FlipSwitch iNacol 2013 - no video
•Download as PPTX, PDF•
0 likes•199 views
Things schools should consider when running an online program as delivered during the iNacol 2013 Blended and Online Learning Symposium.
Report
Share
Report
Share
Recommended
Blended learning experiences – A case in Hong Kong
This document discusses blended learning experiences at a university in Hong Kong. It describes several institution-wide projects funded by the University Grants Committee to support blended learning through pedagogical, technical and evaluation assistance. Evaluation frameworks assessed student actions, feelings, and performance. Blended learning combines face-to-face and online modes of learning tasks before, during and after lectures. Benefits included increased interaction between students.
Making the Most of New Course Delivery Methods (2011)
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
Quality Teaching in Online Courses
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
Intro Online Test Show
This document provides an introduction to online learning environments. It discusses the differences between traditional and online courses and compares on-ground and online course components. It also outlines the course development process, including considering curriculum standards, materials, goals, objectives, assessments, technologies, and experts. Examples of open online courses and templates are provided. Resources for online teaching and learning are recommended.
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
1. The document provides guidance to new faculty on developing learning outcomes, aligning assignments, and assessing courses. It emphasizes that learning outcomes should describe what students will be able to do upon completing the course and focus on competencies and skills.
2. Faculty are instructed to consider how their course goals relate to students' professional, educational, citizenship, and personal goals. They are also told to align their course with their department's strategic objectives.
3. Examples of Bloom's taxonomy of learning objectives and tools for writing measurable outcomes are referenced to help faculty draft 5-12 appropriate learning outcomes using action verbs. Faculty are then tasked with identifying course assignments that accomplish the stated learning outcomes.
Distance Learning Course Activities
Drawing on current literature and a survey of online students and instructors from online institutions, the researchers explored the different types of assignments and assessments required for completion of online courses, the Learning Management Systems utilized, and differences between undergraduate and graduate tasks assigned, according to field of study. While there is a significant amount of available research on instructional efficacy in online classes, there are few studies that account for the types of course activities students must complete in distance learning courses. This study details the variety of online assessments and activities assigned to students attending institutions of higher education that are either fully online or utilizing a blended learning format. Recommendations are made for diverse instructional tasks, which can be assigned based on available technology and curricular flexibility. Key terms used in the study appear at the end of this chapter.
Evaluation of Online and Blended
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
Designing Exemplary Online Courses in Blackboard
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
Recommended
Blended learning experiences – A case in Hong Kong
This document discusses blended learning experiences at a university in Hong Kong. It describes several institution-wide projects funded by the University Grants Committee to support blended learning through pedagogical, technical and evaluation assistance. Evaluation frameworks assessed student actions, feelings, and performance. Blended learning combines face-to-face and online modes of learning tasks before, during and after lectures. Benefits included increased interaction between students.
Making the Most of New Course Delivery Methods (2011)
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
Quality Teaching in Online Courses
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
Intro Online Test Show
This document provides an introduction to online learning environments. It discusses the differences between traditional and online courses and compares on-ground and online course components. It also outlines the course development process, including considering curriculum standards, materials, goals, objectives, assessments, technologies, and experts. Examples of open online courses and templates are provided. Resources for online teaching and learning are recommended.
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
1. The document provides guidance to new faculty on developing learning outcomes, aligning assignments, and assessing courses. It emphasizes that learning outcomes should describe what students will be able to do upon completing the course and focus on competencies and skills.
2. Faculty are instructed to consider how their course goals relate to students' professional, educational, citizenship, and personal goals. They are also told to align their course with their department's strategic objectives.
3. Examples of Bloom's taxonomy of learning objectives and tools for writing measurable outcomes are referenced to help faculty draft 5-12 appropriate learning outcomes using action verbs. Faculty are then tasked with identifying course assignments that accomplish the stated learning outcomes.
Distance Learning Course Activities
Drawing on current literature and a survey of online students and instructors from online institutions, the researchers explored the different types of assignments and assessments required for completion of online courses, the Learning Management Systems utilized, and differences between undergraduate and graduate tasks assigned, according to field of study. While there is a significant amount of available research on instructional efficacy in online classes, there are few studies that account for the types of course activities students must complete in distance learning courses. This study details the variety of online assessments and activities assigned to students attending institutions of higher education that are either fully online or utilizing a blended learning format. Recommendations are made for diverse instructional tasks, which can be assigned based on available technology and curricular flexibility. Key terms used in the study appear at the end of this chapter.
Evaluation of Online and Blended
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
Designing Exemplary Online Courses in Blackboard
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
Blended
This document discusses blended learning and factors that contribute to student success in online courses. It notes that virtually all growth in college enrollment is occurring online. Key factors for online student success include having a strong academic self-concept, technology skills, communication skills, an internal locus of control, and self-directed learning abilities. Blended learning models are presented as allowing flexibility while providing structure through a mix of online and face-to-face interactions. The document provides tips for designing hybrid courses, including taking it easy, focusing on design over technology, using available resources, managing expectations, and anticipating problems.
Blackboard Collaborate: Strategies and considerations for institutional adoption
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!
North Park Quality Matters Presentation
North Park University is implementing Quality Matters (QM), a faculty-centered, research-based program for quality assurance in online courses. It has trained staff and faculty to review courses using QM rubrics. It offers a online development course for faculty to learn the QM process. Preliminary findings show benefits like standardized reviews, guidance for course design, and peer discussions. Challenges include some faculty not fully utilizing the online tools or meeting standards on first review. Future plans include revising the development course based on needs assessment and improved recognition for faculty who complete the process.
'Elgg in Education: Stanford University' David Adams #ECSF
This document provides an overview of a courseware platform that was built at Stanford for creating and hosting online courses within the U.S. university system. It aims to provide a more collaborative and interactive teaching and learning experience through features like assignments, quizzes, peer grading, videos with in-video quizzes and annotations, forums, and the ability for instructors to share content across courses and institutions. Going forward, it aims to add analytics to help drive student interventions and provide visibility into student and class progress and performance.
Poster: Using Large-Scale LMS Data Portal Data to Improve Teaching and Learn...
This is a digital version of a paper poster... This is about the challenge to using data in an applied way to improve online teaching and learning...from both single data points and combined information.
Trends in Online Learning
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)
Uq elearning capabilitiesoct2013-4hos
The document discusses technology enhanced learning capabilities at the University of Queensland (UQ). It provides statistics on usage rates of the learning management system, current capabilities including lecture recordings and online assignments, and adoption rates of various elearning tools. Upcoming capabilities discussed include expanded lecture recording, e-assessment, and in-class digital tools. The document closes with a discussion of moving towards online exams and the associated issues to consider.
Virtual education paige talia
Virtual schools offer entirely online education, which has grown significantly in recent years. They provide advantages like increased course options, flexibility in scheduling, and opportunities for at-risk students. However, virtual schools also face disadvantages such as lack of in-person interaction and support, difficulty assessing student progress, and requiring high levels of self-motivation from students. The future of virtual schools remains uncertain but will likely continue expanding options for public education.
Developing an Online Course 101 - 2014 Brightspace Ignite Wisconsin
This document outlines the goals and approach of an online course called DOC 101 that teaches faculty at the University of Wisconsin Colleges Online how to develop online courses. The goals are for faculty to learn the design language of their online learning system, Brightspace, and to improve their skills in developing interactive online content, assessments, and facilitating learning. The course walks faculty through steps like creating a syllabus, learning objectives, assessments, and interactive learning activities. Initial results are promising, with 12 out of 14 faculty completing the course and half still actively developing their online courses.
Embedding Quality Assurance in Online Course Design (An African Perspective)
1) The document describes a quality assurance process used for online course development at 7 African universities. It involved workshops on online course design, internal peer review, external review using a quality rubric, course revision, and review validation.
2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
MOOCs Insights: Analytics in Action
Through analytics, we intend to equip our stakeholders (learners, instructors, partners and management) with data to achieve high level of learner engagement and completion rates.
Kindly take a sneak peek of our initial session here.
Student online readiness and support
The document outlines the key elements needed to assess a student's readiness for online learning. It discusses the need for pre-assessments of students' technological skills, self-directed learning abilities, and reasons for taking online courses. Several examples of readiness surveys are provided that evaluate factors like time management, communication skills, and access to technology. Technical requirements for online students including basic computer and internet access are also reviewed. The document stresses the importance of support systems like tutoring and technical help to help ensure student success in online environments.
Sloan C Pres Fac Dev Measurement
This document discusses key performance indicators for measuring the effectiveness of a faculty development program for online teaching. It outlines seven potential metrics: 1) whether faculty are adequately equipped with necessary online teaching competencies, 2) whether the program meets faculty development needs, 3) positive impact on faculty experience of teaching online, 4) positive impact on student experience, 5) faculty retention rates, 6) increased awareness of technology and pedagogy among faculty, and 7) successful fostering of a community of practice among faculty. Examples are provided for how to measure each of these metrics, such as through faculty self-reports, student evaluations, tracking technology licenses and publications, and measuring participation in community activities.
Repman downs connections_blackboard_presentation
This document discusses the use of e-portfolios and online meeting software to facilitate portfolio presentations for students in an online instructional technology master's program. It provides details on the portfolio requirements, assessment process, and presentation logistics. It also offers recommendations for structuring the portfolio process, including providing examples, practice opportunities, and peer and supervisor feedback to help students prepare their portfolio presentations.
Naviance and The Common Application: Partnering for Student Success - Critica...
Presentation by Scott Anderson and Joe Green on how Naviance and The Common Application are teaming up to help students be more successful.
Faculty Mentoring Faculty
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
Virtual Learning Environment
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided.
Intro to MOOCS at Tri-C
This document discusses Tri-C's development of their first Massive Open Online Course (MOOC) for developmental education. It provides background on MOOCs, outlines key elements of Tri-C's MOOC like its competency-based structure and use of open educational resources, and notes initial pilot results with over 100 students. It also speculates on potential future implications of MOOCs, such as alternative funding models, blended learning approaches, and the role of MOOCs in increasing institutional enrollment.
Design department e learning strategy framework 1
This document provides a draft framework for designing an eLearning delivery strategy for design courses. It outlines several key points:
1) It proposes implementing eLearning to respond quickly to the Covid-19 pandemic and deliver authentic online design courses across four electives.
2) It recommends a universal design approach that ensures courses are accessible, usable, and convenient while promoting inclusive representation.
3) The strategy overview discusses suitable blended and online approaches, infrastructure needs, capacity building, delivery plans, and tools for effective eLearning implementation in design programs.
NCVPS Powerpoint
The document summarizes the evaluation work of the Friday Institute regarding the North Carolina Virtual Public School (NCVPS). It discusses conducting annual surveys of stakeholders and focused studies of NCVPS pilot initiatives. Many recommendations from the evaluation are aimed at activities needed at the district and school level to support virtual schooling. NCVPS also works with pilot districts to help them implement virtual schooling successfully through strategic planning, marketing, technology support, and coordinating virtual course access.
analythical exposition "Is game online good for students?"
This document summarizes arguments for why playing online games too much is not good for students. It notes that students spend 4-5 hours playing games online instead of studying. The document also reports that some students skip school to go to internet cafes instead of attending classes, making them lazy and unenthusiastic about studying. While games can be enjoyable, playing too much has negative impacts on students' health, school performance, and work ethic.
Newfrog halloween promotions 15% off
Newfrog is offering a 15% discount coupon code (newfrog15) for Halloween promotions. Halloween has become the most popular holiday celebrated in the US and around the world on November 1st. While traditions originated from ancient Celtic festivals, Halloween today is celebrated as a secular holiday by children and adults alike through costumes, parties, and other festivities.
More Related Content
What's hot
Blended
This document discusses blended learning and factors that contribute to student success in online courses. It notes that virtually all growth in college enrollment is occurring online. Key factors for online student success include having a strong academic self-concept, technology skills, communication skills, an internal locus of control, and self-directed learning abilities. Blended learning models are presented as allowing flexibility while providing structure through a mix of online and face-to-face interactions. The document provides tips for designing hybrid courses, including taking it easy, focusing on design over technology, using available resources, managing expectations, and anticipating problems.
Blackboard Collaborate: Strategies and considerations for institutional adoption
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!
North Park Quality Matters Presentation
North Park University is implementing Quality Matters (QM), a faculty-centered, research-based program for quality assurance in online courses. It has trained staff and faculty to review courses using QM rubrics. It offers a online development course for faculty to learn the QM process. Preliminary findings show benefits like standardized reviews, guidance for course design, and peer discussions. Challenges include some faculty not fully utilizing the online tools or meeting standards on first review. Future plans include revising the development course based on needs assessment and improved recognition for faculty who complete the process.
'Elgg in Education: Stanford University' David Adams #ECSF
This document provides an overview of a courseware platform that was built at Stanford for creating and hosting online courses within the U.S. university system. It aims to provide a more collaborative and interactive teaching and learning experience through features like assignments, quizzes, peer grading, videos with in-video quizzes and annotations, forums, and the ability for instructors to share content across courses and institutions. Going forward, it aims to add analytics to help drive student interventions and provide visibility into student and class progress and performance.
Poster: Using Large-Scale LMS Data Portal Data to Improve Teaching and Learn...
This is a digital version of a paper poster... This is about the challenge to using data in an applied way to improve online teaching and learning...from both single data points and combined information.
Trends in Online Learning
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)
Uq elearning capabilitiesoct2013-4hos
The document discusses technology enhanced learning capabilities at the University of Queensland (UQ). It provides statistics on usage rates of the learning management system, current capabilities including lecture recordings and online assignments, and adoption rates of various elearning tools. Upcoming capabilities discussed include expanded lecture recording, e-assessment, and in-class digital tools. The document closes with a discussion of moving towards online exams and the associated issues to consider.
Virtual education paige talia
Virtual schools offer entirely online education, which has grown significantly in recent years. They provide advantages like increased course options, flexibility in scheduling, and opportunities for at-risk students. However, virtual schools also face disadvantages such as lack of in-person interaction and support, difficulty assessing student progress, and requiring high levels of self-motivation from students. The future of virtual schools remains uncertain but will likely continue expanding options for public education.
Developing an Online Course 101 - 2014 Brightspace Ignite Wisconsin
This document outlines the goals and approach of an online course called DOC 101 that teaches faculty at the University of Wisconsin Colleges Online how to develop online courses. The goals are for faculty to learn the design language of their online learning system, Brightspace, and to improve their skills in developing interactive online content, assessments, and facilitating learning. The course walks faculty through steps like creating a syllabus, learning objectives, assessments, and interactive learning activities. Initial results are promising, with 12 out of 14 faculty completing the course and half still actively developing their online courses.
Embedding Quality Assurance in Online Course Design (An African Perspective)
1) The document describes a quality assurance process used for online course development at 7 African universities. It involved workshops on online course design, internal peer review, external review using a quality rubric, course revision, and review validation.
2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
MOOCs Insights: Analytics in Action
Through analytics, we intend to equip our stakeholders (learners, instructors, partners and management) with data to achieve high level of learner engagement and completion rates.
Kindly take a sneak peek of our initial session here.
Student online readiness and support
The document outlines the key elements needed to assess a student's readiness for online learning. It discusses the need for pre-assessments of students' technological skills, self-directed learning abilities, and reasons for taking online courses. Several examples of readiness surveys are provided that evaluate factors like time management, communication skills, and access to technology. Technical requirements for online students including basic computer and internet access are also reviewed. The document stresses the importance of support systems like tutoring and technical help to help ensure student success in online environments.
Sloan C Pres Fac Dev Measurement
This document discusses key performance indicators for measuring the effectiveness of a faculty development program for online teaching. It outlines seven potential metrics: 1) whether faculty are adequately equipped with necessary online teaching competencies, 2) whether the program meets faculty development needs, 3) positive impact on faculty experience of teaching online, 4) positive impact on student experience, 5) faculty retention rates, 6) increased awareness of technology and pedagogy among faculty, and 7) successful fostering of a community of practice among faculty. Examples are provided for how to measure each of these metrics, such as through faculty self-reports, student evaluations, tracking technology licenses and publications, and measuring participation in community activities.
Repman downs connections_blackboard_presentation
This document discusses the use of e-portfolios and online meeting software to facilitate portfolio presentations for students in an online instructional technology master's program. It provides details on the portfolio requirements, assessment process, and presentation logistics. It also offers recommendations for structuring the portfolio process, including providing examples, practice opportunities, and peer and supervisor feedback to help students prepare their portfolio presentations.
Naviance and The Common Application: Partnering for Student Success - Critica...
Presentation by Scott Anderson and Joe Green on how Naviance and The Common Application are teaming up to help students be more successful.
Faculty Mentoring Faculty
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
Virtual Learning Environment
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided.
Intro to MOOCS at Tri-C
This document discusses Tri-C's development of their first Massive Open Online Course (MOOC) for developmental education. It provides background on MOOCs, outlines key elements of Tri-C's MOOC like its competency-based structure and use of open educational resources, and notes initial pilot results with over 100 students. It also speculates on potential future implications of MOOCs, such as alternative funding models, blended learning approaches, and the role of MOOCs in increasing institutional enrollment.
Design department e learning strategy framework 1
This document provides a draft framework for designing an eLearning delivery strategy for design courses. It outlines several key points:
1) It proposes implementing eLearning to respond quickly to the Covid-19 pandemic and deliver authentic online design courses across four electives.
2) It recommends a universal design approach that ensures courses are accessible, usable, and convenient while promoting inclusive representation.
3) The strategy overview discusses suitable blended and online approaches, infrastructure needs, capacity building, delivery plans, and tools for effective eLearning implementation in design programs.
NCVPS Powerpoint
The document summarizes the evaluation work of the Friday Institute regarding the North Carolina Virtual Public School (NCVPS). It discusses conducting annual surveys of stakeholders and focused studies of NCVPS pilot initiatives. Many recommendations from the evaluation are aimed at activities needed at the district and school level to support virtual schooling. NCVPS also works with pilot districts to help them implement virtual schooling successfully through strategic planning, marketing, technology support, and coordinating virtual course access.
What's hot (20)
Blackboard Collaborate: Strategies and considerations for institutional adoption
Blackboard Collaborate: Strategies and considerations for institutional adoption
'Elgg in Education: Stanford University' David Adams #ECSF
'Elgg in Education: Stanford University' David Adams #ECSF
Poster: Using Large-Scale LMS Data Portal Data to Improve Teaching and Learn...
Poster: Using Large-Scale LMS Data Portal Data to Improve Teaching and Learn...
Developing an Online Course 101 - 2014 Brightspace Ignite Wisconsin
Developing an Online Course 101 - 2014 Brightspace Ignite Wisconsin
Embedding Quality Assurance in Online Course Design (An African Perspective)
Embedding Quality Assurance in Online Course Design (An African Perspective)
Naviance and The Common Application: Partnering for Student Success - Critica...
Naviance and The Common Application: Partnering for Student Success - Critica...
Viewers also liked
analythical exposition "Is game online good for students?"
This document summarizes arguments for why playing online games too much is not good for students. It notes that students spend 4-5 hours playing games online instead of studying. The document also reports that some students skip school to go to internet cafes instead of attending classes, making them lazy and unenthusiastic about studying. While games can be enjoyable, playing too much has negative impacts on students' health, school performance, and work ethic.
Newfrog halloween promotions 15% off
Newfrog is offering a 15% discount coupon code (newfrog15) for Halloween promotions. Halloween has become the most popular holiday celebrated in the US and around the world on November 1st. While traditions originated from ancient Celtic festivals, Halloween today is celebrated as a secular holiday by children and adults alike through costumes, parties, and other festivities.
My sisters.
Luis has two sisters, Grecia and Odeth. He has a close relationship with Grecia where they can talk openly and support each other. His relationship with Odeth is less close, but they enjoy doing some activities together like watching movies. Both sisters practiced gymnastics from a young age and had success, with Grecia winning a medal and Odeth a championship. They decided to stop gymnastics after 10 years. Now Grecia studies at a technical college while Odeth attends secondary school.
Conversation level ii
The document provides vocabulary and grammar structures related to describing jobs, workplaces, and opinions about different occupations. Lists of common jobs and the places they are performed are presented, as well as sample dialogs modeling questions to learn about someone's work and their views on their career. Sample conversations illustrate asking and answering questions regarding where one works, their job responsibilities, hours, and satisfaction levels.
Zaha hadid
Zaha Hadid was awarded the Pritzker Prize in 2004 for her seminal works including the Vitra Fire Station in 1993, LFOne/Landesgartenschau in 1999, and the Bergisel Ski Jump in 2002. She is known for her avant-garde designs that freeze movement in architecture and use fluid forms and dramatic angles. Some of her current projects include designs for high-speed train stations, museums, and performing art centers around the world.
Guyton y hall
La ateroesclerosis es un síndrome caracterizado por el depósito de sustancias lipídicas en las paredes de las arterias de mediano y grueso calibre, provocando estrechamientos llamados placas de ateroma. Los principales factores de riesgo son la hiperlipidemia, hipertensión, tabaquismo y diabetes; mientras que la edad, sexo y antecedentes familiares son no modificables. Las placas se forman principalmente en las arterias mayores donde el flujo sanguíneo es turbulento y pueden romperse, causando
Un poeta
Pablo Neruda fue un poeta chileno nacido en 1904 que adoptó el seudónimo Pablo Neruda en 1920. Publicó varias obras de poesía famosas como Veinte Poemas de Amor y una Canción Desesperada en 1924 y recibió el Premio Nobel de Literatura en 1971. Murió en 1973 en Santiago de Chile.
PRODUCTOS NATURALES Y TECNOLOGICOS
Un producto natural es un compuesto químico producido por un organismo vivo en la naturaleza, mientras que un producto tecnológico es un objeto creado a través de un proceso de fabricación para satisfacer las necesidades humanas y ser comercializado. La diferencia principal es que un producto natural no pasa por un proceso de fabricación, sino que se obtiene directamente de fuentes naturales, mientras que un producto tecnológico sí requiere un proceso de producción.
Competencia tecnologica innovadores
Este documento presenta las competencias tecnológicas de un grupo de estudiantes y discute la importancia de integrar la tecnología en la educación. Propone tres niveles de competencia tecnológica - explorador, integrador e innovador - y argumenta que los docentes deben actualizarse y adoptar herramientas tecnológicas para mejorar la enseñanza. Finalmente, plantea preguntas sobre cómo las TIC pueden fortalecer la enseñanza en comunidades indígenas y cómo motivar a los docentes a usar
An Intro to ATDD/BDD and HDD: Get What You Need, Not What You Ask For!
Do you want to learn the basics of ATDD/BDD so that you can ensure clear
communications between business and development?
Do you want to go beyond building to a specification, and build what is
valuable instead?
Agile teams often relied on user stories and acceptance criteria alone. Then more advanced teams started doing TDD (Test Driven Development) so that developers could build what they thought the business asked for. When it became clear that TDD was not enough, ATDD (Acceptance Test Driven Development) / BDD (Behaviour Test Driven Development) became popular, as they provide a common language for business and development.
But building what the business wanted is not enough!
With HDD (Hypothesis Driven Development), we can test our business case, just like we test our code. When we find that results don’t match our expectation, we adjust our business case to get better business results.
In this presentation, we'll create several examples in ATDD/BDD and then extend out to the business case level with HDD.
Ensayo comunicaciones
El documento compara la sociedad de la información y la sociedad del conocimiento. La sociedad de la información se refiere a los cambios causados por las nuevas tecnologías digitales que permiten crear y compartir información de forma ilimitada. Sin embargo, la sociedad del conocimiento va más allá al dar acceso a los almacenes de conocimiento de otros y permitir que cualquiera genere información. Esto desencadena transformaciones sociales a gran escala al cambiar las formas de actuar y los valores culturales de una sociedad.
Untitleddocument (2)
Holly Taylor analyzed existing music videos to understand conventions for her own music video. While some elements like camerawork and characters conformed to conventions, other aspects like editing techniques and narrative style challenged conventions. She included a title introduction like in The Smiths' music videos to attract fans, but challenged conventions by making the title dissolve to link it to the theme of relationship breakdown. Holly used two settings - a park and house - to remain visually engaging but more realistic, challenging conventions by limiting locations despite including multiple. The narrative took inspiration from Fight Club by rewinding events, challenging typical indie music video style. Special effects and a black and white filter at one point also challenged conventions. The two main characters fit typical indie genre conventions
Viewers also liked (19)
analythical exposition "Is game online good for students?"
analythical exposition "Is game online good for students?"
An Intro to ATDD/BDD and HDD: Get What You Need, Not What You Ask For!
An Intro to ATDD/BDD and HDD: Get What You Need, Not What You Ask For!
Similar to FlipSwitch iNacol 2013 - no video
K-12 Virtual Schools Share their Research Needs (Pt. 1 of 4)
K-12 Virtual Schools Share their Research Needs (Pt. 1 of 4)Michigan Virtual Learning Research Institute
As part of the MVLRI Research Webinar Series, we will be hosting a series of webinars dedicated specifically to K-12 virtual schools and their research needs. This series devoted to introducing the K-12 online and blended learning research community to a variety of virtual schools and their research needs. The first installment was presented by Ryan Gravette and Jeff Simmons of Idaho Digital Learning Academy, Cindy Hamblin of Illinois Virtual School, and Dr. Joe Cozart from Georgia Virtual School.Designing Exemplary Online Courses in Blackboard
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.
Tools for Administrators of Blended Learning Programs
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Hancock Flipping the Switch
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
Teaching Online 101 - 2014 Brightspace Ignite Wisconsin
Presentation titled "Teaching Online 101, Online Faculty Professional Development" by Kevin Forgard - Instruc(onal Design Consultant at UW Colleges Online. Nov. 14, 2014 at the Brightspace Ignite regional forum in Waukesha, Wisconsin
Blackboard Collaborate: Strategies and Considerations for Institutional Adoption
Presented at BbWorld16 - Since adopting Blackboard Collaborate in 2012 as part of its integrated cross-platform solution with Blackboard Learn and Mobile, Northern Illinois University (NIU) has been achieving tremendous success with its comprehensive online learning and collaboration tool. With over five hundred Collaborate sessions being hosted each academic semester for delivering live classes, meetings, and monthly online faculty development sessions, it's no surprise that NIU decided to take the next leap forward in upgrading to Collaborate with the Ultra experience. In this session, 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!
Discussions blooms
This document discusses a research project being conducted by Dr. Brenda Bagwell and Dr. Lori Poole at CSU-Global Campus to analyze online class discussions. The research has two phases: Phase I examines how discussion prompts and instructor interactions impact student posts, and Phase II analyzes what Bloom's cognitive levels students demonstrate in their posts and if this deepens over time. Preliminary results of Phase I found that discussion prompt type influences post content and interactions. Phase II initial findings show students are often at remembering and understanding levels, though prompts aiming for higher levels did see some applying and analyzing. The research aims to help improve online discussions and determine if courses are achieving intended learning outcomes.
Learning outcomes
The document discusses learning outcomes and online teaching at Franciscan University. It outlines the university's four CORE goals for its undergraduate program and notes that program goals are specific to each program of study. It also discusses key aspects of online learning like asynchronous learning and digital natives/immigrants. The rest of the document provides guidance on online course design, delivery using a learning management system (LMS) like Blackboard, teacher time management, and checklists for ensuring online courses meet the same standards and outcomes as onsite courses.
Addressing the question of quality in e learning umass it conference 2008
Addressing the question of quality in e learning umass it conference 2008 National Research Center for Integrated Natural Disaster Management (CIGIDEN)
This document discusses quality in e-learning environments. It begins by defining distance education and noting its accelerated expansion and increased use of online, cohort-based models. The document then discusses why quality is important, given that growth may be slowing and students care about outcomes. It reviews arguments that e-learning is of the same quality as traditional learning and that no significant differences exist. However, it notes that quality can be subjective. The document proposes ways to measure quality, such as using best practices like clear communication and encouraging interaction. It provides resources for ensuring quality, such as benchmarks from the National Education Association. It concludes by posing emerging questions about how to define and ensure quality in e-learning.Adaptive courseware vendor selection and engagement
The document discusses adaptive courseware vendor selection and engagement for universities. It provides an agenda that covers introductions, vendor engagement, selection process, project management, setting expectations, changing culture, iterating and scaling pilots. It describes the author's background and experience. It outlines the selection process universities can use, including looking at efficacy research. It also discusses what information and frameworks were lacking for universities prior to conducting pilots. The rest of the document provides details on the vendor selection, project management, challenges encountered, lessons learned, and changing university culture to support innovation.
Evaluating teaching and learning in MOOCs
This document discusses evaluating teaching and learning in MOOCs. It outlines the quality assurance cycle of designing, developing, running, and evaluating MOOCs. It describes using tools like student surveys, forum analysis, and platform data to gather feedback on aspects like student satisfaction, design, and activity. The document provides an example of evaluating student expectations, workload, and performance. It notes challenges in interpreting evaluation results due to issues like low response rates and student heterogeneity. Suggestions are made to standardize the implementation and interpretation of evaluations and to dedicate more time and resources to the evaluation process to improve courses and support.
Active Learning: Online Redesign IT Seminar Series 2014_06_09
The document summarizes an educative assessment project called ALOR that uses online collaborative writing to improve student learning. Some key points:
- The ALOR project aims to design active learning experiences using online tools to maximize efficiencies while improving student learning.
- At UTM, the project involves collaborative writing assignments in an advanced French class where students write, edit and provide feedback on each other's work using online tools like a wiki page and blog.
- A survey found that students agreed the collaborative writing improved their French skills and learning through peer feedback and seeing different perspectives. Most interesting was the planning process and seeing how feedback improved their work.
E learning perspectives - Rhodes University, Dept of Information Systems
eLearning Perspectives
Invited presentation to the Virtual Collaboration Honours group
Dept of Information Systems, Rhodes University
Module convener: Chris Upfold
Facilitator Training Program
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
Landscape of Online Learning- Presentation for Southwestern CC 2012
This document summarizes research on online learning. It discusses student preferences for online education, including demographics of online students and preferences for course format and field of study. Research findings on student satisfaction with online learning are also presented. The document proposes rubrics for course design evaluation and highlights synchronous tools like Elluminate that can increase student interaction. Examples of how Elluminate has been used effectively for online instruction are provided.
Applying Gamification Principles to Online Faculty Professional Development
Presentation delivered to the Nevada Conference on Digital Learning, April 12, 2014 in Las Vegas, Nevada.
Using Social Media for Peer Feedback in a Translation Class
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
Ensuring quality in blended
The document discusses ensuring quality in blended courses through faculty development and engagement at the University of Wisconsin-Milwaukee. It provides an overview of the Learning Technology Center (LTC) which offers faculty development programs, technology training, and research support for various course delivery modes including blended learning. The LTC helps instructors make pedagogical decisions for content delivery, interactivity, and assessment in different modes. The document also outlines UWM's faculty development program for blended teaching which uses a blended format and aims to help instructors start redesigning courses, develop skills, and get feedback. It discusses challenges and lessons learned from the program as well as efforts to develop an online community of blended practitioners.
2010 Steering the Course
This document summarizes a presentation on developing consistency in an online business degree offered across 17 Penn State campuses. It describes the strategy used, which involved forming syllabus teams with faculty from each campus. These teams collaborated to align learning outcomes, select materials, and develop courses. The process included retreats, iterative development, and drawing on varied expertise. While resource-intensive, this approach gained buy-in, provided backups, and helped ensure consistency in the multi-campus online degree.
Faculty Technology Fellows Workshop 2012-2013
The document provides information about the Faculty Technology Fellows program at an unnamed university. It outlines the goals of empowering faculty and students through technology, and describes the participation and incentives for the inaugural class and subsequent years. Resources provided by the program are listed, and faculty are prompted to discuss their current teaching, learning, barriers, assessment practices, and ideas for incorporating technology into their courses.
Similar to FlipSwitch iNacol 2013 - no video (20)
K-12 Virtual Schools Share their Research Needs (Pt. 1 of 4)
K-12 Virtual Schools Share their Research Needs (Pt. 1 of 4)
Tools for Administrators of Blended Learning Programs
Tools for Administrators of Blended Learning Programs
Teaching Online 101 - 2014 Brightspace Ignite Wisconsin
Teaching Online 101 - 2014 Brightspace Ignite Wisconsin
Blackboard Collaborate: Strategies and Considerations for Institutional Adoption
Blackboard Collaborate: Strategies and Considerations for Institutional Adoption
Addressing the question of quality in e learning umass it conference 2008
Addressing the question of quality in e learning umass it conference 2008
Adaptive courseware vendor selection and engagement
Adaptive courseware vendor selection and engagement
Active Learning: Online Redesign IT Seminar Series 2014_06_09
Active Learning: Online Redesign IT Seminar Series 2014_06_09
E learning perspectives - Rhodes University, Dept of Information Systems
E learning perspectives - Rhodes University, Dept of Information Systems
Landscape of Online Learning- Presentation for Southwestern CC 2012
Landscape of Online Learning- Presentation for Southwestern CC 2012
Applying Gamification Principles to Online Faculty Professional Development
Applying Gamification Principles to Online Faculty Professional Development
Using Social Media for Peer Feedback in a Translation Class
Using Social Media for Peer Feedback in a Translation Class
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneclinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
FlipSwitch iNacol 2013 - no video
- 1. Effective Data-driven Interventions iNACOL 2013 - Orlando, Florida
- 4. Course Progress / Grade Trending
- 9. Student Page
- 10. Course Progress
- 12. Teacher Accountability Rubric Quantitative • • • • • Percentage of discussion posts that are teacher generated vs. student generated Number of hours it took to give feedback on projects Number of announcements and messages Number of teacher notes (personalizing the curriculum) Number of hours doing live sessions (synchronous instruction) Qualitative pulls samples of the different types of communication • • • • • • Feedback Discussion posts Announcements Messages Teacher notes Live sessions (synchronous instruction)
- 13. THANK YOU
Editor's Notes
- *Please only use Arial font*Please keep to the colors provided*Please do not make alternative layouts*Please do not center-justify text
- Title and Content
- Title and Content
- Title and Content
- Title and Content
- Title and Content
- Title and Content
- Title and Content
- Title and Content
- Title and Content
- Title and Content
- Deliver data on a weekly basis, give opportunity to do PD or ask for help in PLCQuantitativePercentage of discussion posts that are teacher generated vs. student generatedNumber of hours it took to give feedback on projectsNumber of announcements and messagesNumber of teacher notes (personalizing the curriculum)Number of hours doing live sessions (synchronous instruction)Qualitative (pulls samples of different communications- make sure they are not posting junk to hit the numbers)FeedbackDiscussion postsAnnouncementsMessagesTeacher notesLive sessions (synchronous instruction)
- Section Introduction