The document discusses strategies for increasing student engagement in online courses. It identifies barriers to engagement such as financial stress and lack of interaction. It recommends using active learning methods like discussion and group projects instead of passive methods like lectures. Specific strategies mentioned include creating an online social presence through video feedback and profiles, extending learning beyond the classroom through social media activities, and providing open educational resources and academic support online. The document emphasizes the importance of collaboration, managing conflicts, and periodically assessing performance in online group work.
Conflict Management - This presentation was for participants in the Ottawa Catholic School Board Leadership part 1 course. The presentation outlines some of the causes of conflicts between adults in a school environment and strategies to best deal with conflicts.
LEARNING MANAGEMENT SYSTEM
A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting and delivery of educational courses or training programs.They help the instructor deliver material to the students and other assignments, track student progress, and manage record-keeping. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for fully online courses, as well as several hybrid forms, such as blended learning and flipped classrooms. LMSs can be complemented by learning technologies such as a training management system to manage instructor-led training or a Learning Record Store to store and track learning data.
Conflict Management - This presentation was for participants in the Ottawa Catholic School Board Leadership part 1 course. The presentation outlines some of the causes of conflicts between adults in a school environment and strategies to best deal with conflicts.
LEARNING MANAGEMENT SYSTEM
A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting and delivery of educational courses or training programs.They help the instructor deliver material to the students and other assignments, track student progress, and manage record-keeping. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for fully online courses, as well as several hybrid forms, such as blended learning and flipped classrooms. LMSs can be complemented by learning technologies such as a training management system to manage instructor-led training or a Learning Record Store to store and track learning data.
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
Student engagement e connectivity and creating relationships v1Ashford University
This study examined the following concepts:
Student Engagement
E-connectivity
Creating relationships
The goal was to gain a better understanding of faculty/student relationships in the online environment.
Program of community-building strategies for online and hybrid learning courses. This session will cover strategies developed by the OCTC Title III team geared toward online student engagement, success, retention, and completion.
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
intro to online tools for teaching and learning.pdfssuser906a9b
A Teacher is responsible for preparing lesson plans and educating students at all levels.
Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
Distance Learning, Online Teaching [18+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Communication
• Skilled in developing rapport with faculty, advisors, and students, handling issues, concerns, complaints, and escalations while maintaining professional and ethical behavior.
• Strong ability to effectively handle academic and training requests, with effective conflict resolution experience.
• Communicate effectively to mentor and guide students, with a focus on student success and student retention.
M3_Authentic Assessment in Affective Domain.pdfMartin Nobis
The affective domain refers to the tracking of growth in feelings or emotional areas throughout the learning experience. To be most effective, learning objectives labeled using this domain need a very clear instructional intention for growth in this area specified in the learning objective.
M2_ICT-Pedagogy Integration in Language Learning Plans.pdfMartin Nobis
Teaching has always been a challenging profession since knowledge has been expanding and essential skills have been increasing and changing. With these challenges, teachers need to engage educational technologies to assist them in the teaching and learning process. Engaging educational technologies in teaching are founded on principles and philosophies. Understanding these will help you successfully integrate technologies to allow your students to demonstrate the intended learning outcomes of your field of specialization.
Assessment is the ongoing process of gathering, analyzing, and reflecting on evidence to make informed and consistent judgments to improve future student learning.
(Victoria State Department, 2017, as cited in Bonito, 2018)
“OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to
knowledge.”
-The William and Flora Hewlett Foundation
A learning management system (LMS) is a software application or web-based technology used to plan, implement and assess a specific learning process. It is used for eLearning practices and, in its most common form, consists of two elements: a server that performs the base functionality and a user interface that is operated by instructors, students and administrators.
(TechTarget, 2022)
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. Jens Martensson
What is humanizing?
4
Humanized learning increases the
relevance of content and improves
students' motivation to log-in week-after-
week. When students relate to an online
instructor as something more than a
subject matter expert and begin to
conceive of themselves as part of a larger
community, they are more likely to be
motivated, be satisfied with their learning,
and succeed in achieving the course
objectives (Picciano, 2002; Rovai &
Barnum, 2003; Richardson & Swan,
2003).
nobisjrmartin@gmail.com
12. Jens Martensson 12
nobisjrmartin@gmail.com
nobisjrmartin@gmail.com
Open Educational Resources (OER) are ‘materials offered freely and openly
to use and adapt for teaching, learning, development and research’.
- The Commonwealth of Learning (COL)
http://www.col.org/resources/crsMaterials/Pages/OCW-OER.aspx
Open Educational Resources (OER) are teaching and learning materials that
are freely available online for everyone to use, whether you are an instructor,
student or self-learner. Examples of OER include: full courses, course
modules, syllabi, lectures, homework assignments, quizzes, lab and
classroom activities, pedagogical materials, games, simulations, and many
more resources contained in digital media collections from around the world.
- OER Commons
http://www.oercommons.org/
OER are teaching, learning, and research resources that reside in the public domain or have been
released under an intellectual property license that permits their free use and re-purposing by others. Open
educational resources include full courses, course materials, modules, textbooks, streaming videos, tests,
software, and any other tools, materials, or techniques used to support access to knowledge.
- The William and Flora Hewlett Foundation
20. BARRIERS TO STUDENT ENGAGEMENT
Any factors that may contribute to lack of student engagement
o Financial Stress
o Lack of Campus/Course interaction in Social Media
o Determine the social – Lack of interaction, social context
o No or lack of reliable internet service
Specific population of students serving to include?
Goal Setting/Expectation assignments Description of student work/career
experience Description of Life experience/ bio, family, interest Description of
Professional and academic goals
What are some effective strategies to minimizing barriers?
21. STRATEGIES TO MINIMIZE BARRIERS
Active Learning Methods versus Passive Methods
Passive Methods: Lecture, reading, audio, video, observing
Active Methods: Discussion, student to faculty/student interaction,
presentations, group projects, problem solving activities, service-learning
group projects.
Research has indicated that video-based feedback is more conversational and
engaging with the students. Students see it as more collaborative and supportive,
convenient.
22. EFFECTIVE TEACHING & LEARNING PEDAGOGY
Create online social presence through synchronous conference and video
feedback, profiles
Extended learning beyond the classroom through social learning activities
• Social Media Learning Activities (SMLAs)
• Social Networking Sites
• Social Studying Sites
Provide online learning materials and online academic support resources
• Open Education Resources (OER)
26. Ten Proven Strategies for Building High- Class Performance
Get to know each other first
Make sure that you understand your role(s) and the class LOs
Respect the ideas and feelings of each other in the classroom
Manage conflict effectively
Continue to build relations with your students
Think and act like a team
Decenter and recenter – sharing individual points of view and a common goal
Avoid groupthink
Be flexible
Periodically assess individual/class performance
27. ONLINE GROUP WORK
Successful Strategies for Traditional and Distance Learning Group/Team Work
Keep in mind to value and share your beliefs, knowledge, and skills
Share and clarify your group’s mission and goals
Openly discuss the challenges of virtual teaming and communication
Be aware of the value of communication with other locations and invite feedback
Identify and discuss cultural, organizational, and or geographic differences
Take advantage of any opportunities to meet face to face. This will personalize and reinforce
relationships
Seek and share knowledge. Do not hoard it. Hoarding delays results and works against synergy
Three Reasons Group Work is Essential to E-Learning Environment
Students work on collaborative skills
Innovation and Growth –Creating and developing ideas
Social and Active Learning – Deeper learning occurs when you are engage with peers/classmates
28. o Academic challenge – deeper level thinking and reasoning/higher-order learning
• Fostering relationships between faculty/staff and students
• Campus environment (study abroad opportunities, service-learning and
research with faculty, internships)
o Deep Learning Approaches
o Connected learning, higher-order thinking, integrative and reflective learning
• Integrative learning: integrating ideas from various sources, diverse
perspective, discussing ideas outside of class
• Reflective learning: examining one’s own thinking and the perspectives of
others, applying content to course materials and beyond the
classroom.
50. Jens Martensson 50
nobisjrmartin@gmail.com
How to Humanize Your Online Class by Michelle Pacansky-Brock and T&L Innovations @CI is licensed under a Creative Commons Attribution 4.0 International License. Access
this Infographic online at: http://tiny.cc/humanize-infographic
Anderson, L. W., & Krathwohl, D. R. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York:
Longman.
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of asynchronous learning networks,
5(2), 1-17.
Garris, Ahler, & Driskell. (2002). Games, motivation, and learning: A research and practice model. Simulation Gaming. December 2002, (33) 4, 441-467.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher educationmodel. The Internet and Higher
Education, 2(2-3), 87-105.
Krathwohl, D. R., Bloom, B. S. & Masia, B. B. (1964). Taxonomy of Educational Objectives, the classification of educational goals– Handbook II: Affective Domain New York:
McKay.
Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), July
2002, 21-40.
Rovai, A. P., & Barnum, K. T. (2003). On-Line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Learning, 18(1), 57-73.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning
Networks, 7(1), February 2003, 68-88.
Smith, P. & Ragan, T.J. (1999). Instructional design. New York: John Wiley & Sons.
Turner, J., & Paris, S. G. (1995). How literacy tasks influence children's motivation for literacy. The Reading Teacher, 48(8), 662-673.
Wang, S. & Han, S. (2001). Six C's of Motivation. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/
References
51. References
Bucher, R. (2010). Diversity Consciousness: Opening Our Minds to People,
Cultures, and Opportunities. Columbus, OH: Prentice Hall
Almanac of Higher Education 2013: Highlights. (2014, December 12). The Chronicle
of Higher Education. Retrieved from http://chronicle.com/article/Almanac-
2013Technology/140801/
Center for Community College Student Engagement. (2013). A Matter of Degrees:
Engaging Practices, Engaging Students (High-Impact Practices for Community
College Student Engagement). Austin, TX: The University of Texas at Austin,
Community College Leadership Program.