This document discusses facilitating group activities and projects in blended and online courses. It provides an example of a group presentation project from a cell biology course. The project goals were for students to research a course topic in-depth, learn PowerPoint skills, write and deliver a scripted presentation. Challenges like unequal work distribution were addressed by assigning roles and dividing the project into timed, graded segments. A rubric was used to evaluate the presentations on content, organization, and other criteria. Other suggested group projects include surveys, art installations, posters, lesson plans, and activities using social media. The key to success is attention to details like roles, timelines, communication tools, and evaluation metrics.
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
Webinar: Setting The Tone In A Brightspace Course With QM Standard OneD2L Barry
Webinar for the Brightspace Teaching & Learning Community
Presenters: Misty Green, Ruth Markulis, Jessica McCarty; all of University of Maryland University College
Title: Setting The Tone In A Brightspace Course With QM Standard One
View the recording: https://www.d2l.com/resources/webinars/setting-the-tone-in-a-brightspace-course-with-qm-standard-one/
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
Webinar: Setting The Tone In A Brightspace Course With QM Standard OneD2L Barry
Webinar for the Brightspace Teaching & Learning Community
Presenters: Misty Green, Ruth Markulis, Jessica McCarty; all of University of Maryland University College
Title: Setting The Tone In A Brightspace Course With QM Standard One
View the recording: https://www.d2l.com/resources/webinars/setting-the-tone-in-a-brightspace-course-with-qm-standard-one/
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
Defining Asynchronous Discussion Design And Facilitation Practices In Brights...D2L Barry
Defining Asynchronous Discussion Design And Facilitation Practices In Brightspace, Kevin Forgard – University of Wisconsin Colleges Online. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
Defining Asynchronous Discussion Design And Facilitation Practices In Brights...D2L Barry
Defining Asynchronous Discussion Design And Facilitation Practices In Brightspace, Kevin Forgard – University of Wisconsin Colleges Online. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Using Moodle to Support Blended Learning (When the Instructor Is Also the Pro...Saul Carliner
Presents the case of converting two graduate level courses in educational technology to a blended format. Describes the objectives and structures of the courses, the reasons for blending the courses, and the process and results of doing so.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
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.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Thesis Statement for students diagnonsed withADHD.ppt
ICBL Small Groups
1. Beyond Clickers, Index Cards & Discussion Forums: Facilitating Group Activities, Peer Instruction and Learning Communities in Blended and Online Courses Matt Russell, Ph.D. & Gerald Bergtrom, Ph.D. Learning Technology Consultants Learning Technology Center University of Wisconsin-Milwaukee
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6. Challenges & Solutions for my Group Presentation Project: CHALLENGE SOLUTION Ensure equitable contributions by group members Designate roles and tasks: students self-select roles and sub-divide tasks Promote group cohesion, learning community; enable group consensus & decision making providing for alternate venues for commu-nication between group members (Adobe Connect, Skype, conference calls…) Keep groups & group members on task Divide project into discrete segments, each with it’s own requirements, deadline & appropriate repositories for completed phases of the project (e.g., Discussion Forums, DropBox). Compensate for slackers Grade each ‘discrete segment’ for quality and timeliness; emphasize the group’s responsibility for a quality product Creating a rubric based on realistic expectations Half of the grade was for meeting deadlines; half was for simple rubric components
7. A closer look at the presentation project… Project Description and Calendar http://dl.dropbox.com/u/3066809/BioSci%20315%20group%20project%2003-07.doc (focus on project calendar with deadlines) D2L course site: https://uwm.courses.wisconsin.edu/d2l/lp/homepage/home.d2l?ou=7062 (focus on uses of Discussions and DropBox)
8. Five-point Rubric for Assembled Final Group Presentations Content coverage, accuracy, depth Organization, transitions, logical flow Related topic to cell biology concepts covered in class; topics covered in sufficient depth 3 points Intro slide(s) frame presentation; topics follow logically, key point summary and opinions in concluding slide(s) 2 points Strayed into clinical topics but still related coverage to some topics covered in class 1-2 point Intro slides weakly point to the rest of presentation; subtopics adequate but weak transitions; weak end to the presentation 1 point Did not discuss the cellular and molecular relevance of the topic. 0 points Inadequate or no introduction; slides do not to tell a coherent story; no summing up 0 points
9. How this rubric looks in practice (in an Excel Spreadsheet): Presentation Coverage, accuracy, depth Organization, transitions, logical flow, balance Total points (awarded to each student in group) presentation Title 1 3 2 5 presentation Title 2 3 2 5 presentation Title 3 3 1 4 presentation Title 4 3 2 5 presentation Title 5 2 2 4 presentation Title 6 2 2 4 presentation Title 7 2 2 4 presentation Title 8 1 2 3
10. Your turn: Suggest other Group Projects appropriate to your courses…
Hi, I’m Gerry Bergtrom. I serve 2 masters at UW-M. I have been a faculty member in the Biological Sciences at UW-M for more than 30 years, and a Instructional design Consultant in our Learning Technology Center for about 5 years.
We have already seen how impromptu groups can be engaged in critical thinking about experiments and other scenarios using easy to score clickers and short index card writing assignments. We also spent some time describing the art of creating and grading good online discussion forums. Next, we’ll look at other complex group assignments.
Group projects engage students in peer-learning communities. They also present challenges, particularly for students in blended and fully online courses. Our goal now is to Discuss different kinds of group projects you might want to implement in your classes, Talk about some goals of group projects, Hear from you about what worked and what didn’t work so well in your projects, Get us to think about solutions for designing successful group projects.
Cell biology is required for about half of the students majoring in biology. The blended course was offered for the first time to 28 students, with the ultimate goal of scaling up to the 80 or so students that can fit the small lecture hall used for this course. The group presentation project was first used in a fully online course, but can also be used in a blended course.
The learning goals for the Presentation project I assigned included the following: Read about several and then select a topic from among several offerings… by group consensus or vote. Work as a unit to deal with real-world implications of collaboration: assign subtopics for more in-depth research; assign tasks, meet deadlines, etc. Learn basic PowerPoint. Write a script and develop effective presentation techniques The first goal was perhaps the most challenging and interesting. I provided the framework for how the group should function. Perhaps because the tasks were very regimented they may have appeared daunting to some students. When these students failed to meet deadlines or failed to complete a task entrusted to them, the result was that the rest of the group and the group leadership had to cope. More than a few group leaders and members contacted me with complaints that some of their classmates were not carrying their load. I found myself spending some time training conscientious group members on how to deal with these classmates. They learned that if they undertake responsibility for a group project in class or some day in their work life, they must deal with and compensate for a group member that fails to deliver! Key learning outcomes included improved basic scientific and information literacy, improved critical thinking and analytical skills, greater collaboration and communication skills. Finally, the outputs of the project were: project components delivered in organized format The first draft of a scripted PowerPoint presentation on the chosen topic A completed final draft of a scripted PowerPoint presentation, with a list of credits. I did not require actual presentation this time… but your could do so!
Here are the main challenges I encountered in developing and running the project: Making sure that all group members contributed (or were penalized for not doing so). creating group cohesion (learning community) by providing for communication between group members; enabling group consensus & decision making; keeping group members on task/track to meet deadlines; allowing flexibility to compensate for change in group membership; Creating a rubric based on realistic expectations
Here is what things looked like to students in the course.