This document summarizes the migration of the University of South Alabama's learning management system from Blackboard to Sakai. Key points include:
- The migration process involved stakeholders from across the university and included faculty training and support.
- Over 400 courses were migrated, with instructors given the option to have their course migrated for them or receive a stipend to do it themselves.
- Extensive training and support resources were provided during and after the migration, including workshops, instructional videos, and ongoing technical support.
- The new Sakai system supports the university's strategic goals such as its Quality Enhancement Plan focusing on collaborative teaching and learning.
Presentation of Igor Balaban, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Personalized Learning & Digital CitizenshipEvan Abbey
Presentation given at the Iowa 1:1 Conference, 4/8/15. Overviews the current Student Personalized Learning System, and how to utilize the Digital Citizenship curriculum.
Blackboard "Collaborate: A Room with a View" presentation from April 2014 @ #...gillianfielding
How we are embedding Collaborate strategically, our different uses of Collaborate with little videos from staff users (mini-case studies), with benefits and the odd pitfall.
Moving Your District's Professional Development OnlineEvan Abbey
Presented at Keystone AEA TIC conference, 6/16/15. An overview of ways Iowa districts are utilizing AEA PD Online's services to deliver online professional development.
Our 1st session from ITEC 2014. Overviews different models for blended learning, as well as strategies to blend content, assessments, and collaboration.
Presentation of Igor Balaban, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Personalized Learning & Digital CitizenshipEvan Abbey
Presentation given at the Iowa 1:1 Conference, 4/8/15. Overviews the current Student Personalized Learning System, and how to utilize the Digital Citizenship curriculum.
Blackboard "Collaborate: A Room with a View" presentation from April 2014 @ #...gillianfielding
How we are embedding Collaborate strategically, our different uses of Collaborate with little videos from staff users (mini-case studies), with benefits and the odd pitfall.
Moving Your District's Professional Development OnlineEvan Abbey
Presented at Keystone AEA TIC conference, 6/16/15. An overview of ways Iowa districts are utilizing AEA PD Online's services to deliver online professional development.
Our 1st session from ITEC 2014. Overviews different models for blended learning, as well as strategies to blend content, assessments, and collaboration.
Learn how Heythrop College achieves 100% course adoption – the process, trials and tribulations, how they achieved site wide adoption and how they intend to retain it.
Mart Laanpere - Task-centred approach to mooc designEUmoocs
EMMA webinar - Task-centred approach to MOOC design: challenges and opportunities
This one hour webinar is intended for people willing to improve the pedagogical design of MOOCs. Often MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire and remember the knowledge presented by the teacher. This webinar will guide participants through the phases of Merrill’s task-centered instructional design model. We will show how the model can be applied to MOOC design for engaging learners in active and collaborative knowledge construction through meaningful and practical assignments. Opportunities that task-centered MOOC design offers and challenges that need to be considered will be discussed.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
Plymouth State launched Plymouth Create, our own instance of "Domain of One's Own" in spring 2017. Since then, we've experienced steady growth and adoption across campus, driven by the motto of "staring with why," along with targeted strategies to connect with the right programs and courses.
This presentation is based on a pilot study during March and April 2012, in which we experimented with the integration of resources from the University of Leicester's Carpe Diem learning design workshop programme and the OU's OULDI materials.
The slides are designed to enable a learning design workshop facilitator to lead a two to three day face-to-face workshop, or a two-to-three week long online workshop. It takes participants systematically through a series of eight learning design "e-tivities", and provides guidance and support for both the workshop facilitator and the participants at each stage in the process.
More info at http://cloudworks.ac.uk/cloudscape/view/2409.
Make your course resilient by selecting teaching tools and strategies that match your planned methods and activities. Learn how to select the right technologies (high and low tech options) that will meet your lessons' objectives and ensure that students are knowledgeable and prepared to succeed.
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Bill Pelz, Professor of Psychology (1968) and Jane Verri, Assistant Professor of Psychology (2002), Herkimer County Community College
Introducing: the Herkimer HyFlex!
Two seasoned instructors at Herkimer County Community College are pioneering a new instructional design strategy which combines two current pedagogical trends in higher education: hybrid course design and heutagogy.
* Hybrid course design: some portion of required class activity occurs within the classroom environment, the remainder occurs within the online environment.
* Heutagogy: learners assume as much responsibility for determining their own learning conditions as possible (what to learn, how to learn, where to learn, when to learn, etc.)
* HyFlex course design: all or most course learning activities are offered both in class and online. Learning activities can include content presentation (lecture / multimedia / PowerPoint / etc.) content engagement (class and small group discussion / group projects / research papers / etc.) and assessment (quizzes / exams / written assignments / etc.). Each learner determines for her/himself which environment to attend for each activity.
The Herkimer Hyflex model utilizes two instructors who agree to team teach a double-enrollment section of students. These two instructors collaborate in the development of all course learning activities. One instructor assumes primary responsibility for synchronous face-to-face instruction, the other for asynchronous online instruction. Students are required to attend an initial face-to-face class meeting to receive some ANGEL training and review the class policies and procedures. Then, with the exception of a required mid-semester and end-of-semester face-to-face focus group class designed to allow students to express their thoughts about the course structure and content, each student is allowed to decide which learning environments (classroom, online, or both) to utilize for every graded learning activity.
Strategies for Designing Online Courses that are Effective, Engaging, Efficie...George Veletsianos
A Lunch ‘n’ Learn-style event, this interactive session will explore strategies used in the School of Education and Technology to re-imagine our online learning courses. Together, we will explore the design of online learning experiences that are not just effective, engaging and efficient, but those that are also meaningful, empowering and caring. Come prepared to share, explore, discuss and have a bit of fun!
Learn how Heythrop College achieves 100% course adoption – the process, trials and tribulations, how they achieved site wide adoption and how they intend to retain it.
Mart Laanpere - Task-centred approach to mooc designEUmoocs
EMMA webinar - Task-centred approach to MOOC design: challenges and opportunities
This one hour webinar is intended for people willing to improve the pedagogical design of MOOCs. Often MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire and remember the knowledge presented by the teacher. This webinar will guide participants through the phases of Merrill’s task-centered instructional design model. We will show how the model can be applied to MOOC design for engaging learners in active and collaborative knowledge construction through meaningful and practical assignments. Opportunities that task-centered MOOC design offers and challenges that need to be considered will be discussed.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
Plymouth State launched Plymouth Create, our own instance of "Domain of One's Own" in spring 2017. Since then, we've experienced steady growth and adoption across campus, driven by the motto of "staring with why," along with targeted strategies to connect with the right programs and courses.
This presentation is based on a pilot study during March and April 2012, in which we experimented with the integration of resources from the University of Leicester's Carpe Diem learning design workshop programme and the OU's OULDI materials.
The slides are designed to enable a learning design workshop facilitator to lead a two to three day face-to-face workshop, or a two-to-three week long online workshop. It takes participants systematically through a series of eight learning design "e-tivities", and provides guidance and support for both the workshop facilitator and the participants at each stage in the process.
More info at http://cloudworks.ac.uk/cloudscape/view/2409.
Make your course resilient by selecting teaching tools and strategies that match your planned methods and activities. Learn how to select the right technologies (high and low tech options) that will meet your lessons' objectives and ensure that students are knowledgeable and prepared to succeed.
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Bill Pelz, Professor of Psychology (1968) and Jane Verri, Assistant Professor of Psychology (2002), Herkimer County Community College
Introducing: the Herkimer HyFlex!
Two seasoned instructors at Herkimer County Community College are pioneering a new instructional design strategy which combines two current pedagogical trends in higher education: hybrid course design and heutagogy.
* Hybrid course design: some portion of required class activity occurs within the classroom environment, the remainder occurs within the online environment.
* Heutagogy: learners assume as much responsibility for determining their own learning conditions as possible (what to learn, how to learn, where to learn, when to learn, etc.)
* HyFlex course design: all or most course learning activities are offered both in class and online. Learning activities can include content presentation (lecture / multimedia / PowerPoint / etc.) content engagement (class and small group discussion / group projects / research papers / etc.) and assessment (quizzes / exams / written assignments / etc.). Each learner determines for her/himself which environment to attend for each activity.
The Herkimer Hyflex model utilizes two instructors who agree to team teach a double-enrollment section of students. These two instructors collaborate in the development of all course learning activities. One instructor assumes primary responsibility for synchronous face-to-face instruction, the other for asynchronous online instruction. Students are required to attend an initial face-to-face class meeting to receive some ANGEL training and review the class policies and procedures. Then, with the exception of a required mid-semester and end-of-semester face-to-face focus group class designed to allow students to express their thoughts about the course structure and content, each student is allowed to decide which learning environments (classroom, online, or both) to utilize for every graded learning activity.
Strategies for Designing Online Courses that are Effective, Engaging, Efficie...George Veletsianos
A Lunch ‘n’ Learn-style event, this interactive session will explore strategies used in the School of Education and Technology to re-imagine our online learning courses. Together, we will explore the design of online learning experiences that are not just effective, engaging and efficient, but those that are also meaningful, empowering and caring. Come prepared to share, explore, discuss and have a bit of fun!
How To Buy A Property In Turkey.
New laws for the purchasing of land or property in Turkey for foreign nationals was ratified by Turkish paliament on 7th Janoory 2006 and is now in force. The law now effectively means that foreigners can own up to a maximum 2.5 hectares (25,000m2) of land and property. The Council Of Ministers may use its discreation to increase this limit upto 30 hectares (300,000m2) as long as this figure does not exceed 0,5% of the land area of the province in question. Foreign nationals and foreign commercial companies are NOT allowed to buy property in the strategic military and security zones of turkey. Also the country of the foreign national wishing to purchase land MUST have a reciprocal property or land purchasing agreement with Turkey. A recent change in turkish legistation (i.e. on 19 July 2003) now permits foreigners to buy a property outside the boundaries of a municipality, i.e. council district (Belediye) and within a village or tural arena. However, it isstill necessary to obtain permission from the Military, prior to purchase.
If you are not able to understand turkish to a very high Standard. It is in your best interest to consuit with and hire a solicitor who can speak English ot if possible, your native language. The solicitor will then assist you in all legal aspects of your purchase and will translate for you any of the documents where required. Your solicitor can also act as power of attorney for you. This is very useful if you are not planning tos tay in Turkey while your application is being processed . The solicilor will then be able to sign all relevant documents on your behalf.
When buying your property, the price can be paid for in either Yeni Turkish Lira (YTL) or in a foreign currency. There are also not restrictions about the transfer of Money from a trukish or foreign bank. Be aware that in addition to the price for your property, you will have to pay some other fees during the property buying process such as: The estate agents fee (3% of the property price), solicitors fee, military check/title deed fees, water/electricity connection fee etc… These fees will be explanined to you by your appointed solicitor.
Once you have decided on the property of your choice, an agreement will be drawn up between the house buyer and seller. The estate agent you are dealing with will discuss this and then both partners will sign and date an agreement. A copy of your passport, 2 photograps and a contact adres will be required from you at this point. The process of buying your house begins now. All the relevant documents will then be sent to District Land Registry Office. ( Tapu ve Kadastro Mudurlugu). The documents will then be sent off to the Military Headquaters in Izmir to carry out character checks on the potential new buyer and to make sure the property isn\'t situated in a military designated zone (in the case off-plan purchases this process will be corried out once the property is complete) This process will take approximately 3 months. Once clearance has been received, the papers will be returned to the Land Registry Office. At this point , both parties or the person acting on their behalf (your power of attorney) will goto the land registry Office and will sign in front of the deed officer, the new title deed (tapu). Once signed the house is now yours. Now that you are a new homeowner, the next step is to have the water and electricty and eventually telephone (this only if you have a residence permit) transferred to your own name and arrange your earthquake insurance which is required by law.
Delivering a Multi-Engagement Corporate Work-Based Learning ProgramNAFCareerAcads
Come learn about a model for a corporate work-based learning program spanning several student engagements during the course of the school year. The session will discuss recommendations on how to identify an academy for delivering the program, review the specific types of engagement and discuss feedback received with an initial work-based learning program.
Instructor-led training and gamification - webinar with GamEffective, Sykes a...Centrical
Training employees in a classroom is still a very popular method for learning. Yet, today’s classroom is changing – not only is more learning shifted outside the class, but many tools are coming into the classroom, so that instructors can easily reach better learning results.
How to use gamified microlearning to insert fun and engagement to the classroom
How to use gamified microlearning before, during and after class
How to pace learning, gate content and provide feedback in ILT
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Stephanie Richter
Presented at BbWorld16 - The new Blackboard Portfolio released with Blackboard Learn in April 2014, is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU's campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Making Training More Agile: The Evolution of a Competency-Based Online Facult...Kaitlin Walsh
As colleges increase their online course offerings, perhaps the biggest challenge is training faculty for the transition. How do we make training relevant and meaningful within their busy schedules? This presentation will highlight the development of American International College’s competency-based online faculty training program, focusing on structure, implementation and benefits.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
6. Office of Electronic
Learning
Online Learning Lab
(OLL)
Program for the
Enhancement of
Teaching and Learning
(PETAL)
USA Online
7. LMS Management and Support
Academic Technology
Support
Faculty Development
and Support for Teaching
and Learning with and
without Technology
8. Director
Faculty Development Manager
LMS Manager
Academic Technology Manager
2 LMS support staff
Secretary
10 Graduate Student Designers
9. 400 fully online courses
Rated for migration
complexity
Faculty given option
◦ Having course migrated
for them
◦ Receiving stipend
for moving it themselves
Amount of stipend based
on complexity rating
11. Meetings
◦ ILC with deans
◦ Deans with chairs
◦ Chairs with faculty
◦ Faculty with students
Web Pages
◦ Announce the migration
◦ Navigation page
◦ Post policies
◦ Training events
◦ Training aids (How-to guides
and instructional videos)
Bulk Email
Midweek Memo
12.
13.
14. • Course Information
• Instructor Information
• Student Information
(Current)
• Grades
(Future)
18. FAQs
• Q&A
• Instructor/Studen
t Driven
Instructional Videos
• Topical
• Brief (3-5 minutes)
• Organized by Sakai 4 Parts
19. • Embanet 24/7 Support
• Phone
• Chat
• Email
• Local Support , M-F, 8 a.m. to 5 p.m.
• Phone
• Email
• In person
• Local Extended Hours Support--(during peak
times such as first week of course availability,
week before and after first day of term, following
upgrades, etc.)
• Phone
• Email
• rSmart Support/Third Party Tools Support
• Sakai Community Support
20.
21.
22.
23. Complication Solution
1. Instructors reluctant to move 1. Stipend, chair timetable
2. Course sites not automatic 2. Instructors control site setup
3. FERPA/J-numbers displayed 3. Vendor masks J-numbers
4. Importing content – Resources 4. Site repository
not working 5. Auto publish 1st day of term
5. Publishing courses /manual publish up to 14 days
6. Incompletes in advance (early access)
6. Inactivate other students/
7. Interrupted exam
republish course
8. Site quota (500 MB)
7. Pad time for technical difficulties
8. Media Gallery (unlimited quota)
24. “You’re doing a great
job, my phone’s not
ringing”
“The best sign of of
“The best sign
Shhh
….
success is silence”
success is silence”
25. Competency-Based Training
◦ Part 1: Getting Started
in Sakai
◦ Part 2: Creating and
Delivering Content
◦ Part 3: Assessment and
Grading Mechanics
◦ Part 4: Working with
Communication Tools
26.
27. On-Campus Workshops
◦ Four 2-hour workshops
◦ At least one full round
offered each week
Online Training Modules
◦ Self-paced training
Do-It-Yourself
◦ Master the competencies
and apply for certification review
28. Out of 750 faculty
◦ 325 have been certified so far
◦ 430 have attended at least
one workshop
◦ 140 have registered for
the online version
◦ About 25 have completed
the online version
33. SACS “Reaffirmation” review begins this fall
USA’s Quality Enhancement Plan (QEP) project
is Collaborative Teaching & Learning
We wrote the proposal for that project,
especially the Collaborative Teaching portion,
because of the available functionalities in
Sakai
◦ Content Sharing
◦ Collaborative Development
◦ Improved Communication
2012 Jasig Sakai Conference 33
