1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
This document describes a blended learning approach used in a community learning and participation degree program to develop critical reflection skills. Students participated in recorded field visits and discussions that were posted online. This allowed asynchronous participation and provided material for moderated online forums. Evaluations found this approach helped students transition between spoken and written analysis by replaying discussions. It also provided continuity in a blended program and brought multiple perspectives to discussions and assessments. Future adaptations may include using additional interactive tools to make forums more engaging.
This short presentation introduced the ecosystem of learning and training as faculty training approach. Integration of technology and instructional designer's role in this system have also been emphasized.
The chicken or the Elgg? Developing a socially constructed self-paced learnin...Jason Rhode
1. The document discusses developing a socially constructed self-paced online learning environment using the eLGG open source social networking system.
2. A recent study explored learners' preferences for interaction in such an environment and found that informal interactions like blogging were equally or more valuable than formal interactions like online discussions.
3. The conclusions indicate that not all forms of interaction are equally effective, and quality of interaction impacts quality of learning, so the specific context needs consideration when designing online learning environments.
Video that matters enhancing student engagement through interactive oct14Sirui Wang
This is presentation focused on video-centric program for online education. Using interactive video lecture to enhance students' active learning experience in online environment is crucial in online education.
Case 10: Designing an online graduate seminarmaha575
John Falkin is an instructional designer tasked with designing an online graduate seminar program to increase enrollment at Rolling Hills University. The current on-campus program is facing declining enrollment. Stakeholders like the program chair and teaching center coordinator support moving online. However, faculty are concerned about the increased workload, lack of technology skills, and changing seminar pedagogy. John must address these issues to design a successful online program that meets objectives of increasing enrollment while supporting faculty needs.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
This document describes a blended learning approach used in a community learning and participation degree program to develop critical reflection skills. Students participated in recorded field visits and discussions that were posted online. This allowed asynchronous participation and provided material for moderated online forums. Evaluations found this approach helped students transition between spoken and written analysis by replaying discussions. It also provided continuity in a blended program and brought multiple perspectives to discussions and assessments. Future adaptations may include using additional interactive tools to make forums more engaging.
This short presentation introduced the ecosystem of learning and training as faculty training approach. Integration of technology and instructional designer's role in this system have also been emphasized.
The chicken or the Elgg? Developing a socially constructed self-paced learnin...Jason Rhode
1. The document discusses developing a socially constructed self-paced online learning environment using the eLGG open source social networking system.
2. A recent study explored learners' preferences for interaction in such an environment and found that informal interactions like blogging were equally or more valuable than formal interactions like online discussions.
3. The conclusions indicate that not all forms of interaction are equally effective, and quality of interaction impacts quality of learning, so the specific context needs consideration when designing online learning environments.
Video that matters enhancing student engagement through interactive oct14Sirui Wang
This is presentation focused on video-centric program for online education. Using interactive video lecture to enhance students' active learning experience in online environment is crucial in online education.
Case 10: Designing an online graduate seminarmaha575
John Falkin is an instructional designer tasked with designing an online graduate seminar program to increase enrollment at Rolling Hills University. The current on-campus program is facing declining enrollment. Stakeholders like the program chair and teaching center coordinator support moving online. However, faculty are concerned about the increased workload, lack of technology skills, and changing seminar pedagogy. John must address these issues to design a successful online program that meets objectives of increasing enrollment while supporting faculty needs.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Developing staff further: the additional benefits of a TEL ToolkitDavid Biggins
Technology Enhanced Learning (TEL) toolkits are frequently used in organisations to collate tools to support teaching and learning. This presentation explores the additional benefits that can accrue and gives details of qualitative and quantitative surveys into the benefits.
ALT Conference, September 2017
This document summarizes a presentation on challenges and opportunities related to technology in learning given at the UWS Learning and Teaching Conference. The presentation discussed how the diversity of today's students requires reimagining learning approaches away from passive, didactic styles to more active, collaborative and networked approaches. Challenges mentioned include the need for flexible scheduling and more formative feedback. The flipped classroom model was proposed as an approach to flex teaching by moving direct instruction outside of class and using class time for active learning. Creating video content for the flipped classroom using tools like Camtasia was discussed as a way to develop content once and use it for many students.
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
Frontline Faculty Development Technology ToolsDavid Peter
What impact do Web 2.0 technologies have on faculty development? From the perspective of the Center for Teaching and Learning, the uses of blogs, wikis, podcasts and social bookmarking has the potential to radically transform the landscape of professional development. Harnessing these technologies may be one challenge. Those involved in teaching and learning and faculty development will leave with real-world examples of these technologies and see their uses in teaching, learning and faculty development.
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
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.
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
The document discusses creating a community of practice for language teachers in higher education. It defines a community of practice as sharing a domain, community, and practice as described by Wenger. The context is a language center with various needs like using ICT, assessment alignment, and tailored resources. Requirements for an effective community include a blended platform for discussions, supporting innovation, and skill development through principled ICT use. Data showed highest student satisfaction when online courses included interaction and that staff reported skill development within the community of practice model through sharing techniques.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
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.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves staff engaging in professional development activities, critically reflecting on their practice, gathering evidence mapped to the Framework, and submitting an application. Applications can be made for Associate Fellow, Fellow, Senior Fellow or Principal Fellow levels. The scheme aims to support all relevant staff in achieving Fellowship status by 2017/18 and provides workshops, mentoring, and guidance throughout the application process. Initial feedback indicates the scheme is welcomed by staff as an opportunity to gain external recognition for their work in teaching.
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!
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.
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.
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.
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.
This document presents an initial flexible learning development plan for a nursing course on contemporary Maori health issues. The plan aims to 1) develop online learning resources to complement existing face-to-face teaching, 2) increase off-campus access to course content, and 3) improve the flexibility of course delivery. Specific online tools and resources proposed include a Moodle site, discussion boards, video clips and self-reflection exercises. The plan is aligned with the strategic direction of Otago Polytechnic to foster collaboration and provide learners with increased flexibility and access.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
Developing staff further: the additional benefits of a TEL ToolkitDavid Biggins
Technology Enhanced Learning (TEL) toolkits are frequently used in organisations to collate tools to support teaching and learning. This presentation explores the additional benefits that can accrue and gives details of qualitative and quantitative surveys into the benefits.
ALT Conference, September 2017
This document summarizes a presentation on challenges and opportunities related to technology in learning given at the UWS Learning and Teaching Conference. The presentation discussed how the diversity of today's students requires reimagining learning approaches away from passive, didactic styles to more active, collaborative and networked approaches. Challenges mentioned include the need for flexible scheduling and more formative feedback. The flipped classroom model was proposed as an approach to flex teaching by moving direct instruction outside of class and using class time for active learning. Creating video content for the flipped classroom using tools like Camtasia was discussed as a way to develop content once and use it for many students.
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
Frontline Faculty Development Technology ToolsDavid Peter
What impact do Web 2.0 technologies have on faculty development? From the perspective of the Center for Teaching and Learning, the uses of blogs, wikis, podcasts and social bookmarking has the potential to radically transform the landscape of professional development. Harnessing these technologies may be one challenge. Those involved in teaching and learning and faculty development will leave with real-world examples of these technologies and see their uses in teaching, learning and faculty development.
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
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.
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
The document discusses creating a community of practice for language teachers in higher education. It defines a community of practice as sharing a domain, community, and practice as described by Wenger. The context is a language center with various needs like using ICT, assessment alignment, and tailored resources. Requirements for an effective community include a blended platform for discussions, supporting innovation, and skill development through principled ICT use. Data showed highest student satisfaction when online courses included interaction and that staff reported skill development within the community of practice model through sharing techniques.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
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.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves staff engaging in professional development activities, critically reflecting on their practice, gathering evidence mapped to the Framework, and submitting an application. Applications can be made for Associate Fellow, Fellow, Senior Fellow or Principal Fellow levels. The scheme aims to support all relevant staff in achieving Fellowship status by 2017/18 and provides workshops, mentoring, and guidance throughout the application process. Initial feedback indicates the scheme is welcomed by staff as an opportunity to gain external recognition for their work in teaching.
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!
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.
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.
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.
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.
This document presents an initial flexible learning development plan for a nursing course on contemporary Maori health issues. The plan aims to 1) develop online learning resources to complement existing face-to-face teaching, 2) increase off-campus access to course content, and 3) improve the flexibility of course delivery. Specific online tools and resources proposed include a Moodle site, discussion boards, video clips and self-reflection exercises. The plan is aligned with the strategic direction of Otago Polytechnic to foster collaboration and provide learners with increased flexibility and access.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
Coaching and Mentoring in a Video World NAEYC PDI 2015ladygator2
Coaching and mentoring programs can utilize video to improve teacher practices. An effective coaching model includes noticing strengths and challenges, reflection, building knowledge, planning, and trying new strategies. Research shows that video allows for self-reflection, analysis of instructional strategies, and access to diverse teaching examples. The Massachusetts Peer Assistance Coaching model uses a video platform to support coaching through goal setting, feedback, and evaluating program outcomes like classroom quality and job satisfaction. Evaluation of the program examines characteristics, activities, resources, and outcomes through strategies like CLASS assessments, surveys, and interviews.
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
Case study: MOOCs for professional development in global eye healthSally Parsley
1. The document discusses using MOOCs for professional development in global eye health. It describes a case study of the Open Education for Eye Health Programme which aims to increase participation in public health eye care training through open access online courses (MOOCs) for eye health teams in low and middle income countries.
2. It outlines five steps to developing quality MOOCs: analyse needs, design the course, implement, realise the course, and evaluate. It emphasizes engaging learners and stakeholders, defining and evaluating different types of success, using a team approach, and focusing on pedagogy in the design.
3. The presentation provides examples of how they have applied these principles, including collaborating with over 100 contributors
Nursing Professional Development on Mobile Learning and MicrolearningPeggy Semingson
Peggy Semingson discussed mobile learning and microlearning strategies for student engagement. Mobile learning uses portable devices and wireless networks to allow teaching and learning to extend beyond the classroom. Microlearning involves short bursts of information followed by opportunities for interaction. Semingson provided examples of creating short podcasts, videos, and other mobile-friendly content to supplement traditional lectures. She also discussed tools for creating and assessing microlearning content and solicited ideas from participants on how to apply these strategies in their own teaching.
FLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath BothamChrissi Nerantzi
This document outlines a pilot project exploring the use of e-portfolios to demonstrate maintaining good standing for Higher Education Academy (HEA) Fellowship. The project involved 5 participants capturing their continuing professional development activities related to teaching in a Wordpress portfolio over 6 months. Participants provided peer support and feedback to each other through a "buddy system". The goal was to evaluate e-portfolios as a potential mechanism for fellows to evidence ongoing engagement with professional standards and development activities to maintain their fellowship status.
Transformational online and hybrid teaching module overviewprennertariev
This 7-module faculty development program teaches strategies for effective online and hybrid course design. The modules cover topics such as asynchronous and synchronous instruction, using multimedia, fostering social presence and community, and integrating quality standards. Faculty will learn how to design courses with clear objectives, varied assessments, and interactive learning experiences to engage students. The goal is to prepare educators to teach online using research-backed principles and tools.
Syllabus how to-presentation_final_revision_sat_7.48pmAlexandra Barrett
This document outlines the process and results of a team project to design an effective syllabus focusing on learning styles and environments. The team:
1) Researched learning theories and conducted literature reviews on learning styles and environments.
2) Analyzed a relevant case study to incorporate into their syllabus design.
3) Created a syllabus that implemented various aspects related to learning styles and environments based on their research.
4) Had the syllabus evaluated by professors who provided feedback for improvements.
The team incorporated suggestions to strengthen the syllabus design before completing the project.
Syllabus how to-presentation_no_animation_with_audioAlexandra Barrett
This document outlines the process and results of a team project to design an effective syllabus focusing on learning styles and environments. The team:
1) Researched learning theories and conducted literature reviews on learning styles and environments.
2) Analyzed a relevant case study to incorporate into their syllabus design.
3) Created a syllabus and obtained peer reviews from professors. Revisions were made based on feedback.
4) Presented their process, research findings, syllabus, and revisions in a blog and PowerPoint. They found communication and interest in the topic improved their experience.
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.
A cloud-based Personal Learning Environment & Network (PLE&N) for peer-based ...2016
This document discusses a cloud-based Personal Learning Environment & Network (PLE&N) created by Professor Eric Tsui for lifelong peer-based learning. The PLE&N allows teachers, students, graduates, and guests to collaborate using Google tools like Feedly and Google+. It provides a platform for knowledge and experience sharing between participants from different backgrounds. Some key benefits of the PLE&N include supporting a co-learning environment, accessing expertise, collaboratively managing information overload, and facilitating lifelong learning beyond a single course or term. However, maintaining trust and quality of discussions is important for the PLE&N's success.
This training manual provides an overview of a 3-day training course to prepare facilitators for distance learning. The training will cover establishing an online presence, communication skills, organization, and engagement strategies. It will also review theories of distance learning and technologies for collaboration. Participants will learn about facilitating synchronous vs. asynchronous environments and managing issues. By completing the training, facilitators will be assessed on their ability to effectively facilitate a distance learning course.
This document outlines a 3-day training manual for facilitators of online education. The training will cover establishing an online presence, managing an online classroom, engaging learners, and using various technologies and platforms. Trainees will learn communication strategies, create rules and expectations, design instruction, and provide feedback. The training will assess facilitation skills and evaluate effectiveness. Mentoring, faculty development, and resolving technology issues are also addressed.
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Course Tech 2013, Angie Rudd & Kelly Hinson, Strengthening Academic Internet ...Cengage Learning
Strengthening Academic Internet Learning (SAIL)is Gaston College’s new online quality initiative. The expectation is
that with an increased effort on online course quality and a comprehensive online student support system, student
learning will improve in online courses. In a concepts-based presentation,two Gaston College instructors will show
attendees how these SAIL standards were used to improve their online course quality. Examples will be presented
from Introduction to Computers, Web Fundamentals, Emerging Technologies and User Support&Software
Evaluation courses. Statistics will be used to show the increase in student learning outcomes from the SAIL
initiative. Attendees will get to take away the online course standards used by the college and approved by SACS.
Come SAIL with us!
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...sondramilkie
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Effective Inclusion of Video Conferencing in Graduate Online Courses
1. Dr. Cynthia Gautreau
Dr. Barbara Glaeser
Dr. JoAnn Carter-Wells
Masters in Instructional Design and Technology
California State University, Fullerton
Hawaii International Conference on Education
Oahu, HI Jan 7, 2014
EFFECTIVE
INCLUSION OF
VIDEO
CONFERENCING IN
GRADUATE ONLINE
COURSES
1
2. Masters in Instructional Design and Technology
•The MSIDT program was launched in 2002 as
one of the first in the nation and has over 200
graduates to date representing 23 different
professional business/corporate areas. Since
the inception of our program, we strive to
incorporate theory and research related to
adult learning and cognition melded with
current and emerging practices and tools in
technology.
2
3. Masters in Instructional Design and Technology
• The Masters of Science in Information Technology (MS-IDT)
program was designed by a multi-disciplinary group of faculty
to prepare professionals and educators in skills for direct
applications of emerging technology for teaching, learning,
training and/or curriculum development.
• The program admits 25-27 students annually. These
professionals are typically already working in the field of
technology in curriculum development and training in P-12,
higher education, the military, medical and/or corporate
settings.
• Faculty meet monthly to review program issues, including
research in the field, cutting edge technology for teaching and
learning, and course revision to incorporate this technology.
3
4. Video Conferencing
• Is “not webcam video, which is static and is designed to
show just one person. Videoconferencing involves higher-
quality cameras, larger lenses, and faster compression for
sending the video signal, allowing for two-way
interaction”. Inside Higher Ed, 12/07/12, p. 1.
• Video conferencing in online courses can be used
effectively provided the right protocols are implemented.
• A team of faculty in the MSIDT who teach exclusively
online have created guidelines to promote the productive
use of video conferencing to
• promote learning,
• increase communication efforts, and
• build an online community.
4
5. Development of
Video Conferencing (VC) Guidelines
• Faculty observed that video conferencing in online courses
increased communication and supported student learning
communities.
• Previously, communication was predominately asynchronous and text based, by
means of tools such as email, discussion board forums, and announcements.
• Video conferencing adds a new dimension of interaction and communication that
was previously unavailable in the online learning environment (Palloff & Pratt,
2007, 2011).
• Wang and Chen (2007) contend that increased interactions and synchronized
learning environment promoted by video conferencing address the need for
increased human interaction often experienced by online learners.
• Students expect educators to use the available technologies and implement
innovations as available (Reigeluth, 2009).
• However, there were no guidelines for how students should
participate in the meetings. A review of the literature revealed
no published guidelines for us to utilize.
5
6. Development of
Video Conferencing (VC) Guidelines
• Faculty members were interested in guidelines that were consistent
with effective research practices and paradigm shifts in education.
A review of the literature revealed:
• The benefits of video conferencing and ways faculty should adapt
their instruction (McPherson, Wang, Hsu, & Tsuei, 2007; Smyth,
2005; White, 2010).
• Guidelines from other institutions existed along a continuum of
depth and complexity.
• Netiquette rules (Shea, 2005) provided the foundation to design
and establish an appropriate protocol beneficial to video
conferencing.
• Netiquette rules are widely used at the university level and are
applicable to the communication efforts in online courses and for
asynchronous communication among students and faculty.
• A self-evaluation survey was conducted with instructors
experienced with online teaching.
6
7. Self-Report Study
• This was a self-report study (Fielding, 2006) in which
participants drew on their own behaviors (in this case,
professional experiences as an online instructor) to provide
information on using video conferencing effectively.
• Data for this research were collected by means of an online
survey that was presented during a scheduled monthly faculty
meeting.
• As part of the self-report process, two faculty members
analyzed the results of the survey and reported back to all
faculty.
• The faculty then discussed the findings and collaboratively
created the VC Guidelines.
• The Guidelines were further refined and connected to effective
instructional practices and set in the context of existing
knowledge as revealed through a review of related literature.
7
8. Video Conferencing (VC) Guidelines for
Online Graduate Students
• Guideline 1:
• Remember you are on camera and live. The
advantage of VC is that you can take advantage of
facial expressions, inflection and tone of voice.
Remember to think before you respond to make
your thoughts and ideas clear and coherent to the
VC participants.
• Guideline 2:
• Adhere to the same standards of behavior during
the VC session that you would follow in real life.
8
9. Video Conferencing (VC) Guidelines for
Online Graduate Students
•Guideline 3:
•Be mindful of all VC participants. Allow other
participants time and opportunities to contribute
to the discussion and share their ideas with the
group.
• Guideline 4:
•VC provides synchronized opportunities to share
knowledge. It is important to consider opinions
from other participants who are engaged in the
VC session. Strive for a fairly equal balance
among the participants.
9
10. Video Conferencing (VC) Guidelines for
Online Graduate Students
•Guideline 5:
•Be mindful of your tone and expressions during
the VC session. This is not an anonymous session.
Your voice and video are viewed by all who are
participating in the chat session.
•Guideline 6:
•Share your expertise and knowledge. Be an
active contributor during the VC session.
•Guideline 7:
•Remain professional in your communication with
participants.
10
11. Video Conferencing (VC) Guidelines for
Online Graduate Students
• Guideline 8:
• Respect the context of the VC session. Keep VC
sessions within the context of the conversation. If
the session is recorded do not post isolated
comments that may be taken out of context.
Synchronized discussions take on a life of their own,
therefore it is important to keep conversations in
context.
• Guideline 9:
• Be forgiving of mistakes during the VC session.
Video conferencing is a new communication
platform. There are bound to be technical glitches,
be patient with the participants during the session.
11
13. Dr. Cynthia Gautreau
Elementary and Bilingual Education Department
California State University Fullerton
cgautreau@fullerton.edu
Dr. Barbara Glaeser
Special Education Department
California State University Fullerton
bglaeser@fullerton.edu
Dr. JoAnn Carter-Wells
Reading Department
California State University Fullerton
jcarterwells@fullerton.edu
13