Interaction
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Learning activities combine absorb, do, and connect activities. Absorb activities focus on gaining knowledge, do activities allow for practice, and connect activities tie the learning to real life and work experiences. Effective learning activities include all three types of interaction - absorb, do, and connect.
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This document outlines questions for a workshop participant about their expectations, experience, questions, and potential obstacles related to applying the skills learned. The participant is asked to describe how they will use the skills gained, their relevant education and experience, any questions about workshop objectives or topics, and obstacles to applying the concepts.
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Here are some tips for writing good descriptors:
1. Descriptors describe what is expected of students at each level of performance for each criterion.
2. Descriptors help students and teachers by:
a) Telling students more precisely what performance looks like at each level and how their work may be distinguished from others.
b) Helping teachers more precisely and consistently distinguish between student work.
3. Practice writing descriptors and refine them over time as you gain experience using the rubric. Don't expect descriptors to be perfect on the first try.
The goal is for descriptors to clearly communicate expectations so students know what is required to meet the criterion at different performance levels, and for teachers to be able to reliably assess
Hello slide AOL
This document outlines questions for participants in an authentic learning cohort and project about their expectations, experience, questions, and anticipated obstacles. Participants are asked what they hope to gain, what relevant education or experience they have, what questions they have about authentic learning and developing activities, and what challenges may arise in creating authentic learning activities.
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The document discusses guidelines and an evaluation process for online courses at a community college. It outlines 3 keys to success: 1) A Distance Education Committee that creates and revises guidelines and evaluations, 2) Distance Education faculty and lecturers who undergo peer evaluations and are eligible for an innovative teaching award, and 3) Distance Education students who provide feedback through course evaluations and a satisfaction survey. The guidelines cover assessment, interaction and collaboration, course design, and learner support. Evaluations and surveys assess how well courses meet these guidelines to ensure high quality online learning.
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This document discusses motivation and different types of motivation. It defines self motivation as coming from internal factors like interests and curiosity, where the activity itself is rewarding. Other motivation comes from external forces like social pressure or punishment. Examples of self motivation include personal growth and fulfillment of values and beliefs. Social pressure and punishment are examples of other motivation. The document provides an assignment to watch a video and answer questions about what motivates students and whether it is self or other motivation. It then lists the main things that motivate mankind as money, punishment, and love of work.
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2. Descriptors help students and teachers by:
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Criteria and rubrics
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Connect activities
This document discusses different types of reflection activities and job aids that can be used for learning. It describes checklists that record steps or components, reference summaries that recap crucial information concisely, and glossaries that define terms. Calculators are also mentioned as performing calculations to eliminate memorization of formulas. Electronic job aids like glossaries, calculators, and e-consultants that dispense advice are highlighted.
Do activties
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The document discusses different types of activities that can be used for e-learning, including presentations, storytelling, readings, field trips, and guided tours. Each activity is described in terms of when it should be used, such as presentations to demonstrate procedures or storytelling to humanize a subject. Examples and variations of each activity type are also provided.
Learning activities
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Primary objectives
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Weekly topics in online courses aim to achieve a single learning objective through various components. These components include an objective, title, introduction, content that teaches new skills or information, a summary, and assessment. Together, these elements are designed to help learners absorb new knowledge, practice skills, and demonstrate they have met the overall learning goal stated in the objective.
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The workshop aimed to teach new procedures and skills, but anticipated obstacles in implementing them and support needed for effective application, with follow up activities suggested to reinforce learning.
Task debrief
This document asks three questions to reflect on a past event or experience: What went well? What didn’t go well? What new knowledge or skills need to be developed?
Postcard to a friend
The document describes a scenario where a friend emailed asking for advice on getting the most out of an upcoming training session. It prompts the reader to imagine responding via a postcard with 1-2 highlights from the past week and 2 pieces of advice for the friend. Then it asks teams to share their postcards and write a joint note in a Google Doc to the imaginary friend, before reviewing other teams' notes.
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Criteria and rubrics
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An authentic task is an assignment given to students to assess their ability to apply knowledge and skills to real-world problems. Authentic tasks are used both for assessing students and integrating assessment into the learning process. They require students to construct new understanding rather than simply recall information.
Authentic assessment
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Connect activities
This document discusses different types of reflection activities and job aids that can be used for learning. It describes checklists that record steps or components, reference summaries that recap crucial information concisely, and glossaries that define terms. Calculators are also mentioned as performing calculations to eliminate memorization of formulas. Electronic job aids like glossaries, calculators, and e-consultants that dispense advice are highlighted.
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The document recommends that learners spend at least 50% of their time, and ideally 90%, engaged in "do" activities like student-content, student-student, and student-instructor interactions. It notes that developing games and simulations can be difficult, time-consuming, and expensive, and suggests using existing games or a design team for assistance. Finally, it prompts the reader to brainstorm practice, discovery, and game/simulation activity examples for their online course aligned with objectives.
Absorb activties
The document discusses different types of activities that can be used for e-learning, including presentations, storytelling, readings, field trips, and guided tours. Each activity is described in terms of when it should be used, such as presentations to demonstrate procedures or storytelling to humanize a subject. Examples and variations of each activity type are also provided.
Learning activities
The document discusses different types of learning activities including absorb, do, and connect activities. Absorb activities involve acquiring knowledge passively, such as through readings, presentations, or field trips. Do activities require active participation, such as practice activities, games, simulations, and discovery activities. Connect activities help students relate what they learn to real life experiences through activities like asynchronous discussions, original work, research, and job aids. The ideal learning approach incorporates all three types of activities.
Primary objectives
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Best summaries 2
Weekly topics in online courses aim to achieve a single learning objective through various components. These components include an objective, title, introduction, content that teaches new skills or information, a summary, and assessment. Together, these elements are designed to help learners absorb new knowledge, practice skills, and demonstrate they have met the overall learning goal stated in the objective.
Best summaries 1
The document discusses the seven components of an online course topic: title, topic, objective, introduction, overview, activity, and assessments. It also includes a sample course schedule laying out the weekly assignments, discussions, projects, tests and their due dates and point values over a 16 week period. The schedule aims to help learners stay on track and avoid getting lost within the online course.
Ground Suggestions
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Task3 Goodman Walker
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Interaction
- 1. Learning Activities are a Combination of Absorb, Do and Connect Activities Content taken from E-Learning by Design (Horton, 2006). Absorb Knowledge Do Practice Connect to life and work
- 2. Learning Activities Have 3 Essential Types of Interaction Content taken from E-Learning by Design (Horton, 2006).