This workshop brings together past recipients of Sloan-C’s Excellence in Online Teaching and Effective Practice awards to offer tips on online teaching and present specific techniques and strategies for organizing and facilitating online courses that have worked for them.
Vinod has been redesigning his course since 2006. In a sense this is more like a 3rd iteration for him. In this one he focuses on online discussion and jigsaw learning
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
Will the flipped classroom be a flop by Willy WoodWilly Wood
Every year there's a new educational approach/trend/fad that everyone gets excited about. In recent years, "hot" topics have included multiple intelligences, differentiated instruction, RTI, and Common Core State Standards, to name just a few. One of the current hot topics is the "flipped" classroom. Many people, looking for a more effective approach to teaching and learning, are taking up this approach. Magazine articles (mostly laudatory) about the approach are popping up like mushrooms after a spring shower. Sixty Minutes even did a segment on it!
This workshop brings together past recipients of Sloan-C’s Excellence in Online Teaching and Effective Practice awards to offer tips on online teaching and present specific techniques and strategies for organizing and facilitating online courses that have worked for them.
Vinod has been redesigning his course since 2006. In a sense this is more like a 3rd iteration for him. In this one he focuses on online discussion and jigsaw learning
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
Will the flipped classroom be a flop by Willy WoodWilly Wood
Every year there's a new educational approach/trend/fad that everyone gets excited about. In recent years, "hot" topics have included multiple intelligences, differentiated instruction, RTI, and Common Core State Standards, to name just a few. One of the current hot topics is the "flipped" classroom. Many people, looking for a more effective approach to teaching and learning, are taking up this approach. Magazine articles (mostly laudatory) about the approach are popping up like mushrooms after a spring shower. Sixty Minutes even did a segment on it!
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Carol Beckley, faculty at Buffalo State College, takes participants through an interactive experience with project grading rubrics. Participants will be guided in an activity followed by a group discussion. This webinar is for those who use rubrics, those who don't, and those who have never heard of a rubric.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Carol Beckley, faculty at Buffalo State College, takes participants through an interactive experience with project grading rubrics. Participants will be guided in an activity followed by a group discussion. This webinar is for those who use rubrics, those who don't, and those who have never heard of a rubric.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
Overview of initial considerations when beginning to use Second Life in a teacher education class. Includes recommendations for other faculty interested in considering Second Life or virtual, immersive platforms.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Open SUNY NDLW: Using open source virtual-reality environments for community...Erin Maney
Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses.
Two ends of the spectrum
Generation Y students – computers in the delivery room and in the bassinet when child is born – “Communication technology is their middle name”
Traditional older student – never did anything with computers and afraid to even touch the computer
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
Research in Distance Education: from present findings to future agendas conference.
Design for Learning strand presentation.
Tim Neumann
London Knowledge Lab, Institute of Education
Introducing K12 Teachers to Technology in an Online Grad Program within a Vir...Eileen O'Connor
These slides accompanied a conference presentation of a paper on this topic presented at e-Learn in Las Vegas sponsored by AACE - paper written by Eileen O'Connor and Terri Worman; presentation given by Terri Worman
Master's Graduate Program's Use of Virtual RealityEileen O'Connor
These slides accompanied a presentation to MOOC (massive online open course) about my work in the graduate program at SUNY Empire State college integrating virtual reality into my courses and into this emerging-technology master's program
These slides accompanied a presentation that was conducted face-to-face during an education workshop at the conference in Learning with Innovative Technologies conducted by SUNY Empire State College and Saratoga High School
STEM / STEAM - integrating into a master's program Eileen O'Connor
Science, technology, engineering and mathematics (STEM), often enhanced with the arts (STEAM) has become an important interdisciplinary perspective that can be brought to education, business and community based projects. This presentations highlights the theoretical / academic underpinnings of this approach and provides examples from work done within the SUNY Empire State College's masters program in these areas.
Institute for New Paradigms - poster materials (higher ed) Eileen O'Connor
These poster session slides overview the development and evaluation of an institute that was launched from within a higher education master's program at SUNY Empire State College (the Masters of Arts in Learning and Emerging Technology (MALET)). The intent of the institute is to provide an ongoing forum for graduate students to develop their understanding of innovative and creative uses of technology for education and communication. Alumni, other educators / innovators have joined the group. There are monthly meetings to address conceptual / education / communication topics and to share new technologies that can serve education and communication. Topics and technologies have included: 360 camera, augment reality, virtual reality, healthcare and technologies, visual learning, experiential learning,
These slides accompanied a workshop that reviewed the basics of the way that open source virtual reality environments can be used in education - there are hands on applications and links that can be tried by all
Lessons Learned When Using Virtual Reality with Middle School StudentsEileen O'Connor
This study from 2010 / 2011 explains how a higher education instructor learned how to create a complex project within an immersive virtual reality setting for middle school students
Faculty at Empire State College / SUNY share ways they use innovative technologies to build community and they share how they have worked to support each other's efforts.
Overall perspective on things that can be done in virtual reality environments. Uses Second Life as the platform but can be adapted to other virtual reality environments.
Ways to consider using social networks available today for education purposes and with assessment approaches that can help you understand if your network is achieving your desired objectives.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Graduate Students in Second Life
1. Students in Second Life: The Roller Coaster Ride of a Shifting Paradigm -- adventures in online courses conducted in part in a virtual synchronous environment . . . the rules themselves are changing [email_address] / [email_address] Empire State College (SUNY) – May 2009
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3. The Many Roller Coasters When Incorporating SL Your own learning: tech & ambiguity Tech: SL availability / student support Students: how can their uses, complaints & ideas inform an instructor? Course: objectives, design & assessment
18. The layout committee considered physical and social spaces Notice how students gain rich, intuitive understanding of the environment after the initial adjustment - no need to “teach” about ways to use SL Area addressed What wanted: Type of spaces: Lounging spaces – open areas Open booths Schedule posting areas for meeting Signage: Simple but informative – not cluttered Mapping: Teleports to get around ; pathways & boardwalks; “You are here”
19. The layout committee is clear about their expectations (images are from the report)
20. The logistics committee addressed working within SL, in general Scheduling becomes an issue though Committee recommended uses: Amplification Small group discussions 5 participants max Attending lecture & events At other islands too In addition to face-to-face For presentations & for orientation Value to administration too; beyond the courses themselves Give options for attending . . . such as, attend 3 out of 5 For office hours
21. Logistics committee noted problems SL makes an asynchronous class more time restrictive for faculty too Large group activities are difficult to organize Vertigo . . . for some (need better navigation & camera skills) Losing the flexibility of online Some had trouble signing on at home Too much too soon -- spend more time orienting NOTE: really tech support issues here; there is an Orientation Island
24. Useful areas cited by third course students – spontaneous in blue / prompted (required within the assignment) in pink
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34. Best expressed through an instructional metaphor : like designing an intelligent experience (field trip / discussions / role playing / construction) . . . with an assessment More advanced uses
38. Designing an SL portion to a course Course objectives Is there a requirement for collaboration, sharing, discussion? Meeting arrangements Some required time, at least initially Give multiple times for participation if online course Tasks & conversations Discussions / role playing / guest speakers Overheard – real discussions Collaboration spaces You don’t have to be there all the time Require documenting & reporting; snapshots in Shared experiences Field trips / presentations / scavenger hunts Put PowerPoint into SL for presentations (it’s easy) Methods of gaining SL expertise Tutorial / handouts / peer tutoring / tech support Posit, expect and support awkwardness & learning curve Ways of communicating Voice chatting (w/ headsets) is useful with smaller group In larger groups, determine who speaks and have others use text
39. Considering students & their learning curve Issue Ways instructor can help - Technology requirements - In the school lab if possible; alternatives if necessary - Finding time to learn SL - Embed learning into an early assignment - Time to overcome awkwardness - Instructor can model learning and awkwardness (generally easy to do); have a field trip - Problems with scheduling - Have multiple sessions and/or times & ways to participate - Problems with voice chatting - Work with them on their audio / headset settings; get tech help if possible; use text chatting as a backup - Problems with collaborating - Provide structured / required interactions until groups can work on their own - Problems with valuing SL - Don’t expect all will “like” SL at the start; over time more come to value the experience
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Editor's Notes
These authors will present how students in online graduate courses participated in Second Life, addressing their struggles to participate, their range of virtual activities, and the useful advice students offered for improving SL course interactions. A conceptual framework for developing instructional activities in immersive virtual environments is emerging. Abstract Working in immersive virtual environments, such as Second Life (SL), offers great promise to higher education faculty who are willing to brave the wilds of a very new and different way to interact with students. The paper will present an overview of the complexities, challenges, and victories students have experienced in SL; over several courses, more than 30 science teachers have worked and collaborated in this environment to meet some of the course objectives. Part of this paper will address the activities in which student engaged, the type of interactions that occurred and the learning curve involved, the results of the students debriefings on their experience, suggestions that student committees made for improving the Second Life experience, and the results of implementing these improvements in later courses. In studying the process and outcomes of graduate students in SL (a third class is currently being conducted during the spring 2009 semester), the authors are beginning to understand the implicit conceptual framework that appears to underpin this roller coaster experience. Much is new and different about Second Life, however, the fundamentals of the multi-faceted and diverse interactions that can happen within a virtual environment have much in common with the complexities of real-world classes, often even more so then the controlled and limited interactions available within online classes. The authors will articulate an emerging conceptual framework that can help them and others consider the complexities of this environment and to determine what “affordances” (things you can do with the platform) are most useful to courses where SL is intended as a way to facilitate collaboration and interaction and as a way to simulate experiences that would be difficult to create in reality. Second Life opens new vistas. With SL, an online course can have many of the aspects of a face-to-face course, and more. Virtual explorations offer new platforms for educational discussion – for instance, the class can all experience a tsunami and consider it implications. This paper will both explain students’ perspectives and outline a framework that can promote more effective and efficient development in this environment. Who would benefit / who is the target audience? Instructors who might be designing or considering designing in this environment; K12 teacher educators; science instructors and science-teacher educators; administrators and staff who would support faculty as they move into Second-Life development Three questions we would expect from our target audience? How do you address the logistics of bringing students into a virtual environment that has a steep learning curve? What activities and interactions worked best in this environment? Is there a way of thinking about an immersive, virtual space that can help me understand where it might be useful in a course?