These slides were the loop that was played when Governor Tim Pawlenty spoke at LSC about his statewide initiative to raise online learning to 25% of all credits sold in MnSCU by 2015.
This document outlines changes to MnSCU media codes enacted in April 2010, including the addition of new codes for completely online asynchronous (Code 12) and completely online synchronous (Code 13) courses. It provides definitions and requirements for each media code, addressing questions around synchronous components, proctored exams, and face-to-face meetings. Key concerns raised include ensuring students understand the differences between synchronous and asynchronous courses, and limiting the number of required proctored exams per course.
ITC12 Five Effective Practices for eLearning Professional DevelopmentBarry Dahl
This document outlines 5 effective practices for professional development in online education. Practice #1 involves administrators participating in collaborative online conferences to discuss topics like e-learning quality. Practice #2 brings these conferences on-site in a customizable format. Practice #3 provides accessibility training for online faculty. Practices #4 and #5 involve webinars and peer/external course reviews respectively to improve course design quality. The document advocates setting clear expectations for students, faculty and administration to improve the online experience.
The document provides examples of how Lake Superior College faculty are meeting the standards in the course quality rubric. It shows screenshots and explanations of courses that clearly state expectations for academic honesty, netiquette guidelines, ensure learning activities are relevant to course outcomes, have easy to understand grading policies, articulate student interaction requirements, set standards for instructor response times, provide clear instructions for accessing resources, and include the student support widget on the course homepage. The examples are intended to demonstrate how standards in the rubric can be met but are not prescriptive for how every faculty member should design their course.
This document outlines changes to MnSCU media codes enacted in April 2010, including the addition of new codes for completely online asynchronous (Code 12) and completely online synchronous (Code 13) courses. It provides definitions and requirements for each media code, addressing questions around synchronous components, proctored exams, and face-to-face meetings. Key concerns raised include ensuring students understand the differences between synchronous and asynchronous courses, and limiting the number of required proctored exams per course.
ITC12 Five Effective Practices for eLearning Professional DevelopmentBarry Dahl
This document outlines 5 effective practices for professional development in online education. Practice #1 involves administrators participating in collaborative online conferences to discuss topics like e-learning quality. Practice #2 brings these conferences on-site in a customizable format. Practice #3 provides accessibility training for online faculty. Practices #4 and #5 involve webinars and peer/external course reviews respectively to improve course design quality. The document advocates setting clear expectations for students, faculty and administration to improve the online experience.
The document provides examples of how Lake Superior College faculty are meeting the standards in the course quality rubric. It shows screenshots and explanations of courses that clearly state expectations for academic honesty, netiquette guidelines, ensure learning activities are relevant to course outcomes, have easy to understand grading policies, articulate student interaction requirements, set standards for instructor response times, provide clear instructions for accessing resources, and include the student support widget on the course homepage. The examples are intended to demonstrate how standards in the rubric can be met but are not prescriptive for how every faculty member should design their course.
This document outlines a level design for a video game tutorial that teaches players various mechanics through a series of areas. It introduces gameplay elements like using apples to move objects, double jumping, ground pounding, and introduces gates that unlock as objectives are completed. Signs guide the player through the level and hidden areas contain rare rewards. The level culminates by crossing a bridge between waterfalls with a statue, marking the end of the tutorial.
RSCC - Setting Expectations for e-EducationBarry Dahl
This document discusses setting expectations for e-education. It provides examples of expectations that colleges commonly have for online students and faculty. For students, expectations often involve participation, technology access, and policies. For faculty, common expectations relate to interaction, feedback times, and course structure. The document stresses that expectations need to be clearly defined and communicated to students, faculty and staff. It also suggests topics that could be covered in defining expectations for both students and faculty regarding online learning.
This document outlines a level design for a video game tutorial that teaches players various mechanics through a series of areas. It introduces gameplay elements like using apples to move objects and introduces mechanics like double jumping and ground pounding. It directs players through the level with info trees and signs. Challenges include moving boulders, double jumping over obstacles, ground pounding in leaf piles, and navigating underground. Rewards like golden apples and blueprints can be found. The level ends crossing a bridge between waterfalls with a statue of Isaac Newton.
This document summarizes enrollment data and student surveys related to Lake Superior College's 2-by-8 online course format, which allows students to complete an Associate in Arts degree in two years by taking two courses in 8-week sessions throughout the year. Enrollment in 2-by-8 courses has increased each term. Surveys of students found that most were aware of the 8-week format and found the workload as expected or more than expected, with the majority choosing the format to meet their needs or preferred learning style. Completion rates and GPAs in the 8-week courses have been comparable to or better than other online and full-term courses.
Clicker slides from my presentation at League for Innovation in Community Colleges - Conference on Information Technology (CIT) - October 2009 in Detroit, Michigan
This document provides information and suggestions for customizing course home pages and personalizing the learning experience for students in Brightspace. It discusses using widgets, layout options, and replace strings to create a more engaging and relevant home page. It also explains how instructors can utilize intelligent agents to automatically send reminders or messages to students based on defined criteria like lack of login or course activity.
eLearning A to Z - MidSouth Distance Learning Conference 2013Barry Dahl
The document discusses perspectives on online learning from both supporters ("e-learning zealots") and critics ("e-learning atheists"). E-learning zealots tout the benefits of online learning without evidence, often starting sentences with stories of individual students. E-learning atheists are skeptical of online education and believe it cannot replace traditional college experiences. The document also examines arguments about the flexibility and quality of online learning.
The document provides guidance on building effective home pages in the D2L learning environment. It recommends considering students' needs and wants like course information, materials, and updates. It suggests maximizing the home page with a news section, important dates, content and resource links, and RSS feeds. The document also outlines layout options and using custom web pages as home pages.
SNHU HEaRT Program - D2L Excellence AwardBarry Dahl
Short presentation by Stacey Rosenberg of SNHU about their D2L Excellence Award winning program titled Higher Education and Real-world Training (HEaRT)
D2L Connection: Alberta - Readspeaker Breakout SessionBarry Dahl
Presented at the #D2LConnection at SAIT on March 9, 2018 by Michael Hughes of ReadSpeaker.
How to Deploy & Support a Universal Design for Learning Strategy with TTS Technology within D2L’s Learning Environment.
D2L Connection: Alberta 2018 - Action Research - Jennefer RousseauBarry Dahl
Presented at SAIT on March 9, 2018 by Jennefer Rousseau of Bow Valley College.
Action Research: Tinkering with Universal Design Ideas
Description: At Bow Valley College, School instructors are encouraged to use universal design for learning practices in their class. Jennefer Rousseau, an advocate for UDL, was eager to use the D2L discussion board as a means to implement “rotating notetaking”. In an epic fail, Jennefer decided to use action research to customize a UDL idea to meet the needs of her specific learners. Come listen to her journey and perhaps even influence her research.
Ten Bright Ideas to Make your Brightspace Courses More Accessible to Students...Barry Dahl
February 2018 version, with notes, Barry Dahl.
Presented at D2L Connection: 2018 Ontario Edition at Sheridan College. March 2, 2018. Guest presenter: Brielle Harrison of D2L.
Brightspace Webinar - Feb 13, 2018 - Evaluating Quality of Online TeachingBarry Dahl
Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. These documents are sharable and editable. Use these documents to start or build upon your existing online faculty evaluation process.
This document outlines a level design for a video game tutorial that teaches players various mechanics through a series of areas. It introduces gameplay elements like using apples to move objects, double jumping, ground pounding, and introduces gates that unlock as objectives are completed. Signs guide the player through the level and hidden areas contain rare rewards. The level culminates by crossing a bridge between waterfalls with a statue, marking the end of the tutorial.
RSCC - Setting Expectations for e-EducationBarry Dahl
This document discusses setting expectations for e-education. It provides examples of expectations that colleges commonly have for online students and faculty. For students, expectations often involve participation, technology access, and policies. For faculty, common expectations relate to interaction, feedback times, and course structure. The document stresses that expectations need to be clearly defined and communicated to students, faculty and staff. It also suggests topics that could be covered in defining expectations for both students and faculty regarding online learning.
This document outlines a level design for a video game tutorial that teaches players various mechanics through a series of areas. It introduces gameplay elements like using apples to move objects and introduces mechanics like double jumping and ground pounding. It directs players through the level with info trees and signs. Challenges include moving boulders, double jumping over obstacles, ground pounding in leaf piles, and navigating underground. Rewards like golden apples and blueprints can be found. The level ends crossing a bridge between waterfalls with a statue of Isaac Newton.
This document summarizes enrollment data and student surveys related to Lake Superior College's 2-by-8 online course format, which allows students to complete an Associate in Arts degree in two years by taking two courses in 8-week sessions throughout the year. Enrollment in 2-by-8 courses has increased each term. Surveys of students found that most were aware of the 8-week format and found the workload as expected or more than expected, with the majority choosing the format to meet their needs or preferred learning style. Completion rates and GPAs in the 8-week courses have been comparable to or better than other online and full-term courses.
Clicker slides from my presentation at League for Innovation in Community Colleges - Conference on Information Technology (CIT) - October 2009 in Detroit, Michigan
This document provides information and suggestions for customizing course home pages and personalizing the learning experience for students in Brightspace. It discusses using widgets, layout options, and replace strings to create a more engaging and relevant home page. It also explains how instructors can utilize intelligent agents to automatically send reminders or messages to students based on defined criteria like lack of login or course activity.
eLearning A to Z - MidSouth Distance Learning Conference 2013Barry Dahl
The document discusses perspectives on online learning from both supporters ("e-learning zealots") and critics ("e-learning atheists"). E-learning zealots tout the benefits of online learning without evidence, often starting sentences with stories of individual students. E-learning atheists are skeptical of online education and believe it cannot replace traditional college experiences. The document also examines arguments about the flexibility and quality of online learning.
The document provides guidance on building effective home pages in the D2L learning environment. It recommends considering students' needs and wants like course information, materials, and updates. It suggests maximizing the home page with a news section, important dates, content and resource links, and RSS feeds. The document also outlines layout options and using custom web pages as home pages.
SNHU HEaRT Program - D2L Excellence AwardBarry Dahl
Short presentation by Stacey Rosenberg of SNHU about their D2L Excellence Award winning program titled Higher Education and Real-world Training (HEaRT)
D2L Connection: Alberta - Readspeaker Breakout SessionBarry Dahl
Presented at the #D2LConnection at SAIT on March 9, 2018 by Michael Hughes of ReadSpeaker.
How to Deploy & Support a Universal Design for Learning Strategy with TTS Technology within D2L’s Learning Environment.
D2L Connection: Alberta 2018 - Action Research - Jennefer RousseauBarry Dahl
Presented at SAIT on March 9, 2018 by Jennefer Rousseau of Bow Valley College.
Action Research: Tinkering with Universal Design Ideas
Description: At Bow Valley College, School instructors are encouraged to use universal design for learning practices in their class. Jennefer Rousseau, an advocate for UDL, was eager to use the D2L discussion board as a means to implement “rotating notetaking”. In an epic fail, Jennefer decided to use action research to customize a UDL idea to meet the needs of her specific learners. Come listen to her journey and perhaps even influence her research.
Ten Bright Ideas to Make your Brightspace Courses More Accessible to Students...Barry Dahl
February 2018 version, with notes, Barry Dahl.
Presented at D2L Connection: 2018 Ontario Edition at Sheridan College. March 2, 2018. Guest presenter: Brielle Harrison of D2L.
Brightspace Webinar - Feb 13, 2018 - Evaluating Quality of Online TeachingBarry Dahl
Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. These documents are sharable and editable. Use these documents to start or build upon your existing online faculty evaluation process.
Effective Practices in the Online Delivery of Developmental EducationBarry Dahl
This document discusses effective practices for delivering developmental education courses online. It begins by outlining a discussion where an expert claimed completion rates for online developmental courses were much lower than face-to-face courses. However, data from Lake Superior College showed comparable completion rates and passing grades between online and face-to-face developmental courses. The document then lists effective practices for online developmental education, including strong instructor presence, clear expectations, emphasis on time flexibility, timely feedback, early alert systems, online orientations, tutoring, mentors, examples, self-assessment, and frequent assignments. It concludes by discussing alternatives like MOOCs, competency-based models, and personalized learning.
Jekyll Island off the coast of Georgia offers beautiful beaches, wildlife, and history. The Jekyll Island Club founded in 1886 was a vacation spot for wealthy families like the Rockefellers and Vanderbilts. Majestic live oak trees covered in Spanish moss and resurrection ferns can be seen throughout the island. A unique attraction is Driftwood Beach known as the Elephant Graveyard for its formations of driftwood scattered along the shore. Visitors can enjoy fresh local seafood like a Low Country Boil of shrimp, potatoes, and sausage eaten on the docks near the historic Jekyll Island Club.
Mandatory Web Accessibility Training for Online FacultyBarry Dahl
This document outlines the need for mandatory web accessibility training for online faculty. It discusses how accessibility supports inclusion for people with disabilities and is recognized as a basic human right. Examples of accessibility include alternative text, navigation via keyboard, captions, and color choices that don't hinder users. The document recommends knowledge training in web accessibility be required and suggests using existing online training resources and creating a Desire2Learn course with assessments to provide this training.
1) Studies have found that students are slightly more likely to fail or withdraw from online courses compared to face-to-face courses at community colleges. However, comparisons of completion rates need to account for differences in student demographics and other factors.
2) Expectations for online course completion rates should consider differences in student populations, instructor experience, and course lengths. Shorter online courses may help address interruptions in students' lives from family or work issues.
3) Improving support systems, early intervention, orientation, and professional development can help increase online completion rates. The goal should be enabling student success rather than comparing raw completion statistics between online and face-to-face courses.
Are We Amusing Ourselves to Death? OCICU ConferenceBarry Dahl
This document summarizes a presentation given using clicker technology. It discusses various demographic questions answered by the audience through clickers, including gender, age, technology use, and social media habits. Several quotes and perspectives are presented on topics like education, entertainment, and the impact of emerging technologies.
Dr. Linda Baer - D2L Keynote Asia-Pac Conference - 9/15/12Barry Dahl
The document discusses several topics related to higher education:
1. It discusses the completion challenge facing higher education institutions, including low completion rates, the need to better align K-12 and postsecondary education to support college readiness, and the need for adults to have opportunities to return to college.
2. It discusses the capacity challenge, including the need to build organizational capacity, attract talent and develop skills, increase collaboration, and shift institutional culture.
3. It discusses the funding challenge facing higher education institutions, including state budget cuts and the rising costs of college leading to increased student debt.
4. It discusses the innovation challenge, including the need to move beyond isolated "islands of innovation" and overcome
Intelligent agents in Desire2Learn can automate notifications when certain criteria are met, such as a student not logging in or entering a course. The agents check for predefined criteria on a set schedule and send customized emails to specified recipients. Examples include sending reminders to students who are inactive or messages with encouragement and resource links after poor performance. While agents increase communication, their use requires effective management to avoid over-messaging students.
Governors Sate U - Are We Amusing Ourselves to Death?Barry Dahl
Postman argued that television had become the primary medium of communication and shaped public discourse in a way that prioritized entertainment over substance. He believed television encouraged passive consumption of information rather than active engagement. While new technologies like the internet could potentially encourage more creativity and interaction, there was also a risk they could further distract and amuse people without adding real value. Postman's final message was that emerging technologies should be evaluated based on whether they enrich public discourse or simply aim to amuse and distract.
The document discusses various aspects of evaluating online learning programs, including comparing the accreditation process to program reviews, defining distance education and correspondence courses, seeking approval from accrediting bodies for offering online programs, applying quality standards to online course design and teaching, and analyzing metrics like student satisfaction, learning outcomes, completion rates, and employment outcomes. It also provides examples of how to structure an on-campus program review that could inform the online program review process.
MCCVLC Webinar - Good Practices in Online Delivery of Developmental EdBarry Dahl
This document discusses online delivery of developmental education courses. It begins by outlining an upcoming webinar series. It then summarizes a keynote speech where the speaker said there are no best practices for online developmental education due to abysmally low completion rates compared to face-to-face courses. However, case study data from Lake Superior College shows completion, withdrawal, and grade distribution rates that are comparable between online and face-to-face developmental courses. The document concludes by highlighting strategies an instructor uses to support student success in online developmental writing courses.
Roane State CC EdTech Academy - eLearning MythsBarry Dahl
This document discusses various myths and realities related to online education. It begins with a demographic survey of readers. It then presents 10 statements related to online education, asking readers to identify each as a reality or myth. For each statement, the document provides additional context and data to support the analysis. Some key points discussed include:
- Completion rates in online developmental courses are not necessarily lower than face-to-face courses
- True distance learning allows learning anywhere, anytime for anyone
- Online students can be as or more satisfied than face-to-face students
- Both digital natives and non-traditional students take online courses
- Developing community is important for online learners
- Cheating may not
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.