Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
Arrogance or Apathy: The Need for Formative Evaluation + Current & Emerging S...Michael M Grant
Dr. Michael M. Grant presents a rationale for using formative evaluation. He also presents a number of methods currently used, such as usability, and emerging strategies for capturing user data.
Online Teaching Basics: what I continue to learnJLewisGeology
This is presentation was presented to the Koinonia Professional Development seminar group at the Princeton Theological Seminary on Wednesday, November 14, 2012.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
SHEEN Sharing Trials Planning Workshop, 6 April 2009Sarah Currier
These are the slides used at the SHEEN Sharing Trials Planning Workshop, with decisions made at that meeting added into the slides for individual trials groups.
Top technological tools for English language teaching and learningSaima Abedi
This webinar aims to emphasize the impact of top technology tools that strengthen learners’ engagement and facilitate entry-level-tech teachers. It will highlight the learning strategies that developed a suitable context for instruction through the incorporation of technological tools.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Arrogance or Apathy: The Need for Formative Evaluation + Current & Emerging S...Michael M Grant
Dr. Michael M. Grant presents a rationale for using formative evaluation. He also presents a number of methods currently used, such as usability, and emerging strategies for capturing user data.
Online Teaching Basics: what I continue to learnJLewisGeology
This is presentation was presented to the Koinonia Professional Development seminar group at the Princeton Theological Seminary on Wednesday, November 14, 2012.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
SHEEN Sharing Trials Planning Workshop, 6 April 2009Sarah Currier
These are the slides used at the SHEEN Sharing Trials Planning Workshop, with decisions made at that meeting added into the slides for individual trials groups.
Top technological tools for English language teaching and learningSaima Abedi
This webinar aims to emphasize the impact of top technology tools that strengthen learners’ engagement and facilitate entry-level-tech teachers. It will highlight the learning strategies that developed a suitable context for instruction through the incorporation of technological tools.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Online collaborative learning with audiencefeedbackAndrea Stone
Online course quality measures recommend student interaction and group activities, but these can be difficult. This session offers strategies for facilitation of online group work.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Getting started with your course re/designTanya Joosten
A workshop presented at St. Norbert College in De Pere, WI. Participants were re/designing tech-enhanced, blended, hybrid, flipped, and online courses.
See more at http://snc2015.wikispaces.com.
#t3atsnc
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Facilitating in and with the Fully Online Learning Community (FOLC) Model
1. Facilitating in and with the
Fully Online Learning Community (FOLC) Model
Roland van Oostveen, Wendy Barber, UOIT
Elizabeth Childs, Royal Roads University
A Workshop prepared for OCT AQ Designer Teams 1 & 2
April 9, 2019 @ 7pmET
Adobe Connect (old BA AC General Room @
https://uoit.adobeconnect.com/aedt-201209-00001/
2. Workshop Agenda
1. Welcome & Check In: Adobe/WebKF/Slack
2. Review of PBLO workshop – outstanding questions/learning's
3. Facilitating in Digital Spaces – context setting
4. Looking Inward activity
5. Characteristics of Facilitating in Digital Spaces
6. Facilitating Tips, Techniques & Exemplars
7. Facilitation approaches for your AQ course - Breakout rooms
8. Additional Resources
3. Backchannel Conversation Sites
Slack @ https://eilaboctaq.slack.com
Twitter @ https://twitter.com/ Use #OCTAQ
Tweetdeck @ https://tweetdeck.twitter.com/ use #OCTAQ
Communication Processes
4. Software Tools to Learn in and with
(sorry about the grammar)
Adobe Connect
https://uoit.adobeconnect.com/aedt-201209-00001/
Knowledge Forum (WebKF) https://kf6.ikit.org/
5.
6. Key Ideas
• Learner expectations are changing
• Technology is increasingly being seen as part and parcel of
learning.
• Today’s learner needs their learning to be relevant; real life; timely
and building on their own experience
• The role of the instructor is essential to the learning process
• The possibilities for creating engaging learning environments are
limited only by our imaginations
• The technology toolkit is growing rapidly and will continue to grow.
7. Who are the Adult Learners of Today?
Baby Boomers Gen Xers Millenials (Gen Y) Gen Z
Born 1946-1965 Born 1966-1976 Born 1977-1994 Born 1995-2012
Strong work ethic –
workaholics
Strive to find work-life
balance – Pioneers
Online, social networking
generation
Have only ever known a
tech-rich world
Made big personal
sacrifices in order to work
Not interested in
sacrificing quality of life
for work
Driven by the desire to
do meaningful work
Motivators at work are
yet to be determined
Unsettled and challenged
by technological
advances
Remember simpler times
but have adopted
technology with relative
ease
Expect digital
engagement and
interaction through
networks
Expect highly
sophisticated media and
technical environments
Schroer, William J. (n.d.). Generations X, Y, Z and the Others. The Social Librarian: Bringing the power of social marketing to
library professionals. Retrieved from http://www.socialmarketing.org/newsletter/features/generation2.htm
https://www.youtube.com/watch?v=tFhoQ78uvp4
8.
9.
10. Competencies of a Digital Kind
But - how do we facilitate authentically with learners to
foster the development of these?
And - how do we evidence and assess the learning?
12. Shifting Paradigms
• Didactic – transmission style content delivery
• Instructor as expert
• Minimal connection to real life
• Disconnected assessment
• Student as the empty vessel needed to be filled
• Collaborative knowledge construction
• Instructor as co-learner
• Real life connections
• Authentic assessment
• Role of reflection in the learning process
• Student as source of knowledge: experience valued
Sage on the Stage Facilitator of Learning
13. What This Means to Instructors
… the more powerful technology becomes, the more
indispensable good instructors are
WHY?
“technology generates a glut of information but it has no particular
pedagogical wisdom, especially around how learners must construct
their own meaning for deep understanding to occur”
Michael Fullan “The Three Stories of Educational Reform”
17. Some Affordances of Online Learning
• Collaborative
• Learner Centred
• Fosters Facilitated Reflection
• Access to learning materials anywhere; anytime
• Facilitates community building & fosters
appreciation of multiple perspectives
• Fosters learning over time
Others? Add your
ideas to the
whiteboard
18. Some Common Learner Concerns
• Imposter Syndrome
• Overwhelmed by number of posts in discussion forums
• Concern about not having the “right” answer
• Receiving timely and meaningful feedback
• Concern about sharing; co-creating and ownership
• Unfamiliar way of learning – collaborative; inquiry based
versus being told what to do
• Difficulty doing group work online; Unequal partnership in
group activities
• Time and resource management
Have others to
add? Type
them in the
chat
19. The Educator/Designer Challenge
Think about the sensibility of the learning environment that can be
created with technology and try not to use technology to simply
automate the past
22. The “4” Hats of the Online Facilitator
• Pedagogical
• How are students interacting?
Summarizing? Debating?
Thinking?
• Managerial
• Do students understand the
assignments and course
structure?
• Social
• What is the general tone here? Is
there a human side to this course?
• Technical
• Do students have the basic’s?
Does their equipment work?
Where do they go for help?
The Tech Guy
The Designer
The Authority Figure
The Facilitator
The Guide
The SME
The Assessor
The Mentor
The Cheerleader
The Co-Learner
The Provocateur
(Left Column) Gilly Salmon 2000; Right Column adapted from
http://mindgatemedia.com/2011/03/14/the-ten-crucial-roles-of-the-online-instructor/
23. Some Ideas for Online Activities
Model/Demonstrate Elaboration Organizational/Process Practice
• Read an article
• View
video/animation
• Show models or
examples
• Live demo
• Scenarios
• View still images
(photo)
• Case Studies
• Create a diagram
to describe
concepts;
infographics
• Relate to real life
• Paraphrase
• Debates
• Add verbal labels
to diagrams
• Answering
questions
• Discussion
• Scavenger hunt
• Circle correct examples
and provide rationale
• Provide examples/non-
examples
• Identify key features
that define concept
• Concept map
• Develop and/or
complete flow chart;
template.
• Matching
• Problem based learning;
Project based learning
• Experiment
• Teach (pair and share
activities; jigsaw etc.)
• Discussion forums;
student led synchronous
sessions
• Check your knowledge
quizzes
• Role Plays and Case
Studies
• Reflection
• Self-Assessment
24. Facilitation in your AQ course:
• In your breakout group of 4, you will have 2 tasks:
Task 1. Individually, identify three beliefs that will inform and guide your facilitation approach
in your AQ course
Task 2: Share those in your group – discuss how they support you using the FOLC model to
foster engagement and collaboration.
Task 3: individually, reflect on how you might change your task based on the group’s
feedback.
Large group discussion in main adobe room
Task 2. Choose one assessment activity that a member of the group is planning on using
and create a facilitation plan that would support that activity
Present your task to the large group and receive feedback.
25. Tips for Activities - Timing
• Be Realistic in Your Timing
• Time can be a factor in the choice of an activity – some
activities can take a relatively long time for the amount of
learning involved
• If an activity is too long for a single “unit or lesson”, but useful
because of the need to reinforce the content provide strategies for
allowing the activity to continue across multiple lesson in an
iterative manner.
• Assign aspects of the big idea to different students or groups of
students, guiding the scope and focus with inquiry questions. Can
connect to peer/self assessment strategies too.
26. Tips for Activities - Spacing
• Consider “Elbow Room”
• Some activities involve a good deal of flexibility and as a result
require some room to move for the learner.
• Re-orient students to work in groups and provide supports for
them to do so. Choose small or large group activities
appropriately
• Reconfigure the “classroom” – determine the blend. Where
are the natural transition points between the online content in
the LMS and other online links/resources and experiences?
Identify them and maximize them.
• Pay attention to the transitions.
27. “Pleasure” Criteria for Design
• I feel stimulated when interacting with this course
• I feel entertained when interacting with this course
• I feel attached to this course
• Interacting with this course gives me a sense of freedom
• I feel excited when interacting with this course
• Interacting with this course gives me a sense of satisfaction
• I can rely on this course
• I would miss this course if I were no longer taking it
• I have confidence in this course
• I enjoy interacting with this course
• This course makes me feel enthusiastic
• I feel that I should contribute to enhancing the course
experience
"Designing Pleasurable Products" by Patrick Jordan (2000, Contemporary Trends Institute)
29. Reflections (in WebKF)
Using the Facilitation of Learning in FOLC Environments View post your reflections to the prompt:
"Please posts your individual and communal thoughts about the role of facilitation on learning
within FOLC environments.”
30. Authentic Assessment and Evaluation in the
Fully Online Learning Community (FOLC) Model
Roland van Oostveen, UOIT
roland.vanoostveen@uoit.ca
Wendy Barber, UOIT
wendy.barber@uoit.ca
Elizabeth Childs, Royal Roads University
elizabeth.childs@royalroads.ca
http://eilab.ca