This document summarizes an undergraduate e-learning pilot project that flipped lectures for a marketing course with over 100 students. Recorded lectures were assigned for students to watch outside of class, which then allowed class time to be used for discussion, exercises and elaboration of concepts. Various grants and partners supported developing online materials in Moodle, MyMarketingLab, and Echo360. Most student feedback was positive, praising the organization and seminars, though some wanted occasional in-person lectures. Results showed higher average scores than previous years. Challenges included motivating independent learning and issues with third-party platforms. Overall, the structured online approach was successful but will be modified based on lessons learned.
Begin your online class successfully! As a student in online classes there are several things you can do to ensure your success early on. Start your studies following these five tips!
5 Tips to Increase Instructor Presence in BrightspaceD2L Barry
Presenter: Kevin Cormier, New Brunswick Community College
At Holland College in Charlottetown, PEI on May 31, 2019.
D2L Connection: Atlantic Provinces is your opportunity to connect with peers and D2L staff, exchange product feedback, share effective practices, and network with other Learning Professionals.
Brightspace Webinar: More than an LMS, it's a Strategic Goals Support ToolD2L Barry
Brightspace Teaching & Learning Community webinar series: More than an LMS, it's a Strategic Goals Support Tool, with Susan Colaric, Associate Vice President, Online Learning & Services, St. Petersburg College
Begin your online class successfully! As a student in online classes there are several things you can do to ensure your success early on. Start your studies following these five tips!
5 Tips to Increase Instructor Presence in BrightspaceD2L Barry
Presenter: Kevin Cormier, New Brunswick Community College
At Holland College in Charlottetown, PEI on May 31, 2019.
D2L Connection: Atlantic Provinces is your opportunity to connect with peers and D2L staff, exchange product feedback, share effective practices, and network with other Learning Professionals.
Brightspace Webinar: More than an LMS, it's a Strategic Goals Support ToolD2L Barry
Brightspace Teaching & Learning Community webinar series: More than an LMS, it's a Strategic Goals Support Tool, with Susan Colaric, Associate Vice President, Online Learning & Services, St. Petersburg College
A short presentation on how to creatively create an online experience to grow a student's learning through the use of blogs and discussion boards, especially for Art Education.
What Staff Training Program? Minimum Investment, Maximum Impact Staff Education Strategies
Providing staff with the training and support they need to excel is one of the hardest challenges faced by library managers, especially when time is precious and funds are low. At this session, participants will join in lively discussion and get practical advice for building effective staff training and development programs with limited resources.
Presentation for the Alaska Library Association Conference 2014 #akla
Bite-Sized Staff Training: Transform Staff Development for Busy EmployeesJulia Huprich
Discover ways to maximize the impact of staff training to fit the ever-changing needs of the modern learner. Using instructional design principles, adult learning theories, and personal learning styles, participants will learn tips and tricks to engage staff members using microlearning techniques that are easy to integrate into a busy library schedule. At the end of the session, participants will have tools to customize and modernize their staff training program.
This session was presented at the Public Library Association Conference in Denver, Colorado, on April 9, 2016.
An observation on the over reliance on powerJames Zaworski
Many educators rely too heavily on power point presentations, and do so often at the expense of their teaching and at the expense of student's interest, and ability to learn.
Instructor-led training and gamification - webinar with GamEffective, Sykes a...Centrical
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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
A short presentation on how to creatively create an online experience to grow a student's learning through the use of blogs and discussion boards, especially for Art Education.
What Staff Training Program? Minimum Investment, Maximum Impact Staff Education Strategies
Providing staff with the training and support they need to excel is one of the hardest challenges faced by library managers, especially when time is precious and funds are low. At this session, participants will join in lively discussion and get practical advice for building effective staff training and development programs with limited resources.
Presentation for the Alaska Library Association Conference 2014 #akla
Bite-Sized Staff Training: Transform Staff Development for Busy EmployeesJulia Huprich
Discover ways to maximize the impact of staff training to fit the ever-changing needs of the modern learner. Using instructional design principles, adult learning theories, and personal learning styles, participants will learn tips and tricks to engage staff members using microlearning techniques that are easy to integrate into a busy library schedule. At the end of the session, participants will have tools to customize and modernize their staff training program.
This session was presented at the Public Library Association Conference in Denver, Colorado, on April 9, 2016.
An observation on the over reliance on powerJames Zaworski
Many educators rely too heavily on power point presentations, and do so often at the expense of their teaching and at the expense of student's interest, and ability to learn.
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
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
Craig, D. (2014, September). Challenges and opportunities in flipped writing classrooms: A preliminary report. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
This study evaluates the implementation of a Flipped Classroom approach
in two academic English writing courses at a Korea nuniversity. The Flipped
Classroom approach inverts a traditional class design with students viewing
lectures at home and doing homework in class. It was developed in response
to a perceived lack of classroom time for engagement and an increase in
access to computer and Internet technologies.
Two writing courses for 67 English majors at a Korean university were
flipped with the intention of reducing lecture time and increasing students’
discussion of and engagement with writing concepts and practice during class
time. Instruction was designed to match these goals. For each major topic,
students watched a video and took an online quiz to assess their recall of
ideas from the video lecture prior to attending class. In class, students were
given time to ask questions about the lectures and assignments. They were
then asked to do class activities that encouraged them to come to a deeper
understand of the course content. These activities included worksheets, a
range of group activities, self- and peer-review of essays, and writing.
PowerPoint presentations were created for major topics in the course (7
total). From these presentations, video lectures were created. Four different
screencasting programs were used (Movenote, ActivePresenter, knovio, and
Present.me) in order to evaluate which of the programs best fit the
development needs of the instructor and the viewing preferences of the
students.
This research was conducted as a type of action research (Lewin, 1946).
The researcher was also the lecturer for the two writing courses. As such, the
focus of the research was to better understand and improve on the
instructional design of the course. To accomplish this, data were collected
from numerous sources, including quizzes, one-on-one and whole class
interactions, a research journal, and student survey responses. Preliminary
findings will be presented in three categories: student perceptions, teacher perceptions, and instructional design.
Based on student and teacher experiences, the there are a number of
instructional design changes that will take place in future classes. Videos will
be shorter. This will be accomplished by making more videos that focus on
fewer elements in each. Quizzes remain a good way to encourage students to
watch the video lectures and to assess their understanding of the content
prior to coming to class. It is clear, however, that a better way to push
students to both view the videos and take the quizzes is needed. Lastly,
more/better activities need to be developed for classes.
Transforming Our Teaching as Well as Our VLED2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 2 (User Enablement): Transforming Our Teaching as Well as Our VLE, Dr. Sue Folley, Academic Development Advisor & Professor, University of Huddersfield, John Allport, Professor of Automotive Engineering, University of Huddersfield
Presentation from one of the keynote presentations from the iMoot2013.
I Moodle, they Moodle, we all Moodle together!
A focus on Learning with Moodle.
Those of us at the iMoot know Moodle. We are probably already sold on what it can do and the benefits to education.
However, for everyday teachers who use Moodle because their organisation provides it, the term Moodle is often used as a noun - a title for a system that can be used to store content and has a wide range of features to support learning (but are not necessarily used).
This keynote looks at Moodle as a verb instead of a noun. Not the verb to ‘meander or tinker away with something’ but as a ‘doing word’ to use in the same context as the term ‘to learn’. We will look at how we can structure Moodle activities for learning rather than content and look at how we promote it to others so that it does get used for learning.
The presentation will show practical examples to illustrate some good (and not so good) practice.
Similar to Jisc presentation 2014 e factor 2 sg (20)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2. Flipped Sessions - Aim
• Students to watch recorded lectures which had
pause points and questions for reflection
• Lecture and seminar time dedicated to discussing
questions and exercises, exploration and
elaboration of key concepts
3. Context and some issues
• 1st year UG module Introduction to Marketing
• 100+ bright/demanding students; 3As; International
• Mixed discipline backgrounds, marketing – history
• Packed lecture rooms
• Change of textbook edition
4. Grants, Awards and Support
UCL
Teaching and Learning Innovation Grant 2013
e-leaning Development Grant 2013
HEA
Changing the Learning Landscape Award 2013
Pearson Education
Pilot, licences, training and development support
10. Carrots and Sticks
• Weekly Tasklist
• Activities linked to the online lecture
materials,
submission as a proxy for attendance
• Seminar attendance compulsory
• Weekly test for credit
• Chasing non-contributors
• Frequent updates and help
• Skype me
• Badges
•. Small prizes
• Multiple opportunities for 2 way feedback
• Fast turnaround
13. Student Responses
• It’s a very interesting module and I'm enthralled by
what I have learned so far. Looking forward to the
future lessons!
• So far I think the course has been interesting and
very well organised. I think it is useful to have
assigned readings and quizzes because it helps
me to remember to do the reading.
• Very excited to get stuck in!
14. Change is not always comfortable…
• Some students voiced concerns about paying
increased fees and not having face to face
lectures
• ‘I would really like to have physical lessons once
in a while. Even if it is not a proper lecture’.
• ‘Maybe more lectures would be good’
15. Workload
• Reasonable; much re-thinking and structuring of
resources & online materials
• Being responsive to a changing situation at short
notice
• Keep your nerve!
– Up until midnight for the 1st deadline
16. Teething troubles?
• Remarkably few
• 172 enrolments… logistics challenge
• Some parts more seamless than others
• Easy to tailor and modify
22. What worked well
• Bulk registration on MyMarketing Lab
• Student engagement levels typically high, though
some stragglers needed chasing
• Programmed activities with conditional releases to
‘drive’ and signpost students through the materials
• Completion certificates popular
• Skype access to teaching staff well used… though
perversely rated as ‘adequate’ on evaluation!
23. What didn’t go so well
• Google Challenge - delayed by Google, couldn’t
be fitted in… emergency replacement assignment
• Open Badges and Leaderboard – bowtie effect
• MyMarketing Lab Quizbank
• Echoserver down one week caused delays
24. What students liked
• ‘The seminars were very, very good. They made you really
understand the theory and everything related to it.’
• ‘The online lectures and the delivery. I like the fact that
Jane answers the emails all the time and we can skype
her whenever in need. Moreover, I find the lecture casts
more effective than the traditional ones as we can stop the
recording when we want to and take notes, a break, a
nap...’ Hmmm
• ‘The video coursework, because its doing marketing in a
fun way’
• ‘the combination of online lecture, materials, course work
and seminar really enable us to learn something from the
course.’
25. And not so much….
• ‘I really don't like the online lectures. I prefer having a set
time in a lecture hall that I know I can attend’.
• ’More interactive and less online. I felt as if I was teaching
myself the whole course.’
• ‘I don't like the online textbook, It's very difficult reading
such large chapters online.’
• ‘Why are we paying £9000 to do online lectures ?’
26. Results
Students Average % Minimum Maximum
2013-14
2012-13
2011-12
172
118
102
67.2%
64.7%
62.8%
30
32
40
86
83
81
By UCL standards, a very large cohort
27. The Challenges
• Dealing with instrumentalism
• Motivating students to explore and take
responsibility for their learning
• Overcoming expectations of ‘spoon feeding’
28. Conclusions thus far
• Structured approach worked pretty well… though needs
work for next year
• Carrot and stick approach with conditional releases and
weekly quizzes worked as a concept
• Problems of dependency on a 3rd party need avoiding
(Google in particular)
• e-books don’t suit all students
• When left to explore MyMarketingLab, many didn’t
• Its scalable for large numbers, but don’t underestimate the
support requirement and accessibility issues
29. What’s next?
• Will students be prepared to pay?
• Detailed analysis of student behaviours and
results
• Learning about student behaviours and any
relationships between behaviour and results
• Snagging and modifying for next year
• Take this summer off!
101 marketing
Info for management for business – own students, 3 As, international, UCL global universities,
Historians, 1 year exchange student
Textbook chagning edition
Recent academic, most of life in IT industry, comfortable with tech
Module in spring, uk pilot of myMarketingLab, integration
Sardines – increasing nos of students, room not big enough, rooms more than 80
Pressure mother has been moved into hospital
All was present and how to work together
Google -
Open badges are digital artifacts which can be designed using a number of open source applications
There are two key roles, the badge issuer or owner and the individual who can earn or be awarded the badge.
The diagram on the slide shows how the process works.
Badges can be designed and issued for absolutely anything at all. From the deadly serious to the utterly frivolous.
This project implements specially designed badges to gamify e-learning materials for a 1st year undergraduate module in marketing