This document outlines activities for an online course exploring open educational practices and resources about Cape honey bees. It includes:
- Four research questions about educator and learner confidence using open educational practices and resources before and after a course.
- A definition of open educational practices as collaborative practices using open educational resources, technologies, and social networks for interaction and knowledge sharing.
- Five hands-on activities for students to learn about Cape honey bee anatomy, food sources, communication, environment, and strategies for population recovery.
- Instructions for using cloud spaces like Google Docs for group work and sharing resources.
- Opportunities for students to discuss the perspective of different stakeholders in using open resources and collaborative online
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...BCcampus
Ranga Venkatachary, Program Director, Centre for Online and Distance Education, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Course Design on the Fly, Supporting a New Colloaborative Nursing Program (My...COHERE2012
This document discusses the challenges and responses involved in supporting a new collaborative Bachelor of Nursing program between multiple institutions. Key challenges included differing institutional cultures, systems, schedules, and unanticipated issues with videoconferencing across locations. Responses involved listening to different perspectives, identifying inter-departmental solutions, collaborative meetings, and staffing adjustments. The short startup timeline and need to integrate non-nursing courses also presented difficulties requiring instructional designers to take on fluid roles and accelerate online course development.
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
A Hybrid Model to Teacher Certification - HollarCOHERE2012
This document summarizes a hybrid teacher certification program at Central Washington University. It has three main components: a two-week summer academy, a year-long internship with a mentor teacher, and online coursework. The program aims to fill needs for certified teachers in high-need areas and rural schools in Washington state. It employs an online and hybrid instructional model to provide an efficient, low-cost way for students to earn certification while completing internships in their home communities. However, the program faces drawbacks like a lack of face-to-face interaction and challenges assessing teacher dispositions online. Moving forward, the program aims to improve rigor and balance between its components to better prepare teacher candidates.
This document outlines activities for an online course exploring open educational practices and resources about Cape honey bees. It includes:
- Four research questions about educator and learner confidence using open educational practices and resources before and after a course.
- A definition of open educational practices as collaborative practices using open educational resources, technologies, and social networks for interaction and knowledge sharing.
- Five hands-on activities for students to learn about Cape honey bee anatomy, food sources, communication, environment, and strategies for population recovery.
- Instructions for using cloud spaces like Google Docs for group work and sharing resources.
- Opportunities for students to discuss the perspective of different stakeholders in using open resources and collaborative online
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...BCcampus
Ranga Venkatachary, Program Director, Centre for Online and Distance Education, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Course Design on the Fly, Supporting a New Colloaborative Nursing Program (My...COHERE2012
This document discusses the challenges and responses involved in supporting a new collaborative Bachelor of Nursing program between multiple institutions. Key challenges included differing institutional cultures, systems, schedules, and unanticipated issues with videoconferencing across locations. Responses involved listening to different perspectives, identifying inter-departmental solutions, collaborative meetings, and staffing adjustments. The short startup timeline and need to integrate non-nursing courses also presented difficulties requiring instructional designers to take on fluid roles and accelerate online course development.
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
A Hybrid Model to Teacher Certification - HollarCOHERE2012
This document summarizes a hybrid teacher certification program at Central Washington University. It has three main components: a two-week summer academy, a year-long internship with a mentor teacher, and online coursework. The program aims to fill needs for certified teachers in high-need areas and rural schools in Washington state. It employs an online and hybrid instructional model to provide an efficient, low-cost way for students to earn certification while completing internships in their home communities. However, the program faces drawbacks like a lack of face-to-face interaction and challenges assessing teacher dispositions online. Moving forward, the program aims to improve rigor and balance between its components to better prepare teacher candidates.
From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012
This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.
Evaluating The A Self Based Learning Format The Microsoft Word Documentsu068701
This document summarizes a self-paced learning program called "Format the Microsoft Word Documents" created by Aaisha Al Badi to help 6th grade students in Oman learn how to edit page setup in MS Word. The program is delivered via CD and uses various motivational strategies like pictures, sounds and interactions. It will be evaluated using the ACTIONS model which assesses access, interactivity, teaching/learning, and novelty. Checklists are provided to evaluate each level of the ACTIONS model.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Implementation and Evaluation of HBSE Courses using Collaborative Learning Gr...Jimmy Young
The document discusses implementing and evaluating collaborative learning groups (CLGs) in human behavior and the social environment (HBSE) courses. It outlines how CLGs were used in both online and face-to-face HBSE courses at Virginia Commonwealth University. A formal evaluation compared student learning outcomes between the online and face-to-face courses. Students in the online course scored higher in conceptual knowledge and overall knowledge, though there was no significant difference in evidence-based or diversity knowledge.
1) A librarian and academic worked together to overhaul the teaching component of a skills module due to disappointing feedback and disengaged students. They reworked lectures, introduced new activities like polling and role playing, and developed online worksheets and a reflective diary.
2) A post-module survey found students' self-assessed skill levels and understanding of concepts like plagiarism had improved. However, not all students completed the reflective diary and some preferred hands-on workshops over online materials.
3) Going forward, the librarian and academic will refine the lecture style changes, develop the online materials further, and survey next year's students to continue improving the module.
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
This document discusses team-based learning (TBL), a student engagement strategy. It describes the drivers for adopting TBL in a pharmacy curriculum due to growing class sizes and disengaged learners. The key aspects of TBL include forming permanent student teams, conducting individual and team readiness assurance tests, and applying learning through group exercises. TBL aims to increase student preparation, participation, and deeper learning approaches compared to traditional lectures.
Making On-line Teams Work (Jane Barrett)COHERE2012
This document discusses research into online teamwork among Open University students. It describes a study where 13 student volunteers were divided into online teams to complete collaborative tasks. Only 7 of the students actively participated by posting in forums and completing assignments. The moderator observed that team composition is important, as not all groups were able to work well together asynchronously. Students reported learning about both the benefits and challenges of online collaboration, but greater engagement from all students is needed. Effective online teamwork requires support from moderators to encourage participation and resolve issues.
Tips for Assessing Student Learning Using BlackboardJason Rhode
The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.
Educators: this is a seven-slide presentation to give you an overview of one of your final courses in the RRC teacher education diploma programs. (RDCZP – March, 2016)
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Next steps in blended learning, Presentation at University of TampaTanya Joosten
This document discusses next steps for perfecting the blend of online and face-to-face teaching. It addresses five issues: 1) avoiding the "course and a half" problem of excessive workload by streamlining content and seeking help; 2) re-examining learning objectives to ensure activities align with goals; 3) developing strategies to build social presence and connectivity online through communication; 4) providing collaborative learning opportunities to build an online community; and 5) managing time carefully through scheduling, records, and clear expectations. Breakout groups discuss and respond to these issues on a wiki page with suggestions for enhancing social presence, collaborative learning, and addressing time management challenges.
This document summarizes a study on postgraduate students' experiences taking wrapped MOOCs at a South African university. The study found that (1) having an in-person facilitator to provide context and clarify concepts was important for students, as the facilitator replaced the absent online instructor. (2) Students preferred face-to-face interactions where they could ask questions and discuss with peers. (3) Students reported applying what they learned to their own research and gaining new skills, though (4) independent learning outside of facilitated sessions proved difficult, with many students struggling with workload and dropping out. Logistical factors like session length and group size also impacted the experience.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
This document discusses Team Based Learning (TBL), including its benefits and process. TBL involves students working in assigned groups, completing individual and group readiness assurance tests (iRAT and tRAT), and receiving feedback. It can be used in face-to-face, blended, or online courses. Supportive technologies include classroom response systems, learning management system tools, and web conferencing. The workshop modeled TBL and encouraged participants to apply it to their own courses.
The Secrets to Student Engagement & Compliance in Online Learning PresentationCirculus Education
Our first Industry Drinks Event of 2016 was held on the 19th of February, and was all about Student Online Engagement and Compliance. We are often asked countless questions around improving the student experience in online learning, so we've decided to answer all your questions! In this presentation, our Managing Director, Caroline Brock, shares the secrets of how to strike a balance between compliance, student outcomes, and business growth in online learning.
The document discusses utilization focused evaluation (UFE) which aims to inform decisions by identifying stakeholders who will use the evaluation and involving them. It identifies key elements of UFE including selecting stakeholders who care about the evaluation and can use the results. The approach involves identifying intended users, assessing their interest and power to act on results. Participatory approaches similarly involve stakeholders in design, questions, and interpretation but UFE specifically focuses on decision makers. Weaknesses can include staff turnover reducing use of results, and identifying the correct decision makers is complex.
Ritt Deitz The Case for French keynote 1/21/12mdeitz
University of Wisconsin Professional French Masters Program Executive Director Ritt Deitz argues for a pragmatic advocacy of French, the world's third most important business language, in American schools.
From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012
This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.
Evaluating The A Self Based Learning Format The Microsoft Word Documentsu068701
This document summarizes a self-paced learning program called "Format the Microsoft Word Documents" created by Aaisha Al Badi to help 6th grade students in Oman learn how to edit page setup in MS Word. The program is delivered via CD and uses various motivational strategies like pictures, sounds and interactions. It will be evaluated using the ACTIONS model which assesses access, interactivity, teaching/learning, and novelty. Checklists are provided to evaluate each level of the ACTIONS model.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Implementation and Evaluation of HBSE Courses using Collaborative Learning Gr...Jimmy Young
The document discusses implementing and evaluating collaborative learning groups (CLGs) in human behavior and the social environment (HBSE) courses. It outlines how CLGs were used in both online and face-to-face HBSE courses at Virginia Commonwealth University. A formal evaluation compared student learning outcomes between the online and face-to-face courses. Students in the online course scored higher in conceptual knowledge and overall knowledge, though there was no significant difference in evidence-based or diversity knowledge.
1) A librarian and academic worked together to overhaul the teaching component of a skills module due to disappointing feedback and disengaged students. They reworked lectures, introduced new activities like polling and role playing, and developed online worksheets and a reflective diary.
2) A post-module survey found students' self-assessed skill levels and understanding of concepts like plagiarism had improved. However, not all students completed the reflective diary and some preferred hands-on workshops over online materials.
3) Going forward, the librarian and academic will refine the lecture style changes, develop the online materials further, and survey next year's students to continue improving the module.
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
This document discusses team-based learning (TBL), a student engagement strategy. It describes the drivers for adopting TBL in a pharmacy curriculum due to growing class sizes and disengaged learners. The key aspects of TBL include forming permanent student teams, conducting individual and team readiness assurance tests, and applying learning through group exercises. TBL aims to increase student preparation, participation, and deeper learning approaches compared to traditional lectures.
Making On-line Teams Work (Jane Barrett)COHERE2012
This document discusses research into online teamwork among Open University students. It describes a study where 13 student volunteers were divided into online teams to complete collaborative tasks. Only 7 of the students actively participated by posting in forums and completing assignments. The moderator observed that team composition is important, as not all groups were able to work well together asynchronously. Students reported learning about both the benefits and challenges of online collaboration, but greater engagement from all students is needed. Effective online teamwork requires support from moderators to encourage participation and resolve issues.
Tips for Assessing Student Learning Using BlackboardJason Rhode
The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.
Educators: this is a seven-slide presentation to give you an overview of one of your final courses in the RRC teacher education diploma programs. (RDCZP – March, 2016)
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Next steps in blended learning, Presentation at University of TampaTanya Joosten
This document discusses next steps for perfecting the blend of online and face-to-face teaching. It addresses five issues: 1) avoiding the "course and a half" problem of excessive workload by streamlining content and seeking help; 2) re-examining learning objectives to ensure activities align with goals; 3) developing strategies to build social presence and connectivity online through communication; 4) providing collaborative learning opportunities to build an online community; and 5) managing time carefully through scheduling, records, and clear expectations. Breakout groups discuss and respond to these issues on a wiki page with suggestions for enhancing social presence, collaborative learning, and addressing time management challenges.
This document summarizes a study on postgraduate students' experiences taking wrapped MOOCs at a South African university. The study found that (1) having an in-person facilitator to provide context and clarify concepts was important for students, as the facilitator replaced the absent online instructor. (2) Students preferred face-to-face interactions where they could ask questions and discuss with peers. (3) Students reported applying what they learned to their own research and gaining new skills, though (4) independent learning outside of facilitated sessions proved difficult, with many students struggling with workload and dropping out. Logistical factors like session length and group size also impacted the experience.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
This document discusses Team Based Learning (TBL), including its benefits and process. TBL involves students working in assigned groups, completing individual and group readiness assurance tests (iRAT and tRAT), and receiving feedback. It can be used in face-to-face, blended, or online courses. Supportive technologies include classroom response systems, learning management system tools, and web conferencing. The workshop modeled TBL and encouraged participants to apply it to their own courses.
The Secrets to Student Engagement & Compliance in Online Learning PresentationCirculus Education
Our first Industry Drinks Event of 2016 was held on the 19th of February, and was all about Student Online Engagement and Compliance. We are often asked countless questions around improving the student experience in online learning, so we've decided to answer all your questions! In this presentation, our Managing Director, Caroline Brock, shares the secrets of how to strike a balance between compliance, student outcomes, and business growth in online learning.
The document discusses utilization focused evaluation (UFE) which aims to inform decisions by identifying stakeholders who will use the evaluation and involving them. It identifies key elements of UFE including selecting stakeholders who care about the evaluation and can use the results. The approach involves identifying intended users, assessing their interest and power to act on results. Participatory approaches similarly involve stakeholders in design, questions, and interpretation but UFE specifically focuses on decision makers. Weaknesses can include staff turnover reducing use of results, and identifying the correct decision makers is complex.
Ritt Deitz The Case for French keynote 1/21/12mdeitz
University of Wisconsin Professional French Masters Program Executive Director Ritt Deitz argues for a pragmatic advocacy of French, the world's third most important business language, in American schools.
The document summarizes a study on assessing oral proficiency in intercultural online collaborative tasks between students in the Netherlands and Italy. Some key findings:
- Students generally enjoyed interacting with partners from another culture via Skype, though technical issues arose.
- While tasks were clear, some students found the informal topics did not align well with their language learning.
- Self-assessment through WebCEF was underutilized due to technical barriers and time delay between tasks and assessment.
- Future iterations could focus more on intercultural elements, provide teacher feedback, and make software accessible for independent work.
This document summarizes Brigham Young University's efforts to transition their German language courses to blended and online formats. It provides background on BYU, outlines their process of transitioning 1st, 2nd, and 3rd year German courses, and describes the benefits of blending including personalized learning approaches inspired by Khan Academy and Cineplex educational software. Challenges and successes of the transition are discussed. Preliminary student performance and feedback data suggests blended courses better position students with stronger language skills. The document encourages others to contact BYU for more information on their course designs and tools.
Overview of design/development/pedagogical considerations and instructional theories to guide blended and online language learning, given through the lens of BYU Online.
Assess ESL Teacher Attitudes To Integrating Technology in TeachingTroy Cox
This document summarizes the results of a needs analysis survey assessing ESL teacher attitudes towards integrating technology in their teaching. The survey was distributed to faculty, graduates, current students, and teachers at an English Language Center. It contained sections on demographics, technology skills and confidence, and what skills students should have upon entering and graduating from an MA TESOL program. A total of 67 people responded with 59 completing the survey. The findings provide a baseline of participants' current technological knowledge and skills. Reliability testing found high internal consistency for items assessing technology operations and concepts.
Openness and the Disaggregated Future of Higher EducationDavid Wiley
The document discusses how higher education needs to change to remain relevant as the world transitions from analog to digital, from isolated to connected, and from closed to open. It argues that institutions will become irrelevant by 2020 if they do not innovate and embrace openness. Specifically, it suggests that higher education needs to follow the trend of openness seen on the internet by making course content, support services, and opportunities for social connection and creativity openly available online in order to connect with students and meet their increasingly unmet needs in a changing digital world. It maintains that not innovating is a policy decision that will negatively impact students and the long-term sustainability of institutions.
Examining the effect of a real time student dashboard on student behavior and...Bob Bodily
In this presentation we present a randomized control trial research study conducted to determine the effect of a real-time student dashboard on student behavior and student achievement. We also present on some of our design changes to increase student use of our dashboards.
Visit BobBodily.com for more information about my research.
The document discusses Daniel Stufflebeam's CIPP evaluation model, which assesses the context, inputs, processes, and products of programs and systems to guide decision-making. The CIPP model provides a framework for conducting comprehensive evaluations that are tailored to different decision-making settings based on the degree of change and available information. Evaluations are designed to inform planning, structuring, implementation, and recycling decisions at each stage of a program or system.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Blended course design requires analyzing current courses, considering learner and technology factors, and redesigning content delivery and assessments. Key elements include learning objectives, content delivery both online and face-to-face, interactions and collaboration, and support for learners and faculty. Effective blended design balances familiar and new technologies, focuses on pedagogy over technology, and allows time for reflection and feedback throughout the iterative design process.
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
This document summarizes a blended course in mechanical engineering that combines both online and face-to-face learning. The course aims to make the content interesting and applicable by introducing problem-based learning approaches and promoting collaborative learning. Students participate in both individual and group projects online and in class, and have access to online resources and materials. The blended approach allows for greater interaction between students and more flexibility, while still achieving the learning objectives.
The Mindful Instruction Librarian and the "One-Shot"Meredith Farkas
The document summarizes a presentation by Meredith Farkas on moving beyond one-shot library instruction sessions. It discusses limitations of the one-shot model and alternatives like flipped instruction, workshops, and embedding instruction into courses. Farkas emphasizes building relationships with faculty, participating in curriculum development, and creating learning objects like tutorials. She provides examples from her work at Portland Community College developing information literacy outcomes and collaborating with developmental education faculty. The presentation also covers reflective practice, communities of practice among librarians, and implications of the Framework for Information Literacy.
Assessment Strategies and Innovative Teaching PracticesMostafa Ewees
The document discusses assessment strategies and innovative teaching practices at universities. It describes how universities have responded to calls for improving undergraduate education through numerous disciplinary and cross-disciplinary teaching innovations. The document presents case studies of four universities examining their approaches to assessment, innovations in teaching and learning, and how assessment and improvements are linked. It finds that flexibility in tenure processes, coordination of assessment activities, and linking assessment to improving teaching can encourage further innovations.
This document outlines strategies for increasing student motivation in the classroom. It discusses establishing a conducive learning environment, varying teaching methods, incorporating positive competition, and the importance of motivation for student learning. Effective approaches include setting goals, developing student skills, making content relevant, and providing feedback. The presenter draws on research and experience to suggest ways for instructors to maximize student motivation.
This presentation discusses effective approaches for increasing student motivation in the classroom. It explores establishing a conducive learning environment, varying learning experiences through incorporating positive competition and other techniques. Research and the presenter's teaching experiences are used to demonstrate the important role motivation plays in student learning. Strategies discussed include setting goals, developing time management and study skills, using interactive materials and social media, and providing feedback to students. The overall goal is to help instructors maximize the value of student motivation.
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
Building an Evaluation Model for Online HBSE Social Work CoursesJimmy Young
The document summarizes research on evaluating online social work courses compared to traditional face-to-face courses. Several studies found no significant differences in outcomes or satisfaction between online and face-to-face courses. The document also describes a study that evaluated student learning outcomes in an online human behavior in the social environment course compared to two similar face-to-face courses. The study found that students in the online course scored higher in conceptual knowledge and overall knowledge compared to the face-to-face students.
The UW-Milwaukee Learning Technology Center (LTC) provides faculty development programs and pedagogical consultation to guide instructors in various course delivery modes including tech-enhanced, blended, online and traditional. The LTC helps with content creation, implementing interactivity, and designing assessments for different modes. The faculty development program uses a blended format and aims to help instructors start redesigning courses, develop teaching skills, and experience blended learning as students. The program outcomes include developing course redesign plans and materials.
The blended learning research: What we now know about high quality faculty de...EDUCAUSE
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
This document provides considerations for developing an effective online or blended course. It recommends determining teaching style and how this aligns with how students learn today. Students have varying learning styles, so instruction should be presented in multiple ways to benefit all. Key aspects to address include course goals and outcomes, content, methods for transferring knowledge, and learning-centered assessments. The beginning steps involve evaluating the syllabus and outline to create an engaging blended or online learning experience.
This document provides considerations for developing an effective online or blended course. It recommends determining teaching style and how this aligns with how students learn today. Students have varying learning styles, so instruction should be presented in multiple ways. Content and goals/outcomes should be clear. A blended course balances in-person and online work, while a fully online course only meets virtually. Assessments in online courses may include presentations, essays, tests, projects, and discussions.
The document discusses ensuring quality in blended courses through faculty development and engagement at the University of Wisconsin-Milwaukee. It provides an overview of the Learning Technology Center (LTC) which offers faculty development programs, technology training, and research support for various course delivery modes including blended learning. The LTC helps instructors make pedagogical decisions for content delivery, interactivity, and assessment in different modes. The document also outlines UWM's faculty development program for blended teaching which uses a blended format and aims to help instructors start redesigning courses, develop skills, and get feedback. It discusses challenges and lessons learned from the program as well as efforts to develop an online community of blended practitioners.
The document discusses the benefits of online interaction for teaching and learning. It notes that structured online activities with clear tasks and goals can promote higher levels of interaction and engagement among students compared to less structured discussion forums. When activities require students to collaborate to complete authentic tasks, explain their reasoning, and achieve consensus, it supports the development of valuable skills like argumentation, teamwork, and knowledge construction. The document also describes an environmental science course that incorporates structured online conferencing activities to discuss real data collection and simulate international negotiations, providing an example of an interactive online learning design that engages students and enhances their learning experience.
The document is a lesson observation form for a teacher, Helen Ward, who was observed teaching a BTEC Level 3 IT course on event drive systems. The summary is:
1) The observer provided an overall grade of 1 (outstanding) for the lesson and identified several strengths, including excellent planning, pacing, questioning techniques, and student engagement.
2) The document includes sections to record information about the lesson context, evidence from the observation, and the impact on students.
3) In the evidence section, the observer praised the teacher's preparation, teaching methods, management of learning, assessment and feedback provided to students.
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
This document discusses best practice strategies for teaching online based on research. It provides an overview of research showing that hybrid courses combining online and face-to-face elements tend to have better learning outcomes than purely online or face-to-face courses. The document emphasizes the importance of active and interactive learning over purely expository content delivery. It provides examples of active learning strategies used in online courses, such as small group discussions, guest speakers, polling features, and student presentations. Challenges of online teaching discussed include the learning curve for new technologies, workload issues, and student support.
The document describes a case study where an instructor taught students online using open educational resources after their university closed due to protests. Surveys found that students were generally satisfied with the online learning experience, though some noted drawbacks like lack of collaboration and slower pace. While openness could increase, the study showed that the instructor's role is vital for student performance and blogs can encourage active learning and community when used for education.
The document discusses a case study of a blended learning approach for a 4-year undergraduate teaching program. It overviews the context and design commitments, which included blended delivery, an online learning management system, and common materials for all students. Experiences and lessons learned highlighted the importance of scaffolding design for non-instructional designers, ongoing development, documentation, and professional development. Emerging questions focus on learner and staff readiness for blended learning, defining new roles and responsibilities, managing expectations, and emphasizing community.
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9
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Brigham Young
University
>50 languages taught
regularly, +30 languages
70% speak a second
language
6% foreign, >110 countries
BYU Independent Study
Around since 1920s
Distance/online/interactive
Global reach
11 languages: HS & university
3. -MFS French & Int’l. Education, UW-Madison
-Ph.D. student in Instructional Psych & Tech, BYU
-academic consultant for blended/online
-developed & teaches online French
-developed all of BYU’s online & blended world language
courses (11 languages)
-involved in global literacy initiative
-mentor for ACTFL Distance Learning SIG
-M.A.T. in TESOL, Vermont
-Ph.D. in Linguistics, Purdue
-Section Head of Korean in the Department of Asian and
Near Eastern Languages
-developed and teaches all of BYU’s Independent Study
Korean courses and BYU’s new “BYU Online” hybrid
Korean classes
-Teaching in The U.S. A Guide for International
Educators (2014).
-reviewer for highly respected journals and organizations
(FLA, Fulbright-Hays, Routledge, etc.)
Jennifer Quinlan
Dr. Julie Damron
4. I can…
Identify ways to use technology to enhance
engagement
Identify ways to create collaboration online
Explain the ADDIE process
5. Guiding Instructional Theories
Gagne’s 9 events
Lave & Wegner Community of Learners
Vygotsky Zone of Proximal Development
Vaughn technology for engagement
ADDIE design process
ACTFL 5 C’s
6. ADDIE
Analyze
Design
Develop
Implement
Evaluate
And revise!
Branch, R. M. (2014). Instructional design: the addie approach. Springer.
7. Languages Online… really?
A starting point
1. Awareness of ACTFL standards insufficient
2. Dynamic perspective
3. Considerations of student engagement
4. Achieving higher order thinking
5. Adapting content/asynchronous delivery
Classroom concerns
Online concerns
Analyze
8. How do you integrate
technology?
How does it enhance your
course?
Does it impact your teaching?
9. Approaches
“A start” (weaker sense)
Add on to deficient approaches
Insert technology-based
interactions/assignments without follow-up
“Good progress” (stronger sense)
Transformative process: improves the
educational experience
Capitalize on technology for engagement
(Norm Vaughan, Mount Royal University, 2013. National Survey of
Student Engagement, 2011.)
Design
12. Course Orientation
Live Lesson Schedule
Live Lesson Activity
Conversation Café
Speaking Appointment
Discussion Board
Course Wiki
13.
14.
15.
16. GOALS:
What do you hope to accomplish in
this course?
When do you want to complete?
How many hours a week WILL you
practice speaking?
17. Internal Processes & Corresponding
Instructional Events
Internal Process Instructional Event Action Example
Reception Expectancy Gain attention Abrupt stimulus change
Retrieval to working memory Stimulate recall of prior learning Ask for recall of previously learned
knowledge or skills
Selective perception Present stimulus Display content with distinctive
features in cafe
Semantic encoding Provide learning guidance Scaffolding in content and café
Responding Elicit performance Ask learner to perform
Reinforcement Provide feedback Give informative feedback
Retrieval & reinforcement Assess performance Require additional learner
performance w/feedback
Retrieval & generalization Enhance retention & transfer Varied practice & spaced reviews
(café participation)
Adapted from Gagné, R. M. (1986). The conditions of learning and theory of instruction, p. 246. New York: Holt, Rinehart & Winston.
18. What students like most:
Increased motivation
Cooperative learning
Personalization & flexibility
Ability to revisit material
Evaluate
19. What professors like most:
Increased motivation
Peer influence
Personalization & flexibility
Improved retention/completion
21. Evaluate your program:
What matters?
Institutional values
Student/learning values
Pedagogical values
What you value
ADDIE model: Analyze, design, develop,
implement, evaluate (+ revise)
22. Evaluate this session:
I can…
Identify ways to use technology to enhance
engagement
Identify ways to create collaboration online
Explain the ADDIE process
24. For More Information
Online: byu.is/languages
Julie Damron
Julie.damron@byu.edu
Jennifer Quinlan
Jennifer.quinlan@byu.edu
25. References
• ACTFL. (n.d.). Retrieved March 22, 2017, from
https://www.actfl.org/publications/guidelines-and-manuals/actfl-
proficiency-guidelines-2012
• Branch, R. M. (2014). Instructional design: the addie approach.
Springer.
• Lave, J., & Wenger, E. (1998). Situated learning: legitimate peripheral
participation. Cambridge: Cambridge University Press.
• Lloyd, P., & Fernyhough, C. (1999). Lev Vygotsky. critical
assessments: The zone of proximal development. London:
Routledge.
• Vaughan, Norman. Mount Royal University, 2013. National Survey of
Student Engagement, 2011.
Editor's Notes
Starting point: ANALYZE these are concerns from classroom and from online
1. Dynamic perspective: keeping in mind that this can continue to evolve – get a starting version out there and continue to improve and expand in response to course and student data – this changes how we approach design and development
2. Student engagement (see next slides)
3. Higher order thinking: Historical challenge with languages of getting beyond drill & kill (see subsequent slide)
4. Considerations for potential blended course in the future
Peer-to-peer interaction in cafe
Creating synchronous interactions using web conferencing & using Camtasia Relay to enhance audio
Using campus resources of native speakers to create models
Add on to deficient approaches
Example: continuing to lecture but adding an optional discussion board
interactions/assignments without follow-up
Example: complete this assignment and submit it online but no live discussion/feedback or significantly delayed feedback
Transformative process that improves the quality of the educational experience
Example: redesign deficient approaches or replace them completely with effective approaches
Capitalize on the potential of technology for engagement
Include immediate/live-feed interactions and feedback to help students progress more successfully
When to incorporate F2F or online learning?
Things to consider when designing learning activities in blended environment.
Few definitive studies re how to blend synchronous and asynchronous.
This is what we are reasonably sure of. This influenced, however, by discipline, level of instruction and contextual constraints.
Note Katrina Meyer’s research.
Examples:
F2F better to get started and organized
F2F is can generate energy, motivation
Online better to discuss, resolve more complex tasks and abstract ideas
Online provides sustained engagement, convenience
Fostering situated learning (Lave & Wenger)
Creating a course community
Forum for connection (discussion board, live lessons, café)
mixed levels do not impede learning in café but enhance it: Newcomers learn from old timers
Mastery of skills/proficiency is evident as learners progress from newcomer to old timer
Explains student responsibilities and ways in which they will communicate
Interpersonal, interpretive, and presentational
Low stakes environment to practice and prepare for graded interactions – a type of formative assessment
Elicits performance, feedback, and evaluation, often deficient in classroom setting
Implementing Vygotsky: Café students in the zone of proximal development (difference between what a student can do with no help and what they can do with help) – this is an environment where they synthesize and achieve creative output, based on scaffolds and TA/peer support to encourage going beyond their tacit knowledge
Graded one-on-one interactions with two parts. Rubric helps students know exactly what to expect. In future iteration: plan to include video models from past students.
Accountability, preparing students for on-going practice & retrieval (gagne)
Correlating course model to Gagne’s events and internal processes
Students in other language courses have cited café helping increase motivation to speak; enjoy cooperative learning experience
Able to get personalized instruction in speaking appointments and live lessons
Flexibility to do it at their own pace and work on material any time of day
Ability to revisit material over and over, as often as they wish, whenever they wish
Students in other language courses have cited café helping increase motivation to speak; enjoy cooperative learning experience
Able to get personalized instruction in speaking appointments and live lessons
Flexibility to do it at their own pace and work on material any time of day
Ability to revisit material over and over, as often as they wish, whenever they wish
Students in other language courses have cited café helping increase motivation to speak; enjoy cooperative learning experience
Able to get personalized instruction in speaking appointments and live lessons
Flexibility to do it at their own pace and work on material any time of day
Ability to revisit material over and over, as often as they wish, whenever they wish