Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
This document outlines an in-service training session for teachers on new teaching strategies and online applications needed in the new normal. It discusses blended learning models including station rotation, remote, flex, flipped classroom, and others. It also covers distance learning modalities and individualized learning. Considerations for teaching in the new normal include instructor presence, student communication, varied teaching methods, and feedback. The document recommends contextualizing lessons and lists online tools for virtual classrooms, collaboration, file sharing, and storage. It includes an activity where teachers simulate using Google Classroom features like assignments, quizzes and Meet for virtual conferences.
Achieving Success Through Blended LearningDara Cassidy
Blended learning combines online and in-person learning. It offers greater flexibility for students and teachers while promoting self-directed learning and digital literacy. Blended learning blends online discussions, videos, and readings with traditional classroom methods. For example, a flipped classroom has students complete homework like watching videos during class time, freeing up class for hands-on projects and discussions. When designing blended courses, it is important to focus on learning outcomes, use technology to enhance pedagogy, clearly communicate expectations, and ensure online and in-person activities are integrated and aligned.
This document presents a case study on using hybrid learning to promote e-learning in Cambodia, Indonesia, and Thailand. It discusses the current state of education in these countries, including language of instruction, number of schools, enrollment rates, and average school ages. It identifies problems with low ICT literacy, internet access, and e-learning usage in higher education. The study aims to promote the hybrid learning concept and analyze factors supporting e-learning utilization. The methodology involves literature reviews, benchmarking, SWOT and PESTEL analyses, and case studies of best practices from Malaysia and Korea.
UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
The Future of Remote Learning Lessons Learned from the Pandemic and Beyond.pdfBirtikendrajit
The blog "The Future of Remote Learning: Lessons Learned from the Pandemic and Beyond" reflects on the transformative impact of the COVID-19 pandemic on education, particularly in the realm of remote learning. It discusses key lessons learned, including the importance of accessibility and equity, flexibility and adaptability, student engagement and connection, blended learning models, and professional development and support for educators. Looking ahead, the blog emphasizes the need for continued innovation and commitment to creating inclusive, engaging, and effective learning experiences in the post-pandemic era.
This document discusses the impacts and effects of e-learning. It begins by introducing how the COVID-19 pandemic led to a shift towards online learning in colleges and universities globally. It then defines e-learning as teaching undertaken remotely using digital platforms and electronic resources. The document outlines features of e-learning like being dynamic, personalized, and available 24/7. It also distinguishes between synchronous e-learning, which occurs in real-time, and asynchronous e-learning which allows people to participate on their own schedules. The importance and impacts of e-learning are discussed, including accommodating all learners' needs, increased IT skills, and improved access to updated content. Challenges like unreliable internet access and adapting to virtual
Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
This document outlines an in-service training session for teachers on new teaching strategies and online applications needed in the new normal. It discusses blended learning models including station rotation, remote, flex, flipped classroom, and others. It also covers distance learning modalities and individualized learning. Considerations for teaching in the new normal include instructor presence, student communication, varied teaching methods, and feedback. The document recommends contextualizing lessons and lists online tools for virtual classrooms, collaboration, file sharing, and storage. It includes an activity where teachers simulate using Google Classroom features like assignments, quizzes and Meet for virtual conferences.
Achieving Success Through Blended LearningDara Cassidy
Blended learning combines online and in-person learning. It offers greater flexibility for students and teachers while promoting self-directed learning and digital literacy. Blended learning blends online discussions, videos, and readings with traditional classroom methods. For example, a flipped classroom has students complete homework like watching videos during class time, freeing up class for hands-on projects and discussions. When designing blended courses, it is important to focus on learning outcomes, use technology to enhance pedagogy, clearly communicate expectations, and ensure online and in-person activities are integrated and aligned.
This document presents a case study on using hybrid learning to promote e-learning in Cambodia, Indonesia, and Thailand. It discusses the current state of education in these countries, including language of instruction, number of schools, enrollment rates, and average school ages. It identifies problems with low ICT literacy, internet access, and e-learning usage in higher education. The study aims to promote the hybrid learning concept and analyze factors supporting e-learning utilization. The methodology involves literature reviews, benchmarking, SWOT and PESTEL analyses, and case studies of best practices from Malaysia and Korea.
UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
The Future of Remote Learning Lessons Learned from the Pandemic and Beyond.pdfBirtikendrajit
The blog "The Future of Remote Learning: Lessons Learned from the Pandemic and Beyond" reflects on the transformative impact of the COVID-19 pandemic on education, particularly in the realm of remote learning. It discusses key lessons learned, including the importance of accessibility and equity, flexibility and adaptability, student engagement and connection, blended learning models, and professional development and support for educators. Looking ahead, the blog emphasizes the need for continued innovation and commitment to creating inclusive, engaging, and effective learning experiences in the post-pandemic era.
This document discusses the impacts and effects of e-learning. It begins by introducing how the COVID-19 pandemic led to a shift towards online learning in colleges and universities globally. It then defines e-learning as teaching undertaken remotely using digital platforms and electronic resources. The document outlines features of e-learning like being dynamic, personalized, and available 24/7. It also distinguishes between synchronous e-learning, which occurs in real-time, and asynchronous e-learning which allows people to participate on their own schedules. The importance and impacts of e-learning are discussed, including accommodating all learners' needs, increased IT skills, and improved access to updated content. Challenges like unreliable internet access and adapting to virtual
The document introduces the concept of blended learning and provides guidance on its implementation. It defines blended learning as a mix of online and face-to-face instruction and discusses its benefits over traditional learning. The document also outlines different blended learning models, challenges in implementing blended learning, and strategies like capacity building, curriculum redesign and infrastructure development that institutions should adopt to strengthen blended learning.
2014 NMC Horizon K-12 and Higher EducationCathleen Galas
Review of two NMC reports on educational technology adoptions, challenges, and important developments for the next year, next 2-3 years, and next 4-5 years for K-12 and Higher Education.
Learning Models Evolve with Blended Learning on the RiseBlackboard
This document discusses how Collier County Public Schools implemented a blended learning program using the ANGEL Learning Management System. It began with a 1:1 laptop initiative in 3 new schools in 2007. ANGEL was adopted to maximize technology access and give students more control over their learning. The district provided training and support for teachers. Usage has grown over time as more teachers and schools have adopted blended learning models. Community groups, online professional development, and single sign-on resources have expanded opportunities for teaching and learning. Data shows increasing user logins and engagement with the system.
The document outlines steps for mobile learning success. It discusses defining mobile learning and its benefits. It then provides examples of school mobile learning programs and current trends in education technology. The document also details the planning and implementation process for mobile learning programs, including considering needs, scoping the project, planning, implementation, rollout, and practicing the program. It provides additional resources for mobile learning.
Staff Development for Enhancing Digital Teaching and Learning: Lessons Learne...Sharon Flynn
The document discusses lessons learned from the Irish Experience Digital Teaching and Learning (EDTL) project during the COVID-19 pandemic. EDTL was a 4-year, €3 million project led by the Irish Universities Association involving 7 Irish universities. It aimed to enhance digital skills of university students, graduates, and staff. Key lessons included: planning effective remote teaching, providing an online course to develop personal and professional digital capacity, reviewing expanded continuing professional development opportunities, and recognizing the importance of reward/recognition, existing expertise, capacity building, meeting people where they are, student involvement, and having an ambitious vision.
Provide the participants with the necessary knowledge and skills to implement Education 4.0 framework and Innovation;
Identify the benefits of Education 4.0 for students, teachers and principals;
Promote the use of Smart Schools/Classroom
Identify the different types of Innovation
Enumerate the DepEd Guidelines on Conducting a Project for Innovation in School.
Encourage & inspire the Teacher Innovator to conduct Educational Innovation in School and their respective field of study
This document discusses the challenges of becoming a digital practitioner and using technology for learning. It provides an overview of considerations like high learner expectations, institutional barriers, and evolving pedagogies. It also presents case studies of innovative uses of technology at various colleges, including using Turnitin to provide online feedback, supporting staff across campuses with learning technologies, and using Facebook to facilitate communication for a hairdressing program. The goal is to highlight best practices for digital practitioners in a regional context.
HE Blended Learning - Charles Darwin UniversityBlackboard APAC
This document discusses blended learning programs implemented at Centralian Senior College and Kormilda College in the Northern Territory of Australia. It aims to support secondary students so they complete Year 12 and transition to university, targeting low socioeconomic, indigenous, and remote/rural students. The programs provide students and teachers access to Charles Darwin University's online learning platform Learnline. Challenges in implementing blended learning included attendance issues, teacher time constraints, technology access, and measuring outcomes. Solutions involved online access to materials, paid teacher training/development time, laptop distributions, and surveys. The programs showed mixed results in addressing challenges and positively impacting student learning.
This document discusses distance education and online education programs in the Philippines. It provides an overview of key concepts in distance education such as open learning, learner-centered approaches, and the role of technology. It also outlines specific programs offered, including the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) which allows working professionals to earn a bachelor's degree based on work experience. Guiding principles for distance education focus on learner needs, rigorous instructional design, transparency, accountability, and continuous quality improvement.
Online education has grown significantly and provides flexibility for students. It involves internet-based learning with online interactions between students and teachers. The COVID-19 pandemic accelerated this transition, closing schools and moving more learning online. While online education has benefits like flexibility, challenges include lack of face-to-face interaction and reliance on technology. Its future growth is expected to continue as more programs become available and accepted.
Using Portable Moodle and eReaders to Enhance Learning at a Distance for Inca...Helen Farley
Incarcerated offenders face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings.
This paper outlines a project underway at the University of Southern Queensland and the Southern Queensland Correctional Centre in Gatton that is aimed at addressing this challenge. A standalone version of Moodle is being developed that will run on a server and an isolated network of computers within the education centre of the prison. Satellite Moodle will run independently of the internet and will not be able to connect to any computers or networks outside the education centre. The features of Moodle will be modified to allow students to access their coursework and engage in forum discussions. Library resources and course readings will be provided on eReaders, without internet connectivity.
It is expected that the project will result in numerous benefits, among them: students will be participating in learning experiences more closely related to those experienced by students outside of the prison system; they will be learning relevant IT skills, e-literacy and e-research skills; USQ will be fulfilling its obligation in relation to equity of access; and will be addressing the Federal Government’s agenda of increasing participation by socially and economically disadvantaged groups in higher education. Satellite Moodle will also enable USQ to provide internet independent versions of courses to students in other areas that do not have access to the internet.
Moodlemoot 2012 Theme: •Slip, Slop, Slap - Breaking Barriers The project supports at risk students in the form of incarcerated students who are often from Indigenous or low socio-economic backgrounds.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
The document discusses the impact of COVID-19 on nursing education and strategies to overcome challenges. It notes the necessity of shifting from in-person to virtual learning due to the pandemic. Some key strategies discussed to overcome challenges include developing a hybrid multi-model delivery approach, providing online teaching training for realistic application-based learning, and creating digital infrastructure for nursing education. It also highlights challenges from both student and teacher perspectives, such as technological difficulties, lack of motivation, and workload increases for teachers.
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...sondramilkie
The document discusses one program's use of distance learning technologies to provide conservation professional training. It describes how the Conservation Professional Training Program (CPTP) decided to use distance learning to address challenges like broad geographic distances, limited budgets, and diverse training needs. The CPTP transitioned some trainings online using tools like Basecamp, a custom-built registration website with Ruby on Rails, Moodle for online course delivery, and Drupal for a course portal site. The program evaluates its process and impact using online evaluations and quizzes. The presentation demonstrates how these tools meet the program's needs and allows personalized, non-traditional learning while building successful partnerships across multiple states.
Skills for Prosperity Kenya: Adapting OER for More Sustainable Online Course ...Fereshte Goshtasbpour
EDEN Research Workshop
This poster focuses on the journey of one open educational resources (OER) and how it has been repurposed during the Covid-19 pandemic within a variety of contexts. In particular, it focuses on reuse within the Kenyan context and as part of a wider digital education skills initiative: Skills for Prosperity Kenya. The poster will be of interest to practitioners, anyone with an interest in open education, and adapting OER for online course development and delivery in a short time or to meet urgent and unanticipated teaching needs. It also shares some strategies to make OER accessible and inclusive particularly for technologically low-resourced contexts.
Keywords:
Digital Education, Inclusion, Open Educational Resources, Global South, Covid-19
The document summarizes a study on the adoption of the C-DELTA program by teachers and students in Sri Lanka. The study aimed to promote C-DELTA's adoption, evaluate its impact, and enhance digital literacy skills. Teachers participated in training workshops and implemented C-DELTA in their schools. Results showed that C-DELTA increased digital skills and changed practices to emphasize digital identity and safety. It also motivated teachers and students and improved technology integration in teaching.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The document discusses the role of a moderator in virtual classrooms. It notes that virtual courses are growing and will soon rival traditional courses. The main challenges are student awareness of platforms, preparing professors for virtual teaching, and low student interaction. A moderator can help address these challenges by managing technology, introducing students, fostering discussion, and supporting relationship building. Employing a skilled moderator alongside instructors can increase student satisfaction and enrollment while improving completion rates and productivity. It provides an example of Boeing seeing over a 540% ROI through using a virtual program with a moderator.
The document discusses the role of a moderator in virtual classrooms. It notes that virtual courses are growing and will soon rival traditional courses. The main challenges are student awareness of platforms, preparing professors for virtual teaching, and low student interaction. A moderator can help address these challenges by managing technology, introducing students, fostering discussion, and supporting relationship building. Employing a skilled moderator alongside instructors can increase student satisfaction and enrollment while improving completion rates and productivity. It provides an example of Boeing seeing over a 540% ROI through using a virtual program with a moderator.
This document discusses the conceptual framework of MOOCs. It begins by defining MOOCs as Massive Open Online Courses and lists some popular MOOC platforms like Coursera, Udacity, and EdX. It then outlines the key characteristics of MOOCs, including their flexible and open format, self-directed learning approach, and use of asynchronous learning. The document also explains the four quadrant approach to MOOC design, which incorporates video lectures, e-content, discussion forums, and assessments. It provides guidance on developing your own MOOC, including choosing a topic, developing course materials, and using an LMS platform. Finally, it contrasts synchronous and asynchronous communication commonly used in MOOCs
Reviewing literaure through digital technologiesHRDC, GJU Hisar
This document discusses exploring literature through digital technologies and skills. It notes that literature review is an essential part of the research process. It then discusses problems with traditional literature collection methods and how digital skills can help address these problems by allowing remote access and organization of literature. Various digital tools, techniques, and resources for conducting literature searches are outlined, including search engines, databases, collaborative platforms, and organizing tools like literature review matrices.
The document introduces the concept of blended learning and provides guidance on its implementation. It defines blended learning as a mix of online and face-to-face instruction and discusses its benefits over traditional learning. The document also outlines different blended learning models, challenges in implementing blended learning, and strategies like capacity building, curriculum redesign and infrastructure development that institutions should adopt to strengthen blended learning.
2014 NMC Horizon K-12 and Higher EducationCathleen Galas
Review of two NMC reports on educational technology adoptions, challenges, and important developments for the next year, next 2-3 years, and next 4-5 years for K-12 and Higher Education.
Learning Models Evolve with Blended Learning on the RiseBlackboard
This document discusses how Collier County Public Schools implemented a blended learning program using the ANGEL Learning Management System. It began with a 1:1 laptop initiative in 3 new schools in 2007. ANGEL was adopted to maximize technology access and give students more control over their learning. The district provided training and support for teachers. Usage has grown over time as more teachers and schools have adopted blended learning models. Community groups, online professional development, and single sign-on resources have expanded opportunities for teaching and learning. Data shows increasing user logins and engagement with the system.
The document outlines steps for mobile learning success. It discusses defining mobile learning and its benefits. It then provides examples of school mobile learning programs and current trends in education technology. The document also details the planning and implementation process for mobile learning programs, including considering needs, scoping the project, planning, implementation, rollout, and practicing the program. It provides additional resources for mobile learning.
Staff Development for Enhancing Digital Teaching and Learning: Lessons Learne...Sharon Flynn
The document discusses lessons learned from the Irish Experience Digital Teaching and Learning (EDTL) project during the COVID-19 pandemic. EDTL was a 4-year, €3 million project led by the Irish Universities Association involving 7 Irish universities. It aimed to enhance digital skills of university students, graduates, and staff. Key lessons included: planning effective remote teaching, providing an online course to develop personal and professional digital capacity, reviewing expanded continuing professional development opportunities, and recognizing the importance of reward/recognition, existing expertise, capacity building, meeting people where they are, student involvement, and having an ambitious vision.
Provide the participants with the necessary knowledge and skills to implement Education 4.0 framework and Innovation;
Identify the benefits of Education 4.0 for students, teachers and principals;
Promote the use of Smart Schools/Classroom
Identify the different types of Innovation
Enumerate the DepEd Guidelines on Conducting a Project for Innovation in School.
Encourage & inspire the Teacher Innovator to conduct Educational Innovation in School and their respective field of study
This document discusses the challenges of becoming a digital practitioner and using technology for learning. It provides an overview of considerations like high learner expectations, institutional barriers, and evolving pedagogies. It also presents case studies of innovative uses of technology at various colleges, including using Turnitin to provide online feedback, supporting staff across campuses with learning technologies, and using Facebook to facilitate communication for a hairdressing program. The goal is to highlight best practices for digital practitioners in a regional context.
HE Blended Learning - Charles Darwin UniversityBlackboard APAC
This document discusses blended learning programs implemented at Centralian Senior College and Kormilda College in the Northern Territory of Australia. It aims to support secondary students so they complete Year 12 and transition to university, targeting low socioeconomic, indigenous, and remote/rural students. The programs provide students and teachers access to Charles Darwin University's online learning platform Learnline. Challenges in implementing blended learning included attendance issues, teacher time constraints, technology access, and measuring outcomes. Solutions involved online access to materials, paid teacher training/development time, laptop distributions, and surveys. The programs showed mixed results in addressing challenges and positively impacting student learning.
This document discusses distance education and online education programs in the Philippines. It provides an overview of key concepts in distance education such as open learning, learner-centered approaches, and the role of technology. It also outlines specific programs offered, including the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) which allows working professionals to earn a bachelor's degree based on work experience. Guiding principles for distance education focus on learner needs, rigorous instructional design, transparency, accountability, and continuous quality improvement.
Online education has grown significantly and provides flexibility for students. It involves internet-based learning with online interactions between students and teachers. The COVID-19 pandemic accelerated this transition, closing schools and moving more learning online. While online education has benefits like flexibility, challenges include lack of face-to-face interaction and reliance on technology. Its future growth is expected to continue as more programs become available and accepted.
Using Portable Moodle and eReaders to Enhance Learning at a Distance for Inca...Helen Farley
Incarcerated offenders face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings.
This paper outlines a project underway at the University of Southern Queensland and the Southern Queensland Correctional Centre in Gatton that is aimed at addressing this challenge. A standalone version of Moodle is being developed that will run on a server and an isolated network of computers within the education centre of the prison. Satellite Moodle will run independently of the internet and will not be able to connect to any computers or networks outside the education centre. The features of Moodle will be modified to allow students to access their coursework and engage in forum discussions. Library resources and course readings will be provided on eReaders, without internet connectivity.
It is expected that the project will result in numerous benefits, among them: students will be participating in learning experiences more closely related to those experienced by students outside of the prison system; they will be learning relevant IT skills, e-literacy and e-research skills; USQ will be fulfilling its obligation in relation to equity of access; and will be addressing the Federal Government’s agenda of increasing participation by socially and economically disadvantaged groups in higher education. Satellite Moodle will also enable USQ to provide internet independent versions of courses to students in other areas that do not have access to the internet.
Moodlemoot 2012 Theme: •Slip, Slop, Slap - Breaking Barriers The project supports at risk students in the form of incarcerated students who are often from Indigenous or low socio-economic backgrounds.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
The document discusses the impact of COVID-19 on nursing education and strategies to overcome challenges. It notes the necessity of shifting from in-person to virtual learning due to the pandemic. Some key strategies discussed to overcome challenges include developing a hybrid multi-model delivery approach, providing online teaching training for realistic application-based learning, and creating digital infrastructure for nursing education. It also highlights challenges from both student and teacher perspectives, such as technological difficulties, lack of motivation, and workload increases for teachers.
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...sondramilkie
The document discusses one program's use of distance learning technologies to provide conservation professional training. It describes how the Conservation Professional Training Program (CPTP) decided to use distance learning to address challenges like broad geographic distances, limited budgets, and diverse training needs. The CPTP transitioned some trainings online using tools like Basecamp, a custom-built registration website with Ruby on Rails, Moodle for online course delivery, and Drupal for a course portal site. The program evaluates its process and impact using online evaluations and quizzes. The presentation demonstrates how these tools meet the program's needs and allows personalized, non-traditional learning while building successful partnerships across multiple states.
Skills for Prosperity Kenya: Adapting OER for More Sustainable Online Course ...Fereshte Goshtasbpour
EDEN Research Workshop
This poster focuses on the journey of one open educational resources (OER) and how it has been repurposed during the Covid-19 pandemic within a variety of contexts. In particular, it focuses on reuse within the Kenyan context and as part of a wider digital education skills initiative: Skills for Prosperity Kenya. The poster will be of interest to practitioners, anyone with an interest in open education, and adapting OER for online course development and delivery in a short time or to meet urgent and unanticipated teaching needs. It also shares some strategies to make OER accessible and inclusive particularly for technologically low-resourced contexts.
Keywords:
Digital Education, Inclusion, Open Educational Resources, Global South, Covid-19
The document summarizes a study on the adoption of the C-DELTA program by teachers and students in Sri Lanka. The study aimed to promote C-DELTA's adoption, evaluate its impact, and enhance digital literacy skills. Teachers participated in training workshops and implemented C-DELTA in their schools. Results showed that C-DELTA increased digital skills and changed practices to emphasize digital identity and safety. It also motivated teachers and students and improved technology integration in teaching.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The document discusses the role of a moderator in virtual classrooms. It notes that virtual courses are growing and will soon rival traditional courses. The main challenges are student awareness of platforms, preparing professors for virtual teaching, and low student interaction. A moderator can help address these challenges by managing technology, introducing students, fostering discussion, and supporting relationship building. Employing a skilled moderator alongside instructors can increase student satisfaction and enrollment while improving completion rates and productivity. It provides an example of Boeing seeing over a 540% ROI through using a virtual program with a moderator.
The document discusses the role of a moderator in virtual classrooms. It notes that virtual courses are growing and will soon rival traditional courses. The main challenges are student awareness of platforms, preparing professors for virtual teaching, and low student interaction. A moderator can help address these challenges by managing technology, introducing students, fostering discussion, and supporting relationship building. Employing a skilled moderator alongside instructors can increase student satisfaction and enrollment while improving completion rates and productivity. It provides an example of Boeing seeing over a 540% ROI through using a virtual program with a moderator.
This document discusses the conceptual framework of MOOCs. It begins by defining MOOCs as Massive Open Online Courses and lists some popular MOOC platforms like Coursera, Udacity, and EdX. It then outlines the key characteristics of MOOCs, including their flexible and open format, self-directed learning approach, and use of asynchronous learning. The document also explains the four quadrant approach to MOOC design, which incorporates video lectures, e-content, discussion forums, and assessments. It provides guidance on developing your own MOOC, including choosing a topic, developing course materials, and using an LMS platform. Finally, it contrasts synchronous and asynchronous communication commonly used in MOOCs
Reviewing literaure through digital technologiesHRDC, GJU Hisar
This document discusses exploring literature through digital technologies and skills. It notes that literature review is an essential part of the research process. It then discusses problems with traditional literature collection methods and how digital skills can help address these problems by allowing remote access and organization of literature. Various digital tools, techniques, and resources for conducting literature searches are outlined, including search engines, databases, collaborative platforms, and organizing tools like literature review matrices.
The document discusses key points for distance education learners to move toward self-directed learning, including self-directed learning, creating a self-development plan, time management, understanding learning styles, and resource management. It emphasizes being willing and able to conduct one's own education, setting learning goals, engaging in the learning process, and evaluating learning. It provides tips for creating a self-development plan such as getting to know your course, making lists of topics and key terms, being a skillful reader and writer, and selecting content strategically. Finally, it stresses managing time and resources properly, accessing digital materials, and building a learning network through contact with teachers and peer groups.
This document discusses how digital tools and techniques can be utilized to prepare teachers for 21st century education. It outlines various online platforms that can be used for virtual classrooms, delivering learning content, and assessing students. These include tools for online collaboration like Google Drive, presentation software like Google Slides, and learning management systems like Moodle. Specific techniques are described, such as using Google Meet for webinars, Screenomatic for content creation, and Google Forms for digital assessments. Overall, the document promotes adopting digital tools and online learning models to enable flexible, mobile-based instruction anytime, anywhere.
Utilization of Digital Tools and Techniques in Effective Teaching, Research a...HRDC, GJU Hisar
This document discusses how digital tools and techniques can be utilized to prepare teachers for 21st century education. It outlines various online platforms that can be used for virtual classrooms, delivering learning content, and assessing students. These include tools for online collaboration like Google Drive, presentation software like Google Slides, and learning management systems like Moodle. Specific techniques are described, such as using Google Meet for webinars, Screenomatic for content creation, and Google Forms for digital assessments. Overall, the document promotes adopting digital tools and online learning models to enable flexible, mobile-based instruction anytime, anywhere.
Online Lecture-Sessions at HRDC, GJUS&T, Hisar on Higher Education in India and its Ecosystem on 21st September 2020 by Prof. Karam Pal Narwal , Director ,Haryana School of Business, Guru Jambeshwar University of Science&Technology, Hisar in Ist Technical Session
Padlet as a Pedagogical Tool : Innovation of 21st CenturyHRDC, GJU Hisar
This document discusses Padlet, a digital bulletin board tool that allows users to collaborate online. It can be used for brainstorming, feedback, story development, examples, student portfolios, icebreakers and more. Padlet allows sharing of text, videos, images and files as digital sticky notes. It has features like customizable backgrounds, privacy settings, exporting content and real-time collaboration. While easy to use, it does have limitations like an inability to format posts and potential for inappropriate content. The document explains how to access, set up and share a Padlet board.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Conceptual Foundations of Emergency Remote Teaching
• Background
• Response to the unprecedented
challenge of the COVID-19
pandemic for educational
concerns.
• Pandemic Pedagogy
• Due to this crisis, all educational
institutions had been closed.
• Emergency remote learning may
be a good substitute of face-to-face
learning in Pandemic situations.
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3. Objectives
By the end of this Module, you should be able to:
1. Explain the Pandemic Pedagogy as a New Normal Teaching
2. Define Emergency Remote Teaching
3. Analyze the Characteristics of Emergency Remote Teaching
4. Understand the Principles of Emergency Remote Teaching
5. Explore a Roadmap for Emergency Remote Teaching
6. Describe the Pre-Requisites for Emergency Remote Teaching
“We do not learn from
experience… we learn from
reflecting on experience.”
John Dewey.
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4. Pandemic Pedagogy regarding Emergence of
New Normal Teaching
• Emergence of New Normal Teaching
• COVID-19 had given the prospects to educational institutions to
adopt an alternative pedagogy
• To promote digital tools and technologies to facilitate teaching
learning activities through virtual world.
• This way of teaching and learning is called Pandemic Pedagogy.
• Pandemic Pedagogy had evolved as a New Normal Teaching
through four phases in response to Pandemic Crisis.
• It is based on a four-phase progression in response to COVID 19
crisis.
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5. Stages of Educational Response to COVID-19
Figure-1: Four Phases
Educational Response
to COVID -19
(Source: Adapted from
(PhilOnEdTech (2020)
outlined by Hill
(2020) and Kelly
(2020a):
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6. Stages of Educational
Response to COVID-19
1.COVID-19 crisis had started with
• the closure of all institutions and
• switching them into remote delivery through synchronous mode
• within four weeks.
2. This phase could be transactional phase
Without adequate knowledge and training concerning the Digital world
• Teachers did whatever they could do to interact with the students
• For their teaching presence in online mode classes.
• Face-to-face teaching experience is replaced with a synchronous mode
of video discussions
• With ZOOM, WebEx, MS Teams, Google Meet etc.
PHASE-1: Transactional Phase
Rapid Transition to Remote Teaching and Learning.
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7. Activity 1
Narrate your experience when you confronted with
closures of institution and expected delivery through
online mode on the outset of COVID 19. (Here your
limiting factor is your no knowledge or very limited
knowledge about on line teaching.
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8. Stages of Educational Response to COVID-19
PHASE- 2: Re) Adding Basics
• Learned from Reflective Experiences that educational institutions must be
capable of supplementing basic digital endeavors
• Education system entered in the exploration phase for augmenting the skills and
the resources.
• Faculty felt the need to be trained to convert the courses into emergency course
transitions in form of course navigation, and issues related to computer and
broadband facilities etc.
• Infrastructure and course design issues and skills were adequately supplemented
and empowered.
• Readiness for Emergency Online teaching and with support of true Contingency
Planning
Exploration Phase
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9. Activity 2
Please enlist the activities and actions undertaken
to explore your knowledge and skills of gadgets to
meet the challenge.
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10. PHASE- 3: Extended Transition during Continued Turmoil
(Primed Implementation)
• Chaos is going on, educational institutions must be well equipped for
online teaching even if face-to-face is starting.
• This is third phase termed as primed phase
• Educational administrators must have proper plans for an online
teaching-learning environment based on pandemic situations.
• There must be an assurance from the administration with interest
groups readiness to include adequate professional development of
faculty members, administrative staff, and others to equip them in
digital skills and pedagogical knowledge for teaching online.
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11. Activity 3
Based upon your extended knowledge and skills
with respect to online teaching, to what extent
you asses you’re self-doing justice with teaching
and with the students?
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12. PHASE- 4: Emerging New Normal
(Full Blossom Phase)
• The fourth phase which can be termed as full blossom phase
• It consists of equipped with availability of multifarious skills sets
and interest groups for online learning avenues.
• It will facilitate diverse stages of digital learning implementation.
• All educational institutions must have been fully equipped with the
latest online learning infrastructure along with required digital
competence.
• This significant investment in digital tools, technologies, and
infrastructure vis-à-vis skill and competency development can be
continued and utilized in post-COVID-19 scenario
• Exploration and Implementation of Blended mode delivery along
with Online and Offline modes.
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13. Activity 4
Having grown fully matured in Online Teaching,
what will be the strategies to deliver in exclusive
off line, exclusive online and blended modes?
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14. Meaning of Emergency Remote Teaching
• Online teaching scenario during the COVID pandemic
• Reasonable substitute and unplanned method of teaching students in form of
a virtual class from a distant place via software technology in crisis in
response to something beyond human control.
• Remote teaching solutions for learning endeavors for educational that will
return to that format once the crisis or emergence has been subsided.
• Not to build an exclusive educational system Usually called Moving
instructions online.
• Not purposefully to meet the learner outcome and standards of learning
environment in normal circumstances.
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15. Characteristics
• Temporary shift of instructional delivery to an alternate mode in Crisis
• Based on mapping the delivery, mode, methods and media with speedy
changing needs and limited resources
• Based on Humanizing Pedagogy and Care for Pedagogy
• Complete Remote teaching solutions for instructions
• Hybrid flexible” course design to support “Remote flexible” courses
• Syllabus are converted to an online environment without focusing on
Online Pedagogies
• Live lectures, recorded lectures, voice-over PPT. MOOCs, e-texts,
handouts, and videos.
• It is different from online learning, MOOCs, and Blended Learning
• Staff development may be further processed via webinars
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17. Strategies to cope up
• An alternative plan of course eco system at the beginning of the
semester.
• Arrangement of good technical infrastructure, and high internet
bandwidth speed
• Bring your device
• Readiness to opt for Emergency Remote Teaching by giving them
consultations and guidance.
• Provisions of adequate training to have expertise on digital tools and
technology.
• Alternative mode of assessment need-based.
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18. Every student has a device with internet with digital skills.
There must be printed materials and phone calls in alternative
mode.
For remote learning “attendance” means connectivity, devices,
daily schedules or check-ins, and a virtual learning environment.
Families and homes become part of the learning context.
There must be clear cut instructions for assessments,
assignments, and whole structure of the course to all learners.
Pre-Requisites for successful Emergency Remote Teaching:
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