Kim 551 Ch5notes
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The document discusses synchronous vs asynchronous communication and how to facilitate online discussions. It identifies 4 roles for facilitating online discussions: 1) Technical - be familiar with communication systems and software to help students with issues 2) Social - create a social presence through icebreakers and student profiles to build community 3) Managerial - define goals, roles, and participation expectations to keep discussions efficient and on track 4) Pedagogical - use questions to develop student thinking and understanding of course material
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3) Relating course content to personal experiences and applying it to daily life helps students make the knowledge their own. Feedback from instructors is also important to guide student learning.
Breaking Down Barriers And Celebrating Diversity A Collaborative Wiki Writing...
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. If you would like to listen to just the audio too it's hosted at: http://ictenhancedlearning.podomatic.com/
PLEASE NOTE: Due to a technical glitch the audio stops half way through the presentation. Apologies :-(
Please cite as: Owen, H., & Young, C. (2007, November 21-24). Breaking down the barriers and celebrating diversity: A collaborative Wiki-based writing project. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.
Developing an online presence
The document discusses developing an online presence for teaching. It provides information on establishing presence through community of inquiry, teaching presence, and course design. Specific strategies are outlined, such as communicating clearly with students, providing feedback, facilitating discussions, and overcoming obstacles to presence. Stages of teacher readiness with technology are also defined from non-readiness to fully redefining teaching with technology. The overall goal is to immerse students in an online experience and make them forget they are taking a class online through active engagement and a strong sense of presence.
Group project topic 3
This document discusses assessment strategies for online courses. It addresses assessing both asynchronous discussions and synchronous chats. For asynchronous discussions, it recommends grading contributions both qualitatively and quantitatively using clear criteria. It also suggests assessing student summaries to ensure they consolidate material. For synchronous chats, it notes both advantages like instant feedback, and disadvantages like technology failures. Key considerations for both include activity design, student motivation, and scoring criteria. The document concludes with ideas for ending a course, like parting gifts, farewell messages, reflective journals, and predicting the future to review and wrap up learning.
Designing For Online
The document discusses best practices for instructional design for online learning. It defines instructional design as a systematic process for developing effective instructional materials that considers outcomes, assessment, learners, strategies, and media/technology. It provides 10 best practices for instructional design including: 1) creating an instructional design plan, 2) analyzing learners, 3) getting the right mix of synchronous/asynchronous and independent/group learning, 4) using learning outcomes, 5) sequencing content appropriately, 6) pacing the course, 7) designing engaging activities, 8) building appropriate assessment, 9) using appropriate media types, and 10) writing and designing for the online medium.
Teaching Online
This document provides guidance for instructors on transitioning classroom teaching to an online environment. It discusses key differences in online teaching, including knowing your audience, online course organization and design, building an online learning community, using technology for communication and multimedia, encouraging participation, and collaborating with others. Tips are provided on instructional design, activities to enhance learning and critical thinking, self-reflection and evaluation. Resources for online instruction are also included.
Interactive webinar suggestions and guidance
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
Working online tutor skills
A summary of skills needed by online tutors, concentrating on encouraging student motivation, moderating synchronous and asynchronous discussions and course format considerations.
What works? Effective online practices.
The document discusses effective strategies for online course design based on lessons learned from working with thousands of faculty and students. Three key points:
1) Successful online courses require effective design and engaged instructors. Faculty must rethink how to achieve learning objectives and assess learning online rather than try to duplicate classroom courses.
2) Interaction is important - courses should create opportunities for student-student and student-instructor interaction to build a sense of community. Clear expectations about interactions should be set.
3) Support is needed - faculty require training, resources, and individual instructional design support. Courses need a simple structure and consistent organization to support students.
Lesson Plan - Interpersonal Communication
This instructional plan provides three lessons incorporating principles of interpersonal communication that teachers can apply to create an engaging learning environment and develop better teacher-student relationships. Lesson 1 focuses on communication in the classroom and includes activities using word processing, spreadsheets, and the internet. Lesson 2 addresses building rapport and includes creating a presentation and song. Lesson 3 involves using metaphors to improve communication and includes role playing, creating a presentation with clip art, and drafting a lesson plan. The overarching goal is to help teachers improve communication skills to enhance learning and relationships with students.
Using Asynchronous Tools Cengage Phoenix 3 10
The document discusses using asynchronous tools like message boards, blogs and wikis in writing classrooms. It outlines the pedagogical advantages of these tools, including allowing more time for students to think and write, facilitating written dialogue, and developing student authority. The document also provides examples of how to structure asynchronous discussions, with prompts and different types of discussion threads. It discusses evaluating student writing in these online environments without adding significant grading burdens.
Digital unit plan template
This digital unit plan is for a 9th grade creative writing unit. The unit goals are for students to develop creative writing skills through short stories, journal entries, and essays. Assessments include a group PowerPoint presentation, online journal entries, and a final creative writing essay. The unit consists of 3 lessons: the first has students collaborating on a story PowerPoint, the second uses an online journaling site, and the third focuses on writing a narrative essay about the future of technology.
Interactive webinar suggestions and guidance
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should also ensure participants leave with immediately applicable takeaways. The document offers tips for preparing, such as framing the session around problem-centered adult learning and developing thought-provoking discussion questions. It also provides guidance on structuring the class flow and leveraging online tools to maximize participation and interaction.
Creating community with web 2dot0
Create Community With Web 2.0 Tools
Participants will learn to use Web 2.0 tools to build a sense of community; provide value to staff, faculty, students, and alumni; and reap benefits from communities and groups.
Collaboration, Technology, Pedagogy, and Writing
The document discusses using technology to enhance writing pedagogy and collaboration in the classroom. It addresses why teaching with technology is beneficial, such as accommodating different learning styles and increasing computer literacy. Factors to consider before redesigning a course with technology include appropriateness, learner needs, and instructional goals. Objections like the time commitment and technical issues can be overcome. The document provides examples of technologies that can be used and encourages having fun and trying new things when incorporating technology into teaching.
Your Class Blog
The document discusses the benefits of eLearning and classroom blogging. It states that eLearning can assist connections between learners and facilitate shared learning. Blogging provides an authentic audience, motivates engagement, and helps develop skills like collaboration and digital citizenship. Effective blogging involves using tools to teach skills like research, critical thinking, and presentation. Blogging can be used for displaying work, learning in real-time through collaboration, and as a catalyst for learning.
Rounding up assessment, ending a course
This document provides tips for conducting asynchronous and synchronous online assessment. It discusses establishing clear criteria and objectives, building a learning community, considering quality of participation, and dealing with ambiguity. It notes both benefits and difficulties of synchronous assessment, emphasizing that it should be student-focused and based on constructivism. The document concludes by outlining activities to conclude an online course, such as parting gifts where students share what they learned, and reflecting on the most important thing learned.
Reinventing at Cyber Camp
The document summarizes discussions from a Visitors' Day event at CyberCamp. It highlights questions asked about how students' experiences with projects at CyberCamp mirror experiences in the classroom, and how projects can probe important matters, make interdisciplinary connections, and promote collaboration. Additional topics discussed include essential learning functions of new technologies, exemplary student projects, and models of professional learning for teachers.
Working online Tutor skills for handling online chats, discussions and content
Working online Tutor skills for handling online chats, discussions and contentMaria Angélica Kaulen Westermeyer
Working online - tutor skills
for handling online chats, discussions, content
by Paula Rebolledo, Gabriel Farías and Angélica Kaulen
A summary for BC Chile 2: E-Moderation: A Training Course for Online Tutors [June 2013]Similar to Kim 551 Ch5notes (20)
Breaking Down Barriers And Celebrating Diversity A Collaborative Wiki Writing...
Breaking Down Barriers And Celebrating Diversity A Collaborative Wiki Writing...
Working online Tutor skills for handling online chats, discussions and content
Working online Tutor skills for handling online chats, discussions and content
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Revolutionizing Application Development
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UiPath Test Automation using UiPath Test Suite series, part 6
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
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What will you get from this session?
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Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
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HCL Notes and Domino License Cost Reduction in the World of DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
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Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
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GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
Dr. Sean Tan, Head of Data Science, Changi Airport Group
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National Security Agency - NSA mobile device best practices
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
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Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
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#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
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UiPath Test Automation using UiPath Test Suite series, part 6
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GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
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GraphSummit Singapore | Enhancing Changi Airport Group's Passenger Experience...
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National Security Agency - NSA mobile device best practices
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
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Kim 551 Ch5notes
- 1. Chapter 5: The Internet as a Tool for Communication By Kim Vurek