Instructional immediacy in the classroom fapsc presentationPatrick Ray
This presentation discusses using technology to increase instructional immediacy and bridge the gap between faculty and students. It defines instructional immediacy as behaviors that increase psychological closeness between teachers and students, such as humor, addressing students by name, and sharing personal examples. Research shows that instructional immediacy improves student participation, motivation, and learning outcomes. The presentation then provides examples of online tools that can be used to increase immediacy, such as presentation, video, and mind mapping tools to facilitate interaction and active learning. It emphasizes creating a sense of community through tools like surveys, polls, and online publishing platforms.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
This document discusses flipped instruction, which involves assigning lecture videos and readings as homework so that class time can be used for more engaging activities like discussions and projects. It provides an overview of what flipped instruction is, why it should be used, and how to implement it. Examples are given of apps that can be used to create videos and do polling and formative assessments. Tips are provided for getting started with flipped instruction and ensuring student engagement, such as checking their comprehension of pre-class materials.
Google Sites can be used by students and teachers to create websites for various purposes such as digital portfolios, class websites, and collaborative projects. Students can use Google Sites to create an e-portfolio to showcase their work, build a website to present a project, or share ideas with other students. Teachers can create class web pages, collaborate with other teachers, or manage international projects. Google Sites provides an easy-to-use interface and allows for customization and access management.
14 Ways to Increase Google Apps Adoption at Your SchoolDatto
Did your school "Go Google" and is now looking to improve Google Apps for Edu adoption? We tapped a panel of edtech and Google Certified pros to get their best practice advice on successfully implementing and adopting Google Apps.
Arrogance or Apathy: The Need for Formative Evaluation + Current & Emerging S...Michael M Grant
Formative evaluation involves getting user feedback during the development process to improve an interactive learning environment (ILE). This document discusses three key methods of formative evaluation: expert review, user review, and usability testing. User review involves getting feedback from users through one-on-one observations and small group trials of prototypes to identify strengths, weaknesses, and needed improvements. Usability testing directly observes representative users attempting typical tasks to evaluate ease of use and identify usability issues. Both methods provide valuable feedback to refine the ILE before full implementation.
Mssaa ap conference 21st century leadershipMaureen Cohen
This document outlines goals of providing an overview of web 2.0 tools, barriers to technology integration, and strategies used at Grafton High School. It discusses preparing students for the future by using tools like blogs, podcasts, and online polling. Barriers like limited resources and training were overcome through collaborative leadership and professional development. Web 2.0 allows learning anywhere and helps engage and assess students for 21st century skills.
Instructional immediacy in the classroom fapsc presentationPatrick Ray
This presentation discusses using technology to increase instructional immediacy and bridge the gap between faculty and students. It defines instructional immediacy as behaviors that increase psychological closeness between teachers and students, such as humor, addressing students by name, and sharing personal examples. Research shows that instructional immediacy improves student participation, motivation, and learning outcomes. The presentation then provides examples of online tools that can be used to increase immediacy, such as presentation, video, and mind mapping tools to facilitate interaction and active learning. It emphasizes creating a sense of community through tools like surveys, polls, and online publishing platforms.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
This document discusses flipped instruction, which involves assigning lecture videos and readings as homework so that class time can be used for more engaging activities like discussions and projects. It provides an overview of what flipped instruction is, why it should be used, and how to implement it. Examples are given of apps that can be used to create videos and do polling and formative assessments. Tips are provided for getting started with flipped instruction and ensuring student engagement, such as checking their comprehension of pre-class materials.
Google Sites can be used by students and teachers to create websites for various purposes such as digital portfolios, class websites, and collaborative projects. Students can use Google Sites to create an e-portfolio to showcase their work, build a website to present a project, or share ideas with other students. Teachers can create class web pages, collaborate with other teachers, or manage international projects. Google Sites provides an easy-to-use interface and allows for customization and access management.
14 Ways to Increase Google Apps Adoption at Your SchoolDatto
Did your school "Go Google" and is now looking to improve Google Apps for Edu adoption? We tapped a panel of edtech and Google Certified pros to get their best practice advice on successfully implementing and adopting Google Apps.
Arrogance or Apathy: The Need for Formative Evaluation + Current & Emerging S...Michael M Grant
Formative evaluation involves getting user feedback during the development process to improve an interactive learning environment (ILE). This document discusses three key methods of formative evaluation: expert review, user review, and usability testing. User review involves getting feedback from users through one-on-one observations and small group trials of prototypes to identify strengths, weaknesses, and needed improvements. Usability testing directly observes representative users attempting typical tasks to evaluate ease of use and identify usability issues. Both methods provide valuable feedback to refine the ILE before full implementation.
Mssaa ap conference 21st century leadershipMaureen Cohen
This document outlines goals of providing an overview of web 2.0 tools, barriers to technology integration, and strategies used at Grafton High School. It discusses preparing students for the future by using tools like blogs, podcasts, and online polling. Barriers like limited resources and training were overcome through collaborative leadership and professional development. Web 2.0 allows learning anywhere and helps engage and assess students for 21st century skills.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
The document presents the Conversational Framework, an approach to evaluating formative e-assessment based on learning theory. It describes different learning theories (instructivism, constructionism, social constructivism) and represents them in a common framework. This framework can be used to test conventional and digital methods of formative assessment by analyzing how they support acquisition, inquiry, discussion, practice, collaboration, and production of knowledge. The framework challenges technologies to integrate capabilities that support the full learning process according to established learning theories and principles of formative assessment.
This document outlines a flipped classroom lesson plan for a Year 4 mathematics class on fractions. The plan involves students watching online instructional videos at home to learn about equivalent fractions. In class, the teacher leads hands-on activities like using fraction walls and group worksheets to reinforce the concept. The goal is for 90% of students to understand equivalent fractions by expressing them in simplest form. The plan draws on educational theories like Bloom's Taxonomy and the ADDIE model of instructional design.
1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school.
2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices.
3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
EDEN 2013 Learning Design and Designing TEL spaces workshopGrainne Conole
The document provides an overview of principles for designing personal learning spaces for learners and teachers. It discusses using a design-based approach to create courses that encourages reflective practices and sharing. It also covers conceptualizing a course vision, capturing and creating interactive materials, designing activities to foster communication and collaboration, mapping learning outcomes to assessment, and implementing and evaluating the course design.
The document provides an overview of facilitating online teaching and learning. It discusses synchronous and asynchronous learning, the role of the facilitator in online discussions, and different tools that can be used to engage learners such as Kahoot, polling, brainstorming, and virtual classrooms. The facilitator's role is to promote interaction between learners, provide guidance and feedback, and ensure learners are applying the content through activities.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses Michael M Grant
Strategies for designing and teaching blended, synchronous, and asynchronous online courses. Presented at Cengage Learning Computing Conference by Dr. Michael M. Grant
'The Good the Bad and the Ugly' of Collaborate UltraGreen Belinda
This document discusses the implementation of the Collaborate Ultra video conferencing tool at the University of Northampton. It describes both the benefits and challenges experienced by students and teachers. While Collaborate helped increase engagement and inclusion, technical issues caused disruptions. Recommendations include thorough testing, developing use cases, and ensuring support is available to build confidence in the tool. With effort, Collaborate shows potential to enhance learning, but successful adoption requires addressing connectivity problems and supporting new pedagogical approaches.
The document introduces flipped instruction, which moves lectures outside of class time through videos or other activities, freeing up class time for more interactive activities. It discusses how flipped instruction allows for differentiation, active learning, and better use of class time. Tips are provided for successful implementation, including using apps and videos, considering student engagement, and getting started gradually. Potential pros and cons are outlined. The presenters are available for more information on creating flipped classrooms.
Remote learning teachers version 25 minMaina WaGĩokõ
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
This document discusses electronic portfolios and provides examples of how they can be implemented using Google Apps. It begins with defining what an e-portfolio is and exploring the purposes of reflection, identity development, guidance and lifelong learning. Various Google tools are presented for creating an e-portfolio, including Google Docs for collection, Blogger or Google Sites for reflective journals, and Google Sites for presentation. The document emphasizes making e-portfolios student-centered by incorporating choice, voice and passion. It also discusses using mobile devices and apps like Evernote, Dropbox and Dragon Dictation to capture artifacts. Digital storytelling is presented as a way to engage students and help them develop a positive digital identity through their e-portfolio.
Distance education with moodle day 2 nov 4 newjoancoy1
This document summarizes the key points from a professional development session on inquiry-based learning and student engagement for online courses. The session included discussions on using technology tools to facilitate inquiry-based learning at a distance, examples of engaging Moodle lessons, and breakout groups to improve existing lessons using inquiry-based strategies. Participants shared resources and ideas, including using humor in online courses and tools in Moodle for creating desired learning experiences. The document outlines the session agenda and notes from group discussions.
The flipped classroom model reverses traditional lecture and homework elements, having students view short video lectures at home before class sessions which are then devoted to exercises, projects, and discussions. It aims to make better use of in-class time and move teachers into more of a guiding role. While online education has faced some setbacks, universities are now grappling with how the internet can change higher education by replacing traditional lectures of 25 students with new pedagogical approaches like flipped classrooms.
Encourage webinar participation through gamificationNatalie Denmeade
These are slides from a Professional Development webinar on 'Hints and Tips for Mobile Learning'. Participation was encouraged by allocating points per individual which then were added up as a group (NSW vs QLD). Points were offered for creative thinking, skills, experience and participation.
Introduction to the concept of gamification, a discussion with a Minecraft expert, and a case study of the Velvet Throne gamification of a TAFE Certificate III and IV in Digital Media. Presented to WSI Institute of TAFE on December 4th 2014.
FAPSC 2013 Annual Conference Presentation: Connecting with Online StudentsPatrick Ray
Practical discussion of methods for connecting with distance education students online. This powerpoint comes from my breakout session held at the 2013 FAPSC Conference in Miami, FL.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
The document presents the Conversational Framework, an approach to evaluating formative e-assessment based on learning theory. It describes different learning theories (instructivism, constructionism, social constructivism) and represents them in a common framework. This framework can be used to test conventional and digital methods of formative assessment by analyzing how they support acquisition, inquiry, discussion, practice, collaboration, and production of knowledge. The framework challenges technologies to integrate capabilities that support the full learning process according to established learning theories and principles of formative assessment.
This document outlines a flipped classroom lesson plan for a Year 4 mathematics class on fractions. The plan involves students watching online instructional videos at home to learn about equivalent fractions. In class, the teacher leads hands-on activities like using fraction walls and group worksheets to reinforce the concept. The goal is for 90% of students to understand equivalent fractions by expressing them in simplest form. The plan draws on educational theories like Bloom's Taxonomy and the ADDIE model of instructional design.
1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school.
2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices.
3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
EDEN 2013 Learning Design and Designing TEL spaces workshopGrainne Conole
The document provides an overview of principles for designing personal learning spaces for learners and teachers. It discusses using a design-based approach to create courses that encourages reflective practices and sharing. It also covers conceptualizing a course vision, capturing and creating interactive materials, designing activities to foster communication and collaboration, mapping learning outcomes to assessment, and implementing and evaluating the course design.
The document provides an overview of facilitating online teaching and learning. It discusses synchronous and asynchronous learning, the role of the facilitator in online discussions, and different tools that can be used to engage learners such as Kahoot, polling, brainstorming, and virtual classrooms. The facilitator's role is to promote interaction between learners, provide guidance and feedback, and ensure learners are applying the content through activities.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses Michael M Grant
Strategies for designing and teaching blended, synchronous, and asynchronous online courses. Presented at Cengage Learning Computing Conference by Dr. Michael M. Grant
'The Good the Bad and the Ugly' of Collaborate UltraGreen Belinda
This document discusses the implementation of the Collaborate Ultra video conferencing tool at the University of Northampton. It describes both the benefits and challenges experienced by students and teachers. While Collaborate helped increase engagement and inclusion, technical issues caused disruptions. Recommendations include thorough testing, developing use cases, and ensuring support is available to build confidence in the tool. With effort, Collaborate shows potential to enhance learning, but successful adoption requires addressing connectivity problems and supporting new pedagogical approaches.
The document introduces flipped instruction, which moves lectures outside of class time through videos or other activities, freeing up class time for more interactive activities. It discusses how flipped instruction allows for differentiation, active learning, and better use of class time. Tips are provided for successful implementation, including using apps and videos, considering student engagement, and getting started gradually. Potential pros and cons are outlined. The presenters are available for more information on creating flipped classrooms.
Remote learning teachers version 25 minMaina WaGĩokõ
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
This document discusses electronic portfolios and provides examples of how they can be implemented using Google Apps. It begins with defining what an e-portfolio is and exploring the purposes of reflection, identity development, guidance and lifelong learning. Various Google tools are presented for creating an e-portfolio, including Google Docs for collection, Blogger or Google Sites for reflective journals, and Google Sites for presentation. The document emphasizes making e-portfolios student-centered by incorporating choice, voice and passion. It also discusses using mobile devices and apps like Evernote, Dropbox and Dragon Dictation to capture artifacts. Digital storytelling is presented as a way to engage students and help them develop a positive digital identity through their e-portfolio.
Distance education with moodle day 2 nov 4 newjoancoy1
This document summarizes the key points from a professional development session on inquiry-based learning and student engagement for online courses. The session included discussions on using technology tools to facilitate inquiry-based learning at a distance, examples of engaging Moodle lessons, and breakout groups to improve existing lessons using inquiry-based strategies. Participants shared resources and ideas, including using humor in online courses and tools in Moodle for creating desired learning experiences. The document outlines the session agenda and notes from group discussions.
The flipped classroom model reverses traditional lecture and homework elements, having students view short video lectures at home before class sessions which are then devoted to exercises, projects, and discussions. It aims to make better use of in-class time and move teachers into more of a guiding role. While online education has faced some setbacks, universities are now grappling with how the internet can change higher education by replacing traditional lectures of 25 students with new pedagogical approaches like flipped classrooms.
Encourage webinar participation through gamificationNatalie Denmeade
These are slides from a Professional Development webinar on 'Hints and Tips for Mobile Learning'. Participation was encouraged by allocating points per individual which then were added up as a group (NSW vs QLD). Points were offered for creative thinking, skills, experience and participation.
Introduction to the concept of gamification, a discussion with a Minecraft expert, and a case study of the Velvet Throne gamification of a TAFE Certificate III and IV in Digital Media. Presented to WSI Institute of TAFE on December 4th 2014.
FAPSC 2013 Annual Conference Presentation: Connecting with Online StudentsPatrick Ray
Practical discussion of methods for connecting with distance education students online. This powerpoint comes from my breakout session held at the 2013 FAPSC Conference in Miami, FL.
Community of Inquiry model
This graphic is based on the work of Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105. Retrieved from https://www.researchgate.net/publication/222474115_Critical_Inquiry_in_a_Text-Based_Environment_Computer_Conferencing_in_Higher_Education (pp. 88-89).
The document discusses strategies for fostering social, cognitive, and teaching presence in online learning environments. It provides lists of tips and techniques in each area. For social presence, it suggests creating introductory activities and establishing communication norms. For cognitive presence, it recommends triggering critical thinking through open-ended questions and supporting exploration of multiple perspectives. For teaching presence, it advises providing organization, feedback, and facilitating discourse and inquiry. The overall document offers guidance for instructional designers and educators to enhance the educational experience online.
1. The document summarizes a presentation on the Community of Inquiry (CoI) framework, which examines the elements of online learning experiences through teaching, social, and cognitive presence.
2. It provides details on developing instruments to measure each presence, including categories and sample survey items.
3. Research studies are cited that examine the relationships between teaching and social presence and sense of online learning community. The results showed strong correlations between teaching presence elements and learning community scores.
The document summarizes research on the Community of Inquiry framework, which examines the elements of effective online learning through teaching, social, and cognitive presence. It provides an overview and discusses findings that teaching and social presence can predict cognitive presence and influence student satisfaction and learning. The research is ongoing to further understand the relationships between the presences and how to advance cognitive presence.
8 Techniques and Tons of Tools for Creating Excellent Engaging LessonsKelly Walsh
This document discusses 8 engaging ways to use technology in the classroom to create lessons that are not boring. It provides examples of tools for each technique: 1) Incorporate student input and gather feedback using tools like Socrative, Plickers, and Twitter. 2) Gamify lessons using techniques like gamifying grading, awarding badges, integrating educational games, and competition. 3) Let students create using tools like Canva, ThingLink, and Blendspace. 4) Get interactive using online whiteboards and Bounceapp. 5) Have students collaborate using Google Drive, MindMeister, and collaborative research. 6) Use project-based learning with resources from TeachThought. 7) Use simulations in subjects like
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)
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
Strategies for trusting online assessment in the age of artificial intelligen...Charles Darwin University
Sankey, M. (2022) Strategies for trusting online assessment in the age of artificial intelligence (AI). University of Divinity professional development webinar. 1 July.
The necessity for us to rethinking assessment in the light of current trends. We’ve been slowly shifting the goal posts for a number of years now. But why? Academic integrity, cheating vs authentic assessment. Preparing students for the world of work. This shift has partly occurred due to the advent of new technologies and AI. Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past. We will look at some things that were old but are now new again.
Presentation given for the National College Learning Center Association
In these unprecedented times, the face of higher education is rapidly changing, and our learning centers must adapt to find ways to help our students (the privileged and underprivileged) engage effectively with technology. The realities of how we support students and the services we offer them must adapt to the current shifts to online learning in their content courses. We must expand upon existing online services and/or develop new ones. We must also support/train our staff members to manage the new ways in which our learning centers must operate.
Learning centers professionals are going to have to think of ways to deliver services 100% online. We need to think about our staff (students and professionals) and how we train them as well as the ways in which we engage our students who might be struggling with the demands of shifting to new modes of learning. Join this evolving conversation in one or both webinars:
Part 1 - Identifying Immediate Needs - this week (3/20/2020)
How we can triage and respond in real time to a rapidly evolving change to our operations?
Part 2 - Planning for the Long-term - next week (3/27/2020)
How do we reflect, assess, resource for sustainability, and plan for future change?
Making Groups Work: Practical Strategies for Accountability and Engagement - ...Andrea Stone
When students hear about group work, they often groan. Multiply that by the challenges presented in an online learning environment, and sometimes even the professors groan! With online course quality measures that recommend student interaction and group activities and calls to create classrooms that encourage collaboration and critical thinking, faculty need to find new ways to conquer group work dilemmas. This session offers practical strategies for facilitation of group work, both online and in-class. The session will include innovative ways to select students for group membership, techniques for management and accountability, and suggestions for group assignments. Participants will be encouraged to share their own tips and strategies for facilitating successful group assignments.
Online collaborative learning oacc 2012Andrea Stone
The document outlines strategies for effective group projects in online courses. It discusses using group projects to reduce grading and get better work. Tools recommended for group collaboration include screen sharing, video chat, wikis, Google Docs, and social media. The document provides tips for forming groups, tracking participation, setting policies for underperforming group members, and getting feedback to evaluate each member's contributions. The goal is to facilitate accountability and engagement among students working in online groups.
The document describes the redesign of a large introductory information technology course from a traditional lecture format to a more active and collaborative format. The instructors partnered to move course materials online, establish student teams, and implement new assessments including a wiki project and individual infographic. Initial student feedback was mixed but became more positive. Outcomes included improved technology skills, interest in the major, and sample student work that exceeded expectations. Future plans include modifying the wiki project into online discussion boards to improve collaboration logistics.
The document describes the redesign of a large introductory information technology course from a traditional lecture format to a more active and collaborative format. The instructors partnered to move course materials online, establish student teams, and implement new assessments including a wiki project and individual infographic. Initial student feedback was mixed but became more positive. Outcomes included improved technology skills, interest in the major, and sample student work that exceeded expectations. Future plans include modifying the wiki project into online discussion boards to improve collaboration logistics.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Online collaborative learning with audiencefeedbackAndrea Stone
The document discusses practical ways to implement online collaborative group activities in courses. It recommends using tools like screen sharing, video chat, wikis and Google docs for group work. It provides tips for forming student groups, tracking participation, handling group issues, and providing feedback. The presenters are Andrea Stone from Oklahoma State University and Liz Crowell from University of Central Oklahoma.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
The document discusses product design and the design thinking process. It describes product design as identifying a market opportunity, defining the problem, developing a solution, and validating it with users. The design thinking process involves five phases - empathizing, defining, ideating, prototyping, and testing. The process ensures solutions are problem-focused and collaboratively designed based on user needs rather than implementing pre-determined features.
The guide provides insights to dive deep into starting online tutoring. Edugraff offers opportunity to teachers who wish to leverage their teaching skills in online environment. With minimum investment of buying a digital pen, teachers can monetise their skills and start earning extra
Self Guided Social Media Training PresentationCristen Yancey
This document provides an overview of social learning and discusses four social media tools - Facebook, Pinterest, Google, and YouTube - that can be used to create an effective social learning environment. It describes the benefits and limitations of each tool and how they apply to social learning. For example, Facebook enhances communication and collaboration, Pinterest provides a way to visually share ideas, Google enables real-time collaboration, and YouTube hosts educational videos. The document also addresses barriers to social learning, how problems can be solved through social learning versus formal training, and how social media can help address business issues and strengthen relationships.
This document provides information and guidance for developing an online unit from W.R. McCammon, an educator with experience teaching online courses. It includes details about McCammon's background and qualifications, the importance of technology in education, types of assignments and assessments, examples of direct instruction methods, and recommendations for online resources.
Reflecting on Challenges and Celebrating Acceptance and Growthhpetrich
This instructional plan outlines a digital media project for an 8th grade American history class. Students will work in groups to create a 5-7 minute video about a person who faced challenges or unfair treatment and the impact of their experience. They will research the individual, explain the challenges they faced and their contributions. Students will storyboard their video, conduct research, and present their final product to the class. The goal is for students to reflect on how to promote tolerance and prevent discrimination.
The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Similar to Instructional immediacy in the classroom fapsc presentation (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Instructional immediacy in the classroom fapsc presentation
1. Instructional Immediacy in the
Classroom: Using Technology to Bridge
the Gap between Faculty & Students
Presenter: Patrick G. Ray; Program
Associate Dean (Fortis Online)
6. ??
?
STUDENT A’S FEEDBACK…
Please note: you did not follow the instructions for this assignment.
I have deducted points for this. Be more careful on future
submissions. Reread the instructions to see what you missed, & let
me know if you have any questions.
7. =)
STUDENT B’S FEEDBACK…
Your analysis of the primary issue presented in this assignment was
excellent, and covered all points noted in the rubric. I see that you
applied the analysis tool that I suggested to you last week. Great
work, B! However, I did have to deduct 10 points for improper
formatting, and another 10 points for spelling/grammatical errors.
Please see the attached, annotated copy for more information.
8. What is Instructional Immediacy?
• Albert Mehrabian (1971) – “Principle of immediacy“
– "people are drawn toward persons and things they like,
evaluate highly, and prefer; and they avoid or move away from
things they dislike, evaluate negatively, or do not prefer"
• Joan Gorham (1988) – expanded to include verbal
interaction that increased psychological closeness between
teachers and students
– Affective Learning = reaching the emotional & belief system
aspects of those who facilitate & participate in it.
• Examples: engaging in humor, asking questions, addressing
students by name, encouragement of discussion and
following up on student-initiated comments, encouraging
student expression of opinions, and sharing of personal
examples.
9. So…be nice?
• Instructor lack of awareness
• Instructor not applying immediate behaviors
• Karla Jensen (1999) - faculty could successfully learn to
use such after participating in an immediacy training
program. Faculty participating in such training
increased their use of verbal immediacy behaviors by
42 percent and, consequently, experienced a 59
percent increase in student participation in class
compared to those in the control group
10. “Community of Inquiry”
Rourke, Anderson, Garrison, and Archer (2001) – identify with the
community & develop relationships (social); facilitation for purpose of
realizing personally meaningful outcomes (teaching); & extent learners
are able to construct & confirm meaning through sustained discourse
(cognitive).
11. Chickering & Gamson’s Seven
Principles of Good Practice
1. Encourage contact between students and faculty: Frequent student-
faculty contact both in and outside of class is an important factor in
student motivation and involvement.
2. Develop reciprocity and cooperation among students: Faculty should
create and encourage opportunities for collaborative learning among
students.
3. Encourages active learning: Faculty should require students to apply
their learning in oral and written forms.
4. Give prompt feedback: Faculty should provide appropriate and prompt
feedback on performance. Students need help assessing their current
competence and performance, and need frequent opportunities to
perform and receive suggestion for improvement. Such feedback should
be an ongoing process in collegiate settings.
12. Seven Principles (cont.)
5. Emphasize time on task: Faculty should create opportunities for
students to practice good time management. This includes setting
realistic time for students to complete assignments as well as
using class time for learning opportunities.
6. Communicate high expectations: Faculty should set and
communicate high expectations for students. Such becomes a self-
fulfilling prophecy for students and they often will rise to meet the
challenge.
7. Respect diverse talents and ways of learning: Faculty should
create learning opportunities that appeal to the different ways
students will process and attend to information. Varying
presentation style and assignment requirement will allow
students to showcase their unique talents and learn in ways that
work for them.
13. Effects of Instructional Immediacy in
Online Classrooms (Glenda Gunter; 2007)
• Analyzed four relationships in online courses:
1. Teacher-Student
2. Student-Student
3. Student-Content
4. Student-Computer
• Impetus – high dropout rates in online courses
• Most cited reason for student dissatisfaction: lack of
social presence (feeling of closeness & community),
feelings of isolation, lack of interaction with instructor
and other students.
14. Instructional Immediacy Online (Gunter; continued)
• “online students depend more on validation from
interaction from their professors because of the lack of
face-to-face interaction”
• “online interactions…synchronous or asynchronous,
can increase a student’s self-efficacy…*which+
positively affects motivation because it improves a
student’s belief in their ability to be successful”
• Positive correlation between immediacy & “increased
time on task, which also impacts cognitive outcomes”
30. Creating a Sense of Community
• SurveyMonkey http://www.surveymonkey.com (free survey
tool; how am I doing?; what do you like?)
• Toluna http://us.toluna.com (create online poll; real-time
results)
• 43 Things http://www.43things.com (listing/sharing your life
goals/priorities)
• Book Glutton http://www.bookglutton.com (create an
online book club)
• Free Rice http://freerice.com (play trivia games & correct
answers = rice donated to United Nations World Food
Program)
• Gwap http://www.gwap.com (online games that improve
effectiveness of search engines)
• LetterPop http://letterpop.com/ (simple; easy to use
newsletter generator)
31. Video/Photo-editing & Creation Tools
• Flickr http://www.flickr.com (online photo-sharing tool)
• Aviary http://www.aviary.com/ (online photo editing
tool)
• Slide Roll http://www.slideroll.com (online photo
sharing/presentation tool; can upload to youtube)
• Empressr http://www.empressr.com (share photos,
video, audio online; syncs with Photobucket)
• Gickr* www.gickr.com (create animated GIFs; can pull
from your Flickr account)
• Bit Strips http://www.bitstrips.com (comic-strip
creation tool; easy to use)
• Dvolver http://www.dvolver.com (direct your own
movie; share online – email to others)
32. Whiteboards/Screensharing Tools
• Join.me https://join.me/ (extremely simple, easy-to-
use screensharing tool)
• Twiddla http://www.twiddla.com (free; easy to use
collaboration tool; whiteboard or review websites; no
install)
• Vyew http://vyew.com (similar to DimDim, but
presentation-based; can share desktop as well)
• Oneeko http://www.oneeko.com/ (simple screen-
sharing; no d/l)
33. Bookmark Sharing Tools
• Delicious* www.delicious.com/carpefuturum
• Diigo www.diigo.com (like Delicious, but can also use
sticky notes; annotate pages)
• Speed Tile http://www.speedtile.net (visual-based
organizing/sharing tool)
• Digg www.digg.com (shared social bookmarking; more
“diggs” = more visibility)
34. Video: Online Repositories
• Youtube Education Channel
http://www.youtube.com/education
• Teachertube http://www.teachertube.com/ (like youtube
edu)
• TED http://www.ted.com/ (Technology; Entertainment;
Design – conference videos)
• Academic Earth http://academicearth.org (online
presentations from world’s top scholars)
• MIT Open Courses http://ocw.mit.edu/index.htm
• Art Babble http://www.artbabble.org/ (like youtube for
artists)
• CassioPeia Project http://www.cassiopeiaproject.com (same
for science)
• Sixty Symbols http://www.sixtysymbols.com/ (physics &
astronomy videos)
35. Blogging Tools
• Posterous Spaces* https://posterous.com (easy-to-use;
email updates)
• Tumblr https://www.tumblr.com (another easy-to-use
blogging tool)
• Glogster http://www.glogster.com (online poster
“mash-up” tool; can use images, audio, video; edu
version as well; FLASHY!)
• Wallwisher http://www.wallwisher.com/ (another
online poster/corkboard tool; easy)
36. Math Instructional Tools
• Khan Academy http://www.khanacademy.org (online
math lessons; video)
• WolframAlpha http://www.wolframalpha.com
(computational knowledge engine)
• Wolfram MathWorld http://mathworld.wolfram.com/
• Mathway http://www.mathway.com/ (similar to
WolframAlpha)
• MathTV http://www.mathtv.com/videos_by_topic
(math videos)
• Tricki http://www.tricki.org (wiki devoted to math)
• Online Conversion http://www.onlineconversion.com/
(convert almost anything to anything else)
37. Online Publishing Tools
• Blog Booker www.blogbooker.com (turn your blogs into
a pdf “book” complete with images)
• Blurb http://www.blurb.com (make & sell e-books, as
well as physical books)
• Issuu http://issuu.com (free online digital publishing
tool)
• Storybird http://storybird.com (create online short
stories that others can share, read, or print)
38. Cloud-based Office Applications
• Google Docs https://docs.google.com (Google Office
Suite – word processor; presentation tool; spreadsheet
tool)
• Windows Live https://skydrive.live.com/ (create Word,
Powerpoint, Excel, One-Note docs – browser-based;
also – 25GB of online storage!)
• Think Free http://www.thinkfree.com (java-based
online office suite tool – MS Office 2003)
• Zoho http://www.zoho.com (cloud-based office suite;
lots of tools)
39. Thank you.
Patrick G. Ray; Program Associate Dean
twitter: carpefuturum
Email: pray@fortiscollege.edu
Phone: (866) 353-9919