentoring roles, and continually improve their skills through apprenticeships. Additionally, it proposes that educational institutions adopt technology, reorganize resources, and include community partners to connect students to real-world experiences. The overall goal is to correct imbalances in access to quality education across regions.
Chapter 5 instructional design for distance educationAngel Jones
This document discusses instructional design for distance education. It defines instructional design as a way of thinking and solving problems for instructional technologists, similar to how scientific methods guide scientists. It also outlines the key components of a successful learning system, including learners, content, methods, materials, environment, technology, and evaluation. The document provides guidance on understanding learners, choosing appropriate teaching strategies and media, using visuals effectively, managing technology and resources, designing online courses, and organizing content into units, modules and topics.
The document summarizes key aspects of distance education theory by synthesizing existing theories and philosophies of education. It identifies three groups of statements on how distance teaching can improve learning, foster dialogue, and be effective. The summary emphasizes that distance education theory focuses on using principles of effective communication to promote dialogue and feedback. It also notes that planning a distance course requires considering the whole system and a flexible use of multiple media.
This document discusses the SLOAN-C Quality Scorecard, which is a tool for evaluating the quality of online education programs. It was developed using a Delphi method by a panel of online education experts. The scorecard evaluates programs across 9 quality areas and 70 indicators, with guidelines for scoring each indicator. Implementing the scorecard involves completing an online or paper version and can help programs identify areas for improvement. The scorecard is meant to complement other standards and quality frameworks and can be used freely, though the online version requires Sloan-C membership.
This document discusses the importance of evaluating hybrid and online courses. It notes that evaluation is particularly important for these types of courses since they differ from traditional face-to-face courses and are still experimental in nature. The document outlines several areas that are important to evaluate, including learner support, course organization and design, instructional design and delivery, integration of online and in-person activities for hybrid courses, student assessment, and student feedback. It also provides some examples of evaluation tools and considerations for each area.
The document outlines criteria for evaluating information and communication technology (ICT) tools for educational purposes. It identifies 10 key criteria: age level, curriculum links, instructional content, engagement and interactivity, assessment, flexibility, media, usability, technical considerations, and support materials. Each criteria is then further described in terms of important factors to consider such as whether the tool is appropriate for the age of students, links to curriculum expectations, provides accurate and engaging content, allows for assessment, and has intuitive usability with necessary technical requirements and support documents.
Creating and Enforcing a Culture of Student Accountability in the ClassroomD2L Barry
Creating and Enforcing a Culture of Student Accountability in the Classroom, Jon Moe – Normandale Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Developing technology plan for classrooms and schoolsMisbah Ishaq
The document discusses developing a technology plan for classrooms and schools. It notes that technology is an integral part of modern society and education, but many teachers do not feel prepared to integrate it. The plan proposes using technologies like interactive whiteboards, tablets, educational apps, and assessment tools like Socrative, Poll Everywhere and Quizlet to enhance learning. The goals are to evaluate blogging, use online learning games, take virtual field trips, and expand technology use to support students and engage parents. In conclusion, online tools accessed through devices can enhance learning both in and out of the classroom when used to create interactive lessons.
Instructional design for distance educationElboni Todd
The document discusses instructional design for distance education. It emphasizes that instructional design is important for planning and organizing distance learning. It involves understanding learner characteristics, identifying essential content, and considering the learning environment and available technologies. Effective distance education requires systematic instructional design to create a successful learning experience for students.
Effective teachers display certain characteristics. They explain objectives clearly, assess student needs and abilities, and respond accordingly. They demonstrate enthusiasm, stimulate interaction, and are approachable. Effective teachers have high expectations, personalize learning to individual students, use a range of teaching methods, encourage responsibility, have strong subject knowledge, create a safe environment, monitor progress and provide feedback, and build positive relationships.
Contributions of media in the learning processCarla Gomez
The document discusses the contributions of media in the learning process. It outlines several advantages of using educational media, including standardizing instruction so all students receive the same message, making learning more interactive by applying learning theory principles, and reducing the time required for instruction. Media can also improve learning quality by communicating knowledge in a clear, organized manner. It allows instruction to be provided flexibly based on student needs. Overall, the use of media can enhance students' attitudes towards learning.
Grosse Pointe North's Emerging Leaders Program - OverviewGary Abud Jr
The Emerging Leaders Program is designed to develop leadership skills in high school students. It will involve regular meetings, mentorship, and classroom participation. Students will work on skills like communication and then apply them by modeling behaviors for peers. The program will start in the classroom and expand to the whole school and community over time. It aims to support student-centered learning and address needs of the classroom, school, and community through service.
Quality Enhancement in Teaching and Learning StrategyMark Brown
The document discusses quality enhancement in teaching and learning. It outlines key questions around defining quality in learning and teaching. It also discusses how institutions can design for quality learning experiences through frameworks that include peer review, guidelines for effective practice, learning design tools, and professional development. The implications for institutions include promoting professional trust, giving responsibility for quality back to academics, and building distributed leadership for teaching and learning.
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
What are Learning Outcomes? Types, Benefits, and Examples of Learning OutcomesAnirudhRoy11
Learning outcomes are measurable educational aspects that include students’ knowledge, skills, and abilities to face real-life problems and not just the course outcomes & program outcomes.
Multi age learning community in action final project by Bidita RahmanBidita Rahman
This is a must-read for anyone who is looking to effectuate real change in any K-12 school system. Through Dr. Cozza's deep understanding of the research and value of a MAC (Multi-age Learning Community), the reader walks away with practical knowledge and guidance to finally transform learning in the schoolhouse so all children can reach their real potential. (Michael J. Hynes Ed.D, superintendent of Patchogue-Medford Schools, Patchogue, NY)
Cozza makes the case that multi-age classrooms are an efficient and cost-effective way to increase personalization for students and further the cause of school reform at scale. Essential reading for students, teachers, parents, and school leaders. (Todd Sumner, principal, Francis W. Parker Charter Essential School and Theodore R. Sizer Teachers Center, Devens, MA)
The Multiage Learning Community in Action is a clear and concise framework for embarking on the journey of multi-age learning in our schools. It blends collaborative cultures, instructional practices, and backward design in curriculum planning to reach the developmentally appropriate needs of all students. (Jeannie Ray-Timoney Ed.D, associate superintendent, Department of Catholic Schools, Portland, OR)
Dr. Barbara Cozza provides a functional framework that takes educators on a transformative journey. A must read for all educators, policymakers, and parents. (Crystal Lindsay, director of school/district improvement initiatives, New York City Department of Education, New York, NY)
This document discusses teacher training, professional development, and guidelines for hiring teachers. It outlines the importance of ongoing professional development and emphasizes that quality teachers are the greatest factor in student achievement. Effective teacher training includes both pre-service education and in-service development, and should focus on improving classroom practice and student learning. Guidelines for hiring prioritize candidates' qualifications and aim to fill openings starting with the highest-ranked applicants. The document stresses that teaching is a long-term process of skill and knowledge acquisition that requires guidance and promotes ethical values.
This document provides guidance for instructors on putting an on-ground course online. It emphasizes that an online course should be interactive, engage students in collaborative activities, and foster a sense of learning community. When designing the online course, instructors should consider questions about pacing, audience, available materials and technology, and types of support. The document also stresses the importance of using a syllabus as a roadmap and having clear expectations through learning contracts to engage students and give them ownership of their learning.
The document discusses the concept of equivalency theory in distance education. It defines key aspects of equivalency theory according to scholars Michael Simonson and Desmond Keegan. The theory focuses on providing equivalent learning experiences and outcomes for both local and distant learners through the appropriate application of instructional technologies and experiences tailored to individual learners' needs. Instructors can achieve equivalence by assessing technology availability, determining appropriate learner outcomes and experiences, and preparing content for online delivery through various instructional models.
The document discusses key aspects of distance education including student-centered learning through coaching, collaboration, and active learning. It outlines distance learning as studying over the internet without attending school in person. Instruction is organized by the instructor and involves collaboration, feedback, and high expectations. Course management systems provide benefits like calendars, announcements, assignments, and discussions to aid communication. Student support, instructor enthusiasm, organization, and technological familiarity are critical elements for successful distance teaching.
Introduction to Campus pack and the value of collaboration in HE
Information from Campus Pack
Research information Technology, Pedagogy and Education Journal
Edward de Bono came up with the idea of parallel thinking using the 6 thinking hats. These are the slides that I put together, based on my learning of the 6 Thinking hats, in order for people to have a quick reference point, to understand the idea of parallel thinking better
Este documento describe la socialización y actividades cotidianas de los niños africanos. Explica que los niños aprenden a través de la interacción con los adultos y el contacto corporal en lugar de juguetes. También describe las tareas que se les asignan a los niños, como recoger objetos del suelo y usar utensilios del hogar para jugar. Finalmente, analiza cómo los niños aprenden conductas a través de la observación y la imitación de los modelos de comportamiento de los adultos.
The document summarizes key aspects of distance education theory by synthesizing existing theories and philosophies of education. It identifies three groups of statements on how distance teaching can improve learning, foster dialogue, and be effective. The summary emphasizes that distance education theory focuses on using principles of effective communication to promote dialogue and feedback. It also notes that planning a distance course requires considering the whole system and a flexible use of multiple media.
This document discusses the SLOAN-C Quality Scorecard, which is a tool for evaluating the quality of online education programs. It was developed using a Delphi method by a panel of online education experts. The scorecard evaluates programs across 9 quality areas and 70 indicators, with guidelines for scoring each indicator. Implementing the scorecard involves completing an online or paper version and can help programs identify areas for improvement. The scorecard is meant to complement other standards and quality frameworks and can be used freely, though the online version requires Sloan-C membership.
This document discusses the importance of evaluating hybrid and online courses. It notes that evaluation is particularly important for these types of courses since they differ from traditional face-to-face courses and are still experimental in nature. The document outlines several areas that are important to evaluate, including learner support, course organization and design, instructional design and delivery, integration of online and in-person activities for hybrid courses, student assessment, and student feedback. It also provides some examples of evaluation tools and considerations for each area.
The document outlines criteria for evaluating information and communication technology (ICT) tools for educational purposes. It identifies 10 key criteria: age level, curriculum links, instructional content, engagement and interactivity, assessment, flexibility, media, usability, technical considerations, and support materials. Each criteria is then further described in terms of important factors to consider such as whether the tool is appropriate for the age of students, links to curriculum expectations, provides accurate and engaging content, allows for assessment, and has intuitive usability with necessary technical requirements and support documents.
Creating and Enforcing a Culture of Student Accountability in the ClassroomD2L Barry
Creating and Enforcing a Culture of Student Accountability in the Classroom, Jon Moe – Normandale Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Developing technology plan for classrooms and schoolsMisbah Ishaq
The document discusses developing a technology plan for classrooms and schools. It notes that technology is an integral part of modern society and education, but many teachers do not feel prepared to integrate it. The plan proposes using technologies like interactive whiteboards, tablets, educational apps, and assessment tools like Socrative, Poll Everywhere and Quizlet to enhance learning. The goals are to evaluate blogging, use online learning games, take virtual field trips, and expand technology use to support students and engage parents. In conclusion, online tools accessed through devices can enhance learning both in and out of the classroom when used to create interactive lessons.
Instructional design for distance educationElboni Todd
The document discusses instructional design for distance education. It emphasizes that instructional design is important for planning and organizing distance learning. It involves understanding learner characteristics, identifying essential content, and considering the learning environment and available technologies. Effective distance education requires systematic instructional design to create a successful learning experience for students.
Effective teachers display certain characteristics. They explain objectives clearly, assess student needs and abilities, and respond accordingly. They demonstrate enthusiasm, stimulate interaction, and are approachable. Effective teachers have high expectations, personalize learning to individual students, use a range of teaching methods, encourage responsibility, have strong subject knowledge, create a safe environment, monitor progress and provide feedback, and build positive relationships.
Contributions of media in the learning processCarla Gomez
The document discusses the contributions of media in the learning process. It outlines several advantages of using educational media, including standardizing instruction so all students receive the same message, making learning more interactive by applying learning theory principles, and reducing the time required for instruction. Media can also improve learning quality by communicating knowledge in a clear, organized manner. It allows instruction to be provided flexibly based on student needs. Overall, the use of media can enhance students' attitudes towards learning.
Grosse Pointe North's Emerging Leaders Program - OverviewGary Abud Jr
The Emerging Leaders Program is designed to develop leadership skills in high school students. It will involve regular meetings, mentorship, and classroom participation. Students will work on skills like communication and then apply them by modeling behaviors for peers. The program will start in the classroom and expand to the whole school and community over time. It aims to support student-centered learning and address needs of the classroom, school, and community through service.
Quality Enhancement in Teaching and Learning StrategyMark Brown
The document discusses quality enhancement in teaching and learning. It outlines key questions around defining quality in learning and teaching. It also discusses how institutions can design for quality learning experiences through frameworks that include peer review, guidelines for effective practice, learning design tools, and professional development. The implications for institutions include promoting professional trust, giving responsibility for quality back to academics, and building distributed leadership for teaching and learning.
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
What are Learning Outcomes? Types, Benefits, and Examples of Learning OutcomesAnirudhRoy11
Learning outcomes are measurable educational aspects that include students’ knowledge, skills, and abilities to face real-life problems and not just the course outcomes & program outcomes.
Multi age learning community in action final project by Bidita RahmanBidita Rahman
This is a must-read for anyone who is looking to effectuate real change in any K-12 school system. Through Dr. Cozza's deep understanding of the research and value of a MAC (Multi-age Learning Community), the reader walks away with practical knowledge and guidance to finally transform learning in the schoolhouse so all children can reach their real potential. (Michael J. Hynes Ed.D, superintendent of Patchogue-Medford Schools, Patchogue, NY)
Cozza makes the case that multi-age classrooms are an efficient and cost-effective way to increase personalization for students and further the cause of school reform at scale. Essential reading for students, teachers, parents, and school leaders. (Todd Sumner, principal, Francis W. Parker Charter Essential School and Theodore R. Sizer Teachers Center, Devens, MA)
The Multiage Learning Community in Action is a clear and concise framework for embarking on the journey of multi-age learning in our schools. It blends collaborative cultures, instructional practices, and backward design in curriculum planning to reach the developmentally appropriate needs of all students. (Jeannie Ray-Timoney Ed.D, associate superintendent, Department of Catholic Schools, Portland, OR)
Dr. Barbara Cozza provides a functional framework that takes educators on a transformative journey. A must read for all educators, policymakers, and parents. (Crystal Lindsay, director of school/district improvement initiatives, New York City Department of Education, New York, NY)
This document discusses teacher training, professional development, and guidelines for hiring teachers. It outlines the importance of ongoing professional development and emphasizes that quality teachers are the greatest factor in student achievement. Effective teacher training includes both pre-service education and in-service development, and should focus on improving classroom practice and student learning. Guidelines for hiring prioritize candidates' qualifications and aim to fill openings starting with the highest-ranked applicants. The document stresses that teaching is a long-term process of skill and knowledge acquisition that requires guidance and promotes ethical values.
This document provides guidance for instructors on putting an on-ground course online. It emphasizes that an online course should be interactive, engage students in collaborative activities, and foster a sense of learning community. When designing the online course, instructors should consider questions about pacing, audience, available materials and technology, and types of support. The document also stresses the importance of using a syllabus as a roadmap and having clear expectations through learning contracts to engage students and give them ownership of their learning.
The document discusses the concept of equivalency theory in distance education. It defines key aspects of equivalency theory according to scholars Michael Simonson and Desmond Keegan. The theory focuses on providing equivalent learning experiences and outcomes for both local and distant learners through the appropriate application of instructional technologies and experiences tailored to individual learners' needs. Instructors can achieve equivalence by assessing technology availability, determining appropriate learner outcomes and experiences, and preparing content for online delivery through various instructional models.
The document discusses key aspects of distance education including student-centered learning through coaching, collaboration, and active learning. It outlines distance learning as studying over the internet without attending school in person. Instruction is organized by the instructor and involves collaboration, feedback, and high expectations. Course management systems provide benefits like calendars, announcements, assignments, and discussions to aid communication. Student support, instructor enthusiasm, organization, and technological familiarity are critical elements for successful distance teaching.
Introduction to Campus pack and the value of collaboration in HE
Information from Campus Pack
Research information Technology, Pedagogy and Education Journal
Edward de Bono came up with the idea of parallel thinking using the 6 thinking hats. These are the slides that I put together, based on my learning of the 6 Thinking hats, in order for people to have a quick reference point, to understand the idea of parallel thinking better
Este documento describe la socialización y actividades cotidianas de los niños africanos. Explica que los niños aprenden a través de la interacción con los adultos y el contacto corporal en lugar de juguetes. También describe las tareas que se les asignan a los niños, como recoger objetos del suelo y usar utensilios del hogar para jugar. Finalmente, analiza cómo los niños aprenden conductas a través de la observación y la imitación de los modelos de comportamiento de los adultos.
Great Britain has many traditional celebrations and events. Some of these include St. David's Day in March which celebrates Wales' patron saint, May Day on May 1st marking the coming of spring, and The Trooping of the Colour in June for the Queen's birthday parade. Highland Games in summer feature traditional Scottish dancing and music, and Guy Fawkes Day in November commemorates a failed assassination plot from 1605.
The document outlines an instructional plan for a training course for new wellness consultants. The 2-week, 70-hour course will train consultants on selling memberships to clients. It will provide skills and tools to effectively communicate the benefits of memberships. The course will use various instructional strategies, activities, and technologies. Formative assessments will evaluate consultants' problem-solving abilities. The training aims to prepare consultants to meet sales goals and build client relationships. Evaluations will assess consultants' mastery of skills over the first 3-6 weeks of applying their training on the job.
Informe de elboracion de coliseo liceo departamentalgnicolle408
Este documento presenta los materiales, normas de seguridad y herramientas necesarias para elaborar una maqueta de un coliseo. Detalla los materiales como alambre eléctrico, cartón, pintura y silicona. Incluye secciones sobre normas de seguridad industrial, equipos de protección, herramientas manuales, emergencias y accidentes con instrucciones específicas para cada tema. El autor concluye que el proyecto de elaborar la maqueta fue entretenido y les enseñó a hacer transmisiones de movimiento de forma
Sunil Tekam is seeking a position that allows him to continue developing his knowledge and skills. He has a B.E. in mechanical engineering with an aggregate percentage of 64.48%. His areas of interest include production processes and automobile engineering. He has training in CNC turning, AutoCAD, and PRO-E. His minor project was on a solar operated centrifugal pump for irrigation and his major project was on a shell and coil type heat exchanger.
This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
Great Britain has many traditional celebrations and events, including St. David's Day which honors the patron saint of Wales on March 1st, May Day on May 1st which celebrates the coming of spring, and The Trooping of the Colour which marks the Queen's official birthday. Other traditions include Swan Upping which counts the swan population, Highland Games which feature traditional Scottish athletics and music, and The State Opening of Parliament where the Queen reads the Speech from the Throne.
The document describes traditional clothing, festivals, and flags of several Southeast Asian countries. For traditional clothing: the Philippines wears the Barong Tagalog for men and Baro't Saya for women; Malaysia wears the Baju Melayu for men and Baju Kurung for women; and Singapore wears various traditional outfits depending on ethnicity. Several festivals are also mentioned, such as the Sinulog festival in the Philippines and Songkran festival in Thailand. National flags are briefly described for Malaysia, Singapore, the Philippines, and other Southeast Asian nations.
The purpose of this communication plan is to introduce some key details how organizations should communicate with sudden organizational change within the company. Using several tools will help identify employees reactions to the change and how to make the accommodations for an effective outcome.
Traditional BI uses waterfall methodology which is slow. Disruptive BI leverages agile principles like continuous integration, automation, and cloud to enable real-time analytics. It requires data scientists, programmers passionate about data, and big data technologies. The key things to take away are that agile is a mindset, continuous delivery is critical, and technology enables possibilities.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
The document discusses the importance of an online facilitator having a strong presence and promoting interaction among students. It states that facilitators need training in developing online courses, addressing student motivation and goals, and knowledge of adult learning theory in order to have an effective presence. The document also asserts that experience working in online courses and being at the Apprentice, Insider or Master phases helps facilitators promote positive interaction through questions, feedback and activities. Overall, it argues that a facilitator's experience and training can significantly impact the success of an online class.
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
Teaching priciples fatima lourdes duran vasquezfatima Duran
1) The document outlines the teaching philosophy and practices of Jorge Elmer Guardado. It discusses developing students' knowledge through vocational training and writing assignments.
2) Guardado believes in creating a friendly learning environment where students are motivated and have good commitment to education. He uses methods like questioning and feedback to help students reflect on concepts.
3) Guardado aims to inspire independent learning through stimulating different learning styles, creative lesson planning, and guiding students in their exploration of topics. He assesses student learning regularly to provide feedback and guide discussions.
The whole aim of a learning process is to help the learner move from Zone of Proximal Development (ZPD) to Zone of Achieved Development (ZAD). Most of us are aware of these terms from Lev Vygotsky's theory of learning and development. From unknowing to known, the distance between the current developmental level and potential development can be covered through guidance as per Lev Vygotsky’s theory.
But how do we know that this distance has been traversed by the learner?
The answer is performance assessment.
You are tasked with creating a training program for adult education facilitators or corporate trainers without previous experience in distance education. The training program must include the key elements for developing distance learning facilitator skills. The training audience (trainees) will consist of higher education faculty members or corporate trainers.
This document discusses the important skills of effective online facilitators. It identifies classroom management and communication as two key characteristics. For classroom management, the document emphasizes establishing an online presence through discussion forums, messages, assignments and chat rooms. It also lists clear learning goals and expectations, providing feedback, and allowing student control over learning. For communication, it stresses communicating with students in a timely manner through feedback, assistance and encouragement. The document outlines developmental phases for both classroom management and communication skills, from novice to master levels.
The document discusses online pedagogy and explores how to effectively structure online learning environments and curriculum. It addresses how collaboration, group work, and consideration of different learning and teaching styles can help promote engagement and critical thinking skills among online learners. Some potential challenges for online learners are also outlined, such as difficulties with group work or technology limitations, and strategies are presented for helping learners succeed, such as ensuring diversity in groups and clear communication.
Effective teaching requires flexibility and creativity to meet the diverse needs of students. The document outlines several strategies for teaching students with disabilities inclusively and effectively. These include incorporating diversity into the curriculum, utilizing universal design for learning principles to accommodate different learning styles, differentiating instruction based on content, process and product, using evidence-based practices like direct instruction, and leveraging assistive technologies to improve functional capabilities. The overarching goal is to maximize each student's growth and success.
This document provides an overview and guide for online teaching. It covers topics such as why active learning is essential for virtual classrooms, how to plan and design online courses, best practices for synchronous and asynchronous teaching, engaging students online, strategies for online learning, and assessing students remotely. The guide contains six parts that discuss these topics in more detail and provides tools and examples for instructors on creating effective online learning experiences.
Two important skills for an effective distance learning facilitator.
Development phases the facilitator needed to achieve skill.
The forms of training the facilitator has received in support of the skill
Effective facilitators of online learning require strong communication and technology skills. Effective communication involves creating a clear, functional environment with clear expectations between educators and learners. Technology is also important as it affects many aspects of life, including education, so facilitators must understand how to integrate it into instruction. Facilitators develop their skills over time, starting as novices and progressing to masters as they gain experience teaching online through multiple terms and course designs. Formal training and experience help facilitators strengthen skills like listening, writing, observing, motivating, and encouraging learners.
Chapter 9_Programme Teaching and Learning Strategies.pptxLeianMartin1
This document discusses strategies for curriculum design and program teaching and learning. It covers aligning teaching, learning, and assessment; encouraging creativity and innovation; internalizing the curriculum; and increasing blended and online learning. For aligning teaching and learning, it emphasizes ensuring coherence between objectives, assessments, and activities. For creativity, it suggests cultivating curiosity and relevance. Internalizing curriculum discusses active learning, multiculturalism, equity, and incorporating student choice. Increasing online learning reviews synchronous, asynchronous, and blended models, noting benefits like flexibility but also challenges like digital gaps.
This document outlines a training program for distance learning facilitators. It discusses the goals and objectives of the training program, which is designed to teach facilitation skills over 3 days. It covers various topics including theories of distance learning, summative assessments, the phases of development for facilitators, and technology and media tools that can engage students. It also addresses issues that may come up, such as classroom management challenges and strategies for working with students with disabilities.
The document outlines best practices for successful online instructors, noting that they are student-centered, responsive, maintain an active teaching presence, promote interaction and collaboration, keep course design and facilitation simple, and are committed to continuous improvement. Effective online instructors clearly communicate expectations, provide support and flexibility for students, and focus on creating a sense of community in their courses.
the role of a successful online instructorguest49cde1
The document outlines best practices for successful online instructors, noting that they are student-centered, responsive, maintain an active teaching presence, promote interaction and collaboration, keep course design and facilitation simple, and are committed to continuous improvement. Effective online instructors clearly communicate expectations, provide support and flexibility for students, and focus on creating a sense of community in their courses.
The document discusses the essential skills of presence and communication needed to be an effective online facilitator. Presence is important for continuously engaging learners and preventing isolation. It creates a sense of community and shows interest in learners' needs. Communication is also essential for building relationships and sharing ideas to support learning. The document outlines the development phases of visitors, novices and apprentices in obtaining these skills and provides suggestions for training methods at each phase, such as workshops, mentoring and exploring principles of online teaching and learning.
This document discusses different principles of effective instructional design for distance education. It explains that communication in distance learning relies more on virtual methods like asynchronous communication rather than synchronous. It emphasizes that learning occurs when the content taught matches the content learned, and skills are demonstrated along with guidance relating specific examples to general principles. Effective demonstration also engages learners and uses relevant media. The document outlines that application of skills is most effective with intrinsic or corrective feedback, and coaching that is later faded out. It stresses integrating a variety of delivery methods and technologies to provide feedback and interaction for students.
This document outlines the topics and activities for a training program to prepare new instructors to teach online asynchronously. The training will focus on establishing an online presence, building a learning community, and developing effective online courses. Over the course of the training, instructors will identify strategies in these areas, experiment with technology tools, and demonstrate their knowledge through assignments. The document discusses skills needed for online facilitation, as well as best practices for communication, engagement, and classroom management in a virtual environment.
This document outlines a 3-day training program for higher education faculty to develop skills as distance learning facilitators. Day 1 focuses on goals, objectives, and development. Day 2 covers mentoring, with trainees shadowing a lead faculty member, and learning management systems. Day 3 addresses classroom issues like recognizing and resolving problems, as well as building student self-efficacy. The overall goal is for trainees to demonstrate knowledge of distance learning facilitation through various interactive activities and tools.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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2. Effective distance learning is important in the online
community of facilitators. It aids facilitators to steer
throughout the course by using the skills that were
taught to them to become effective instructors. Some
skills establish a relationship with learner needs and
develops a different learning concepts for the
instructor. There are several skills instructors can
follow to help manage the social connections to
achieve the goal. Instructing online courses are not an
easy task for instructors to do; therefore, with the help
of these skills it can guide them into the path of
accomplishments.
3. Distance learning
facilitators must pose
as an excellent
communicator among
learners.
Communicate must be
pose as an excellent
skill to promote online
learners in a diverse
environment.
Communication
Instructors should be
able to direct learners
on several methods to
ensure proper
learning.
Instructors should
focus on the trends set
by online learners to
develop a more
complex learning
atmosphere.
Managing
Online
Learners
“Modern group work typically involves a mix
of face-to-face and online collaborative
engagement between organizations”
(Thorpe,2016).
4. Communication is a method to target learners by
communicating effective information to set the bar
high to build a relationship in the course.
Great communication allows instructors to attend to the
learner tasks by making adjustments to meet their needs.
Communication can be developed in the beginning of the
course training to help support learners engagement.
5. Novice- Nonexperience with online learners with limited
tools to run an effective training course.
Apprentice-Has a little knowledge of communicating in
an online course of learners such as basic in lecturing an
online class.
Insider- Proficient in communicating tools in the course
within the learners by demonstrating effective sources
Master- Advance in communicating methods to online
learners by displaying knowledge of tactics. Creating a
social environment by using life experiences to open
discussions in the class.
6. The ability to navigate online learners by offering
additional help in encouraging learners in the
discussion questions to demonstrate effective learning.
Managing online learners can increase the engagement of the
learners by following through the different strategies.
Navigating the class creates a consistency of the class
discussion by developing a cohort environment.
7. Novice- Beginner in setting up online courses with limited
amount of classroom management. Use formal class
procedure and assignments by keeping the material
simple.
Apprentice- Slowly picking up skills to demonstrate
somewhat knowledge of running an online course by
monitoring the performances to enhance learning.
Insider- Skilled in providing one-on-one lecture when
needed to offer flexibility of the learning class.
Master- Qualified in all areas in engaging learners with
motivation and giving the right amount of support with
feedback.
8. By reflecting on the skills can allow facilitators to gain
insight different forms to improve in the different
skills. Some forms for instructors to look out for will
be:
Staying up to date with new training methods to ensure the
instructing in the course.
Instructors will be able to facilitate the course without any
setbacks.
Instructors will know to manage technology availability
throughout the course by developing an ongoing support.
Instructors can focus on developing of the course by offering
additional resources.
9. In a matter of time, distance learning facilitators
progress with newer skills and tools to lecture effective
online courses. It will to build a foundation suitable
enough to create a learning environment for learners
to feel comfortable. Striving as a key element will
assist instructors to provide critical traits to cohort
online learners. “Distance learning has a history of
over a century involving different teaching approaches
and following the technological evolution concerning
the delivery of educational materials and the
communication between learners and
instructors/lecturers” (Nyoni, 2014).
10. Thorpe, S. J. (2016). Online facilitator competencies for
group facilitators. Group Facilitation, (13), 79-90.
Nyoni, J. (2014). E-readiness of open and distance
learning (ODL) facilitators: Implications for
effective mediation. Perspectives in Education,
32(3), 78-91.