e-Learning for Radiation Oncology: What, Why & How?adrianaberlanga
The document discusses e-learning and its potential applications for radiation oncology education. It begins by defining e-learning and explaining its benefits, such as increased access to learning materials, lower costs, and flexibility. Examples are provided of how e-learning has been used for medical education through interactive simulations, quick updates of materials, and remote guidance. The document then outlines various e-learning tools and resources like videos, virtual patients, webinars, online repositories, and e-activities. It also describes some e-courses and e-master programs that have been developed. In the future, the document suggests e-learning could increasingly integrate social learning and connect learners to ideas, interests, and each other through technologies like augmented
Presentation on where do secondary schools see ICT and the potential for it in schools. Presented at Victorian Catholic Secondary Teaching and Learning Conference, August 2011
Joined Up Learning: Students' use of the VLE and what it can tell usCONUL_ACIL
This document discusses students' use of the virtual learning environment (VLE) at NUI Maynooth and what it reveals about supporting students. A study found that while VLE use was widespread, it was often limited to accessing notes and assignments. Students had inconsistent experiences depending on lecturer use. The VLE helped students manage their studies but interactive features were underused. More flexible support is needed beyond formal training. The vision of digital natives may not reflect students' actual preferences for technology use. Future support could involve student-led help and challenging assumptions around students and technology.
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
The document outlines an organizational change framework for improving the GSP Student Council. It begins with problem recognition through surveys of students, council members, and administration. Key issues identified include a lack of institutionalization, continuity, motivation, and communication. Recommended interventions include revising the mission, establishing key result areas, improving interpersonal processes, developing technological capabilities like a student council website, and structural changes such as adding roles, meetings, and feedback systems. The change process considers variables that are controllable versus uncontrollable and identifies potential resistance that could be addressed through delegation, motivation, and showing the need for change. Outcomes will be measured through feedback and new surveys.
The document summarizes a workshop on quality dialogue held by Ingeborg Bø from Norway. It discusses models for quality assurance including certification programs like UNIQUE and the BILD Quality Mark. It also provides a case study on quality assurance from Norway including the Norwegian Association for Distance and Flexible Education (NADE) and its quality guidelines.
Online Education, Open Courseware: a snapshot (Mar. 2012)Catherine Cronin
This document provides a snapshot of open online education programs in March 2012. It lists various universities and programs, the number of courses available, when they launched, licensing terms, sample courses and whether university credits are offered. The largest programs are MIT OpenCourseWare with over 2,100 courses since 2002, and MOOCs (Massive Open Online Courses) since 2007. Newer programs include MITx, Coursera and Udacity partnering with top universities to offer certificates for massive open online courses.
The study evaluated students' perceptions of using Virtual Orthodontic Case Studies (VOCS) in their undergraduate teaching program. 21 students used VOCS to study orthodontic cases and completed a questionnaire assessing the quality, organization, and usefulness of VOCS. The study also aimed to determine if VOCS measurements were reliable compared to traditional examination and study model measurements. Overall, students found VOCS easy to use and that it provided clear information to diagnose cases. They felt their time was well spent using VOCS and would recommend it to others.
e-Learning for Radiation Oncology: What, Why & How?adrianaberlanga
The document discusses e-learning and its potential applications for radiation oncology education. It begins by defining e-learning and explaining its benefits, such as increased access to learning materials, lower costs, and flexibility. Examples are provided of how e-learning has been used for medical education through interactive simulations, quick updates of materials, and remote guidance. The document then outlines various e-learning tools and resources like videos, virtual patients, webinars, online repositories, and e-activities. It also describes some e-courses and e-master programs that have been developed. In the future, the document suggests e-learning could increasingly integrate social learning and connect learners to ideas, interests, and each other through technologies like augmented
Presentation on where do secondary schools see ICT and the potential for it in schools. Presented at Victorian Catholic Secondary Teaching and Learning Conference, August 2011
Joined Up Learning: Students' use of the VLE and what it can tell usCONUL_ACIL
This document discusses students' use of the virtual learning environment (VLE) at NUI Maynooth and what it reveals about supporting students. A study found that while VLE use was widespread, it was often limited to accessing notes and assignments. Students had inconsistent experiences depending on lecturer use. The VLE helped students manage their studies but interactive features were underused. More flexible support is needed beyond formal training. The vision of digital natives may not reflect students' actual preferences for technology use. Future support could involve student-led help and challenging assumptions around students and technology.
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
The document outlines an organizational change framework for improving the GSP Student Council. It begins with problem recognition through surveys of students, council members, and administration. Key issues identified include a lack of institutionalization, continuity, motivation, and communication. Recommended interventions include revising the mission, establishing key result areas, improving interpersonal processes, developing technological capabilities like a student council website, and structural changes such as adding roles, meetings, and feedback systems. The change process considers variables that are controllable versus uncontrollable and identifies potential resistance that could be addressed through delegation, motivation, and showing the need for change. Outcomes will be measured through feedback and new surveys.
The document summarizes a workshop on quality dialogue held by Ingeborg Bø from Norway. It discusses models for quality assurance including certification programs like UNIQUE and the BILD Quality Mark. It also provides a case study on quality assurance from Norway including the Norwegian Association for Distance and Flexible Education (NADE) and its quality guidelines.
Online Education, Open Courseware: a snapshot (Mar. 2012)Catherine Cronin
This document provides a snapshot of open online education programs in March 2012. It lists various universities and programs, the number of courses available, when they launched, licensing terms, sample courses and whether university credits are offered. The largest programs are MIT OpenCourseWare with over 2,100 courses since 2002, and MOOCs (Massive Open Online Courses) since 2007. Newer programs include MITx, Coursera and Udacity partnering with top universities to offer certificates for massive open online courses.
The study evaluated students' perceptions of using Virtual Orthodontic Case Studies (VOCS) in their undergraduate teaching program. 21 students used VOCS to study orthodontic cases and completed a questionnaire assessing the quality, organization, and usefulness of VOCS. The study also aimed to determine if VOCS measurements were reliable compared to traditional examination and study model measurements. Overall, students found VOCS easy to use and that it provided clear information to diagnose cases. They felt their time was well spent using VOCS and would recommend it to others.
Televising the Instruction Revolution: Video Tutorials in Academic Art Librarieseamontewell
Eamon Tewell presented research on the use of video tutorials in academic art libraries. The study found that 48% of art library websites offered video tutorials, with the majority being screencasts on database searching. The videos averaged 4 minutes and addressed a variety of topics. While the tutorials generally had good design qualities, recommendations included involving students, using multiple recording methods, and expanding topics beyond databases. The presentation provided guidance on creating effective video tutorials and engaging learners.
ESCOLA Module 4 Videos and 3D simulations for laboratory caniceconsulting
The document discusses using digital tools like videos, simulations, and remote labs for engineering laboratory teaching. It describes videos as supporting student skills but lacking interactivity. Simulations are presented as equivalent to physical labs in concepts but lacking hands-on experience. Remote labs allow access to expensive equipment but lack set-up experience. Overall, digital tools provide benefits like increased access and safety but cannot replace real-world laboratory experience.
Extending classroom learning with projects and videosOka Kurniawan
The document describes a project-based learning activity where students worked in groups to research ways to increase car safety for infants. The major deliverables for the project included a group research report, presentation, and instructional video. Students provided feedback on drafts and revisions. They reflected that the most important things learned were applying physics concepts, time management skills, teamwork, and using their knowledge to help others. The project helped enhance their understanding of physics principles like momentum, energy, and impulse.
The power of animation and video in transforming student learningJennifer Keenahan
The document discusses how Dr. Kevin Nolan and others at University College Dublin (UCD) are using animation and video to improve student learning. Dr. Nolan created interactive lecture notes using animations to illustrate complex fluid mechanics concepts. His training on animation tools helped a student create a thesis project animating statistical modeling. Dr. Nolan and Mairéad O'Reilly received funding to develop animation and video production training for educators to support online learning during COVID-19. The courses helped Jennifer Keenahan create animations depicting wind interactions with bridges for her teaching.
Remote learning teachers version 25 minMaina WaGĩokõ
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
This document summarizes two perspectives on using screen experiments to support laboratory learning. Part 1 discusses case studies from Durham University using student-developed interactive screen experiments (ISEs) to help first-year students transition to university, widen access for foundation students, and support conceptual understanding in quantum mechanics. Part 2 discusses the Open University's OpenScience Laboratory and Great Central Consulting's work developing ISEs and virtual experiments to support distance learning and sustainability. Both perspectives see benefits for students and future opportunities, but note challenges around resources, tools, student needs and apparatus changes over time.
Faculty Adoption of Virtual Worlds, Nov 2012susandass
Faculty adoption of virtual worlds remains low. Understanding the barriers, constraints, and motivations of existing adopters as well as non-adopters may help explain and provide guidance on how to improve faculty consideration and adoption of virtual worlds as a learning environment. Six virtual world adopters and two non-adopters were interviewed individually to answer the question: how do faculty and staff come to adopt or not adopt virtual worlds as a learning environment. An analysis using the transcriptions, the developed narrative stories, and the supporting field notes, found six recurring themes: personal relevance of the technology, cost is an issue but not a showstopper, learning is not alone, sound pedagogical integration is a must, adopter commitment, and adopter characteristics. The adoption process found in this study is compared to Roger’s Innovation Decision Process. Follow-on research efforts are also presented. This was presented at the 2012 Association for Educational Communications and Technology annual convention.
This document discusses open educational resources (OER). It defines OER as teaching, learning and research materials that can be freely used and reused. The document outlines different OER licenses like Creative Commons, provides examples of OER repositories and courses, and discusses benefits like lower costs and barriers to adoption like copyright issues. It concludes with an activity asking the reader to find and reuse an OER in their teaching.
This document discusses an online language tutoring service that offers one-on-one video tutoring sessions, audio lessons, and a community for questions and connections. It outlines the process for students to view tutor profiles, schedule tutoring sessions by selecting dates and times, and view their own profiles, with no refunds but credits given. It also mentions making lesson plans more engaging by adding video explanations during live tutoring sessions.
This document discusses digital literacy and its role in teaching and learning. It begins by outlining the key components of digital literacy, including communication and collaboration, critical thinking, citizenship, creativity, and self-efficacy. It then discusses the evolution of the web from Web 1.0 to the current Web 2.0 model and how this has impacted technology use, teaching, schools, parents, teachers, hardware/software, and views of graduates. The document proposes how Web 3.0, 4.0 and 5.0 may further transform these areas in the future. It also illustrates the relationships between content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological pedagogical knowledge,
Education Advisors Ltd - English Out There partnership 2012
Education Advisors is a free education consultancy operating in Italy for universities, language schools and professional training centres
Scottsdale CC Math - Updated Summer 2014Donna Gaudet
The Scottsdale Community College math department transitioned introductory algebra, intermediate algebra, and college algebra courses to use open educational resources, replacing expensive traditional textbooks. This resulted in annual student cost savings of around $182,000. The open resources included free online textbooks, an interactive workbook, online homework software, and instructional videos. Developing and implementing the village approach required a team effort across many faculty and support from the administration. Evaluation found high student satisfaction with the resources and no negative impact on student outcomes.
Tasks are the main building blocks of user assistance documentation, such as with Darwin Information Typing Architecture (DITA). Tasks provide step-by-step instructions describing to users exactly what to do and the order in which to do them. It may be far more effective to *show* users exactly what to do and the correct sequence through video in combination with written descriptions and still graphics.
All across the Web, video has become a powerful learning tool. For video to be effective for online documentation and training, users need a way to search it with precision. As content creators can segment video sequences in a systematic way and tag these sequences with IDs. Consequently, video is much easier to manage, remix, search, and reuse video segments across document sets. In fact, companies can create an end-to-end system that works in tandem with your current documentation system – all with open tools and standards.
In this session, we talk about the following:
* How to capture video with either screen-capture tools or video cameras
* How to take advantage of the MPEG-7 multimedia description standard and SMIL
* How to create the major components of a text/video integrations
* How to integrate video with your current documentation
* How information architects collaborate with videographers
* How easy it is for technical communicators to insert video segment references into source using standard authoring methods
The document discusses video modelling, an evidence-based intervention used to teach skills to individuals with autism. It describes the theory behind video modelling, including social cognitive learning theory. The process of video modelling involves planning target skills, creating videos modeling the skills, showing the videos to the learner, and following up with data collection and reinforcement. Research shows video modelling is effective for teaching social, communication, academic and behavioral skills to individuals with autism.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
This document discusses integrating digital literacies into a Postgraduate Certificate (PG Cert) for teaching staff at LSE. It describes how LSE initially did not include educational technologies in the PG Cert but later decided to add new sessions on this topic. There was debate around fully integrating the skills versus adding them as a separate module. The document also notes challenges like varying digital literacy levels amongst staff and constraints of only being able to cover this topic as a small part of the broader PG Cert curriculum. It raises questions about the models used at other institutions for developing these skills in teaching staff.
A presentation by Cathy Walsh and Ella Mitchell, University of East London. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011.
Televising the Instruction Revolution: Video Tutorials in Academic Art Librarieseamontewell
Eamon Tewell presented research on the use of video tutorials in academic art libraries. The study found that 48% of art library websites offered video tutorials, with the majority being screencasts on database searching. The videos averaged 4 minutes and addressed a variety of topics. While the tutorials generally had good design qualities, recommendations included involving students, using multiple recording methods, and expanding topics beyond databases. The presentation provided guidance on creating effective video tutorials and engaging learners.
ESCOLA Module 4 Videos and 3D simulations for laboratory caniceconsulting
The document discusses using digital tools like videos, simulations, and remote labs for engineering laboratory teaching. It describes videos as supporting student skills but lacking interactivity. Simulations are presented as equivalent to physical labs in concepts but lacking hands-on experience. Remote labs allow access to expensive equipment but lack set-up experience. Overall, digital tools provide benefits like increased access and safety but cannot replace real-world laboratory experience.
Extending classroom learning with projects and videosOka Kurniawan
The document describes a project-based learning activity where students worked in groups to research ways to increase car safety for infants. The major deliverables for the project included a group research report, presentation, and instructional video. Students provided feedback on drafts and revisions. They reflected that the most important things learned were applying physics concepts, time management skills, teamwork, and using their knowledge to help others. The project helped enhance their understanding of physics principles like momentum, energy, and impulse.
The power of animation and video in transforming student learningJennifer Keenahan
The document discusses how Dr. Kevin Nolan and others at University College Dublin (UCD) are using animation and video to improve student learning. Dr. Nolan created interactive lecture notes using animations to illustrate complex fluid mechanics concepts. His training on animation tools helped a student create a thesis project animating statistical modeling. Dr. Nolan and Mairéad O'Reilly received funding to develop animation and video production training for educators to support online learning during COVID-19. The courses helped Jennifer Keenahan create animations depicting wind interactions with bridges for her teaching.
Remote learning teachers version 25 minMaina WaGĩokõ
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
This document summarizes two perspectives on using screen experiments to support laboratory learning. Part 1 discusses case studies from Durham University using student-developed interactive screen experiments (ISEs) to help first-year students transition to university, widen access for foundation students, and support conceptual understanding in quantum mechanics. Part 2 discusses the Open University's OpenScience Laboratory and Great Central Consulting's work developing ISEs and virtual experiments to support distance learning and sustainability. Both perspectives see benefits for students and future opportunities, but note challenges around resources, tools, student needs and apparatus changes over time.
Faculty Adoption of Virtual Worlds, Nov 2012susandass
Faculty adoption of virtual worlds remains low. Understanding the barriers, constraints, and motivations of existing adopters as well as non-adopters may help explain and provide guidance on how to improve faculty consideration and adoption of virtual worlds as a learning environment. Six virtual world adopters and two non-adopters were interviewed individually to answer the question: how do faculty and staff come to adopt or not adopt virtual worlds as a learning environment. An analysis using the transcriptions, the developed narrative stories, and the supporting field notes, found six recurring themes: personal relevance of the technology, cost is an issue but not a showstopper, learning is not alone, sound pedagogical integration is a must, adopter commitment, and adopter characteristics. The adoption process found in this study is compared to Roger’s Innovation Decision Process. Follow-on research efforts are also presented. This was presented at the 2012 Association for Educational Communications and Technology annual convention.
This document discusses open educational resources (OER). It defines OER as teaching, learning and research materials that can be freely used and reused. The document outlines different OER licenses like Creative Commons, provides examples of OER repositories and courses, and discusses benefits like lower costs and barriers to adoption like copyright issues. It concludes with an activity asking the reader to find and reuse an OER in their teaching.
This document discusses an online language tutoring service that offers one-on-one video tutoring sessions, audio lessons, and a community for questions and connections. It outlines the process for students to view tutor profiles, schedule tutoring sessions by selecting dates and times, and view their own profiles, with no refunds but credits given. It also mentions making lesson plans more engaging by adding video explanations during live tutoring sessions.
This document discusses digital literacy and its role in teaching and learning. It begins by outlining the key components of digital literacy, including communication and collaboration, critical thinking, citizenship, creativity, and self-efficacy. It then discusses the evolution of the web from Web 1.0 to the current Web 2.0 model and how this has impacted technology use, teaching, schools, parents, teachers, hardware/software, and views of graduates. The document proposes how Web 3.0, 4.0 and 5.0 may further transform these areas in the future. It also illustrates the relationships between content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological pedagogical knowledge,
Education Advisors Ltd - English Out There partnership 2012
Education Advisors is a free education consultancy operating in Italy for universities, language schools and professional training centres
Scottsdale CC Math - Updated Summer 2014Donna Gaudet
The Scottsdale Community College math department transitioned introductory algebra, intermediate algebra, and college algebra courses to use open educational resources, replacing expensive traditional textbooks. This resulted in annual student cost savings of around $182,000. The open resources included free online textbooks, an interactive workbook, online homework software, and instructional videos. Developing and implementing the village approach required a team effort across many faculty and support from the administration. Evaluation found high student satisfaction with the resources and no negative impact on student outcomes.
Tasks are the main building blocks of user assistance documentation, such as with Darwin Information Typing Architecture (DITA). Tasks provide step-by-step instructions describing to users exactly what to do and the order in which to do them. It may be far more effective to *show* users exactly what to do and the correct sequence through video in combination with written descriptions and still graphics.
All across the Web, video has become a powerful learning tool. For video to be effective for online documentation and training, users need a way to search it with precision. As content creators can segment video sequences in a systematic way and tag these sequences with IDs. Consequently, video is much easier to manage, remix, search, and reuse video segments across document sets. In fact, companies can create an end-to-end system that works in tandem with your current documentation system – all with open tools and standards.
In this session, we talk about the following:
* How to capture video with either screen-capture tools or video cameras
* How to take advantage of the MPEG-7 multimedia description standard and SMIL
* How to create the major components of a text/video integrations
* How to integrate video with your current documentation
* How information architects collaborate with videographers
* How easy it is for technical communicators to insert video segment references into source using standard authoring methods
The document discusses video modelling, an evidence-based intervention used to teach skills to individuals with autism. It describes the theory behind video modelling, including social cognitive learning theory. The process of video modelling involves planning target skills, creating videos modeling the skills, showing the videos to the learner, and following up with data collection and reinforcement. Research shows video modelling is effective for teaching social, communication, academic and behavioral skills to individuals with autism.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
This document discusses integrating digital literacies into a Postgraduate Certificate (PG Cert) for teaching staff at LSE. It describes how LSE initially did not include educational technologies in the PG Cert but later decided to add new sessions on this topic. There was debate around fully integrating the skills versus adding them as a separate module. The document also notes challenges like varying digital literacy levels amongst staff and constraints of only being able to cover this topic as a small part of the broader PG Cert curriculum. It raises questions about the models used at other institutions for developing these skills in teaching staff.
A presentation by Cathy Walsh and Ella Mitchell, University of East London. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011.
A CDE seminar held on 19/4/11: Clare Sansom, structural biologist, Web 2.0 enthusiast and CDE Fellow, will then illustrate how the immersive virtual world, Second Life, can be used to illustrate molecular structures and teach molecular sciences, and discuss its application in teaching other highly "visual" disciplines.
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
An opportunity for ePortfolio and Portal users from around the Colleges of the University of London (and beyond) to share their experiences and discuss issues with experts and other users.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Ormond Simpson, Education Consultant, Visiting CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Chaired by Dr Clare Sansom, Senior Lecturer, Birkbeck College, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Gwyneth Hughes, Reader in Higher Education, Institute of Education, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk.
This document discusses whether videoed lectures are an effective teaching tool. It begins by outlining some potential benefits of videoed lectures, such as allowing students to review material and learn at their own pace. However, it then presents two key reasons why videoed lectures may not be worthwhile: they could make learning uninteresting for students and hinder the development of students as independent learners by reducing the need to consult additional sources beyond the lecture. The document concludes that while videoed lectures have some merits, students' time is better spent doing independent study to focus on key course aspects.
This document provides best practices and tips for creating effective screencast tutorials. It begins with an introduction to screencasts, including what they are, why they are used, and examples of screencasts created by librarians. It then discusses how students use screencasts for point-of-need learning, reviewing lectures, and as study aids. The document outlines best practices for screencast design, such as keeping videos short, including clear narration, using accessible features, and testing screencasts before publishing. It concludes with tips for screencast creation, recording, and editing.
This document provides an overview of an e-learning module being offered at a university. It includes:
- An agenda for the contact session that will introduce e-learning concepts and show examples through presentations and hands-on activities.
- An outline of the online portion of the module that will run from July 5th to 30th, with assignments due on August 10th. This includes creating an e-learning intervention using an instructional design model and reflecting on the process online.
- Module outcomes that involve articulating the role of e-learning, selecting appropriate technologies based on contexts, and using technology for learning and assessment.
- An assignment involving designing an e-learning intervention, an evaluation plan
This document discusses a study on how students comprehend videos as learning resources. The study examined how 14 students viewed four educational videos with different types of accompanying questions. It found that factual questions led students to skim videos superficially, while applied questions encouraged more active viewing and better conceptual understanding. The conclusion is that while videos have potential for teaching if used properly, they must be integrated into an overall learning design that promotes active learning and sensemaking, rather than passive consumption.
Eportfolios allow people to manage the evidence of their formal and informal learning experiences by enabling them to gather and present their information in one place. Through a flexible, student-centred approach, teachers/trainers can regularly provide ongoing feedback and advice to their students through their eportfolio. As part of a structured and scaffolded program, students are empowered to showcase themselves in a variety of ways, utilising the mobile devices which they carry around with them, and as they collect their evidence anytime, anywhere. The skills students develop in creating their eportfolio are those necessary to effectively present and manage themselves online, a key skill for the 21st century. Students then have the opportunity to use their eportfolio to apply for a job, get a promotion or gain recognition of prior learning. This session will demonstrate how eportfolios are being used as flexible, online learning and assessment spaces, and how teachers/trainers can get started in implementing eportfolios with their students.
Simple but Powerful Tools for Enhancing College Science Education (Sloan-C Co...thenhl15
Herein, I will highlight progress in introducing internet-based technologies into a majors-level introductory biology course. First, we have measured dramatic increases in personal interaction between professor and students as a result of introducing Instant Messaging and online office hours. Most surprisingly, we found that in-person student visit during office hours also increased following the introduction of Instant Messaging. Thus, online student-teacher interactions help break down the barriers that prevent students from seeking out their professors in person.
Secondly, in an experimental section of Principles of Modern Biology II (Bio104), we introduced the use of pre-recorded Voice Over PowerPoint™ (VOPP) to deliver video lectures in place of selected lectures, normally delivered in class. This was run as a case-controlled study involving an experimental section and a control group (traditional lectures). We found that through the semester, student use and perceptions of video lectures evolved, aided by periodic student-led discussions. Comparisons of student performance, both in the course overall and individual exam questions directly covering material delivered by video, revealed that internet-delivered video lectures prepares students for exams as effectively as in-class lectures. SALG surveys also revealed that the majority of students find this to be an effective way to learn course material and many reported that they would often pause, rewind, and even watch the entire videos multiple times.
Lastly, we will introduce how educational modules freely available on Visionlearning.com can be integrated into a variety of science courses to facilitate distance and blended learning. This modular content is easily customizable into a “my classroom” context that incorporates student-teacher communication functions, quizzes, and assessment, if so desired. The high-quality, media-rich, peer-reviewed content is written by experts and can be used as a supplement, partial replacement, or even complete replacement of a traditional textbook.
Learning research methods with video: Addressing mistaken practiceGraham Gibbs
Two approaches to using video in teaching social research methods and statistics. One focused on depth interviewing and the second on correlation and scatterplots. The second approach was evaluated in a two group, pre-test, post-test experiment.
My Golden Learning Perspectives, IFWE, USDLAIngeborg Bø
Ingeborg Bø presented at the IFWE conference in Albuquerque, New Mexico. In her presentation, she discussed quality assurance in distance education drawing from her 40 years of experience. She emphasized keeping students' needs in mind, using technology to benefit learning, and ensuring high quality through a quality culture. Bø also reviewed different models for quality assurance like the UNIQUE methodology and NADE's quality guidelines from Norway. She concluded by encouraging a dialogue between accreditation bodies and practitioners to move from inspection to inspiration in quality assurance.
The Penn State Video Learning Network (VLN) facilitates bringing adult learners to Penn State campuses through increased access to courses and faculty using video conferencing. The VLN aims to bridge geographical gaps by offering evening and weekend courses in an accelerated blended format. The VLN provides faculty development through courses like VLN 1000 and 2000 that teach technical operations and pedagogical best practices for teaching via video conference. A BA100 instructor's experience teaching on the VLN highlighted both successes in student engagement and performance, as well as challenges with technology and encouraging student participation.
The Penn State Video Learning Network (VLN) facilitates bringing adult learners to Penn State campuses through increased access to courses and faculty using video conferencing. The VLN aims to bridge geographical gaps by offering evening and weekend courses in an accelerated blended format. The VLN provides faculty development through courses like VLN 1000 and VLN 2000, which teach technical operations and pedagogical strategies for teaching via video conference. A BA100 instructor's experience teaching on the VLN highlighted both successes in student engagement and performance, as well as challenges with technology and encouraging student participation. Best practices for successful VLN courses include thorough course design, frequent communication, and contingency planning.
ePortfolios and eAssessment - - using technology to gather quality assessment...Vanguard Visions
This document discusses using ePortfolios and eAssessment to gather quality assessment evidence. It provides examples of different digital tools that can be used to capture learning such as digital stories, conversations, workshops and reflective journals. The benefits of ePortfolios for trades such as hairdressing are outlined, including helping students gather and present their work, providing ongoing feedback, and enabling peer and self-assessment. Principles of valid, flexible, reliable and fair assessment are discussed.
This document discusses the use of flipped classroom in foreign language teaching. It defines flipped classroom as activities traditionally done in class, such as lectures, being moved outside of class, while activities traditionally done as homework, such as problem-solving, are moved into the classroom. This allows class time to be used for active learning activities like discussions and working on difficult concepts. The document outlines how to implement flipped classroom, including creating pre-recorded videos and integrating online tools. It also discusses common approaches and steps for an effective flipped classroom model. Research has shown students have mostly positive attitudes towards flipped classroom. Benefits include personalized learning, increased motivation, and a continuous connection between teachers and students.
This document discusses using Second Life to support inquiry based learning. It defines inquiry based learning as an approach where student inquiry drives the learning experience. It presents a framework for inquiry based learning that involves students investigating open-ended questions, applying research skills, and building new knowledge. The document describes how activities in Second Life can support different aspects of the inquiry process, such as exploring existing information, pursuing original lines of inquiry, and producing knowledge. However, it notes that Second Life has limitations for locating disciplinary information and may be challenging for novices.
A Collaborative Evaluation of Web Conferencing ToolsJulian Prior
The document summarizes a presentation given at IWMW 2012 on evaluating web conferencing tools. It discusses the growth of online learning and reasons for using web conferencing at universities. It outlines common usage scenarios at the University of Bath and shares results of a survey on which tools different institutions use and barriers to their use. Participants engaged in hands-on activities comparing features of Adobe Connect and Blackboard Collaborate.
This document summarizes a presentation on using online simulation scenarios to support speech and language therapy education. It discusses (1) using virtual case creator scenarios in a first year module to discuss the impact of communication needs, (2) evaluating the application of a "Talktown" virtual scenario simulating a new clinician's workload and caseload management, and (3) the benefits of online simulations for motivating students and enhancing skills relevant to employment. Evaluation found online simulations improved performance, engagement, and developed skills compared to traditional teaching methods. Presenters advocate expanding such tools to support lifelong learning.
This document compares different synchronous educational technologies and methods used by UWEX CES (University of Wisconsin Extension, Cooperative Extension Service). It lists delivery methods like face-to-face workshops, webinars, web conferencing, webcasting, video conferencing and audio conferencing. For each method it describes the associated tools, instructional activities used, strengths and limitations. The goal is to help choose the best technology or method based on needs and constraints.
Innovative teaching using video demonstration for classroom teaching and le...Alexander Decker
This document discusses using video demonstrations to teach engineering surveying. It notes that teaching surveying without demonstrations is challenging, as students cannot visualize instruments. The author created two videos - one demonstrating a leveling instrument and one a total station. These videos were shown during lectures to help students visualize instrument setup and use when real instruments could not be present. Students responded positively to the videos and were more engaged. Their performance improved in a subsequent practical session using the real instruments. The author concludes that video demonstrations enhanced teaching and learning for this challenging topic.
The Interactive Lesson Plan (Mahes Al-Olaimat)TAEDTECH Sig
The audience will be able to use simple Microsoft Word sheet to make the lesson plan as well as the worksheets implementation more feasible and interesting to the learners.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Centre for Distance Education lunchtime seminar - conducted by Ormond Simpson, CDE Visiting Fellow.
This seminar shows that student support need not be a pure institutional cost in distance education. If properly designed and evaluated it can actually make a financial profit for the institution as well as enhance its reputation. Heath warning - this presentation contains some mathematics....
Audio of the seminar can be found here: www.cde.london.ac.uk. More information on Ormond's work can be found here: www.ormondsimpson.com.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Analytics: as if learning mattered
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Adam Cooper (Co-Director, Cetis)
Audio of the session and more details can be found at www.cde.london.ac.uk.
The Learning Ecosystem – A Content Agnostic Adaptive Learning and Analytics System
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by George Mitchell (Chief Operations Officer, CCKF Ltd, Dublin).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment.
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Annika Wolff, Knowledge Media Institute, Open University.
Audio of the session and more details can be found at www.cde.london.ac.uk.
Moving from Learning Analytics to Social (Emotional) Learning Analytics.
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Mariella Stivala (St Martin’s Institute of Higher Education, Malta).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Professor Margaret Cox, Dr Jonathan San Diego and Dr Barry Quinn (King's College London). Audio of the session and more details can be found at www.cde.london.ac.uk.
This document summarizes key points from a presentation on MOOCs and e-learning. It finds that while MOOC completion rates are only around 6-9%, completion rates for traditional university modules and programs are higher at 55% and 85% respectively. Motivation is an important factor in student retention and dropout. The future of MOOCs will depend on how they are funded, whether through governments, grants, industry, institutions themselves, or student fees. For MOOCs to be profitable, retention activities would need to increase student continuation by over 0.8% to cover costs. Overall the document questions the categorization of MOOCs as a form of e-learning and examines factors influencing student participation and motivation.
Presentation from 'Enhancing the student experience' workshop at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Ormond Simpson (HE consultant, Visiting CDE Fellow). Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
People who exhibit a high degree of self-regulation use different learning strategies in MOOCs compared to those with low self-regulation. Those with high self-regulation tend to be active learners who set clear goals and adapt them as needed. They are more likely to actively participate and contribute. Those with low self-regulation tend towards more passive learning and behaviors like lurking. Prior experience, confidence, and motivation also impact engagement in MOOCs.
This document discusses open educational resources (OERs) and their role in distance education. It begins with definitions of OERs and examples of notable OER initiatives. It then summarizes research on OERs that found issues with discoverability, lack of context, and a need for communities and tracking of reuse. Practitioners were often unfamiliar with OERs and preferred resources with specific practical applications. Major constraints to using OERs included limited understanding of their value and lack of staff development. Adopting OERs could require training, time for discovery, and developing open access infrastructure and policies across institutions.
This document discusses the role of open access and open educational resources in distance education. It begins by introducing the open access spectrum, including open content, publishing, data, and educational resources. It then covers the open access debate around issues like funding models and researcher resistance. Examples of open access initiatives at IDS are provided. Survey responses from libraries indicate variable support for open access, with some producing open journals or training staff and students. The conclusion discusses advantages of open access for reaching global and distance students and the need for libraries, IT, and academics to work together to build awareness and make resources available through open access.
CDE seminar conducted by Dr Gwyneth Hughes, Senior Lecturer in HE, Institute of Education.
In this session Dr Gwyneth Hughes, a CDE Fellow, drew on her CDE research on ipsative assessment and a JISC funded project that she is leading at the IOE to explore why it is useful to analyse feedback for distance learners. It demonstrated a feedback analysis tool that has been developed as part of the project.
Gwyneth, a CDE Fellow, teaches on Higher Education programmes within the Lifelong and Comparative Education department including the MBA in Higher Education Management. She also supervises doctoral students. She has undertaken research and published on a range of topics including: ipsative assessment, formative feedback, identity, blended learning, e‐learning, gender inclusivity, widening participation, online collaborative work, web 2.0, learning technologies and reflective practice.
This document discusses various topics related to online education, including Pearson & eLearning, Utterli, online gym class, Google Project Glass, apps for education, the benefits and drawbacks of online education, brain research and its application to retention aids and immersive environments, student activity levels in online courses from different subject areas, the importance of class size, social interaction and collaboration in online settings, dashboards for tracking student progress, models for educating neo-millennial students, integrating curriculum across disciplines, the use of YouTube, Knewton and MyMathLab for personalized lessons, alternate reality games as curriculum integration events, and applying educational research findings.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Engaging with statistics the VLE way
1. CDE Seminar:
Engaging students
CDE Seminar: with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
Engaging students with Statistics
VLE resources
Introduction
Suite of resources
— the VLE way Audio-visual tutorials
Mini lectures
Self-test quizzes
Moderated Q&A forum
Filmed whiteboard tutorials
Student feedback
Dr James Abdey†
J.S.Abdey@lse.ac.uk
† Department of Statistics
London School of Economics and Political Science
2. CDE Seminar:
Introduction Engaging students
with Statistics —
the VLE way
Statistics is a core first-year course for many UoL May 12th, 2011
International Programmes Dr James Abdey
VLE resources
Introduction
Over 5,000 students per year sit ‘Statistics 1’, making Suite of resources
Audio-visual tutorials
it one of the largest service-level courses Mini lectures
Self-test quizzes
Moderated Q&A forum
Filmed whiteboard tutorials
As such, the ‘client base’ is extremely heterogeneous Student feedback
in terms of
discipline major
statistical/mathematical literacy
study arrangements (local institution v. independent
study)
In 2008, it was decided that virtual learning
resources be developed to support students
3. CDE Seminar:
Introduction Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
To date, Statistics courses of the International VLE resources
Programmes have pioneered numerous forms of Introduction
Suite of resources
virtual learning resources Audio-visual tutorials
Mini lectures
Self-test quizzes
Moderated Q&A forum
Filmed whiteboard tutorials
Student feedback on these has been extremely Student feedback
positive as evidenced by usage and student
comments
Today, the range of virtual learning resources which
have been developed will be demonstrated
4. CDE Seminar:
Suite of resources Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
Although continuously evolving, at present the
VLE resources
following resources are live on the VLE: Introduction
Suite of resources
Audio-visual tutorials
Mini lectures
audio-visual tutorials Self-test quizzes
Moderated Q&A forum
Filmed whiteboard tutorials
Student feedback
mini lectures
self-test quizzes
moderated Q&A forum
filmed whiteboard tutorials — new!
5. CDE Seminar:
Audio-visual tutorials Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
Audio-visual tutorials were the first developed VLE resources
Introduction
resources Suite of resources
Audio-visual tutorials
Mini lectures
Self-test quizzes
These made use of the ‘Echo’ recording software Moderated Q&A forum
Filmed whiteboard tutorials
Student feedback
Educators can record these on a tablet PC, hence
can be completed off-campus
In the event of a mistake, delete and start again!
6. CDE Seminar:
Audio-visual tutorials Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
On the VLE, videos are available to download in MP4
VLE resources
format Introduction
Suite of resources
Audio-visual tutorials
Mini lectures
Hence these can be played on mobile devices such Self-test quizzes
Moderated Q&A forum
as iPhones and iPads Filmed whiteboard tutorials
Student feedback
Alternatively, they can be streamed online
The tutorials are typically 5–20 minutes in duration
covering a specific syllabus subsection or
worked-through example
7. CDE Seminar:
Audio-visual tutorials Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
From a pedagogical perspective, these tutorials show
VLE resources
how to work through a problem from start to finish Introduction
Suite of resources
Audio-visual tutorials
Mini lectures
Knowing how to ‘tackle’ a problem is an area Self-test quizzes
Moderated Q&A forum
where students often struggle in quantitative Filmed whiteboard tutorials
Student feedback
courses
An inanimate subject guide fails to communicate this
Seeing a solution evolve on the screen simulates
what students have to do in examinations
8. CDE Seminar:
Audio-visual tutorials Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
The worked-through examples typically have the
question displayed with a link to the recording at the VLE resources
Introduction
end Suite of resources
Audio-visual tutorials
Mini lectures
Self-test quizzes
The idea is that students attempt to work through the Moderated Q&A forum
Filmed whiteboard tutorials
question themselves beforehand Student feedback
Then they compare their solution against the ‘expert’
performance
This provides a level of feedback previously absent
before the VLE
9. CDE Seminar:
Mini lectures Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
To provide a more ‘authentic’ university experience VLE resources
(for students studying independently in particular), Introduction
Suite of resources
recordings of mini lectures were produced Audio-visual tutorials
Mini lectures
Self-test quizzes
Moderated Q&A forum
Filmed whiteboard tutorials
These involve prepared slides which appear on Student feedback
screen with an audio commentary
Similar to internal lecture recordings which allow
students to review specific areas of difficulty and to
‘listen again’ when revising ahead of exams
10. CDE Seminar:
Self-test quizzes Engaging students
with Statistics —
the VLE way
May 12th, 2011
Self-test quizzes are another tool
Dr James Abdey
These invite students to ‘test your understanding’ VLE resources
Introduction
after studying a particular chapter Suite of resources
Audio-visual tutorials
Mini lectures
Self-test quizzes
Created using Wimba Create (CourseGenie) Moderated Q&A forum
Filmed whiteboard tutorials
Student feedback
Various question formats can be used, although
multiple choice seems to be the most time-efficient
and useful form
As subject guides are revised, links/references to
these can be integrated into the text (applicable to all
the VLE resources)
11. CDE Seminar:
Moderated Q&A forum Engaging students
with Statistics —
the VLE way
May 12th, 2011
For internal students office hours provide the Dr James Abdey
opportunity for students to ask academics
VLE resources
clarification questions etc. Introduction
Suite of resources
Audio-visual tutorials
Mini lectures
The moderated Q&A forum offers a similar service Self-test quizzes
Moderated Q&A forum
to our distance learners Filmed whiteboard tutorials
Student feedback
Students can post questions (relating to the subject
guide, textbook exercises etc.) which I then answer
Old posts can be archived for the benefit of future
student cohorts
12. CDE Seminar:
Moderated Q&A forum Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
In addition, I pose unseen (exam-style) questions VLE resources
Introduction
which students are then encouraged to solve Suite of resources
Audio-visual tutorials
collaboratively Mini lectures
Self-test quizzes
Moderated Q&A forum
Filmed whiteboard tutorials
I then monitor student attempts, suggesting hints Student feedback
where appropriate
Once students have attempted these, a fully-worked
through solution is provided
13. CDE Seminar:
Filmed whiteboard tutorials Engaging students
with Statistics —
the VLE way
May 12th, 2011
‘Introduction to economics’ is another Dr James Abdey
service-level course (in fact the largest of those
VLE resources
administered by LSE) Introduction
Suite of resources
Audio-visual tutorials
Mini lectures
It is a demanding course and, like Statistics, students Self-test quizzes
Moderated Q&A forum
have often struggled with the material Filmed whiteboard tutorials
Student feedback
As such, we are currently developing filmed
whiteboard tutorials
These involve a ‘double act’ of the subject guide
author (Amos) and myself, hence ‘Jamos’, the
academic Jedward!
14. CDE Seminar:
Filmed whiteboard tutorials Engaging students
with Statistics —
the VLE way
May 12th, 2011
These tutorials are produced using eBeam Dr James Abdey
technology
VLE resources
Introduction
Suite of resources
This allows students to choose between watching the Audio-visual tutorials
Mini lectures
whiteboard only (with audio commentary), or seeing Self-test quizzes
Moderated Q&A forum
the presenters as well Filmed whiteboard tutorials
Student feedback
After calibration issues are sorted, the whiteboard
capture facility is highly effective
As with all the video recordings, although a
considerable amount of time goes into producing the
resources, once produced their ‘shelf-life’ is long
15. CDE Seminar:
Student feedback Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
Audio-visual tutorials: VLE resources
Introduction
Suite of resources
Audio-visual tutorials
“James Abdey is without a shade of doubt Mini lectures
Self-test quizzes
the most engaged teacher I have Moderated Q&A forum
Filmed whiteboard tutorials
encountered in a long time. All of the Student feedback
external students taking statistics whom I
have exchanged impressions with seem to
agree his method and dedication make a
total difference in the learning experience.”
16. CDE Seminar:
Student feedback Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
Audio-visual tutorials: VLE resources
Introduction
Suite of resources
“I am another one who has loved your video Audio-visual tutorials
Mini lectures
tutorials. There are so many topics I would Self-test quizzes
Moderated Q&A forum
not have been able to grasp without them, Filmed whiteboard tutorials
Student feedback
and it made me feel more as though I was
part of a university structure, and less a
student studying alone. In addition it gave
us a lot of help in understanding what you
are looking for in the exam. Thank you!”
17. CDE Seminar:
Student feedback Engaging students
with Statistics —
the VLE way
May 12th, 2011
Dr James Abdey
VLE resources
Audio-visual tutorials: Introduction
Suite of resources
Audio-visual tutorials
Mini lectures
“I also support James Abdey for an award. I Self-test quizzes
Moderated Q&A forum
did both Statistics 1 and Statistics 2 last Filmed whiteboard tutorials
Student feedback
year and really owe my distinction to the
wonderful slides that were posted on the
VLE by James. In fact it made me enjoy
Statistics.”