This document provides tips from Kari Frisch, a communication instructor, on strategies she uses to improve student retention in her online courses. Some of the key tips include:
- Releasing course materials on a weekly basis to avoid overwhelming students.
- Sending personalized weekly notes to students to build community and immediacy.
- Using icebreakers, discussion questions, and collaborative assignments to connect students.
- Providing a clear assignment schedule in a table format with due dates, points possible, and learning objectives.
- Having consistent due dates and policies to establish routines for students.
- Incorporating a variety of activities and assignments to engage different learning styles.
Kari Frisch shares tips for effective online teaching based on her experience. She emphasizes building community through icebreakers, discussion questions, and connecting content to students' lives. She recommends consistent deadlines, clear organization of assignments and grades, and addressing different learning styles. Regular communication through personalized notes helps students feel supported. Using surveys for self-assessment and course evaluation also provides feedback.
Tips and Tricks for Online Engagement & Retentionkfrisch
This document provides tips from an instructor, Kari Frisch, for teaching online courses effectively. Some of the key tips mentioned include: having students post discussion questions weekly to foster community; using consistent assignment schedules, due dates, and formats to keep students organized; incorporating a variety of assignment types to engage different learner types; using surveys to assess student learning and evaluate course effectiveness; and promoting respectful communication in feedback. The instructor gives many examples of how they have implemented these tips in their own online courses.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Practical Tools for Student Engagement and Retentionmnkaleidoscope
This presentation on "Practical Tools for Student Engagement and Retention" is by Kari Frisch, an online Communication Instructor for Central Lakes College in Brainerd, MN. She has demonstrated success with a high retention rate (usually around 95%) in her online classes. She was asked to give this presentation for the ITC eLearning Conference in Scottsdale, AZ on February 14, 2016. For more information on attending this conference, visit the Instructional Technology Council website at http://www.itcnetwork.org/elearning-conference/general-information.html. Contact Kari at kfrisch@clcmn.edu for more information about the presentation here or to inquire about having her present at your campus.
Flipping the technology-pedagogy equation: principles to improve assessment a...Tansy Jessop
This document summarizes a presentation about improving assessment and feedback in higher education. It identifies several flaws with current assessment practices, such as a focus on summative over formative assessment and disconnections between content and concepts. It discusses how assessment should drive what students pay attention to and how feedback is the most important factor in learning. Potential solutions discussed include using blogging to make assessment more formative and improve feedback, but challenges remain around workloads and prioritizing formative assessment. Evidence from different studies is presented that blogging can increase engagement, develop critical thinking, and provide more feedback, though formative assessment is still valued less by students.
Why blogging works as formative assessmentTansy Jessop
A small-scale study of the use of formative blogging on an undergraduate programme to foster student reading and production of knowledge. This was refined on a Masters in L&T.
Kari Frisch shares tips for effective online teaching based on her experience. She emphasizes building community through icebreakers, discussion questions, and connecting content to students' lives. She recommends consistent deadlines, clear organization of assignments and grades, and addressing different learning styles. Regular communication through personalized notes helps students feel supported. Using surveys for self-assessment and course evaluation also provides feedback.
Tips and Tricks for Online Engagement & Retentionkfrisch
This document provides tips from an instructor, Kari Frisch, for teaching online courses effectively. Some of the key tips mentioned include: having students post discussion questions weekly to foster community; using consistent assignment schedules, due dates, and formats to keep students organized; incorporating a variety of assignment types to engage different learner types; using surveys to assess student learning and evaluate course effectiveness; and promoting respectful communication in feedback. The instructor gives many examples of how they have implemented these tips in their own online courses.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Practical Tools for Student Engagement and Retentionmnkaleidoscope
This presentation on "Practical Tools for Student Engagement and Retention" is by Kari Frisch, an online Communication Instructor for Central Lakes College in Brainerd, MN. She has demonstrated success with a high retention rate (usually around 95%) in her online classes. She was asked to give this presentation for the ITC eLearning Conference in Scottsdale, AZ on February 14, 2016. For more information on attending this conference, visit the Instructional Technology Council website at http://www.itcnetwork.org/elearning-conference/general-information.html. Contact Kari at kfrisch@clcmn.edu for more information about the presentation here or to inquire about having her present at your campus.
Flipping the technology-pedagogy equation: principles to improve assessment a...Tansy Jessop
This document summarizes a presentation about improving assessment and feedback in higher education. It identifies several flaws with current assessment practices, such as a focus on summative over formative assessment and disconnections between content and concepts. It discusses how assessment should drive what students pay attention to and how feedback is the most important factor in learning. Potential solutions discussed include using blogging to make assessment more formative and improve feedback, but challenges remain around workloads and prioritizing formative assessment. Evidence from different studies is presented that blogging can increase engagement, develop critical thinking, and provide more feedback, though formative assessment is still valued less by students.
Why blogging works as formative assessmentTansy Jessop
A small-scale study of the use of formative blogging on an undergraduate programme to foster student reading and production of knowledge. This was refined on a Masters in L&T.
The document summarizes feedback from students on the previous term's feedback system. Students found the system too long, repetitive, and not focused on the most important factors like lecturer competence. They suggested making the system more concise by reducing questions, combining similar ones, and focusing on lecturer and course quality. Students also wanted to see the results of their feedback and any changes made in response.
This document provides guidance on assessing one-shot instruction sessions through brief quizzes to evaluate student understanding, retention of information, and needs. It recommends developing 3-4 learning outcomes and questions to assess those outcomes. Sample questions are provided covering topics like using the library catalog and identifying scholarly sources. Instructions are given on setting up the quiz in Zoomerang and making the quiz URL mandatory for students. Additional resources on assessment surveys are also referenced.
In this unit, students are introduced to communication methods for the course, assignments, and policies. They are instructed to introduce themselves on the discussion board, read the syllabus and communication guidelines, and respond to two classmates' introductions. The grading scale and late policies are also outlined. Late assignments will receive a 20-30% deduction, and no work will be accepted more than two weeks late without extenuating circumstances. The writing center is available to help with papers and can be accessed through the Kaplan homepage or academic support tab.
This document discusses using backchannels to give more students a voice in the classroom. It presents several backchannel tools like Todaysmeet.com, Twitter, Backchannelchat.com, and Socrative that allow students to participate and share thoughts online alongside in-person lessons. Backchannels can help teachers get feedback on student understanding to adjust lessons in real-time. Examples are given of how different tools could facilitate backchannel discussions for activities like opening lessons, seminars, and labs. The document encourages using various backchannel tools for different purposes to increase student participation.
The document outlines a library lesson plan for 1st grade students on historical figures of America. The lesson involves students using online and print resources to find information on Thomas Jefferson, Lewis and Clark, and Harriet Tubman. Students then create a PowerPoint presentation with the information to demonstrate their learning. The teacher will assess students based on the content in their presentations and their use of resources during the lesson.
The instructor is very excited to teach this course on autism. They have years of experience working in education and with children with special needs. The course will be online but will still meet regularly through the course site. Students will need to log in a minimum of twice per week and allocate 3-6 hours per week to the course. The course will cover a wide range of topics related to autism and best practices for educating students with autism. Students are encouraged to start an autism notebook to compile resources from the course.
The document discusses using audio feedback to provide assessment and feedback to students on their work. It describes the lecturer's experience providing audio feedback to students individually on their assignments, discussing what was done well and areas for improvement. Students found the personalized audio feedback very helpful and an improvement over written comments. They appreciated the level of detail and one-on-one nature of audio feedback. Both students and the lecturer felt audio feedback was an effective way to provide assessment and suggestions for students to improve their work.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
Learning Out Loud: How Does It Impact the Online Student Learning Experience?Michelle Pacansky-Brock
Are we doing it wrong? Most online students never speak in their online classes. This ongoing study presents data about how asynchronous voice discussions (using VoiceThread) impact the online student experience. Survey results from four consecutive semesters are included.
The document discusses best practices for online teaching. It begins by providing tips for preparing for class such as checking computer software and updates, course resources on publisher sites, and updating syllabi and due dates. It then discusses online navigation and grouping course elements sequentially and by type. The document also covers different online communication tools like discussion boards, announcements, and course mail and provides examples of how to use each tool. It emphasizes setting clear expectations, providing feedback, and addressing absent students. Overall, the document outlines strategies for organizing an online course and engaging with students.
How Can We Make Interacting With Technology and Science Exciting and Fun Expe...Deanna Kosaraju
How Can We Make Interacting With Technology and Science Exciting and Fun Experiences?
Marjan BoorBoor, Master of Technological Socio-Economical Planning (Major in Intelligent Renewable Energy System Planning)
Voices 2015 - www.globaltechwomen.com
Thu March 12 7:00 PST
Thu March 12 10:00 EST
Thu March 12 14:00 UTC
Thu March 12 19:30 IST
Fri March 13 1:00 Sydney
Session Length: 30 minutes + 30 minutes networking time
How my curiosity took me to science and engineering. How finding my own way of learning made me fall in love with science and technology and how sharing this with others has given them a memorable experience making them curious and innovative in the field. My mission to reach as many people as possible.
About Marjan:
I have loved math since I was in elementary school, I did a lot of self-educating in math where I find joy and excitement in math. In middle school because of my math grades I was invited to participate in a preparation math course for International Math and computer Olympiad.
I have a master degree in Technological Socio Economical planning, majoring in renewable energy system planning and development. My background education is in Mathematic, Physics, Computer science, Artificial intelligence and Robotics, Marketing, Leadership, Project management and innovation and monitoring, Innovative Psychology of learning.
I made several intelligent Robots and participated in several artificial intelligent Robocup competitions and participated in Iran, Germany, Netherland and Atlanta international Robocup competition and won several awards.
I am the developer of energyplanner.dk which is an intelligence tool for tracing changes in an energy system due to gradual energy transition from fossil fuel to renewable energies that is going to be used by energy planner in Denmark.
I have innovative way of learning for science and technology that help you not only become good at it but also enjoy it. I have teach math for years, and my experience have been that factors such as gender, age, and race, background are not determining factors for being good at math and enjoy learning that.
Welcome to Professor Michael Henson's Class!Michael Henson
Professor Michael Henson provides information to help students succeed in his class. This includes treating students like adults who are responsible for their own learning. Students should prepare in advance for each week, complete assignments on time to avoid penalties, participate actively in both online and in-person class components, communicate with the professor if they must miss class, and provide feedback through the course evaluation. The goal is for students to take responsibility while getting the help they need from the professor and staff.
This document discusses research into delivering online library instruction through webinars. It begins by introducing the authors and background on offering instruction to off-campus students. The research questions focus on how to best deliver one-time library sessions online and student/faculty perceptions of online webinars. Methods included interviewing past webinar participants. Results found that interactive demonstrations worked best and webinars provided opportunities for participation. Recommendations included keeping webinars user-friendly and intuitive with features like polling, archiving, and time for later questions. Future research areas were enrollment, changing technologies, and distance student needs.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
The document provides information and guidance for applicants to the University of California system, including:
- The application timeline from October to May, with notification of admission decisions in March.
- Each UC campus reviews applications individually based on GPA, test scores, and other application materials.
- Non-academic factors like extracurricular activities and accomplishments are important, and applicants should provide details in their applications.
- The personal statement is an opportunity for applicants to provide context and depth about themselves beyond their academic record. Applicants should avoid common mistakes like being repetitive or using inappropriate humor.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
“Do you understand this concept? Does anyone have any questions?” Have you ever asked your class questions like these, received a room full of shy smiles or nods, and moved on only for it to become very obvious that a number of the students had not grasped the basics and further explanation?
While getting your students to pay attention can be a challenge, ensuring they have understood key concepts can be even more difficult. Listening does not equate with understanding, and as teachers, the sooner we can get a real feel for their actual level of understanding, the more we can help them succeed as students.
In these slides, Kimi Anderson will share some simple but effective strategies that teachers can implement to better gauge students’ level of understanding in the classroom. She will share some practical tips using various technology platforms and some useful approaches to group activities.
The document summarizes feedback from students on the previous term's feedback system. Students found the system too long, repetitive, and not focused on the most important factors like lecturer competence. They suggested making the system more concise by reducing questions, combining similar ones, and focusing on lecturer and course quality. Students also wanted to see the results of their feedback and any changes made in response.
This document provides guidance on assessing one-shot instruction sessions through brief quizzes to evaluate student understanding, retention of information, and needs. It recommends developing 3-4 learning outcomes and questions to assess those outcomes. Sample questions are provided covering topics like using the library catalog and identifying scholarly sources. Instructions are given on setting up the quiz in Zoomerang and making the quiz URL mandatory for students. Additional resources on assessment surveys are also referenced.
In this unit, students are introduced to communication methods for the course, assignments, and policies. They are instructed to introduce themselves on the discussion board, read the syllabus and communication guidelines, and respond to two classmates' introductions. The grading scale and late policies are also outlined. Late assignments will receive a 20-30% deduction, and no work will be accepted more than two weeks late without extenuating circumstances. The writing center is available to help with papers and can be accessed through the Kaplan homepage or academic support tab.
This document discusses using backchannels to give more students a voice in the classroom. It presents several backchannel tools like Todaysmeet.com, Twitter, Backchannelchat.com, and Socrative that allow students to participate and share thoughts online alongside in-person lessons. Backchannels can help teachers get feedback on student understanding to adjust lessons in real-time. Examples are given of how different tools could facilitate backchannel discussions for activities like opening lessons, seminars, and labs. The document encourages using various backchannel tools for different purposes to increase student participation.
The document outlines a library lesson plan for 1st grade students on historical figures of America. The lesson involves students using online and print resources to find information on Thomas Jefferson, Lewis and Clark, and Harriet Tubman. Students then create a PowerPoint presentation with the information to demonstrate their learning. The teacher will assess students based on the content in their presentations and their use of resources during the lesson.
The instructor is very excited to teach this course on autism. They have years of experience working in education and with children with special needs. The course will be online but will still meet regularly through the course site. Students will need to log in a minimum of twice per week and allocate 3-6 hours per week to the course. The course will cover a wide range of topics related to autism and best practices for educating students with autism. Students are encouraged to start an autism notebook to compile resources from the course.
The document discusses using audio feedback to provide assessment and feedback to students on their work. It describes the lecturer's experience providing audio feedback to students individually on their assignments, discussing what was done well and areas for improvement. Students found the personalized audio feedback very helpful and an improvement over written comments. They appreciated the level of detail and one-on-one nature of audio feedback. Both students and the lecturer felt audio feedback was an effective way to provide assessment and suggestions for students to improve their work.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
Learning Out Loud: How Does It Impact the Online Student Learning Experience?Michelle Pacansky-Brock
Are we doing it wrong? Most online students never speak in their online classes. This ongoing study presents data about how asynchronous voice discussions (using VoiceThread) impact the online student experience. Survey results from four consecutive semesters are included.
The document discusses best practices for online teaching. It begins by providing tips for preparing for class such as checking computer software and updates, course resources on publisher sites, and updating syllabi and due dates. It then discusses online navigation and grouping course elements sequentially and by type. The document also covers different online communication tools like discussion boards, announcements, and course mail and provides examples of how to use each tool. It emphasizes setting clear expectations, providing feedback, and addressing absent students. Overall, the document outlines strategies for organizing an online course and engaging with students.
How Can We Make Interacting With Technology and Science Exciting and Fun Expe...Deanna Kosaraju
How Can We Make Interacting With Technology and Science Exciting and Fun Experiences?
Marjan BoorBoor, Master of Technological Socio-Economical Planning (Major in Intelligent Renewable Energy System Planning)
Voices 2015 - www.globaltechwomen.com
Thu March 12 7:00 PST
Thu March 12 10:00 EST
Thu March 12 14:00 UTC
Thu March 12 19:30 IST
Fri March 13 1:00 Sydney
Session Length: 30 minutes + 30 minutes networking time
How my curiosity took me to science and engineering. How finding my own way of learning made me fall in love with science and technology and how sharing this with others has given them a memorable experience making them curious and innovative in the field. My mission to reach as many people as possible.
About Marjan:
I have loved math since I was in elementary school, I did a lot of self-educating in math where I find joy and excitement in math. In middle school because of my math grades I was invited to participate in a preparation math course for International Math and computer Olympiad.
I have a master degree in Technological Socio Economical planning, majoring in renewable energy system planning and development. My background education is in Mathematic, Physics, Computer science, Artificial intelligence and Robotics, Marketing, Leadership, Project management and innovation and monitoring, Innovative Psychology of learning.
I made several intelligent Robots and participated in several artificial intelligent Robocup competitions and participated in Iran, Germany, Netherland and Atlanta international Robocup competition and won several awards.
I am the developer of energyplanner.dk which is an intelligence tool for tracing changes in an energy system due to gradual energy transition from fossil fuel to renewable energies that is going to be used by energy planner in Denmark.
I have innovative way of learning for science and technology that help you not only become good at it but also enjoy it. I have teach math for years, and my experience have been that factors such as gender, age, and race, background are not determining factors for being good at math and enjoy learning that.
Welcome to Professor Michael Henson's Class!Michael Henson
Professor Michael Henson provides information to help students succeed in his class. This includes treating students like adults who are responsible for their own learning. Students should prepare in advance for each week, complete assignments on time to avoid penalties, participate actively in both online and in-person class components, communicate with the professor if they must miss class, and provide feedback through the course evaluation. The goal is for students to take responsibility while getting the help they need from the professor and staff.
This document discusses research into delivering online library instruction through webinars. It begins by introducing the authors and background on offering instruction to off-campus students. The research questions focus on how to best deliver one-time library sessions online and student/faculty perceptions of online webinars. Methods included interviewing past webinar participants. Results found that interactive demonstrations worked best and webinars provided opportunities for participation. Recommendations included keeping webinars user-friendly and intuitive with features like polling, archiving, and time for later questions. Future research areas were enrollment, changing technologies, and distance student needs.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
The document provides information and guidance for applicants to the University of California system, including:
- The application timeline from October to May, with notification of admission decisions in March.
- Each UC campus reviews applications individually based on GPA, test scores, and other application materials.
- Non-academic factors like extracurricular activities and accomplishments are important, and applicants should provide details in their applications.
- The personal statement is an opportunity for applicants to provide context and depth about themselves beyond their academic record. Applicants should avoid common mistakes like being repetitive or using inappropriate humor.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
“Do you understand this concept? Does anyone have any questions?” Have you ever asked your class questions like these, received a room full of shy smiles or nods, and moved on only for it to become very obvious that a number of the students had not grasped the basics and further explanation?
While getting your students to pay attention can be a challenge, ensuring they have understood key concepts can be even more difficult. Listening does not equate with understanding, and as teachers, the sooner we can get a real feel for their actual level of understanding, the more we can help them succeed as students.
In these slides, Kimi Anderson will share some simple but effective strategies that teachers can implement to better gauge students’ level of understanding in the classroom. She will share some practical tips using various technology platforms and some useful approaches to group activities.
The document summarizes discussions from a webinar about creating a sense of community in online courses. Key points discussed include:
- Using introductions on the discussion board to allow students to get to know each other
- Posting announcements 3-5 times per week to maintain frequent contact
- Creating areas for informal student discussions like a student lounge or FAQ page
- Giving feedback on student work by citing specific posts and highlighting individual contributions
- Linking coursework to students' interests, backgrounds and real-world experiences to boost engagement
Creating Community in Onlinecourses Part2Mark Gura
The document summarizes discussions from a webinar about creating a sense of community in online courses. Key points discussed include:
- Using introductions on the discussion board to help students get to know each other
- Frequently posting announcements and responding to student posts and questions to maintain connection
- Creating areas for open discussion like a student lounge or FAQ page
- Highlighting student work and facilitating peer feedback to encourage collaboration
- Leveraging web 2.0 tools like YouTube, VoiceThread, and Google Sites to extend the capabilities of the learning management system
Teaching what you know and knowing what you teach_by AJSA.J. Schuermann
The document summarizes key points from two books on teaching:
- Teach What You Know discusses different learning styles and the importance of understanding why learners need to know information. It provides an example of teaching bridge building to different learning styles.
- Teaching What You Don't Know argues that being a content novice can make one a better teacher. Novices are better at estimating learning times, predicting student mistakes, and relating concepts to common knowledge to aid student understanding. The focus shifts from content coverage to ensuring students learn the material.
Engaging Student Leaders for Common Sense Digital Citizenshipsolomonsenrick
Gives an outline and some resources of how students, with guidance from the technology coach and support from teachers, are leading Digital Citizenship instruction
LBIS Professional Development Day 21/09/12davidjjenkins
This document provides an overview of a professional development day focused on 21st century education. It discusses using inquiry-based approaches and differentiating instruction to meet diverse student needs. Presenters will cover integrating technology and applying educational theory to practice. Teachers will participate in activities exploring the five senses in education and Bloom's taxonomy. Breakout sessions will address how to design inquiry-based units, assess student learning, and incorporate technology into various subject areas. The goal is to help teachers develop skills for student-centered, technology-rich instruction catering to different learning styles.
The document provides information and instructions for various classroom activities and techniques, including: conducting a learner needs analysis to identify student skills, goals, and needs; understanding different learning styles and matching teaching methods accordingly; a student biography exchange method where students interview each other; a micrologue technique where students write and present short stories summarizing events; and a macrologue technique for developing extended discussions.
Top Ten Things Learned From Ten Years of Online Statistics Teaching (Michelle...statisfactions
Here are the slides for Dr. Michelle Everson's presentation to the Winter 2014 Meeting of the American Statistical Association's Twin Cities Chapter, focused on statistics education. Dr. Everson is Senior Lecturer in the Department of Educational Psychology at the University of Minnesota—Twin Cities.
First principles of brilliant teachingTansy Jessop
This document summarizes key principles of brilliant teaching from a conference presentation. It discusses 5 principles: 1) knowing your subject matter, 2) selecting and structuring content, 3) connecting to prior student knowledge, 4) using metaphors and examples, and 5) challenging students with high expectations. Specific techniques are described like formative blogging assignments, connecting course content to students' emotions, and adapting teaching methods across disciplines. The presentation also covered theories of teaching, signature pedagogies of different fields, and myths about innate teaching abilities.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
This document summarizes a professional development session on assessment for learning (AFL). The presenter discussed moving away from traditional assessment practices towards a more formative approach. Key points included:
1) The presenter advocated giving students more feedback and fewer grades in order to increase learning. Feedback should be specific and actionable for students.
2) Traditional practices like assigning grades for every assignment were questioned. Research suggests this has little impact on learning. The focus should be on learning, not task completion.
3) Creating student-friendly learning intentions and criteria was a focus. Teachers worked on drafting intentions for upcoming lessons to increase clarity and engagement.
4) Increasing feedback through methods like student conferences and
This document provides tips for enhancing interaction in online learning environments. It discusses factors that can both enhance and limit interaction. To enhance interaction, instructors should get to know their audience, make themselves known to students, be available when students need help, and practice clear, consistent, repetitive communication and patience. Factors that can limit interaction include student misconceptions about online learning, different expectations than instructors anticipate, and students' lack of experience developing autonomous learning skills without feedback. The document provides examples from the instructor's experience teaching online Spanish courses.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
The document provides guidance on how to teach an effective first day of class. It outlines four key principles: 1) foster curiosity, 2) create community, 3) engage in learning, and 4) set expectations. For each principle, specific strategies are suggested, such as sparking student interest in course content, getting to know students individually, asking students to complete a cognitive task, and reviewing course policies and assignments. The document also recommends preparing for the first day by learning about students in advance and ensuring any technology works properly. Following the first day, instructors should summarize key points and student work for the next class to build on initial lessons.
This document summarizes how a rural high school in Ohio improved student outcomes through the implementation of formative instructional practices (FIP). It describes how the school initially focused on improving grading practices but still saw issues. They then implemented FIP, which includes clear learning targets, formative assessments, and feedback. Data shows improved test scores after FIP in chemistry chapters. Teachers also learned benefits like improved reassessment, data management, and classroom organization from FIP.
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
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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.
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 Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
3. Why are you interested
in reflecting on
retention?
4. Why I started Reflecting on my
Retention:
• Statistics at conferences
• Mismatch to my experiences
• ?????
5.
6. THE TWELVE TIPS I’M GOING
TO SHARE:
• Seem to work for me.
• May not all work for you.
• Might not all work for your discipline.
I GET THAT. BUT…
• Hopefully, you’ll still get at least one gem that will
work for you and your discipline. Here we go!
8. •I used to assume these were
common practices
•Now I include them in my
presentations
•*
9. •Externally: Have everything ready before
students need it
•Internally: Use outlining methods
This keeps the class running efficiently
and keeps students on track=more likely
to be successful!
10. • Check in often
• Respond ASAP
This helps build trust and
accountability with students.
•*
11. • Find your Inspiration…your Passion
• Engage Different Learning Styles
• Have Fun
This helps keep class fresh and fun for you
and your students.
•*
12. • Find your Inspiration…your Passion
• Engage Different Learning Styles
• Have Fun
This helps keep class fresh and fun for you and
your students.
13. With that said, here are
some of my specific
tips and tricks…
14. •Release information only for that upcoming week.
•Include dates in subject line as well as week #
•Use reverse uploading (most current at top)
•Make logical sequence for students
•Use outline format
This helps keep content more ADA-friendly (less scrolling
for all of us). Weekly release keeps them engaged yet not
OVERWHELMED!
16. Personalized weekly notes in two parts:
•Top portion: Notes for All Classes
•Bottom portion: Class Specific Notes
This helps develop a sense of immediacy, helps tie weeks’
content together, gets out other important information.
Students know I’m in “real time” with them.
17. Examples of note points:
• Words of encouragement
• Reminders about policies
• Tips on LMS
• Further explanation of difficult chapter concepts
• “Heads up” about unusual assignments or special
needs for the future
• School notices that we’ve been asked to pass on
(financial aid pickup, college surveys, graduation info,
special events, etc.)
• Assignment clarification/directions/examples
18. Examples of notes:
• Notes Example #1 Interpersonal:
• http://tinyurl.com/nvv68xl
• Notes Example #2 Mass Comm:
• http://tinyurl.com/lshnsnc
19. Notes help to:
* connect me to my students
* help to build community
23. QUESTIONS FOR CLASSMATES
Week 1: I usually start with two, 2-part questions, listed as “Kari’s week 1
questions”, one set per “forum”:
Question Set #1
Part A) Where do you consider yourself from and why?
Part B) What are you going to school to study?
Question Set #2
Part A) How many online classes have you taken before?
Part B) If you have had one or more online classes before, what advice might you
give someone taking an online class for the very first time? If this is your
first online class, what do you think you need to do differently in order to
be successful in this online learning environment?
24. Here are some examples of past questions from students for students.
General questions:
If you could own a non-traditional pet, what would it be?
If you had the chance to do anything in the world what would that one thing be and why?
If you could change any one thing about the way society is today; what would it be and why?
If you could meet any fictional character, who would it be and why?
If you were stranded on a deserted island, what three things would you bring with you and
why?
Dogs or cats? Which do you prefer and why?
What, if anything, would you do differently with your life if you won the lottery today?
25. Here are some course specific examples I thought were fun:
Mass Communication
Where do you go to get your news and is the internet helping or hurting news media?
What movie has had the most impact on your life? Explain your answer.
Intercultural Communication
What language would you want to learn to speak fluently and why that one over all others?
Choose one country you’d like to visit and one person (living or dead) from that country that you
would like to be your tour guide and explain why you chose as you did.
If you were visiting the country of your choice, would you rather remain in familiar, "Americanized"
resorts or would you prefer to stay/travel with a local from that country? Why?
Interpersonal Communication
What is the biggest difference between distant learning and in class learning?
How do you feel about talking in front of people you don’t know?
Online Social Networking
What is your favorite Facebook game and how often per day, week, or month do you spend on it?
What effect do you think texting has had on other forms of communication?
26. TABLE FORMAT THAT INCLUDES :
1. The order (number the items down the first column)
2. Check-off/Completion Column
3. Assignment Title, Directions, Location, Grading Criteria
4. Due Date by Specific Day, Date and Time (Wed. February 22, 1:00 pm)
5. Total Points Possible
6. Learning Objectives (so they know why they’re doing it)
This helps keep the students and the course organized.
•*
28. • WEDNESDAYS at 1:00 pm
• FRIDAYS at 1:00 pm
This gets students into course early
and helps prevent total
procrastination.
•*
29. Other notes about my schedule:
Work due Wednesday is smaller (point-wise
and time-wise) so that it is manageable.
Used to be Tuesday, not favorite with students
Very few issues now that it’s Wednesday.
Be clear and upfront in syllabus.
30. Continued:
I always release the upcoming week’s work at
3 pm on the Friday prior to the start of the
school week
Includes: notes, assignment schedule, quizzes
and anything with a release dates.
This allows students the chance to work on
homework over the weekend (or at least “pop in”
to see what the week will look like)
31. Continued
To me the weekend is meant for being proactive
not for procrastinating—so I set up class that
way
I can usually count students who are “on-top” of their
studies to be the first ones in and it’s a good check-in
for me. “Early Birds”
If there is an issue I can usually have it fixed before
the majority of students have logged in for the week.
32. Continued:
Why 1 pm? I respond that it is the time that works
best for me and for students even if they don’t know
it.
I’m online
Several staff are around and available to answer
questions
1:00 pm deadline vs Midnight deadline
Think about who typically has the most issues with
following directions? When do they do their work?
If the procrastinators have technical issues, who is
there to help?
33. • One point (only on quizzes and surveys)
• Only to first person
• Must include:
•Student name, class, quiz/survey title, question
number, error and what the error should be
This promotes real accountability and
improves course communication.
36. • Due dates/times
• Repeat-type assignments
•Class Policies
•Grading
This gets students into a routine and
helps class management.
37. For Example…
Classmate Questions in the discussion area are always
due Wednesdays
Survey of the past week’s learning objectives – always
due Wednesdays
Chapter Quizzes are always due on Fridays
I try to be consistent in grading (two communication
errors equals a ½ point deduction with one freebie.)
Chapter Quizzes are always 25 points
AND…
38. No Late Work- No Exception
Again, this is what works best for me, it might not work for
you.
There’s also enough points in my class that students are
really in control of their own grade, even if they miss a
week or two.
Extra-credit if offered is offered to all—I think that’s more
fair. Small amount and usually at end of semester.
I don’t have to judge excuses and they don’t have to make-
up a “good enough” excuse to be accepted.
My students know up front that this is their “give” in our
give-and-take relationship because of my next item…
41. Students take “Learning Style Assessment” and I
try to hit all learner types. For example…
Playlists (use for survey, and I frequently have students
create a playlist based on a theme)
Videos (as supplemental content, as tutorials, quiz
them on videos, search & report on videos and soon
will have them create their own videos)
Word Scrambles
Fill in the missing word in this quote
Interpersonal interview assignments
Photo Assignments
42. Just a few examples:
Tag Galaxy
http://taggalaxy.de/
Playlist.com
OSN Decade Example : http://www.playlist.com/playlist/18980613643
Interpersonal Love Types Example : http://www.playlist.com/playlist/18594984971
CollageMaker
http://tinyurl.com/473cmua
Windows and Mirrors Theory
Theory explanation: http://tinyurl.com/mynzms6
Learning Object: http://tinyurl.com/47cb42g
Music Videos
http://tinyurl.com/4anyyb6
http://tinyurl.com/4jc5r9c blog
43. Other Resources I like to use
“In Plain English” YouTube Series
Flickr (nonverbal comprehension)
FreeRice.org (service learning)
Glogster edu (poster site)
Diigo (Social Bookmarking site)
44. TIERED RANDOMIZATION:
•Question Order
•Answer Options within the question itself
•Questions Selected
I’ve found this helps relieve student and
instructor stress so we can focus on
active learning.
45. Other benefits:
Helps me reinforce no-late work policy (Can do work
ahead of time if possible and only with advance
notice)
Allows students to manage their own grade better
Students still put in the time they probably would have
otherwise
Allows for real life interruptions that my students
encounter (ie tooth story)
As I mentioned before reduces their anxiety and mine!
46. •Between the student and the content
•Between you and the student
•Between the students themselves
This helps build a stronger sense of
community and helps more holistic growth
of your students (and dare I say you as the
instructor too).
•*
47. Examples Between You and
Student:
• Use personal experiences
• Share photos and videos (digital stories)
• Be personable in discussion boards
• Use constructive criticism and feedback
Be passionate and don’t be afraid to share!!
48. Examples Between Student and
Content:
• Have students share personal experiences
• Think about different learning styles
• Give options to meet those styles
• Active learning opportunities beyond tests
• Windows & Mirrors (see resource list)
49. Examples Between Students:
• Ice Breakers
• Most interesting/Most surprising
• Weekly discussion board questions
• Reflections on peer work
• Surveys – share overall class results
• Windows and Mirrors
50. • Connect concepts to real life by making it
personal with someone tangible and within
one degree!
• I know you and you know them—cool.
• I see you doing that, maybe I can too.
51. • This helps connect you to your
students.
• Helps your student connect more
personally to material
• Can follow up with connecting to
each other
52. • Reaffirm respectful communication
• Use lots of “please” and “thank you”
• Kill ‘em with kindness
• Encourage I-messages
•Answer questions first, then do a “food for
thought” or “please re-read this and see if it could
be perceived in a way…”
• Promotes class integrity, respect, and win-win
communication.
54. • Student Self Assessments
• Concept Application
• Course Effectiveness
This helps keep students and
instructor connected to the
learning objectives.
55. Other benefits:
Gives me statistical data to use for other assignments
Helps keep the class dynamic
Helps students connect to information personally
Gives me information on whether or not I’m accomplishing my
goals (or how well) = Course Effectiveness
Reinforces students accountability/responsibility (I ask, “Do you
feel you have a foundational understanding of Chapter 5?” and
follow it up with “How much of Chapter 5 did you read?” (And
yes, I think students are pretty honest)
I’ve used some statistics outside of that class (support why our
online class tallies shouldn’t be raised, discuss whether students
think they would have cheated if the tests had not been open
book—this one is scary honest)
56. Examples of Surveys/Survey Results:
Self-assessments:
• Survey Example #1 Social Media Online Usage Results:
• http://tinyurl.com/m6hvwxc
• Survey Example #2 Social Media Facebook Results:
• http://tinyurl.com/mkkrdxz
Concept Application:
* Survey Example #3 Interpersonal Windows/Mirrors
http://tinyurl.com/ny2xvfg
* Survey Example #4 Intercultural Windows/Mirrors
http://tinyurl.com/lpabnhd
Course Evaluation:
• Survey Example #5 Mass Comm Assessment of wk9
• http://tinyurl.com/kqcrubq
• Survey Example #6 Interpersonal Final Eval
• http://tinyurl.com/llmapky
57. I’m guessing it’s not just one thing I do that
accounts for the high retention rate, which
is why I gave you 10+ tips and talked about
the be attitudes/be verbs.
I hope you were able to pick up a few “gems”
you can use or promote on your campus.