This document provides an introduction and overview for a supervision internship course offered in Second Life. It outlines the course objectives of evaluating internship experiences in a peer group, learning professional communication skills, and presenting what was learned. Students are expected to attend weekly virtual sessions to participate in discussions, role-plays, and presentations. They also must complete weekly discussion posts and submit their best posts at the end of the term. The document reviews the various virtual tools that will be used for the different course activities, such as group work spaces, an auditorium for lectures and role-plays, and a feedback area. It emphasizes the importance of confidentiality and telling stories over just presenting facts.
Avatar-based E-Learning course "Supervision Internship", created by Prof. Marcus Birkenkrahe for the Berlin School of Law and Economics | HWR Hochschule für Wirtschaft und Recht in 2010. Held on the HWR Virtual 3D Campus in Second Life; guest lecturer SS 2013: Hanno Tietgens, BÜRO X Media Lab.
HWR Berlin 131016 Supervision IntroductionHanno Tietgens
This document outlines the agenda and objectives for an online supervision internship course. The course will be delivered fully online over 7 terms using Second Life and Moodle. Students will evaluate their internship experiences, practice professional communication and presentations, and provide peer coaching through role plays. Assignments include weekly discussion posts, in-world presentations on internships, and role plays. Students are introduced to the instructors and asked to introduce themselves. Expectations, content, tools, and rules of engagement are then reviewed to prepare students for the course.
Informal notes used in Camera Culture group to prepare for talks. Prepared for mostly first and second year graduate student for conference papers presentations.
This document is a syllabus for the course RTF 344M Visual Effects and Motion Graphics at the University of Texas at Austin. It provides details about the course including goals, description, expectations, requirements, schedule, assignments, lectures, policies and more. The course focuses on exposing students to motion graphics design, digital compositing, and visual storytelling through time-based media. Students will learn software like After Effects and complete assignments applying the techniques learned.
The document discusses effective use of teaching aids. It provides tips on choosing the appropriate visual aid based on context, and how to effectively use common teaching aids like whiteboards, overhead projectors, PowerPoint, and various media. The advantages and disadvantages of different aids are outlined. Overall, the document aims to help instructors select and present visual aids that reinforce lessons, engage students, and facilitate different learning styles.
This document provides guidance for academic staff on effective use of teaching aids. It discusses various visual aids like whiteboards, overhead projectors, and data projectors. For each aid, it covers advantages and disadvantages, preparation tips, and best practices. It also includes learning outcomes, why visual aids are useful, retention rates tied to different sensory modes, and tasks for participants to think about aids for their own lectures and provide feedback. The overall document aims to help academic staff incorporate visual elements into their teaching to enhance learning.
The document discusses the importance of effective supervision and outlines key factors for supervisors to be effective. It states that effective supervisors are critical to achieving organizational goals like increased productivity and engaged employees. To be effective, supervisors need personal qualities like communication skills, technical skills relevant to the job, experience on the job, formal training, mentoring from other supervisors, and support from upper management. The document provides details on each of these factors and their impact.
Avatar-based E-Learning course "Supervision Internship", created by Prof. Marcus Birkenkrahe for the Berlin School of Law and Economics | HWR Hochschule für Wirtschaft und Recht in 2010. Held on the HWR Virtual 3D Campus in Second Life; guest lecturer SS 2013: Hanno Tietgens, BÜRO X Media Lab.
HWR Berlin 131016 Supervision IntroductionHanno Tietgens
This document outlines the agenda and objectives for an online supervision internship course. The course will be delivered fully online over 7 terms using Second Life and Moodle. Students will evaluate their internship experiences, practice professional communication and presentations, and provide peer coaching through role plays. Assignments include weekly discussion posts, in-world presentations on internships, and role plays. Students are introduced to the instructors and asked to introduce themselves. Expectations, content, tools, and rules of engagement are then reviewed to prepare students for the course.
Informal notes used in Camera Culture group to prepare for talks. Prepared for mostly first and second year graduate student for conference papers presentations.
This document is a syllabus for the course RTF 344M Visual Effects and Motion Graphics at the University of Texas at Austin. It provides details about the course including goals, description, expectations, requirements, schedule, assignments, lectures, policies and more. The course focuses on exposing students to motion graphics design, digital compositing, and visual storytelling through time-based media. Students will learn software like After Effects and complete assignments applying the techniques learned.
The document discusses effective use of teaching aids. It provides tips on choosing the appropriate visual aid based on context, and how to effectively use common teaching aids like whiteboards, overhead projectors, PowerPoint, and various media. The advantages and disadvantages of different aids are outlined. Overall, the document aims to help instructors select and present visual aids that reinforce lessons, engage students, and facilitate different learning styles.
This document provides guidance for academic staff on effective use of teaching aids. It discusses various visual aids like whiteboards, overhead projectors, and data projectors. For each aid, it covers advantages and disadvantages, preparation tips, and best practices. It also includes learning outcomes, why visual aids are useful, retention rates tied to different sensory modes, and tasks for participants to think about aids for their own lectures and provide feedback. The overall document aims to help academic staff incorporate visual elements into their teaching to enhance learning.
The document discusses the importance of effective supervision and outlines key factors for supervisors to be effective. It states that effective supervisors are critical to achieving organizational goals like increased productivity and engaged employees. To be effective, supervisors need personal qualities like communication skills, technical skills relevant to the job, experience on the job, formal training, mentoring from other supervisors, and support from upper management. The document provides details on each of these factors and their impact.
This document outlines the agenda and overview for the first week of a virtual supervision internship course. It introduces the three teachers and encourages students to introduce themselves. It describes the course objectives of evaluating experiences, learning professional communication skills, and presenting learning. It outlines the various virtual teaching spaces used, including areas for orientation, group work, lectures, and feedback. It details the Moodle forum students will use and provides next steps of responding to the first discussion question and evaluating the session.
The document promotes Sensations English, an English language teaching resource that uses video lessons. It announces an upcoming webinar on using video in ELT effectively and offers teachers a 50% discount on Sensations English Teacher's Edition. The Teacher's Edition gives teachers access to hundreds of graded video lessons, lesson plans, and a digital gradebook to track student progress. Teachers are encouraged to sign up for the discount and webinar series by visiting the listed websites before the end of May.
This document outlines the agenda and learning objectives for Session 1 of a 3-day workshop on designing and implementing an English Language curriculum for secondary schools. The session aims to provide an overview of the key components of an EL curriculum and considerations for customizing a school's curriculum. Participants will discuss in groups what an EL curriculum is, its purpose, and main components. They will also identify and prioritize factors to consider when designing a curriculum. The afternoon portion will focus on the multiple components that make up an EL curriculum through group activities analyzing definition, obstacles, solutions, and possibilities for each component.
Final campus session 1 module 3 wbs3760 10.10.12Paula Nottingham
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The document provides instructions for completing a reflective practice assignment in which students will:
1) Create blog posts responding to 11 questions to reflect on various events.
2) Make PowerPoint presentations with their responses and upload them to a presentation tool while recording audio narration.
3) Embed the videos in their blog posts and share the blog links.
The 11 reflection questions address topics like describing the event, connecting with others, questions that arose, relating content to teaching, thoughts and feelings during the event, challenges, future steps, and questions for further research.
iFacilitate: Intro to Teaching in Second LifePeter Leong
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The document discusses considerations for using video in the classroom and provides a structured approach. It recommends first determining the learning goals and audience. Key factors to consider include what students should learn, the learning environment, and any technical issues. The document then suggests choosing an approach that best suits the learning goals, such as showing actions, providing descriptions or instruction. It lists the top 10 types of educational videos as talking head lectures, archive footage, instructional videos, interviews, video blogs, case studies, student-created videos and more. Lastly, it addresses delivery methods like integrating video into other learning methods or streaming videos for flexible access.
This document provides tips and strategies for promoting learning and understanding in a virtual classroom setting. It discusses using tools like chat, emoticons, and polling in web conferences to encourage interaction. It also recommends using games, worksheets, activities, and exercises to help learners process and apply the material in an engaging way. Some key tips mentioned include practicing presentations, allowing for long pauses, considering class size, and recording demonstration videos. The overall message is that doing activities helps solidify understanding better than just hearing or seeing material.
Download and reflect on face-to-face and online events using the information in the slides and qualify for a certificate on all the events on Moodle for Teachers https://moodle4teachers.org (MOOCs, Online Conferences, Courses, and webinars).
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This chapter discusses effective techniques for introducing presentations and participants. It provides guidance on introducing oneself at the start of the presentation and including one's name, title, company and presentation topic. For participant introductions with smaller audiences, it recommends activities like pairing participants to interview each other. The chapter also outlines what to include in the presentation introduction, such as objectives and schedule, and techniques like asking questions, using quotes or videos. It advises reviewing objectives and expectations at the end to conclude the introduction effectively.
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Presentation for the meeting of the Master programs supervisors at dept of economics of BSEL (11 Nov). The media samples: you'll find them all here: https://tackk.com/t1q4j0
"MOVE YOUR AVATAR — E-Learning & E-Teaching at Berlin School of Economics and Law"; Talk at London Southbank University PhD Research Conference, 26 June 2014
This document outlines the agenda and overview for the first week of a virtual supervision internship course. It introduces the three teachers and encourages students to introduce themselves. It describes the course objectives of evaluating experiences, learning professional communication skills, and presenting learning. It outlines the various virtual teaching spaces used, including areas for orientation, group work, lectures, and feedback. It details the Moodle forum students will use and provides next steps of responding to the first discussion question and evaluating the session.
The document promotes Sensations English, an English language teaching resource that uses video lessons. It announces an upcoming webinar on using video in ELT effectively and offers teachers a 50% discount on Sensations English Teacher's Edition. The Teacher's Edition gives teachers access to hundreds of graded video lessons, lesson plans, and a digital gradebook to track student progress. Teachers are encouraged to sign up for the discount and webinar series by visiting the listed websites before the end of May.
This document outlines the agenda and learning objectives for Session 1 of a 3-day workshop on designing and implementing an English Language curriculum for secondary schools. The session aims to provide an overview of the key components of an EL curriculum and considerations for customizing a school's curriculum. Participants will discuss in groups what an EL curriculum is, its purpose, and main components. They will also identify and prioritize factors to consider when designing a curriculum. The afternoon portion will focus on the multiple components that make up an EL curriculum through group activities analyzing definition, obstacles, solutions, and possibilities for each component.
Final campus session 1 module 3 wbs3760 10.10.12Paula Nottingham
This document provides information and guidance for students completing their final module of the BAPP WBS3760 course. It discusses the three main assessment parts: a critical review, professional artefact, and oral presentation. Students are encouraged to find ways to manage their stress as things seem busy yet stagnant in the final module. Deadlines are provided for submitting assessments. The document also provides examples and guidance for the inquiry process, including developing research questions, managing ethical issues, reviewing literature, and gathering data. Students are instructed to update their advisors and use blogging to communicate with peers.
The document provides instructions for completing a reflective practice assignment in which students will:
1) Create blog posts responding to 11 questions to reflect on various events.
2) Make PowerPoint presentations with their responses and upload them to a presentation tool while recording audio narration.
3) Embed the videos in their blog posts and share the blog links.
The 11 reflection questions address topics like describing the event, connecting with others, questions that arose, relating content to teaching, thoughts and feelings during the event, challenges, future steps, and questions for further research.
iFacilitate: Intro to Teaching in Second LifePeter Leong
The document discusses teaching in the virtual world Second Life. It provides an introduction to Second Life and outlines critical preparations teachers and students must make before participating in virtual classes in Second Life, including ensuring proper equipment, practicing communication tools, exploring the virtual world, and setting boundaries. The document emphasizes that teachers should focus on content over technology, integrate Second Life gradually, and take advantage of its immersive and interactive environment.
The document discusses considerations for using video in the classroom and provides a structured approach. It recommends first determining the learning goals and audience. Key factors to consider include what students should learn, the learning environment, and any technical issues. The document then suggests choosing an approach that best suits the learning goals, such as showing actions, providing descriptions or instruction. It lists the top 10 types of educational videos as talking head lectures, archive footage, instructional videos, interviews, video blogs, case studies, student-created videos and more. Lastly, it addresses delivery methods like integrating video into other learning methods or streaming videos for flexible access.
This document provides tips and strategies for promoting learning and understanding in a virtual classroom setting. It discusses using tools like chat, emoticons, and polling in web conferences to encourage interaction. It also recommends using games, worksheets, activities, and exercises to help learners process and apply the material in an engaging way. Some key tips mentioned include practicing presentations, allowing for long pauses, considering class size, and recording demonstration videos. The overall message is that doing activities helps solidify understanding better than just hearing or seeing material.
Download and reflect on face-to-face and online events using the information in the slides and qualify for a certificate on all the events on Moodle for Teachers https://moodle4teachers.org (MOOCs, Online Conferences, Courses, and webinars).
Making your senior project presentationDawn McCann
This brief PowerPoint presentation will take you step by step through the process of making your senior project presentation so that you can talk about it for 15 minutes.
The document provides an overview of a 5-day course on presentation skills from August 27-31, 2006. The objectives are to help participants effectively prepare and deliver presentations through defining objectives and audience, organizing content clearly, designing and using visual aids, and answering questions. The course will cover characteristics of effective presentations, a 5-step approach to preparing, delivery techniques, and allow for a final presentation.
The document provides an overview of a 5-day course on presentation skills from August 27-31, 2006. The objectives are to help participants effectively prepare and deliver presentations through defining objectives and audience, organizing content clearly, designing and using visual aids, and practicing delivery skills. The course will cover preparing an outline and structure, visual aids, rehearsing, and techniques for voice control and handling questions.
TechLogic 2014 Keynote on Inverting an Algorithms Class (Extended Version)suthers
Discussion of the inversion of an Algorithms course: how it is motivated by learning theory; how the activities are organized; outcomes. This is an expanded version of an invited keynote talk for the "TechLogic" conference at the University of Hawaii at Manoa.
This chapter discusses effective techniques for introducing presentations and participants. It provides guidance on introducing oneself at the start of the presentation and including one's name, title, company and presentation topic. For participant introductions with smaller audiences, it recommends activities like pairing participants to interview each other. The chapter also outlines what to include in the presentation introduction, such as objectives and schedule, and techniques like asking questions, using quotes or videos. It advises reviewing objectives and expectations at the end to conclude the introduction effectively.
This document provides an overview of facilitating synchronous online sessions. It discusses the differences between synchronous and asynchronous learning, and emphasizes the importance of planning interactive activities, assigning roles, and managing time when leading synchronous sessions. Tips are provided for facilitating sessions, including arriving early, welcoming participants, keeping people engaged, using interactivity tools, and closing the session effectively. The goal is to help people feel more comfortable facilitating these online sessions.
This document provides information about BASE Workshop 2 held at the National Centre for Teaching & Learning. It includes an interactive quiz on procrastination using Kahoot, strategies for dealing with distractions such as managing time and setting ground rules, and how to create SMART goals that are specific, measurable, relevant, time-bound, and achievable. The document also lists support services available from the Centre for Teaching and Learning, including workshops on study skills and getting assignment feedback.
Similar to Introduction: Supervision Internship (20)
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1. Supervision Internship
IBMan Programme 401591
Introduction to the
Supervision Internship
Marcus Birkenkrahe (aka Birkenkrahe Aya)
Johannes Radig (aka Johannes Edelmann)
3. Welcome & Overview
5th term of this 100% virtual supervision course
Designed to support you wherever you are
5 credit points / 4 SWS / 54 + 96 = 150 hrs course load
In practice: ca. 180 minutes per week including session
Lushly supported by two supervisors (Johannes & me)
Relies on your cooperation and spirit of adventure!
Birkenkrahe / LV 401591 SS 2012 / 3
4. Introductions
Your supervisor: Marcus Birkenkrahe (friendly centaur)
Your technical tutor: Johannes Radig (fierce pirate)
Please introduce yourself:
– What's your real name and where do you hail from?
– Where do you do your internship? (place & firm)
– What are your expectations for this course?
– What are your questions at this point (if any)?
Put a version of your answer into your moodle profile
together with your photo, please. Update your avatar
profile before you leave. Get the T-Shirt & wear it.
Birkenkrahe / LV 401591 SS 2012 / 4
5. Course Objectives & Content
Evaluate of your own experiences in a peer group
Learn to communicate professionally in the work place
Present and role play what you've learnt in a group setting
Feedback check and techniques
Communication training & role plays
Presenting your case and coaching others
Birkenkrahe / LV 401591 SS 2012 / 5
6. Your Online Tasks (Second Life)
Show up every week at 12 pm CEST or 7:45 pm CEST:
if you're able to make the mid-day session: come please
Be present when your avatar is online: get up and stretch
when you're in danger of falling asleep (I may nudge you)
Participate in the discussion both via voice and chat
Present your internship and participate in our role-plays:
you'll get instructions on how to prepare that via Moodle
Birkenkrahe / LV 401591 SS 2012 / 6
7. Your Offline Tasks (Moodle)
Answer weekly questions (well) on the forum
Engage in discussions by responding (well) on the forum
End-of-term submission of your best posts w/short review
Submit printout of your contributions deadline mid-July
Birkenkrahe / LV 401591 SS 2012 / 7
8. Storytelling
— Which elements comprise a story?
— How do you know if someone's
telling a story (or just giving facts)?
— Have I told a story today (so far)?
Further interesting reading on storytelling in a professional
(corporate) context: Steve Denning http://bit.ly/IOQk5C
Birkenkrahe / LV 401591 SS 2012 / 8
9. Forum Posts
Good forum posts are like good blog posts:
—Engaged, always focused on story, with emotional content
—Considered, responding to something (not preaching)
—Qualified, drawing on information outside of your head
Birkenkrahe / LV 401591 SS 2012 / 9
10. In-World Presentation
Good presentations tell a STORY, too:
—Engaged, always focused on story, with emotional content
—Considered, showing you've thought about your material
—Qualified, building on accurate objective information
Good presentations don't just recount facts (no matter how
attractively told: beware, self/marketing experts).
Birkenkrahe / LV 401591 SS 2012 / 10
11. Important: Confidentiality
Good stories are authentic, too.
There can be no authenticity without openness.
There can be no openness without confidentiality and trust.
All information shared either in-world (Second Life)
or via Moodle (password-protected) will remain
confidential to course participants.
At the same time: always exercise caution with real
information — as a rule, don't name names
Birkenkrahe / LV 401591 SS 2012 / 11
12. Next steps
Post your first answers to our weekly question!
Schedule your presentation and role play session!
We need a few volunteers to kick us off next week!
Consider to switch to the lunch-time course (12 pm)
Let's go to the Opinionator now
and vote on the following
question: „This is the course
that I expected it would be!“
Welcome | Objectives | Tools | Introductions | Next | Discussion Birkenkrahe / LV 401591 SS 2012 / 12
13. The Tail End: Technology
AND NOW:
A FEW SLIDES ON OUR
TOOLS IF YOU CARE
(you really don't have to)
Welcome | Objectives | Tools | Introductions | Next | Discussion Birkenkrahe / LV 401591 SS 2012 / 13
14. Teaching Tools - Spaces
The Virtual HWR in Second Life® is divided in different
learning spaces —watch http://bit.ly/HWRvideoE for details.
Orientation
Groupwork
Auditorium
Feedback
Birkenkrahe / LV 401591 SS 2012 / 14
15. Teaching Tools – Orientation
Orientation: treasure cave, school balloon on-site; guided
tour to off-site locations offering interactive experiences
Train your avatar by visiting these places and if you haven't
done it yet, schedule training with our tutor Johannes.
Cave: movement
Balloon: notecard training & fun Fountain: camera
instructions & simple
control training & fun
script control & fun Birkenkrahe / LV 401591 SS 2012 / 15
16. Teaching Tools – Groupwork
Group work: tables; SL group for voice/chat; shared media
walls for collaboration (GDocs, Etherpad).
We'll try to keep it
simple throughout.
Shared media Don't hesitate to
collaboration
ask questions. And
Group
tables don't be alarmed:
after a couple of
Viewer: sessions, you'll feel
instructions
really at home in
Media: YouTube your new avatar.
& Twitter wall
Birkenkrahe / LV 401591 SS 2012 / 16
17. Teaching Tools - Auditorium
Auditorium: media wall, viewers for lectures; a stage for role
playing; a Google Calendar for in-world events.
The in-world sessions
will sometimes begin
Shared online
with a short lecture.
Calendar Please be on time &
save your chats locally.
In this space, we will
perform role-plays and
Stage for
Role playing you will present on your
internship experiences
to the whole group.
Birkenkrahe / LV 401591 SS 2012 / 17
18. Teaching Tools - Feedback
Feedback offline and online via the Opinionator using
prepared and improvised questions & discussion topics
Whenever there's time we'll close the session with a short
survey where your avatars can vote with their feet.
You simply walk into the
Opinionator and the distribution
of votes is shown in the center
of the object.
Birkenkrahe / LV 401591 SS 2012 / 18
19. Don't miss the movie!
Birkenkrahe / LV 401591 SS 2012 / 19