The document discusses learning outcomes and online teaching at Franciscan University. It outlines the university's four CORE goals for its undergraduate program and notes that program goals are specific to each program of study. It also discusses key aspects of online learning like asynchronous learning and digital natives/immigrants. The rest of the document provides guidance on online course design, delivery using a learning management system (LMS) like Blackboard, teacher time management, and checklists for ensuring online courses meet the same standards and outcomes as onsite courses.
Cross cultural study of reading support E.A. Draffan
Two studies about the use of text to speech and technology to aid reading by Mamoru Iwabuchi, Kenryu Nakamura, Maiko Takahashi, Toshihiro Kono, Rumi Hirabayashi (University of Tokyo, Japan), E.A. Draffan (Universitiy of Southampton UK)
Cross cultural study of reading support E.A. Draffan
Two studies about the use of text to speech and technology to aid reading by Mamoru Iwabuchi, Kenryu Nakamura, Maiko Takahashi, Toshihiro Kono, Rumi Hirabayashi (University of Tokyo, Japan), E.A. Draffan (Universitiy of Southampton UK)
Presence is an important factor in technology-mediated experiences as it describes an individual’s sense of feeling connected with the virtual environment. This paper investigates the presence of online students in a Synchromodal Learning Environment: a learning environment where synchronous interactions between online and face-to-face students occur and are mediated by technologies. Specifically, the presence of online students is examined within the personal portal implementation where the online students (through the use of Skype and iPads) occupy a physical presence in the classroom. After a brief description of this model and the phenomenon of presence, the paper presents the important findings. Lastly, we conclude with a discussion of the limitations and implications.
Digital Reading Strategies
A Faculty Learning Community Presentation
Dawn Hawley, Librarian/eLearning; Judi Wise, Faculty;
Traci Taylor, Librarian; and Stoo Sepp, Director of eLearning
Bellingham Technical College
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
Slide set I used in 2004 doing a two day on-site engagement preparing Bath Spa Uni for implementing Blackboard. Some things are still *so* relevant ;-)
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Presence is an important factor in technology-mediated experiences as it describes an individual’s sense of feeling connected with the virtual environment. This paper investigates the presence of online students in a Synchromodal Learning Environment: a learning environment where synchronous interactions between online and face-to-face students occur and are mediated by technologies. Specifically, the presence of online students is examined within the personal portal implementation where the online students (through the use of Skype and iPads) occupy a physical presence in the classroom. After a brief description of this model and the phenomenon of presence, the paper presents the important findings. Lastly, we conclude with a discussion of the limitations and implications.
Digital Reading Strategies
A Faculty Learning Community Presentation
Dawn Hawley, Librarian/eLearning; Judi Wise, Faculty;
Traci Taylor, Librarian; and Stoo Sepp, Director of eLearning
Bellingham Technical College
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
Slide set I used in 2004 doing a two day on-site engagement preparing Bath Spa Uni for implementing Blackboard. Some things are still *so* relevant ;-)
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
TESOL 2010, March 25, 7:30a.m.
questions: mcona@arlington.k12.va.us
Description:
Presenters share an online reflective practice group model that provides quality, sustained professional development for adult ESOL teachers through the asynchronous exploration of ideas and best practices. Presenters demonstrate the free Web tool they used and discuss issues surrounding online professional development and fostering program cohesion in practice.
iNACOL Leadership Webinar: Blended Learning Programs and LeadershipiNACOL
This iNACOL webinar focused on how school and district leaders can most effectively and efficiently promote and support the integration of blended learning into their schools.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Learning Outcomes at Franciscan University
• CORE Goals
• As a university, Franciscan University of Steubenville has
committed to the following four CORE goals for the
undergraduate program core curriculum:
• Evaluate their place in the world in relationship to the natural
world, to human society, and to God.
• Communicate effectively.
• Demonstrate their knowledge-based values and an understanding
of their Christian vocation through service.
• Reflect on the relationship between faith and reason.
• Program Goals
• Program goals are constructed by faculty of the departments and
are specific to program of study, these goals can be evaluated
through the course assessments. These are required for all
courses.
3. Online Learning in the 21st Century
• Digital natives – grown up with computers, Internet etc.
• Digital immigrants – not raised with technology.
• Ensure that the course provides clear and engaging material in
online learning for students from all backgrounds.
(Vai & Sosulski, 2011)
4. Asynchronous Learning
• Synchronous: things happening at the same time (onsite courses).
• Asynchronous: things are happening at different times (online
courses).
• Blended learning: combination of any two - asynchronous
online, synchronous online, or onsite learning.
• Asynchronous learning is more flexible since the class is not fixed
within a set time period.
• Convenience: Teachers and learners are busy with full schedules, a
career and can participate when convenient with online courses.
• Offers flexibility of:
•
•
•
•
Time - any time within fixed time periods.
Place – Internet + portable downloadable sections.
Pace – learners move at their own pace.
Participation – no pressure to respond immediately, time for reflection
available to evaluate and re-evaluate.
(Vai & Sosulski, 2011)
5. Orientation: Online Teaching and Learning
• Differences between online teaching and learning:
• Absence of physical space.
• All planning and preparing content takes place before course begins
• Communicating online vs. in-person: non-verbal communication in
class translates to tone of writing, written
encouragement, audio/video, email, phone.
• Delayed feedback since the course is asynchronous, provide
•
•
•
•
•
clear, straight forward writing style, provide resources, anticipate
questions.
Visual design, keep it
simple, organized, clean, images, restating, providing examples.
Flexibility with deadlines to provide structure.
Time online as a teacher, have to adjust how time is used
(preparation, class-time, commuting, feedback, regular online presence
etc.), as a student, equal time as an onsite class.
Online class participation vs. attending class.
Office hours should be substituted by phone, text/video/chat, one-onone phone/real-time meetings.
(Vai & Sosulski, 2011)
6. Online Course Delivery
• A Learning Management System (LMS) is a program used to
create and manage an online course – e.g. Blackboard
• A course-designer must be computer literate to build an
online course.
• More importantly, an onsite course content must be
redesigned for effective online teaching and learning.
(Vai & Sosulski, 2011)
8. Features of an LMS
Feature
Content
Start Here
Welcome page
Course Information
Course Information Sheet, Syllabus – course structure and expectations,
clear deadlines structuring the course
Faculty Information
Bio, Contact Information, Office Hours
Learning Sessions
Course Content and Assignments – replace lectures, discussions,
activities, usually packaged by unit or by week, includes materials
students need to review
Discussions
Academic Discussion Board – participate in online course discussion,
usually initiated by instructor
Course Lounge
Student-student and student-teacher discussion space
View Announcements Updates and reminders – may be linked to Welcome Page
Send Email
Correspondence between course members
View Grades
Enables teacher and students to review and track academic progress
Academic Resources
Resources for students e.g. ADA compliance, Library Information etc.
Blackboard Help
Student Blackboard help with basic functions
9. Advanced Features of an LMS
• Blog – an online journal that enables the teacher and students
to post commentary on course questions, topics, and projects.
• Wiki – a communal space in which the teacher and the
students are able to post and edit content in order to create a
collaborative information resource – users add, edit and
structure content.
• Tests and Quizzes – assessment tools for creating online
tests, either with computer-generated feedback or instructor
feedback options.
• Groups – teacher can assign students to different groups for
discussions, assignments, or projects
(Vai & Sosulski, 2011)
10. Course Design Checklist
• 1.1 Course material is sufficient and directly related to learning
outcomes
• 1.3 Learning outcomes for an online course are identical to
those of the onsite version
11. Practical Considerations
• Teacher time management:
• Course design is ideally complete prior to course beginning.
• Takes more time the first time building a course.
• Teaching courses again, only needs revising and updating.
• Use clear language, easy access to material, consistency.
• Teacher posts announcements, new learning material, new
discussion topic etc. as needed.
• Check-in on student interaction, participation, work: discussion
board, blog, assignment.
• Give feedback on assignments as frequently as an onsite course.
• Class management: set up
assignments, communication, reminders, grouping for projects.
12. References
• Vai, M., & Sosulski, K. (2011). Essentials of Online Course
Design: A Standards-Based Guide. Taylor & Francis.
