Brightspace Teaching and Learning Webinar: January 30, 2018.
Presenter: Barry Dahl, D2L
This two-part webinar addresses the development of a process that can be used by academic administrators to evaluate the quality of online teaching. The current evaluation processes at many colleges do not specifically address online instruction, and most academic administrators have limited personal experience with online course design and instruction. As part of this webinar, effective practices in online instruction and online faculty evaluation will be explored.
Recording: https://www.d2l.com/resources/webinars/evaluating-quality-online-teaching-part-one/
SNHU HEaRT Program - D2L Excellence AwardBarry Dahl
Short presentation by Stacey Rosenberg of SNHU about their D2L Excellence Award winning program titled Higher Education and Real-world Training (HEaRT)
D2L Connection: Alberta - Readspeaker Breakout SessionBarry Dahl
Presented at the #D2LConnection at SAIT on March 9, 2018 by Michael Hughes of ReadSpeaker.
How to Deploy & Support a Universal Design for Learning Strategy with TTS Technology within D2L’s Learning Environment.
D2L Connection: Alberta 2018 - Action Research - Jennefer RousseauBarry Dahl
Presented at SAIT on March 9, 2018 by Jennefer Rousseau of Bow Valley College.
Action Research: Tinkering with Universal Design Ideas
Description: At Bow Valley College, School instructors are encouraged to use universal design for learning practices in their class. Jennefer Rousseau, an advocate for UDL, was eager to use the D2L discussion board as a means to implement “rotating notetaking”. In an epic fail, Jennefer decided to use action research to customize a UDL idea to meet the needs of her specific learners. Come listen to her journey and perhaps even influence her research.
Ten Bright Ideas to Make your Brightspace Courses More Accessible to Students...Barry Dahl
February 2018 version, with notes, Barry Dahl.
Presented at D2L Connection: 2018 Ontario Edition at Sheridan College. March 2, 2018. Guest presenter: Brielle Harrison of D2L.
Brightspace Webinar - Feb 13, 2018 - Evaluating Quality of Online TeachingBarry Dahl
Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. These documents are sharable and editable. Use these documents to start or build upon your existing online faculty evaluation process.
Effective Practices in the Online Delivery of Developmental EducationBarry Dahl
This document discusses effective practices for delivering developmental education courses online. It begins by outlining a discussion where an expert claimed completion rates for online developmental courses were much lower than face-to-face courses. However, data from Lake Superior College showed comparable completion rates and passing grades between online and face-to-face developmental courses. The document then lists effective practices for online developmental education, including strong instructor presence, clear expectations, emphasis on time flexibility, timely feedback, early alert systems, online orientations, tutoring, mentors, examples, self-assessment, and frequent assignments. It concludes by discussing alternatives like MOOCs, competency-based models, and personalized learning.
Jekyll Island off the coast of Georgia offers beautiful beaches, wildlife, and history. The Jekyll Island Club founded in 1886 was a vacation spot for wealthy families like the Rockefellers and Vanderbilts. Majestic live oak trees covered in Spanish moss and resurrection ferns can be seen throughout the island. A unique attraction is Driftwood Beach known as the Elephant Graveyard for its formations of driftwood scattered along the shore. Visitors can enjoy fresh local seafood like a Low Country Boil of shrimp, potatoes, and sausage eaten on the docks near the historic Jekyll Island Club.
SNHU HEaRT Program - D2L Excellence AwardBarry Dahl
Short presentation by Stacey Rosenberg of SNHU about their D2L Excellence Award winning program titled Higher Education and Real-world Training (HEaRT)
D2L Connection: Alberta - Readspeaker Breakout SessionBarry Dahl
Presented at the #D2LConnection at SAIT on March 9, 2018 by Michael Hughes of ReadSpeaker.
How to Deploy & Support a Universal Design for Learning Strategy with TTS Technology within D2L’s Learning Environment.
D2L Connection: Alberta 2018 - Action Research - Jennefer RousseauBarry Dahl
Presented at SAIT on March 9, 2018 by Jennefer Rousseau of Bow Valley College.
Action Research: Tinkering with Universal Design Ideas
Description: At Bow Valley College, School instructors are encouraged to use universal design for learning practices in their class. Jennefer Rousseau, an advocate for UDL, was eager to use the D2L discussion board as a means to implement “rotating notetaking”. In an epic fail, Jennefer decided to use action research to customize a UDL idea to meet the needs of her specific learners. Come listen to her journey and perhaps even influence her research.
Ten Bright Ideas to Make your Brightspace Courses More Accessible to Students...Barry Dahl
February 2018 version, with notes, Barry Dahl.
Presented at D2L Connection: 2018 Ontario Edition at Sheridan College. March 2, 2018. Guest presenter: Brielle Harrison of D2L.
Brightspace Webinar - Feb 13, 2018 - Evaluating Quality of Online TeachingBarry Dahl
Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. These documents are sharable and editable. Use these documents to start or build upon your existing online faculty evaluation process.
Effective Practices in the Online Delivery of Developmental EducationBarry Dahl
This document discusses effective practices for delivering developmental education courses online. It begins by outlining a discussion where an expert claimed completion rates for online developmental courses were much lower than face-to-face courses. However, data from Lake Superior College showed comparable completion rates and passing grades between online and face-to-face developmental courses. The document then lists effective practices for online developmental education, including strong instructor presence, clear expectations, emphasis on time flexibility, timely feedback, early alert systems, online orientations, tutoring, mentors, examples, self-assessment, and frequent assignments. It concludes by discussing alternatives like MOOCs, competency-based models, and personalized learning.
Jekyll Island off the coast of Georgia offers beautiful beaches, wildlife, and history. The Jekyll Island Club founded in 1886 was a vacation spot for wealthy families like the Rockefellers and Vanderbilts. Majestic live oak trees covered in Spanish moss and resurrection ferns can be seen throughout the island. A unique attraction is Driftwood Beach known as the Elephant Graveyard for its formations of driftwood scattered along the shore. Visitors can enjoy fresh local seafood like a Low Country Boil of shrimp, potatoes, and sausage eaten on the docks near the historic Jekyll Island Club.
eLearning A to Z - MidSouth Distance Learning Conference 2013Barry Dahl
The document discusses perspectives on online learning from both supporters ("e-learning zealots") and critics ("e-learning atheists"). E-learning zealots tout the benefits of online learning without evidence, often starting sentences with stories of individual students. E-learning atheists are skeptical of online education and believe it cannot replace traditional college experiences. The document also examines arguments about the flexibility and quality of online learning.
Mandatory Web Accessibility Training for Online FacultyBarry Dahl
This document outlines the need for mandatory web accessibility training for online faculty. It discusses how accessibility supports inclusion for people with disabilities and is recognized as a basic human right. Examples of accessibility include alternative text, navigation via keyboard, captions, and color choices that don't hinder users. The document recommends knowledge training in web accessibility be required and suggests using existing online training resources and creating a Desire2Learn course with assessments to provide this training.
1) Studies have found that students are slightly more likely to fail or withdraw from online courses compared to face-to-face courses at community colleges. However, comparisons of completion rates need to account for differences in student demographics and other factors.
2) Expectations for online course completion rates should consider differences in student populations, instructor experience, and course lengths. Shorter online courses may help address interruptions in students' lives from family or work issues.
3) Improving support systems, early intervention, orientation, and professional development can help increase online completion rates. The goal should be enabling student success rather than comparing raw completion statistics between online and face-to-face courses.
Are We Amusing Ourselves to Death? OCICU ConferenceBarry Dahl
This document summarizes a presentation given using clicker technology. It discusses various demographic questions answered by the audience through clickers, including gender, age, technology use, and social media habits. Several quotes and perspectives are presented on topics like education, entertainment, and the impact of emerging technologies.
This document provides information and suggestions for customizing course home pages and personalizing the learning experience for students in Brightspace. It discusses using widgets, layout options, and replace strings to create a more engaging and relevant home page. It also explains how instructors can utilize intelligent agents to automatically send reminders or messages to students based on defined criteria like lack of login or course activity.
The document provides guidance on building effective home pages in the D2L learning environment. It recommends considering students' needs and wants like course information, materials, and updates. It suggests maximizing the home page with a news section, important dates, content and resource links, and RSS feeds. The document also outlines layout options and using custom web pages as home pages.
Dr. Linda Baer - D2L Keynote Asia-Pac Conference - 9/15/12Barry Dahl
The document discusses several topics related to higher education:
1. It discusses the completion challenge facing higher education institutions, including low completion rates, the need to better align K-12 and postsecondary education to support college readiness, and the need for adults to have opportunities to return to college.
2. It discusses the capacity challenge, including the need to build organizational capacity, attract talent and develop skills, increase collaboration, and shift institutional culture.
3. It discusses the funding challenge facing higher education institutions, including state budget cuts and the rising costs of college leading to increased student debt.
4. It discusses the innovation challenge, including the need to move beyond isolated "islands of innovation" and overcome
Intelligent agents in Desire2Learn can automate notifications when certain criteria are met, such as a student not logging in or entering a course. The agents check for predefined criteria on a set schedule and send customized emails to specified recipients. Examples include sending reminders to students who are inactive or messages with encouragement and resource links after poor performance. While agents increase communication, their use requires effective management to avoid over-messaging students.
Governors Sate U - Are We Amusing Ourselves to Death?Barry Dahl
Postman argued that television had become the primary medium of communication and shaped public discourse in a way that prioritized entertainment over substance. He believed television encouraged passive consumption of information rather than active engagement. While new technologies like the internet could potentially encourage more creativity and interaction, there was also a risk they could further distract and amuse people without adding real value. Postman's final message was that emerging technologies should be evaluated based on whether they enrich public discourse or simply aim to amuse and distract.
The document discusses various aspects of evaluating online learning programs, including comparing the accreditation process to program reviews, defining distance education and correspondence courses, seeking approval from accrediting bodies for offering online programs, applying quality standards to online course design and teaching, and analyzing metrics like student satisfaction, learning outcomes, completion rates, and employment outcomes. It also provides examples of how to structure an on-campus program review that could inform the online program review process.
ITC12 Five Effective Practices for eLearning Professional DevelopmentBarry Dahl
This document outlines 5 effective practices for professional development in online education. Practice #1 involves administrators participating in collaborative online conferences to discuss topics like e-learning quality. Practice #2 brings these conferences on-site in a customizable format. Practice #3 provides accessibility training for online faculty. Practices #4 and #5 involve webinars and peer/external course reviews respectively to improve course design quality. The document advocates setting clear expectations for students, faculty and administration to improve the online experience.
MCCVLC Webinar - Good Practices in Online Delivery of Developmental EdBarry Dahl
This document discusses online delivery of developmental education courses. It begins by outlining an upcoming webinar series. It then summarizes a keynote speech where the speaker said there are no best practices for online developmental education due to abysmally low completion rates compared to face-to-face courses. However, case study data from Lake Superior College shows completion, withdrawal, and grade distribution rates that are comparable between online and face-to-face developmental courses. The document concludes by highlighting strategies an instructor uses to support student success in online developmental writing courses.
RSCC - Setting Expectations for e-EducationBarry Dahl
This document discusses setting expectations for e-education. It provides examples of expectations that colleges commonly have for online students and faculty. For students, expectations often involve participation, technology access, and policies. For faculty, common expectations relate to interaction, feedback times, and course structure. The document stresses that expectations need to be clearly defined and communicated to students, faculty and staff. It also suggests topics that could be covered in defining expectations for both students and faculty regarding online learning.
Roane State CC EdTech Academy - eLearning MythsBarry Dahl
This document discusses various myths and realities related to online education. It begins with a demographic survey of readers. It then presents 10 statements related to online education, asking readers to identify each as a reality or myth. For each statement, the document provides additional context and data to support the analysis. Some key points discussed include:
- Completion rates in online developmental courses are not necessarily lower than face-to-face courses
- True distance learning allows learning anywhere, anytime for anyone
- Online students can be as or more satisfied than face-to-face students
- Both digital natives and non-traditional students take online courses
- Developing community is important for online learners
- Cheating may not
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
eLearning A to Z - MidSouth Distance Learning Conference 2013Barry Dahl
The document discusses perspectives on online learning from both supporters ("e-learning zealots") and critics ("e-learning atheists"). E-learning zealots tout the benefits of online learning without evidence, often starting sentences with stories of individual students. E-learning atheists are skeptical of online education and believe it cannot replace traditional college experiences. The document also examines arguments about the flexibility and quality of online learning.
Mandatory Web Accessibility Training for Online FacultyBarry Dahl
This document outlines the need for mandatory web accessibility training for online faculty. It discusses how accessibility supports inclusion for people with disabilities and is recognized as a basic human right. Examples of accessibility include alternative text, navigation via keyboard, captions, and color choices that don't hinder users. The document recommends knowledge training in web accessibility be required and suggests using existing online training resources and creating a Desire2Learn course with assessments to provide this training.
1) Studies have found that students are slightly more likely to fail or withdraw from online courses compared to face-to-face courses at community colleges. However, comparisons of completion rates need to account for differences in student demographics and other factors.
2) Expectations for online course completion rates should consider differences in student populations, instructor experience, and course lengths. Shorter online courses may help address interruptions in students' lives from family or work issues.
3) Improving support systems, early intervention, orientation, and professional development can help increase online completion rates. The goal should be enabling student success rather than comparing raw completion statistics between online and face-to-face courses.
Are We Amusing Ourselves to Death? OCICU ConferenceBarry Dahl
This document summarizes a presentation given using clicker technology. It discusses various demographic questions answered by the audience through clickers, including gender, age, technology use, and social media habits. Several quotes and perspectives are presented on topics like education, entertainment, and the impact of emerging technologies.
This document provides information and suggestions for customizing course home pages and personalizing the learning experience for students in Brightspace. It discusses using widgets, layout options, and replace strings to create a more engaging and relevant home page. It also explains how instructors can utilize intelligent agents to automatically send reminders or messages to students based on defined criteria like lack of login or course activity.
The document provides guidance on building effective home pages in the D2L learning environment. It recommends considering students' needs and wants like course information, materials, and updates. It suggests maximizing the home page with a news section, important dates, content and resource links, and RSS feeds. The document also outlines layout options and using custom web pages as home pages.
Dr. Linda Baer - D2L Keynote Asia-Pac Conference - 9/15/12Barry Dahl
The document discusses several topics related to higher education:
1. It discusses the completion challenge facing higher education institutions, including low completion rates, the need to better align K-12 and postsecondary education to support college readiness, and the need for adults to have opportunities to return to college.
2. It discusses the capacity challenge, including the need to build organizational capacity, attract talent and develop skills, increase collaboration, and shift institutional culture.
3. It discusses the funding challenge facing higher education institutions, including state budget cuts and the rising costs of college leading to increased student debt.
4. It discusses the innovation challenge, including the need to move beyond isolated "islands of innovation" and overcome
Intelligent agents in Desire2Learn can automate notifications when certain criteria are met, such as a student not logging in or entering a course. The agents check for predefined criteria on a set schedule and send customized emails to specified recipients. Examples include sending reminders to students who are inactive or messages with encouragement and resource links after poor performance. While agents increase communication, their use requires effective management to avoid over-messaging students.
Governors Sate U - Are We Amusing Ourselves to Death?Barry Dahl
Postman argued that television had become the primary medium of communication and shaped public discourse in a way that prioritized entertainment over substance. He believed television encouraged passive consumption of information rather than active engagement. While new technologies like the internet could potentially encourage more creativity and interaction, there was also a risk they could further distract and amuse people without adding real value. Postman's final message was that emerging technologies should be evaluated based on whether they enrich public discourse or simply aim to amuse and distract.
The document discusses various aspects of evaluating online learning programs, including comparing the accreditation process to program reviews, defining distance education and correspondence courses, seeking approval from accrediting bodies for offering online programs, applying quality standards to online course design and teaching, and analyzing metrics like student satisfaction, learning outcomes, completion rates, and employment outcomes. It also provides examples of how to structure an on-campus program review that could inform the online program review process.
ITC12 Five Effective Practices for eLearning Professional DevelopmentBarry Dahl
This document outlines 5 effective practices for professional development in online education. Practice #1 involves administrators participating in collaborative online conferences to discuss topics like e-learning quality. Practice #2 brings these conferences on-site in a customizable format. Practice #3 provides accessibility training for online faculty. Practices #4 and #5 involve webinars and peer/external course reviews respectively to improve course design quality. The document advocates setting clear expectations for students, faculty and administration to improve the online experience.
MCCVLC Webinar - Good Practices in Online Delivery of Developmental EdBarry Dahl
This document discusses online delivery of developmental education courses. It begins by outlining an upcoming webinar series. It then summarizes a keynote speech where the speaker said there are no best practices for online developmental education due to abysmally low completion rates compared to face-to-face courses. However, case study data from Lake Superior College shows completion, withdrawal, and grade distribution rates that are comparable between online and face-to-face developmental courses. The document concludes by highlighting strategies an instructor uses to support student success in online developmental writing courses.
RSCC - Setting Expectations for e-EducationBarry Dahl
This document discusses setting expectations for e-education. It provides examples of expectations that colleges commonly have for online students and faculty. For students, expectations often involve participation, technology access, and policies. For faculty, common expectations relate to interaction, feedback times, and course structure. The document stresses that expectations need to be clearly defined and communicated to students, faculty and staff. It also suggests topics that could be covered in defining expectations for both students and faculty regarding online learning.
Roane State CC EdTech Academy - eLearning MythsBarry Dahl
This document discusses various myths and realities related to online education. It begins with a demographic survey of readers. It then presents 10 statements related to online education, asking readers to identify each as a reality or myth. For each statement, the document provides additional context and data to support the analysis. Some key points discussed include:
- Completion rates in online developmental courses are not necessarily lower than face-to-face courses
- True distance learning allows learning anywhere, anytime for anyone
- Online students can be as or more satisfied than face-to-face students
- Both digital natives and non-traditional students take online courses
- Developing community is important for online learners
- Cheating may not
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
3. Customize Your Webinar Viewing:
Check bottom tray for more options
Open Twitter Widget – tweet
with your own account
Open Group
Chat - hidden
by default
5. Upcoming Webinars
Tips and tricks for a
successful roll out of Daylight
• Wednesday, February 21
• Sandra Earl, Product Manager, and Jeff
Geurts, Senior Product Designer, D2L
www.d2l.com/resources/webinars/
Evaluating the Quality of
Online Teaching – Part Two
• Tuesday, February 13
• Barry Dahl, D2L
Adding Action to Your Online Course: Outside-The-Box Techniques
to Increase Student Engagement From a Distance
• Tuesday, March 6 Amanda Dills, Oklahoma City University
14. Learning Level
Is High
Teaching Level
Is High
Course Design
Meets Standards
Learning Assessment
Measuring the Major Components
15. Comprehensive Faculty Evaluations
• Purpose
• Accreditation
• History of Online Faculty Evaluation
• Components
• A few examples
• What about classroom observations for online courses?
16. Purposes of Faculty Evaluation
1. Encourage excellence in teaching and learning.
2. Facilitate long-term quality improvement by continually
monitoring instructional performance.
3. Provide constructive feedback to faculty by identifying
areas of strength and areas for improvement in classroom
instruction.
4. Inspire professional growth and development.
17. What about Accreditation?
• Here’s an example from the Higher Learning
Commission
• Guidelines for the Evaluation of Distance Education
(On-line Learning)
• NOTE: most other regional accreditors use the
same or similar language.
18. Guidelines for the Evaluation of DE
Faculty responsible for delivering the on-line learning
curricula and evaluating the students’ success in
achieving the on-line learning goals are appropriately
qualified and effectively supported.
• Examples of evidence: a. On-line learning faculties
are carefully selected, appropriately trained,
frequently evaluated, and are marked by an
acceptable level of turnover.
19. A Little History…Maybe
• The first known (to me, anyway) online faculty
evaluation system was started in 2001 at
Park University.
• Initially based on the evaluation system used
for face-to-face classroom instructors.
• As such, they attempted to replicate the
traditional classroom evaluation in the online
classroom.
20. But Online Was (Is) Different
The unique features and functions in an online classroom
were not initially considered.
For example, the original evaluation system did not include
an examination
• of learning outcomes
• of overall classroom management
• facilitation and guidance
• the concept of faculty presence
• communication response rates
• accessibility of materials
• course-related administrative tasks, etc.
21. Adapting the Instrument
• To address the unique evaluation concerns for
online teaching, Park University College for
Distance Learning developed a formalized Online
Instructor Evaluation System (OIES).
• OIES launched as a pilot in Fall 2004, and was
used through 2008.
• OIES morphed into the Faculty Online Observation
(FOO) model and is still in use today.
22. Evaluation System Components
• Student Evaluation of Instruction
• Faculty Self-Evaluation
• Professional Development Plan
• Faculty Peer Review
• Faculty Portfolio
• Supervisor’s Evaluation of Faculty
Usually some combination of the above components
23. Student Evaluation of Online Instruction
• Not our main focus here.
• However, some questions or issues to focus on:
• How to get decent response rates
• Use incentives, or not?
• What effect does the length of survey have on responses?
• Does it need to be comparable to F2F evaluation surveys?
• How valuable are these overall?
24. Faculty Self-Evaluation
• You might love these, you might hate these. You also might
mostly ignore these.
• Let’s look at two examples:
• Open-ended questions
• Specific questions tied to student eval
25. Open-ended questions
Sample questions from faculty self-evals:
1. How has your understanding of your role as a faculty
member changed/developed since your last evaluation?
2. As you prepare for future semesters, what more could you
do to provide students with a successful learning
experience?
3. What more can the university do to support you in your
professional goals and development?
26. Questions tied to student evals
Wharton County Junior College
• Online Course Evaluation (completed by students)
4. Instructor requires me to be an active participant in class.
9. Instructor is present regularly in the course
(announcements, emails, discussion board, feedback, etc.).
• Online Faculty Self-Evaluation
4. I require students to be an active participant in class.
9. I am regularly present in my course (announcements,
emails, discussion board, feedback, etc.).
27. Faculty Peer Review of Online Teaching
Great example comes from Penn State University
• College of Earth and Mineral Sciences
• Based on the “Seven Principles for Good Practice in
Undergraduate Education”
• Two Parts:
• An Instructor Input Form to be completed for the reviewer by the
reviewee in advance of the peer review, and
• The actual Peer Review Guide for Online Teaching at Penn State,
which is to be completed by the reviewer during the peer review.
28. Screenshot of Guide
Last revision June 23, 2017 - Ann H. Taylor, Dutton e-Education Institute, College of Earth and Mineral Sciences, The Pennsylvania State University
29. Examples of Evidence to Look For
Last revision June 23, 2017 - Ann H. Taylor, Dutton e-Education Institute, College of Earth and Mineral Sciences, The Pennsylvania State University
30. Where to Look, and Resources Links
Last revision June 23, 2017 - Ann H. Taylor, Dutton e-Education Institute, College of Earth and Mineral Sciences, The Pennsylvania State University
31. Portfolio for Faculty (Austin CC)
The portfolio will include the following:
a. Syllabus for each course (not section) taught, up to four courses
b. Samples of major assignments, tests, projects
c. Statement of Teaching Philosophy
d. Course Commentary
e. Professional Development Plan
32. Supervisor’s Evaluation of Teaching
• Most schools have some sort of process where a Dean,
Department Head, Director, or similarly positioned person
evaluates faculty performance.
• One part of this process is typically the classroom
observation.
• In-class observations for online courses/instructors are
inherently different from F2F class observations.
33. Issues with Teaching Observations
Timeline:
• F2F – typically a single class period
• Online – as much or as little as you choose/allow
Familiarity:
• Most deans have taught F2F at one time or another
• Most deans have NOT taught online, although this is improving
Criteria:
• F2F – Most schools have established criteria for observations
• Online – Many do not have established criteria
34. Coming in Part 2 - February 13
Online Faculty Evaluation Rubric
• Sharable & Editable (Creative Commons BY-NC-SA 3.0)
Components included:
1. Pre-evaluation worksheet
2. Professional Development documentation
3. Expectations to be Evaluated
• Examples of Meeting Expectation
• Evaluator Comments
35. Q & A
Excellence in e -Education
Online Faculty Evaluation Rubric
Faculty name
Evaluator name
Course evaluated
Term/Semester
Start/End dates