This document provides an overview and introduction to an education technology course. It outlines the course requirements including weekly readings, collaboration projects using tools like SharePoint and Google Docs, and a final project. Students are asked to introduce themselves by sharing their name, program of study, and favorite software. The instructor explains the course will focus on collaboration tools and digital literacy, with blended in-class and online instruction.
Moodle Update for MMU's EQAL Programme, Feb 2011Mark Stubbs
These slides summarize progress and plans for Manchester Metropolitan University's deployment of Moodle to support it's Enhancing the Quality of Assessment for Learning (EQAL) initiative
The document provides an overview of Moodle, an open-source learning management system. It discusses Moodle's origins, features, support resources, and various ways it can be used. Key points include that Moodle was created by Martin Dougiamas to support social constructionist teaching philosophies using open-source software. It has many activities, resources, and question types and is highly compatible with other tools. Support is available through forums and training from Moodle experts. Moodle can be used to structure entire courses or provide collaborative spaces and resources.
This document summarizes a presentation about implementing SharePoint across an entire school. The presenter discusses how SharePoint can be used for file sharing, website creation, and embedding social media. It costs nothing as it is part of Office 365. The presenter then details her strategic plan to get teachers using SharePoint, which started with setting up learning spaces for her own class and one other teacher, then training other teachers and giving administrative privileges to proficient users. After one year, most primary classes and several secondary faculties were using SharePoint regularly.
The document provides guidance on using eXpress Space with students, which allows students to articulate their learning goals, collect evidence in a learning portfolio, and communicate with teachers and parents. It outlines how to set up and navigate eXpress Space, including using wikis and blogs, and provides examples of how students can utilize it to track their learning goals and portfolio over time. Teachers are encouraged to review the online support modules and resources and trial the use of eXpress Space with students.
A short presentation showing my interpretation of how Moodle and Mahara can be used together. The presenation takes you through my journey of using eportfolios and then adopting that use with Moodle and Mahara.
The document discusses the top ways that professors can utilize the learning management system Oncourse based on student wishes. It suggests using the syllabus, gradebook, resources tab, announcements, and calendar features of Oncourse. It also recommends enabling online paper submissions, using the chat room during office hours, and linking to external course websites. The document then demonstrates some of the site management, communication, and assessment tools in Oncourse like modules, forums, groups, tests, and the gradebook.
This document provides an overview and introduction to an education technology course. It outlines the course requirements including weekly readings, collaboration projects using tools like SharePoint and Google Docs, and a final project. Students are asked to introduce themselves by sharing their name, program of study, and favorite software. The instructor explains the course will focus on collaboration tools and digital literacy, with blended in-class and online instruction.
Moodle Update for MMU's EQAL Programme, Feb 2011Mark Stubbs
These slides summarize progress and plans for Manchester Metropolitan University's deployment of Moodle to support it's Enhancing the Quality of Assessment for Learning (EQAL) initiative
The document provides an overview of Moodle, an open-source learning management system. It discusses Moodle's origins, features, support resources, and various ways it can be used. Key points include that Moodle was created by Martin Dougiamas to support social constructionist teaching philosophies using open-source software. It has many activities, resources, and question types and is highly compatible with other tools. Support is available through forums and training from Moodle experts. Moodle can be used to structure entire courses or provide collaborative spaces and resources.
This document summarizes a presentation about implementing SharePoint across an entire school. The presenter discusses how SharePoint can be used for file sharing, website creation, and embedding social media. It costs nothing as it is part of Office 365. The presenter then details her strategic plan to get teachers using SharePoint, which started with setting up learning spaces for her own class and one other teacher, then training other teachers and giving administrative privileges to proficient users. After one year, most primary classes and several secondary faculties were using SharePoint regularly.
The document provides guidance on using eXpress Space with students, which allows students to articulate their learning goals, collect evidence in a learning portfolio, and communicate with teachers and parents. It outlines how to set up and navigate eXpress Space, including using wikis and blogs, and provides examples of how students can utilize it to track their learning goals and portfolio over time. Teachers are encouraged to review the online support modules and resources and trial the use of eXpress Space with students.
A short presentation showing my interpretation of how Moodle and Mahara can be used together. The presenation takes you through my journey of using eportfolios and then adopting that use with Moodle and Mahara.
The document discusses the top ways that professors can utilize the learning management system Oncourse based on student wishes. It suggests using the syllabus, gradebook, resources tab, announcements, and calendar features of Oncourse. It also recommends enabling online paper submissions, using the chat room during office hours, and linking to external course websites. The document then demonstrates some of the site management, communication, and assessment tools in Oncourse like modules, forums, groups, tests, and the gradebook.
The document discusses the top ways that professors can utilize the learning management system Oncourse based on student wishes. It suggests using the syllabus, gradebook, resources tab, announcements, and calendar features of Oncourse. It also recommends enabling online paper submission, using the chat room during office hours, and linking to external course websites. The document then demonstrates some of the site management, communication, and assessment tools in Oncourse like modules, forums, groups, tests, and the gradebook.
SlideShare is a website that allows users to upload and share presentations, documents, videos, and webinars. Presentations are shared in a familiar structured format, making SlideShare useful as a learning tool where learners can view millions of free presentations, upload their own, and participate in live chats. However, facilitators must teach effective presentation design skills and be aware that unrelated information could overwhelm learners.
This document provides guidance on structuring an online course, including how to organize content into areas, modules, and pages. It recommends adding redundant access points to content, such as listing units in the menu and course content area. External resources should be grouped and linked to related course units. The document also suggests providing students multiple ways to access information to reduce overwhelm from the new online format.
Teachers at Dawson College find Moodle limiting in several areas: they cannot change default themes or install plugins; page customization and the gradebook interface are not user-friendly; quizzes are time-consuming; and there is no tool for synchronous collaboration or automatic social media integration. The presentation identified these pain points and provided examples of better tools like Google Classroom and Wikispaces. It concluded by inviting questions from the audience.
This document outlines an instructor training on Blackboard Academic Collaboration Essentials at Jazan University in 2018-2019. It discusses the goals and objectives of the training, including how to build course content, create groups and assessments, manage accounts, and use features like the virtual classroom. The training covers the Blackboard interface, course structure, content types, assessment lifecycle, and grade center. It also provides login credentials for testing instructor and student users.
The document provides an overview of using eXpress Space on Ultranet with students, including how to log in, set up a student profile and learning goals page, create a learning portfolio to collect work over time, and use wikis and blogs for collaboration between students, teachers, and parents. It also offers examples and resources for setting up student eXpress Spaces and integrating them with classroom learning tasks and accountability.
This document provides information about adding and using activities and resources in a Moodle course. It explains that editing must first be turned on to add new items. Various types of activities are then described such as assignments, chats, quizzes, etc. that involve student participation. Resources are also covered, which provide content like files, folders, pages, and URLs but are not graded.
Using self sustaining models to develop online programsA Cutler
The document discusses a model for developing self-sustaining online programs using templates, time-saving strategies, and collaborative design processes. It outlines setting deadlines, distributing content, and providing training and support for faculty through resources like course templates, Blackboard communities, and one-on-one instruction. The goal is to create 12 online courses for an instructional leadership program within one year while addressing change management and ensuring faculty investment.
The document discusses professional development models for teachers at two different organizations:
1) CCCOnline provides both synchronous (webinars) and asynchronous (online workshops) training to their adjunct faculty. Required workshops include topics like the learning management system, while other optional workshops cover subjects like rubrics and learning styles.
2) Omaha Public Schools aims to shift to more student-centered instruction and uses blended learning. They provide an online repository of resources for teachers and have used NROC learning objects and courses. Training focuses on tools for curriculum, assessment and learning management.
This webinar covered best practices for blended learning using Moodle and Microsoft Teams. The presenter demonstrated how to set up recurring Teams meetings for synchronous sessions, add assignments and resources in Moodle, and access accessibility features in Teams. Participants were invited to ask questions through the chat function and enroll in a Moodle sandbox course for hands-on practice of the tools and strategies presented.
This document provides an overview of the features and capabilities of Moodle, a course management system. It describes how Moodle can be used to organize course content, share resources, conduct discussions, create and grade assignments, and assess students. Specific Moodle tools are explained, including how to use forums, assignments, quizzes, glossaries, wikis and other activities to engage students and manage courses online. The goal of the training is to teach participants how to utilize Moodle's various tools to create, manage and deliver digital course materials.
Schoology is a cloud-based learning management system and social networking platform that allows for better communication, collaboration, and access to curriculum between educators and students. It provides features like online homework, quizzes, gradebook, announcements, discussions and more to facilitate classroom management and instruction. The presentation outlines real examples of how educators are using Schoology's tools and capabilities to engage students and transform learning.
The document outlines a technology integration goal for Kirtland Elementary School for the 2009-2010 school year, which is for teachers to create and maintain class web pages using Pow-Pak. The benefits listed are increased communication with parents through sharing documents, photos, and highlighting projects, as well as motivating students by publishing their work. It provides an example timeline for professional development workshops to help teachers learn features like uploading documents, photos, creating calendars and links pages, setting up blogs, and more.
Cardinal Stritch Cedo 525 Final Project Corporal Works Of MercyTam Sjoberg
This document outlines revisions to a 7th grade religion class unit on the Corporal Works of Mercy. The current practice involves brief classroom review and a reflection sheet. Many students do not complete the actual works. Proposed modifications integrate technology like videos, Google Apps, wikis, and video chat to facilitate collaborative projects demonstrating completion. Students will set objectives, make plans, work in groups, receive timely feedback, and be recognized for their work using these tools. The modifications aim to increase student accountability, engagement, effort and sense of purpose through service.
Integrating the Internet Into the K-12 ClassroomDesiree Caskey
The document outlines the agenda for a 6-day course on integrating the internet into K-12 classrooms. Day 1 introduces assignments and discusses internet workshop strategies. Day 2 focuses on completing research projects. Day 3 covers internet projects and registry sites. Day 4 continues research and evaluations. Day 5 details the five phases of internet inquiry: question, search, analyze, compose, and share. Day 6 finishes assignments and provides a course evaluation.
Clayton State University's Office of Career Services has taken steps to increase collaboration with faculty and employers through programs like the Faculty Support Team and PACE initiative. The Faculty Support Team provides incentives for faculty to promote career workshops and events to students. PACE focuses on engaging students in community projects through courses across all majors. Additionally, programs like Career Bootcamp, Senior Career Academy, and EDGE work to prepare students for internships and careers through experiential learning opportunities and career development activities. Career Services has seen increased attendance at workshops and events through collaborations across campus.
This document provides instructions for using Moodle, an online learning platform. It outlines the key features of Moodle like submitting assignments, sharing files and links, creating discussions and quizzes. It then details a 5 step process for setting up a Moodle course which includes requesting a course, setting course options, creating a welcome area, adding content like assignments and activities, and customizing blocks. The overall document serves as a guide for teachers on how to get started using Moodle for their classes.
SlideShare is a free media website that allows users to upload and share presentations, videos, documents and infographics. It can be used by teachers to present information to students in an engaging way through uploading presentations for students to access outside of class. SlideShare promotes technology skills as students can search for, create and modify presentations.
This document discusses how Google tools can be used to motivate learning in the classroom. It recommends creating a separate Google account for classroom use and outlines objectives related to exploring Google tools. Key Google tools highlighted include Custom Search for tailored web searches, Scholar for academic research, Calendar for sharing deadlines, Docs for collaborative documents, and Maps for adding locations. The document provides examples of how each tool could be applied to different subject areas and encourages designing a classroom activity using one of the Google tools.
The document advertises Teamie InstantClassroom, a social collaborative learning platform that allows teachers, students, and parents to discuss, engage, simplify tasks and save time using communication and collaboration tools. It offers features like sharing ideas, questions, notes and documents, creating lessons and quizzes, grading with an intuitive interface, re-using content from a knowledge bank, and generating detailed reports and statistics on student and class performance to track improvement.
Redesigning Course Materials for Online DeliveryJason Rhode
The true challenge in delivering online materials is keeping the environment dynamic and interactive. The goal of the workshop that accompanies this presenation is to provide suggestions and offer examples of how to retool current course materials and develop other instructional aids that will promote an effective online teaching and learning experience.
Text Messaging in Online Teaching: An Online Educator's JourneyJason Rhode
This document discusses using text messaging for online teaching. It provides statistics on student cell phone and smartphone usage, and outlines the presenter's experience using Google Voice to send text messages to students who opted into the service. Based on surveys, the majority of students found the text message reminders and updates helpful. While most students could receive texts, few responded directly to the instructor. Automated services like Remind101 were found to be easier for the instructor than manual texting via email.
The document discusses the top ways that professors can utilize the learning management system Oncourse based on student wishes. It suggests using the syllabus, gradebook, resources tab, announcements, and calendar features of Oncourse. It also recommends enabling online paper submission, using the chat room during office hours, and linking to external course websites. The document then demonstrates some of the site management, communication, and assessment tools in Oncourse like modules, forums, groups, tests, and the gradebook.
SlideShare is a website that allows users to upload and share presentations, documents, videos, and webinars. Presentations are shared in a familiar structured format, making SlideShare useful as a learning tool where learners can view millions of free presentations, upload their own, and participate in live chats. However, facilitators must teach effective presentation design skills and be aware that unrelated information could overwhelm learners.
This document provides guidance on structuring an online course, including how to organize content into areas, modules, and pages. It recommends adding redundant access points to content, such as listing units in the menu and course content area. External resources should be grouped and linked to related course units. The document also suggests providing students multiple ways to access information to reduce overwhelm from the new online format.
Teachers at Dawson College find Moodle limiting in several areas: they cannot change default themes or install plugins; page customization and the gradebook interface are not user-friendly; quizzes are time-consuming; and there is no tool for synchronous collaboration or automatic social media integration. The presentation identified these pain points and provided examples of better tools like Google Classroom and Wikispaces. It concluded by inviting questions from the audience.
This document outlines an instructor training on Blackboard Academic Collaboration Essentials at Jazan University in 2018-2019. It discusses the goals and objectives of the training, including how to build course content, create groups and assessments, manage accounts, and use features like the virtual classroom. The training covers the Blackboard interface, course structure, content types, assessment lifecycle, and grade center. It also provides login credentials for testing instructor and student users.
The document provides an overview of using eXpress Space on Ultranet with students, including how to log in, set up a student profile and learning goals page, create a learning portfolio to collect work over time, and use wikis and blogs for collaboration between students, teachers, and parents. It also offers examples and resources for setting up student eXpress Spaces and integrating them with classroom learning tasks and accountability.
This document provides information about adding and using activities and resources in a Moodle course. It explains that editing must first be turned on to add new items. Various types of activities are then described such as assignments, chats, quizzes, etc. that involve student participation. Resources are also covered, which provide content like files, folders, pages, and URLs but are not graded.
Using self sustaining models to develop online programsA Cutler
The document discusses a model for developing self-sustaining online programs using templates, time-saving strategies, and collaborative design processes. It outlines setting deadlines, distributing content, and providing training and support for faculty through resources like course templates, Blackboard communities, and one-on-one instruction. The goal is to create 12 online courses for an instructional leadership program within one year while addressing change management and ensuring faculty investment.
The document discusses professional development models for teachers at two different organizations:
1) CCCOnline provides both synchronous (webinars) and asynchronous (online workshops) training to their adjunct faculty. Required workshops include topics like the learning management system, while other optional workshops cover subjects like rubrics and learning styles.
2) Omaha Public Schools aims to shift to more student-centered instruction and uses blended learning. They provide an online repository of resources for teachers and have used NROC learning objects and courses. Training focuses on tools for curriculum, assessment and learning management.
This webinar covered best practices for blended learning using Moodle and Microsoft Teams. The presenter demonstrated how to set up recurring Teams meetings for synchronous sessions, add assignments and resources in Moodle, and access accessibility features in Teams. Participants were invited to ask questions through the chat function and enroll in a Moodle sandbox course for hands-on practice of the tools and strategies presented.
This document provides an overview of the features and capabilities of Moodle, a course management system. It describes how Moodle can be used to organize course content, share resources, conduct discussions, create and grade assignments, and assess students. Specific Moodle tools are explained, including how to use forums, assignments, quizzes, glossaries, wikis and other activities to engage students and manage courses online. The goal of the training is to teach participants how to utilize Moodle's various tools to create, manage and deliver digital course materials.
Schoology is a cloud-based learning management system and social networking platform that allows for better communication, collaboration, and access to curriculum between educators and students. It provides features like online homework, quizzes, gradebook, announcements, discussions and more to facilitate classroom management and instruction. The presentation outlines real examples of how educators are using Schoology's tools and capabilities to engage students and transform learning.
The document outlines a technology integration goal for Kirtland Elementary School for the 2009-2010 school year, which is for teachers to create and maintain class web pages using Pow-Pak. The benefits listed are increased communication with parents through sharing documents, photos, and highlighting projects, as well as motivating students by publishing their work. It provides an example timeline for professional development workshops to help teachers learn features like uploading documents, photos, creating calendars and links pages, setting up blogs, and more.
Cardinal Stritch Cedo 525 Final Project Corporal Works Of MercyTam Sjoberg
This document outlines revisions to a 7th grade religion class unit on the Corporal Works of Mercy. The current practice involves brief classroom review and a reflection sheet. Many students do not complete the actual works. Proposed modifications integrate technology like videos, Google Apps, wikis, and video chat to facilitate collaborative projects demonstrating completion. Students will set objectives, make plans, work in groups, receive timely feedback, and be recognized for their work using these tools. The modifications aim to increase student accountability, engagement, effort and sense of purpose through service.
Integrating the Internet Into the K-12 ClassroomDesiree Caskey
The document outlines the agenda for a 6-day course on integrating the internet into K-12 classrooms. Day 1 introduces assignments and discusses internet workshop strategies. Day 2 focuses on completing research projects. Day 3 covers internet projects and registry sites. Day 4 continues research and evaluations. Day 5 details the five phases of internet inquiry: question, search, analyze, compose, and share. Day 6 finishes assignments and provides a course evaluation.
Clayton State University's Office of Career Services has taken steps to increase collaboration with faculty and employers through programs like the Faculty Support Team and PACE initiative. The Faculty Support Team provides incentives for faculty to promote career workshops and events to students. PACE focuses on engaging students in community projects through courses across all majors. Additionally, programs like Career Bootcamp, Senior Career Academy, and EDGE work to prepare students for internships and careers through experiential learning opportunities and career development activities. Career Services has seen increased attendance at workshops and events through collaborations across campus.
This document provides instructions for using Moodle, an online learning platform. It outlines the key features of Moodle like submitting assignments, sharing files and links, creating discussions and quizzes. It then details a 5 step process for setting up a Moodle course which includes requesting a course, setting course options, creating a welcome area, adding content like assignments and activities, and customizing blocks. The overall document serves as a guide for teachers on how to get started using Moodle for their classes.
SlideShare is a free media website that allows users to upload and share presentations, videos, documents and infographics. It can be used by teachers to present information to students in an engaging way through uploading presentations for students to access outside of class. SlideShare promotes technology skills as students can search for, create and modify presentations.
This document discusses how Google tools can be used to motivate learning in the classroom. It recommends creating a separate Google account for classroom use and outlines objectives related to exploring Google tools. Key Google tools highlighted include Custom Search for tailored web searches, Scholar for academic research, Calendar for sharing deadlines, Docs for collaborative documents, and Maps for adding locations. The document provides examples of how each tool could be applied to different subject areas and encourages designing a classroom activity using one of the Google tools.
The document advertises Teamie InstantClassroom, a social collaborative learning platform that allows teachers, students, and parents to discuss, engage, simplify tasks and save time using communication and collaboration tools. It offers features like sharing ideas, questions, notes and documents, creating lessons and quizzes, grading with an intuitive interface, re-using content from a knowledge bank, and generating detailed reports and statistics on student and class performance to track improvement.
Redesigning Course Materials for Online DeliveryJason Rhode
The true challenge in delivering online materials is keeping the environment dynamic and interactive. The goal of the workshop that accompanies this presenation is to provide suggestions and offer examples of how to retool current course materials and develop other instructional aids that will promote an effective online teaching and learning experience.
Text Messaging in Online Teaching: An Online Educator's JourneyJason Rhode
This document discusses using text messaging for online teaching. It provides statistics on student cell phone and smartphone usage, and outlines the presenter's experience using Google Voice to send text messages to students who opted into the service. Based on surveys, the majority of students found the text message reminders and updates helpful. While most students could receive texts, few responded directly to the instructor. Automated services like Remind101 were found to be easier for the instructor than manual texting via email.
Presentation by Keith Mountin at November 2009 Midwest Blackboard User's Group (SLATE) meeting at Moraine Valley Community College on November 18, 2009 offering tips and tricks for adding media and sound to your Blackboard cours
This document defines RSS and XML feeds. It explains that RSS stands for Really Simple Syndication and is a format for delivering regularly changing web content. RSS utilizes XML to format and deliver content which feed readers and podcatching software can read universally. The document provides an example of what an XML feed looks like and describes how RSS allows content to be pushed to users via feed readers, as opposed to users manually pulling content from websites. This pushing of content provides benefits like notifying users of new available items and allowing reading of content soon after it is posted.
Mobile Online Support Strategies for Serving Today's Connected Online StudentsJason Rhode
This document discusses mobile communication strategies for supporting online students. It provides statistics showing high percentages of teens and college students owning cell phones and using text messaging as their primary form of communication. It encourages considering how mobile technology can help support students more efficiently and effectively, and developing a mobile communication strategy to do so. It closes by quoting that technology doesn't matter for learning as much as structure, and information alone is not knowledge.
slides from Jason Rhode's presentation on Twitter Basics & Extensions as part of the online session, "Using Twitter for Teaching, Learning and Professional Development in Higher Education"; complete online handout and archived session are available at http://bit.ly/twitterinedu
Tips for Teaching During a Health CrisisJason Rhode
The H1N1 virus, formerly referred to as Swine Flu, is expected to make a comeback to the United States this school year and officials say that college campuses could be impacted. It's prudent for faculty to consider how their teaching may be affected by an illness outbreak and explore steps to continue teaching during such a situation. This online session will share pedagogical recommendations for teaching during a health crisis, including: steps for being ready, instructional alternatives, available technologies, and suggestions for meeting students' needs. Available sources for further information will be highlighted. Session archive is available at http://www.niu.edu/facdev/programs/archives.shtml
Interaction Equivalency in Self-Paced Learning EnvironmentsJason Rhode
brief overview of Jason Rhode's dissertation research entitled, “Interaction equivalency in self-paced online learning environments: An exploration of learner preferences"
Do you struggle to keep track of all your favority Web sites and other online resources? Would you like to share the links to your favority online resources with your colleagues or students? Social bookmarking is a technique of storing, classsifying, sharing, and searching links through the practice of folksonomic tagging. This hands-on session will introduce the popular social bookmarking tools del.icio.us and CiteULike and explore several practical applications for implementing social bookmarking in the classroom.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
Blackboard Version 7.1: Introduction to New Features and ToolsJason Rhode
The focus of this presentation is to provide a brief overview of the most substantial new features that faculty and staff can expect when Blackboard is upgraded from version 6.3 to 7.1. See the Teaching with Blackboard website at http://www.blackboard.niu.edu for more details.
The document discusses social networking technologies and their growth and usage. It notes that Facebook has become more popular than porn among college students, who use it as their top website. It also discusses differences in social media usage between males and females in college as well as participation in multiple social networks. Finally, it examines educational uses of social media and networks like Blackboard, Facebook applications, Twitter, Tumblr and Ning.
This document discusses using various social media tools like SlideShare, Twitter, Facebook, and FriendFeed for economics teaching. It provides examples of how each tool can be used, such as disseminating lecture materials on SlideShare, providing student reminders and feedback via Twitter, connecting students through Facebook groups, and collaboratively gathering online references using FriendFeed. The document advocates integrating these tools to enhance teaching and learning beyond traditional virtual learning environments.
INTENDED LEARNING OUTCOMES
1. Identify the benefits and uses of ePortfolios
2. Adopt templates to start creating your teaching ePortfolio
3. Apply the recommended generic structure strategically to your ePortfolio
4. Add selected artifacts/evidence for showcasing your achievements
This document discusses how social media can be used to support learning activities, organizing learning, and showcasing learning. It provides examples of how lecturers have used tools like YouTube, WhatsApp, Socrative, Google Docs, Pinterest, LinkedIn, WordPress, SlideShare and Twitter to communicate with students, collaborate on projects, organize course materials, and allow students to showcase their work to potential employers. The document advocates for the strategic use of social media across the various stages of the learning process.
The document discusses plans to launch a social media platform (SMP) as a professional development tool to complement the Partnership and Community Collaboration Academy: Managing by Network Course. The SMP aims to facilitate learning, provide a central communication portal, support peer learning, serve as a trusted content source, and support business development. A scope of work is outlined with targets to design, launch, maintain, and evaluate the SMP over a trial period. Considerations around participation, community goals, and branding are discussed. Examples of other training SMPs and useful apps are also provided.
Social Networking for Student and Staff LearningAndrew Brasher
This slideshow describes a project aimed at working out practical teaching and learning scenarios for social bookmarking and RSS feeds
in order to get OU teachers to use these tools in their courses and student support
Funded by
The Open University Practice Based Professional Learning Centre for Excellence in Teaching and Learning: http://www.open.ac.uk/pbpl
This document introduces several emerging technologies that have the potential to improve teaching and learning in the 21st century, including podcasting, YouTube, wikis, blogs, social bookmarking, and Google Docs. It provides an overview and examples of how each tool can be used, benefits and potential drawbacks, as well as resources for learning more.
Edmedia2009 Thorpe Social Networkingv1v1marysthorpe
A presentation delivered at the Edmedia Conference, Hawaii 2009 by Mary Thorpe with co-authors Andrew Brasher and Philip Greaney of the Open University UK.
Transformational online and hybrid teaching%28 sjc%29 (1)prennertariev
This 7-module faculty development program focuses on preparing faculty to design and teach effective online and hybrid courses. The modules cover foundations of online teaching, asynchronous and synchronous instructional strategies, using presentations/podcasts, integrating online resources, building community, and designing integrated courses. Each module includes readings, reflections, technology tutorials, and portfolio assignments where faculty apply concepts to their own teaching. The program is grounded in established frameworks for online education and aims to enhance student interaction and engagement in online/hybrid courses.
Moodle is a free and open-source learning management system (LMS) that was created by Martin Dougiamas in 2002. It allows educators to create online courses with activities, assignments and quizzes. Moodle uses a social constructionist philosophy and is highly customizable through plugins and modules. Support is available through online forums and training programs. Moodle can be used to create both structured courses and unstructured learning environments.
Strategies for renewal of eLearning environmentsVDIT
Deborah Jones, Program Manager, LMS Academic Support, University of Melbourne
The University of Melbourne is currently reviewing strategies for our learning environment options, in the context of a university-wide LMS renewal process. Alongside this is an external review of eLearning at Melbourne, and workshops with stakeholders from faculties, learning and teaching centres and ITS. This presentation will provide an overview of the process, and highlight some key areas of interest.
International Hispanic Online University (IHOU) presentation about the use of Google Applications and ManyMoon project management software to manage productivity of our virtual content development teams.
This document outlines a model for flexible delivery of vocational education courses. The key elements of the model include developing a delivery and assessment strategy, setting up individual student plans and contracts, using a learning management system like Moodle to provide a mix of online and face-to-face learning modes, reviewing and developing interactive resources, maintaining student engagement through blogging and feedback, and clearly defining student and tutor responsibilities. Critical success factors are having a solid strategy, interactive content, support for students, and maintaining momentum through deadlines.
Facebook and twitter for learning and teachingrvallance
The document discusses using Facebook and Twitter for learning and teaching. It provides an overview of each platform, why they might be used for education, key benefits, and issues to consider. Examples are given of how Twitter could be used to inform students, encourage participation, arrange discussions, and provide revision exercises. For Facebook, examples are given of using a private group for students to share course-related information and using language settings to encourage communication in a specific language.
What makes a great blended learning trainer and academic?Yum Studio
This document discusses what makes a great blended learning trainer and academic. It covers facilitating social and collaborative communication, teaching using virtual classrooms and synchronous tools, understanding e-assessment options, and accessing cloud-based storage. The outcomes include evaluating skills for various teaching modes and applying blended learning strategies through professional development. It also discusses auditing staff capacity to implement blended learning.
The document outlines an instructional planning training for internet-based teaching and learning. The 4-day training will teach participants how to design effective online lessons and courses using free internet tools and services. Participants will learn instructional models, create lesson plans and rubrics, explore applications like Google Docs and Wikispaces, and build a prototype online instructional website. The goal is to help educators implement e-learning in their teaching.
web 2.0: Creative and Inexpensive Ways to Train Your Staffvkisiel
The document discusses how Web 2.0 tools can be used for lifelong learning and inexpensive training of staff. It defines and provides examples of 10 different Web 2.0 tools, including podcasts, Delicious, SlideShare, webinars, YouTube, social networking sites, Twitter, VoiceThread, PBWiki, and Zuiprezi. It suggests ways these tools can be used for activities like organizing trainings, sharing resources, and creating presentations.
The Student Needs Project aims to employ a blended learning environment to meet several learning goals: developing a growth mindset, digital literacy skills, collaboration abilities, and opportunities to give "Bridges out of Poverty." It plans to build a website cataloguing community-created "how-to" lessons not taught in school but important for future success. The project framework uses the Simcoe County D2L environment and various web 2.0 tools to enhance learning and develop digital proficiency, employing a business startup model to create a complex website and brand.
Using self sustaining models to develop online programsA Cutler
The document discusses using the CIAT (Course Instructional Architecture Template) model to develop self-sustaining online programs. The CIAT model involves creating templates for course design, videos, and PowerPoints. It also establishes roles for course designers, trainers, and project managers. The document recommends several methods for saving time in development, such as using standard templates, setting deadlines, and empowering instructors. It provides tips for addressing faculty perspectives and workload issues when developing online courses and programs.
Transformational online and hybrid teaching3prennertariev
This 7-module faculty development program focuses on developing expertise in online and hybrid teaching. The program covers topics such as asynchronous and synchronous instructional strategies, creating presentations and podcasts, enhancing participation through online resources, and fostering social presence and building community. Faculty work through readings, videos, reflections, and portfolio assignments to gain skills and experience in designing coherent and technology-enhanced online courses that foster student interaction and engagement. The goal is for faculty to complete the entire program to earn an online teaching certificate or to complete individual modules focused on specific skills.
Similar to Faculty Development Social Media Communications (20)
Promise and Perils of Mobile Streaming Video Using PeriscopeJason Rhode
During this presentation at OLC Accelerate 2016, learn about one online instructor’s quest to implement live online video presentations and discussion using the mobile video streaming app Periscope. An overview of the opportunities, lessons learned, and tips for other educators interested in implementing similar online video streaming apps in their online teaching will be shared. More information and links to additional resources and samples mentioned during the session are provided at http://jasonrhode.com/periscope
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
Northern Illinois University developed competency-based self-paced online workshops to introduce faculty to online teaching technologies as part of their online faculty certification process. The workshops allow faculty to learn about online teaching at their own pace through online modules that cover identified technology competencies. The self-paced model makes the training scalable and flexible and accommodates faculty with different experience levels and availability. The workshops are designed to be mobile-optimized and publicly available without logins so faculty can access just-in-time learning resources.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
Tips for introducing active learning activities using OER and sharing your own content, shared by Jason Rhode @jrhode during Northern Illinois University's Teaching Effectiveness Institute, January 10, 2014
Designing Exemplary Online Courses in BlackboardJason Rhode
This document discusses best practices for designing exemplary online courses using Blackboard. It describes Blackboard's Catalyst Award Program which recognizes innovative online courses and programs. There are four award categories: Exemplary Course, Student Impact, Staff Development, and Innovation. The Exemplary Course Program uses a rubric to evaluate courses in four areas: course design, interaction/collaboration, assessment, and learner support. Sample attributes are provided for each area. The presentation includes an example course and encourages attendees to view exemplary course tours, review courses for the program, and submit their own courses.
Introduction to Online Teaching and LearningJason Rhode
It is important to begin planning online courses early because teaching in the online environment involves principles and practices different from those used in traditional face-to-face instruction. In this online workshop offered 11/11/2013, we ntroduced the unique characteristics of online instruction and provide an overview of the components in an engaging and interactive online course. This workshop was geared toward an audience who is new to online teaching and to those wanting to refresh their knowledge about online teaching fundamentals.
Designing Self-Paced Training Modules as the Foundation of Online Faculty Cer...Jason Rhode
During this session on November 21, 2013 at the 19th Annual Sloan Consortium International Conference on Online Learning, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online teaching training via self-paced modules as an initial phase of comprehensive online faculty certification. An overview of the program will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts.
Offering Online Professional Development Using a Cross-Platform StrategyJason Rhode
For the very first time, Northern Illinois University offered in January 2013 a fully-online teaching effectiveness institute utilizing a combination of Blackboard Learn, Blackboard Collaborate, and Blackboard Mobile platforms. This cross-platform approach has proven to be very successful and provides a model for faculty to incorporate an integrated approach for implementing all three platforms in their teaching. In this session at BbWorld13 we will share NIU's cross-platform strategy, practices, and lessons learned that can be applied to any online professional development initiative.
Offering Online Professional Development for Faculty Using a Cross-Platform S...Jason Rhode
NIU presented on their strategy for offering online professional development for faculty using a cross-platform approach. They chose to deliver their Teaching Effectiveness Institute online using Blackboard and its mobile apps. This allowed more faculty to attend, saved travel costs, and modeled effective online teaching practices. Lessons learned included the success of the online format, need for backup activities, and managing time between sessions. Their next steps are to repeat the model, reuse content, try new formats, and possibly invite outside speakers.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
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2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
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Salesforce Integration for Bonterra Impact Management (fka Social Solutions A...Jeffrey Haguewood
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We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on integration of Salesforce with Bonterra Impact Management.
Interested in deploying an integration with Salesforce for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
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Ever-changing customer expectations demand more modern digital experiences, and the bank needed to find a solution that could provide real-time data to its customer channels with low latency and operating costs. Join this session to learn how Citizens is leveraging Precisely to replicate mainframe data to its customer channels and deliver on their “modern digital bank” experiences.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
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Programming Foundation Models with DSPy - Meetup SlidesZilliz
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Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
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For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
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FREE A4 Cyber Security Awareness Posters-Social Engineering part 3
Faculty Development Social Media Communications
1. Faculty Development Social Media Communications Jason Rhode, Assistant Director Faculty Development and Instructional Design Center July 8, 2010
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6. Journey Thus Far… RSS-enabled Program Schedules Setup RSS Feeds Created for News 2006 Teaching with Blackboard Podcast Launched 2007 Began Posting Quick Tips on YouTube Automated posting RSS news & blog items to Twitter 2008 Facebook Profile Converted to Page Twitter Feeds Created: @facdev @tadev @NIUblackboard 2009 Post to both Facebook & Twitter using HootSuite 2010 FacDev Facebook Profile Setup Began Podcasting Online Program Archives Started FacDev Blog Began Google Calendar Teaching During Crisis Resources RSS Feed Blackboard Tutorials Blog Setup