This document outlines an instructional design support model for developing competency-based education courses. Key points include:
- Faculty are compensated for developing courses through a stipend system. Courses are developed based on defined competencies and include flexible, distance learning components.
- The proposed structure includes stacking certificates and degrees through marketable skills awards and industry certifications. Student support is provided through specialists who advocate for students and monitor their progress.
- An instructional designer support model provides consultation, production assistance, or full partnership to help faculty design competency-based courses. Guidelines outline a 14 step process and templates provide examples of course alignment and module models.
- Ongoing evaluation ensures course quality
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.
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
During this presentation by Jason Rhode at the 20th annual Online Learning Consortium International Conference on 10/28/2014, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Links to resources during presentation are available at http://jasonrhode.com/aln14
Jingsong Yu will share his teaching experience in MOOC/SPOC for computer aided translation technologies. He will describe how they identify course goals and syllabus and how they organize the whole teaching activities to meet the industry requirements for a qualified student, especially how they improve our students' critical thinking and practical skills.
Learning management system ur edge presentation - feb15-releaseshahabnajmi
Learning Management System (LMS) and blended learning are the latest tools for making a major change in the learning outcomes of students, especially in the developing world. Ur Edge presentation shows some of the benefits of using LMS in regular classroom teaching.
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.
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
During this presentation by Jason Rhode at the 20th annual Online Learning Consortium International Conference on 10/28/2014, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Links to resources during presentation are available at http://jasonrhode.com/aln14
Jingsong Yu will share his teaching experience in MOOC/SPOC for computer aided translation technologies. He will describe how they identify course goals and syllabus and how they organize the whole teaching activities to meet the industry requirements for a qualified student, especially how they improve our students' critical thinking and practical skills.
Learning management system ur edge presentation - feb15-releaseshahabnajmi
Learning Management System (LMS) and blended learning are the latest tools for making a major change in the learning outcomes of students, especially in the developing world. Ur Edge presentation shows some of the benefits of using LMS in regular classroom teaching.
²Online anywhere, anytime access of digital content by learners, mentor & admin
²Use web based audio/video conferencing for virtual learning
²Implement multiple training courses on a single platform
²Deliver learning in multiple languages
²Track the usage of iNet CLMS through advanced reports
²Evaluate proficiency of learners using a rich set of assessment capabilities
HRs and Teachers working in the Nostrum Oil & Gas company were experiencing problems in the process of the employees' training. There was a critical need for education process automation, creation of a platform for storing learning materials and giving all the employees with Azure credentials access at any time.
The final product developed by *instinctools provides staff members of the client's company with a single point of access to all educational materials. It allows Teachers and the HR Department to create courses, organize and store educational materials, as well as manage the process of learning.
The system provides Learners with remote access to the courses.
Unlike the current educational process, the final product generates reports required to comply with the state government.
Standardising navigation in Blackboard sites to improve the Student experienc...Blackboard APAC
Feedback from students calling for a consistent look and feel in Blackboard (Interact 2) subject sites has resulted in Charles Sturt University (CSU) investigating the development and implementation of a standardised template.
The presentation will discuss the background to the project including what, when, and why in terms of template and cover feedback from staff and students that have used the templates. Discussion will be garnered from the audience on their thoughts on our implementation process.
Migrating Course Info into KeLIP (Moodle) Lesson Plan
How to translate and create lesson plan in the KeLIP(Moodle) platform based on the course info document.
On Using Cloud Computing to Support Online CoursesGermán Moltó
Presentation of the paper "On Using the Cloud to Support Online Courses" at the 2014 International Frontiers in Education Conference. October 23, Madrid (Spain)
Learning management System Techniques By Ravinder Tulsianiravindertulsiani1
When starting with a Learning Management System evaluation, it is more important for an organization to determine key goals for the LMS project which has straight connection with your organizational goals. It should not only think about your persent goals but also think about your all future requirements
Creating eLearning courses is not converting Powerpoint slides and publishing it using authoring tools. Check out the presentation to understand why?
http://bit.ly/ON3iOM
Great use of Moodle - Otago Polytechnic WorkshopDavid Sturrock
Slides supporting an introductory workshop on deciding how to use Moodle for blended learning. Includes levels of blends and a metaphor of Moodle as an airport
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Stephanie Richter
Presented at BbWorld16 - The new Blackboard Portfolio 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 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.
²Online anywhere, anytime access of digital content by learners, mentor & admin
²Use web based audio/video conferencing for virtual learning
²Implement multiple training courses on a single platform
²Deliver learning in multiple languages
²Track the usage of iNet CLMS through advanced reports
²Evaluate proficiency of learners using a rich set of assessment capabilities
HRs and Teachers working in the Nostrum Oil & Gas company were experiencing problems in the process of the employees' training. There was a critical need for education process automation, creation of a platform for storing learning materials and giving all the employees with Azure credentials access at any time.
The final product developed by *instinctools provides staff members of the client's company with a single point of access to all educational materials. It allows Teachers and the HR Department to create courses, organize and store educational materials, as well as manage the process of learning.
The system provides Learners with remote access to the courses.
Unlike the current educational process, the final product generates reports required to comply with the state government.
Standardising navigation in Blackboard sites to improve the Student experienc...Blackboard APAC
Feedback from students calling for a consistent look and feel in Blackboard (Interact 2) subject sites has resulted in Charles Sturt University (CSU) investigating the development and implementation of a standardised template.
The presentation will discuss the background to the project including what, when, and why in terms of template and cover feedback from staff and students that have used the templates. Discussion will be garnered from the audience on their thoughts on our implementation process.
Migrating Course Info into KeLIP (Moodle) Lesson Plan
How to translate and create lesson plan in the KeLIP(Moodle) platform based on the course info document.
On Using Cloud Computing to Support Online CoursesGermán Moltó
Presentation of the paper "On Using the Cloud to Support Online Courses" at the 2014 International Frontiers in Education Conference. October 23, Madrid (Spain)
Learning management System Techniques By Ravinder Tulsianiravindertulsiani1
When starting with a Learning Management System evaluation, it is more important for an organization to determine key goals for the LMS project which has straight connection with your organizational goals. It should not only think about your persent goals but also think about your all future requirements
Creating eLearning courses is not converting Powerpoint slides and publishing it using authoring tools. Check out the presentation to understand why?
http://bit.ly/ON3iOM
Great use of Moodle - Otago Polytechnic WorkshopDavid Sturrock
Slides supporting an introductory workshop on deciding how to use Moodle for blended learning. Includes levels of blends and a metaphor of Moodle as an airport
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Stephanie Richter
Presented at BbWorld16 - The new Blackboard Portfolio 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 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.
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency.
This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Delivered as part of an eLearning work group at Mountain View College, this presentation provides an overview of educational best practices for online course design and delivery.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
3. Course Development: Faculty designer compensation
• Stipend per course developed
• MOU signed by faculty
• Paid in installments
• Final payment upon course
acceptance
4. • Competency definition
What: Developing competency based education
• Flexible entry
• Develop competency based, distance
learning education with substantial
interaction
• Usage of multimedia to include:
ü Video – short, responsive design
ü Adobe connect – faculty interaction
ü Social media – peer interaction
5. The Competency
What: Detail of competency based education
Industry
Required Skills
Measurable
Statement
Assessment
Entry Level
Position
8. Pathways: Stacked and latticed certificates
and degrees
Marketable
Skills Award
Web Programming
Specialist AAS
Computer
Programming AAS
User Computer
Support
Industry
Certifications
Java
Certificate
C++
Certificate
Software
Testing
Database
Certificate
Marketable Skills Award Foundation
a. Intro to Computing — COSC 1301
b. Fundamentals of Networking — ITNW 1325
c. Programming Fundamentals I — COSC 1336
d. Web Design Tools — ITSE 1401
Computer Support
AAS
Software Testing
AAS
9. 1. COSC 1301 – Intro to Computing
2. COSC 1336 – Programming Fundamentals I – Python
3. ITNW 1325 – Fundamentals of Networking – Prepares students to
take Net+ Cert.
4. ITSE 2309 – Database Oracle Programming
5. COSC 1337 – Programming Fundamentals II – C++
6. ITSE 2321 – Object Oriented Programming – Java
7. ITSE 1401 – Web Design
8. ITSE 1411 – Web Page Programming
Offered as Distance Learning with sections designated as DOL starting
in 16, 12 and 8 weeks.
The first eight courses: completed by July 31, 2013.
Offered fall 2013
10. 1. ITSC 1425 – PC Computer Hardware
• Prepares the student to take the
certification exam
• Hybrid – Lecture by Distance Learning
and Lab at the campus
2. ITSC 1307 Unix Operating System I
3. ITSE 2317 Object Oriented Programming —
Java
4. ITSE 1345 Intro. to Oracle SQL and PL/SL
5. ITSE 1331 Visual Basic
6. ITSE 2402 Intermediate Web Programming
7. ITSW 1304 Spreadsheet
The second seven courses: completed by
December 15, 2013. Offered spring 2014
11. 1. ITSE 2339 PC Help Desk
2. ITSE 1394 Ruby on Rails
3. INEW 2338 Advanced Java
4. ITSE 1393 Mobile Device Programming
5. ITSE 1394 jQuery
6. ITSE 1391 Automated Software Testing
7. ITSE 1450 System Analysis & Design:
Project Management
8. ITMT 1400 Implementing & Supporting
Microsoft Windows
9. ITSE 1356 Extensible Markup Language
“XML”
The third nine courses: completed by May 31 2014.
Offered fall 2014
12. 1. ITSC 2335 Application Problem Solving
2. ITSE 1330 Introduction to C# Programming
3. ITSE 1359 Intro to Scripting
Language:Python
4. ITSW 1307 Intro to Database: Access
5. ITSE 2356 Intro to Database Administration
6. ITSE 1392 Special Topic: Automated
Software Testing
7. UXUI 1471 Prototyping 1
8. UXUI 1472 UI Design 1
The third nine courses: completed by Nov. 30 2014.
Offered spring 2015
16.
• Lead by faculty content experts.
• Assessment measures course
competencies and learning
outcomes.
• Developing Rubrics for
assessment
• Short term: Student Success,
mastering the course
competencies.
• Long term: Feedback from
employer and students. Passing
certifications.
Course Development: Assessments
17. Course Development: Quality Analysis
• Track students use of
learning resources in
Blackboard.
• Measure students ability
to apply knowledge and
skills using assessment
tools including exams and
projects.
• Check student success
and modify accordingly.
18. Retention: Student support specialists
• Advocate for student
concerns
• Assist with course
selection and enrollment
• Monitor student
progress toward degree
• Record student activity
and contact on a regular
basis
19. • Stacked and latticed credentials
• CBE allows student to
accelerate
• Course design allows for more
interaction and project-based
learning
• Student Support Specialists
• Tutoring
• Internships
• Graduation
• Job placement assistance
through industry partnerships
Retention and graduation: Summary
23. Instructional Design Service Options
Consultation Partnership:
• Help faculty member to begin
competency-based course design
• Provide consultation and best
practices on course design and
online teaching pedagogy
• Assist in creating effective learning
materials
Production Partnership:
• Weekly contacts until all
competency modules are
completed
Assistant Partnership:
• Weekly contact until the course
framework and first competency
module is completed
Design
Consultation
Partnership
Design
Production
Partnership
Design
Assistant
Partnership
24.
1. ID team support
2. Course design
guidelines
3. Organization
4. Course template
5. Course evaluation
6. Best practices
Course Development Process
Organization
Course
Evaluation
ID
Team
Support
Best
Practices
Course Development
Course
Design
Guidelines
Course
Template
25. • 14 steps to produce
a competency based
course
• Course structure matrix
• Course schedule
• Course design progress
Course Design: Guidelines
38. • APT QM Internal
Course Evaluation
Process
• APT QM Course
Evaluation Review
Team
• Course Revise
Process
Course Evaluation
39. • Access the Accessibility of
Word Documents
• Access the Accessibility of
PowerPoint Documents
• Access the Accessibility of
PDFs Tutoring
• Access the Accessibility of
Videos / images
• Access the Accessibility of
technologies in the course
Accessibility
40. • Blackboard Usage
• Assessment Rubric
• Camtasia
• Adobe Connect
• Respondus
• CBE Assessments
• Introduction Video
• ADA
Best Practices
41.
Next steps
1. Optimize Course Review Process
2. Research online proctoring tool
3. Increase interaction
4. Optimize ADA implementation
48.
• Units
– Unit Evaluations must be
proctored
• Section
– Proctored Evaluations are optional
– Can contain Modules
• Modules
– Module Assessments and
Evaluations are for practice only
– Must have required elements for
course consistency
Program
Framework
49.
• Competencies listed
• Training & Learning Resources
– Links
– Embedded content
• Practice
– Labs
– Assignments
• Discussions
– Optional
• Assessments/Evaluations
– Self-assessments to prepare for
Final Assessment
Program
Framework
50. • Units
– Unit Evaluations must be proctored
• Section
– Proctored Evaluations are optional
– Can contain Modules
• Modules
– Module Assessments and Evaluations are for practice only
– Must have required elements for course consistency
Course
Policy
56. Content Developers
• If you are assigned in the Content Shell, you should not
be in the Assessment Shell
Assessment Developers:
• If you are an Assessment developers you will not have
access to the Content Shell
Separation of Duties
57. • Too many roadblocks (manual releases)
• Lacking faculty / student interactivity
• Student confusion about CBE course
• Assessments do not 100% fit for CBE
Issues
58. • Remove un-necessary course components
– Discussion
– Course unavailable
– Challenge option
• Automate student progress by using
release condition
• Use intelligent agent to notify faculty
about student progress
• Re-design assessment questions
• Use industry certificate exam to replace
evaluation assessment
Improvements and course
structure change
61.
Accelerated IT Training Programs (ATP)
• Competency-based delivery model (flipping traditional model)
• Independent study for self-directed learners
• Opportunities for acceleration utilizing prior learning assessment
options
Program
Overview
64.
• Uncoupling the instructional/
teaching role
– Facilitating the mastering of
competencies
– Assessing the mastery of
competencies
– Team approach to supporting
students and the learning process
• Recruiter
• Instructor
• Academic Coach
Faculty
65.
Learning Module Content:
• Competencies listed
• Training & Learning Resources
– Links
– Embedded content
• Practice
– Labs
– Assignments
• Discussions
– Optional
• Assessments/Evaluations
– Self-assessments to prepare for
Final Assessment
Faculty
Students work through the learning modules independently
and on a self-determined pace
68. • Units
– Unit Evaluations must be proctored
• Section
– Proctored Evaluations are optional
– Can contain Modules
• Modules
– Module Assessments and Evaluations are for practice only
– Must have required elements for course consistency
Course
Policy
75. This workforce solution was funded by a $3,200,000 grant awarded
by the U.S. Department of Labor’s Employment and Training
Administration. The solution was created by the grantee and does
not necessarily reflect the official position of the U.S. Department of
labor. The Department of Labor makes no guarantees, warranties, or
assurances of any kind, express or implied, with respect to such
information, including any information on linked sites and including,
but not limited to, accuracy of the information or its completeness,
timeliness, usefulness, adequacy, continued availability, or
ownership