The document summarizes the results of a course evaluation survey completed by students in Ana ADI's New Media course. Overall, the majority of students rated the course, content, and teaching as "very good" or higher. Specific elements like the lecturer's enthusiasm and use of technology received particularly positive ratings. Students enjoyed the practical elements and guest lectures. Some suggestions included adding more practice with new media tools, business examples, and adjusting the schedule.
Learning Guide is a form of scaffold to support learners in any online course. It gives them an overview on what to expect like knowing the tasks to be performed ahead including studying a lesson presentation(s), downloading a file(s), answering a question(s), replying to a classmate’s post, watching video(s), product creation and/or submission of output. This also reduces the transactional distance between the teacher and the learner. This file also contain a step by step procedure for students who are first time users of Google Classroom.
Learning Guide is a form of scaffold to support learners in any online course. It gives them an overview on what to expect like knowing the tasks to be performed ahead including studying a lesson presentation(s), downloading a file(s), answering a question(s), replying to a classmate’s post, watching video(s), product creation and/or submission of output. This also reduces the transactional distance between the teacher and the learner. This file also contain a step by step procedure for students who are first time users of Google Classroom.
Presentation by Robert Michael Hubbell (Ohio Department of Education) and Eric Calvert (Learning|Connective) on credit flexibility for the Mid Ohio ESC annual conference in August, 2010.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Environment’ and provides content which relates to self and peer assessments, some challenges of peer-learning in online environments and quality criteria in peer learning.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessmentpeghissima
This is a two part PPT. The first part covers phases of Implementation of online learning programs and the second one looks at district needs assessment for planning, implementing and managing an online learning program for K-12. This is part of a poster session at CUE 2011.
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Making Connections: How Students Use Feedback to Inform Future LearningBlackboardEMEA
This session will share findings and recommendations from a research study at Sheffield Hallam University aimed at creating a better understanding of the connections students make between their assessment feedback and future assignments, and what impact staff practice has on this process. The presentation will cover each stage of the assessment process for both students and staff, and make specific reference to how identified issues have been addressed through technology elsewhere in the UK Higher Education sector.
The main element of the presentation will be a detailed explanation of the recommendations resulting from the research, and the policy, practice and technology changes required to implement them.
Presentation by Robert Michael Hubbell (Ohio Department of Education) and Eric Calvert (Learning|Connective) on credit flexibility for the Mid Ohio ESC annual conference in August, 2010.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Environment’ and provides content which relates to self and peer assessments, some challenges of peer-learning in online environments and quality criteria in peer learning.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessmentpeghissima
This is a two part PPT. The first part covers phases of Implementation of online learning programs and the second one looks at district needs assessment for planning, implementing and managing an online learning program for K-12. This is part of a poster session at CUE 2011.
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Making Connections: How Students Use Feedback to Inform Future LearningBlackboardEMEA
This session will share findings and recommendations from a research study at Sheffield Hallam University aimed at creating a better understanding of the connections students make between their assessment feedback and future assignments, and what impact staff practice has on this process. The presentation will cover each stage of the assessment process for both students and staff, and make specific reference to how identified issues have been addressed through technology elsewhere in the UK Higher Education sector.
The main element of the presentation will be a detailed explanation of the recommendations resulting from the research, and the policy, practice and technology changes required to implement them.
ENGL 421
CHAPTER 10: ANALYTICAL REPORTS
NAME:__________________
ID:_____________________
SECTION:_____________
Task: Write an executive summary of the research article uploaded on your Moodle page. Your summary should paraphrase the article, highlighting its main points, methodology, result, discussion, and conclusions.
Short Research Report
164 December 2017, Vol. 9, No. 4 AJHPE
Teaching and assessment strategies require constant personal reflection
as to whether these approaches adequately prepare students to meet the
discipline-specific knowledge base of the profession (‘hard skills’), while
simultaneously developing behavioural and attitudinal skills that empower
them to become more socially aware and responsible citizens (‘soft skills’).[1]
Integrating soft skills with hard skills is a conceptual principle that higher edu-
cation promotes and requires, more recently popularised as ‘graduate attri-
butes’.[2] Adapting teaching and assessment practices towards addressing this
need from a basic medical science and clinically applied perspective, creates
the opportunity and platform to be innovative in identifying new strategies
and expanding on conventional practices. Consequently, team learning has
become popular in many medical training institutions. In anatomy, the
limited dissection potential of the cadaveric brain, and the complexity of
the three-dimensional stuctures within it, further creates a substrate for
innovative learning.
This case study highlights the effectiveness of a team project that
embraces the elements of hard and soft skills, team learning and self-directed
learning. Topics provided required the preparation and presentation of
models through a video clip as a newly created art form, so as to adopt the
contemporary social theme: selfies 2015. As it was an innovative curricular
activity, it was considered giving specific attention to and evaluating the
project from a student’s perspective. More importantly, the project provided
a simple strategy that can be used to integrate hard and soft skills, as has
become a requirement of most curricula.
Objectives
A class activity has been used as a strategy to integrate hard and soft skills
through the concept of a popular social theme related to the creation of an
art form, and to evaluate the students’ perception of the project in terms of
expanding subject knowledge, personal appeal and enjoyment, and future
considerations.
Methods
Each team, comprising 5 - 6 students, was allocated a topic in neuroanatomy
and was required to prepare a model to demonstrate a particular aspect.
Each of the three topics formed part of the neuroanatomy syllabus, but was
not taught through formal lectures and practicals. For these topics, student
teams were required to prepare a model relevant to the topic and produce
a 15-minute video clip incorporating the model as a class presentation.
Typically, each of the ...
EL7003-8 Assignment 1: Instructional Design and Engaging E-Learning Activitieseckchela
This is a North Central University course (EL 7003-8) Assignment 1: Instructional Design and Engaging E-Learning Activities. It is written in APA format, has been graded by Dr. Brian Oddi (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
An Innovative Use of ApprenNet to Facilitate Meaningful Intra-professional Cr...Rodney B. Murray
This poster describes the use of ApprenNet in a collaboration between Dr. Rondalyn Whitney (Dept of Occupational Therapy) and Dr. Rodney Murray (Office of Academic Technology) at the University of the Sciences. Dr. Murray will present this topic at the International Association of Medical Science Educators annual meeting at St. Andrews University, Scotland, UK on June 8, 2013.
Learning design twofold strategies for teacher-led inquiry and student active...davinia.hl
Hernández-Leo, D., Moreno, V., Peig, E., Learning design twofold strategies for teacher-led inquiry and student active learning. Workshop on Teacher-led Inquiry and Learning Design: The Virtuous Circle, Workshop at the 2013 Alpine Rendez-Vous, January 2013, Villard‐de‐Lans, Vercors, French Alps.
Abstract. This workshop paper states that fostering active student participation both in face-to-face lectures / seminars and outside the classroom (personal and group study at home, the library, etc.) requires a certain level of teacher-led inquiry. The paper presents a set of strategies drawn from real practice in higher education with teacher-led inquiry ingredients that promote active learning. These practices highlight the role of the syllabus, the importance of iterative learning designs, explicit teacher-led inquiry, and the implications of the context, sustainability and practitioners’ creativity. The strategies discussed in this paper can serve as input to the workshop as real cases that need to be represented in design and supported in enactment (with and without technologies).
Adi & Hobby_2013_Social Media in Higher EducationAna ADI
Evaluation of social media tools used for public relations monitoring and outread - 1st Corporate and Marketing Communication in Asia Conference - Bangkok, Thailand
Third Sector Skills_Visual communication_Festival of LearningAna ADI
Workshop offered to participants to the Festival of Learning at Bournemouth University (June 3-14) offered by Anna Feigenbaum and Ana Adi. Developped by Anna Feigenbaum.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
1.
New Media
‐ the challenge for traditional media,
advertisers and communicators ‐
Erasmus Course Evaluation
Lecturer: Ana ADI
Session 2010/2011
Semester 2 – May 2011
2. At the end of the New Media course, the 14 participating students were asked to
take a survey in order to evaluate the New Media course together with the lecturer’s
method, approach and enthusiasm. The evaluation survey was accessible online
leaving students with the option of taking it at their own pace and in the absence of
the lecturer. To avoid bias, students were asked to submit their answers before their
final grades were delivered. 13 out of the total of 14 participating students in the
course took the survey, offering responses from 92.8%% of the course participants.
The survey’s structure of the previous semesters has been maintained.
Overall, 71% of the students (10 out of the 13 respondents) found the course, the
overall content and the overall teaching effectives as “very good”. All other answers
recorded rated the course as “good” or “excellent”.
1. Overall course evaluation results
Asked to evaluate specific aspects of the course or the teaching process, the
students responses confirm the high evaluations of the overall course as most of
their answers provide “excellent” or “very good ratings”. The lecturer’s enthusiasm,
the lecturer’s use of technology and the Skype online live video guest lectures
obtained most of the “excellent” ratings from the students followed by the lecturer’s
availability to answer questions, the lecturer’s answer to the students’ questions and
the integration of other lecturers and guests within the course. This could indicate
that providing some diversity in the way content is delivered has a potential to
maintain the students’ interest in the course.
3. 2. Specific course elements evaluation
As with previous sessions, two online live video guest lecturers were set up. While
the connection to the USA via Skype was successful, technical difficulties were
encountered with the connection to Bahrain. This led to the Bahrain guests
continuing their interaction with the class via chat and Twitter.
Similar with the previous sessions, the online live video lectures were regarded as a
novelty as well as a great way to integrate new media in the class.
4. 3.Online video guest lecture evaluation
Among other aspects of the course evaluated were the use of the class time (46.15%
very good), the relevance and usefulness of the course content (53.84% excellent)
and the balance between theory and practice (53.84% excellent).
4. Other course dimensions evaluated
With regards to attendance, all responding students attended all classes. Almost half
of the responding students (6 out of 10) expect to receive an A.
5. Three qualitative questions were part of the survey as well. They aimed to determine
the areas that students most liked or disliked as well as identify elements that
students would have wanted the course to cover. Even with the course covering 7
sessions at a total of 24 hours of contact, some students suggested the course to
take even longer or to be scheduled in such a way as to provide them with some
decompression and/or reflection time.
Other suggestions included more examples and practice with new media tools and
platforms (beyond micro‐blogging, blogging and social media analytics tools) as well
as more business related examples. These suggestions ill be taken into account for
future deliveries of the course.
5. New course elements wanted
One the changes suggested makes reference to the new media impact on journalism
day and practice. Taking into account that most students in this semester had a
background in business and/or business administration, their suggestion reflects
their different subject interests as well as their little impact with journalism.
However, discussing about creative industries and new media production and
influence without making reference to journalism, citizen journalism would depict an
incomplete picture. In order to incorporate the students’ suggestions, the journalism
exercises will be redesigned to include a more business angles.
6.
6. Suggested improvements
Finally, among the things the students liked the most were the practice‐based‐days,
the discussions they generated and the final project.
7. 7. “What did you like more about this course” answers
Observations and Conclusions:
All the answers given to the questions asked are in the higher positive range – from
good to excellent.
The areas marked the students as being excellent (obtaining also the majority vote)
were:
• The lecturer’s use of technology (100%)
• The lecturer’s enthusiasm (84.6%)
• The
The practical aspects of the course were mentioned as strong points of the course
and good learning experiences. It should be noted that this semester featured one
individual assignment and two teamwork assignments including the final team‐
project. To showcase the student’s assignments the students chose wordpress as
their showcase platform:
http://kathonewmedia.wordpress.com
The students final projects will also be shown on in this space.
8. It is notable that many of the students indicate as an important factor the lecturer’s
enthusiasm and support. As with previous semesters, this shows reiterates the
potential, if not the need, for courses to be delivered in a more interactive way
where students are constantly given challenges to solve together with the lecturer.
Having a problem‐based learning approach in this case is perhaps the best solution,
ensuring the students apply and/or discover the content they need in order to fulfil
their tasks.
When it comes to the use of technology, even three years since the course was first
offered, the online live video guest lectures obtained still a very positive evaluation
even from a group who is accustomed to using online live video streaming platforms
for personal uses. As with the previous semester, the responses indicate that the
transfer of knowledge, dialogue as well as learning objectives could be achieved
regardless of the presence in class of the lecturer. Furthermore, the good evaluation
the online live video lectures received show that students appreciate contact with
industry experts and other lecturers that live and operate outside their countries.
Recommendations and suggestions:
Taking into account the students’ observations and in an attempt to make a link to
the areas determined in the course evaluation as having a potential for improvement
it is suggested:
• A redesign of the journalism related exercises to be more relevant to
business students
• The introduction of more practice days related to other technologies and
platforms
• The presentation of more new/social media statistics and inforgraphics as a
way of showing changes in media consumption behaviours
• The introduction of more discussions and debates about the future of
internet, the impact of internet on cultural and political dialogue, privacy and
security
• An expansion of the New Media course to local students as well (not
necessarily in the same classroom).