The document provides best practices for maximizing student potential in virtual classrooms, including having private tutoring sessions for struggling students, contacting absent students, addressing conflicts to avoid reduced participation, changing login credentials if security is breached, logging in frequently to model participation, asking broad questions to stimulate thinking rather than simple factual questions, including appropriate humor to build community, and having students post introductions to find common interests.
Discussion boards have been utilized for online learning for decades, but are we using them as effectively and efficiently as we can? Do you worry that your discussion boards feel more like busywork than a community of learning? You might notice students are just going through the motions: posting questions and completing tasks for points.
In this webinar on Friday, March 20th, you'll learn best practices for creating engaging discussion board assignments and inspiring a more dynamic and meaningful online learning experiences. We'll also go over best practices for creating rubrics and grading your discussion board assignments based on what they are learning.
Discussion boards have been utilized for online learning for decades, but are we using them as effectively and efficiently as we can? Do you worry that your discussion boards feel more like busywork than a community of learning? You might notice students are just going through the motions: posting questions and completing tasks for points.
In this webinar on Friday, March 20th, you'll learn best practices for creating engaging discussion board assignments and inspiring a more dynamic and meaningful online learning experiences. We'll also go over best practices for creating rubrics and grading your discussion board assignments based on what they are learning.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
This presentation teaches you how to positively influence student behaviour. You will be asked to recall problems and reflect on what worked to alleviate the problem. Different strategies will be presented and there will be discussions on how to make the strategies work in your own situations.
The Use and Impact of Podcasting in Higher Educationahornton
This presentation was presented at the 2009 Creating Futures Through Technology Conference. The presentation covers the implementation and ongoing evaluation of podcasting at The University of Southern Mississippi.
Remote Teaching in Mathematics - Reimagine Math EducationMaria H. Andersen
Remote teaching in mathematics is better than lots of in-person math teaching. Dr. Andersen has been remote teaching for over a decade. She will be sharing tips and pedagogical techniques for improving your remote teaching skills and conducting active learning in remote sessions with students.
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Due to the emergency measures taken at schools and colleges across the country, faculty and teachers are suddenly faced with taking their courses to a remote synchronous or online format. This is particularly difficult for math and science teachers who have hands-on activities, graphs, equations, and much handwritten work from students to collect.
Ensure your Students Emerge with Critical Career Skills - Course Technology C...Cengage Learning
Ensure your Students Emerge with Critical Career Skills - Course Technology Computing Conference
Presenter: Ken Baldauf, Florida State University & Lauren Murphy, Cengage Learning
Submerge yourself in Ken Baldauf and Beverly Amer’s next-gen online learning framework, Emerge with Computers. Instructors who use Emerge are passionate about how the content is relevant for students in their courses – Emerge keeps students engaged and invested in the course with information that is constantly refreshed with the latest current events and provides career-relevant, problem-solving exercises for skills. Join this fast-moving session to learn more on how Emerge can lead to better outcomes in YOUR course: the first 20 minutes will introduce the new Emerge 5.0 content, the next 10 minutes will include a demonstration of Emerge in MindTap, and the remaining 30 minutes will be spent in a focus group style – eliciting your feedback on the introduction to computers course, what features in Emerge stand-out as critical elements to your students’ success, and what you could see further benefiting this product. As Ken and Beverly say, the best way to learn about technology is by experiencing it! Come down and do the same.
Gary A. Fowler, Co-Founder and Chief Evangelist, GVA LaunchGurus - Unleashing...Lejiņa and Šleiers
Presentation at the leading technology startup conference in the Baltics "Silicon Valley Comes to the Baltics 2015" on November 7, 2015 in Riga, Latvia (www.sv2b.com) given by Gary A. Fowler.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
This presentation teaches you how to positively influence student behaviour. You will be asked to recall problems and reflect on what worked to alleviate the problem. Different strategies will be presented and there will be discussions on how to make the strategies work in your own situations.
The Use and Impact of Podcasting in Higher Educationahornton
This presentation was presented at the 2009 Creating Futures Through Technology Conference. The presentation covers the implementation and ongoing evaluation of podcasting at The University of Southern Mississippi.
Remote Teaching in Mathematics - Reimagine Math EducationMaria H. Andersen
Remote teaching in mathematics is better than lots of in-person math teaching. Dr. Andersen has been remote teaching for over a decade. She will be sharing tips and pedagogical techniques for improving your remote teaching skills and conducting active learning in remote sessions with students.
Remote teaching: How to Move your Math or Science Course OnlineMaria H. Andersen
Due to the emergency measures taken at schools and colleges across the country, faculty and teachers are suddenly faced with taking their courses to a remote synchronous or online format. This is particularly difficult for math and science teachers who have hands-on activities, graphs, equations, and much handwritten work from students to collect.
Ensure your Students Emerge with Critical Career Skills - Course Technology C...Cengage Learning
Ensure your Students Emerge with Critical Career Skills - Course Technology Computing Conference
Presenter: Ken Baldauf, Florida State University & Lauren Murphy, Cengage Learning
Submerge yourself in Ken Baldauf and Beverly Amer’s next-gen online learning framework, Emerge with Computers. Instructors who use Emerge are passionate about how the content is relevant for students in their courses – Emerge keeps students engaged and invested in the course with information that is constantly refreshed with the latest current events and provides career-relevant, problem-solving exercises for skills. Join this fast-moving session to learn more on how Emerge can lead to better outcomes in YOUR course: the first 20 minutes will introduce the new Emerge 5.0 content, the next 10 minutes will include a demonstration of Emerge in MindTap, and the remaining 30 minutes will be spent in a focus group style – eliciting your feedback on the introduction to computers course, what features in Emerge stand-out as critical elements to your students’ success, and what you could see further benefiting this product. As Ken and Beverly say, the best way to learn about technology is by experiencing it! Come down and do the same.
Gary A. Fowler, Co-Founder and Chief Evangelist, GVA LaunchGurus - Unleashing...Lejiņa and Šleiers
Presentation at the leading technology startup conference in the Baltics "Silicon Valley Comes to the Baltics 2015" on November 7, 2015 in Riga, Latvia (www.sv2b.com) given by Gary A. Fowler.
E-HCS is focused on designing solutions with user in mind. E-HCS believes in the power of human potential that there is endless possibility for everyone. All we need is a little push that motivates us to move forward.
How are you doing on the path to enlightenment? This 10 question quiz is designed to help you understand your potential, and discover core patterns that could trip you up and reduce your optimum effectiveness as a human being
Cengage Learning Webinar, Psychology of Adjustment: Teaching Our Students to ...Cengage Learning
During this April 2013 presentation with psychology instructors Dana Dunn and Elizabeth Hammer as they explore ways that teaching about adjustment can promote psychological literacy among students.
Hammer and Dunn will be covering:
• Predictive factors for happiness
• Defining Psychological Literacy and its importance to education in psychology.
• Defining Adjustment, its scope and relevance for contemporary psychology education.
• Identifying connections between these topics and the characteristics of today's students.
• Presenting ways to teach adjustment topics that promote psychological literacy.
Visual aid for Christie Smith's SXSW 2016 Presentation "Maximizing Human Potential"
Did you know that Twitter’s tech division is 90% male and 92% white and Asian? Or that Google’s tech unit is 83% male and 94% white and Asian—with an overall staff that is 70% male and 91% white and Asian? Quite simply, these companies are holding themselves back from maximum corporate performance. While this problem is not new, Deloitte Digital has identified an unusual solution and approach to the problem. By combining community and influencer identification and engagement, culture and brand building, with Deloitte's mastery of organizational management, we've come up with an arsenal of tactics that virtually any company can adopt to boost their bottom line.
This presentation will answer these three questions:
o How does diversity improve the bottom line?
o What does diversity mean to a mostly white male company?
o How do digital marketing tactics come together with diversity and inclusion initiatives for real change, inside and out?
Conducting the Discussion Common Problems49to answer a qAlleneMcclendon878
Conducting the Discussion: Common Problems 49
to answer a question immediately. Even the shy person will respond when asked, “What did you write? “Rewarding infrequent contributors at least with a smile helps encourage participation even if the contribution has to be developed or corrected. Calling students by name seems to foster freer communication. Seating is important too. Rooms with seats in a circle help tremendously. Getting to know the nonparticipant is also helpful. For example, I have found that it is helpful to ask students to write a brief life history indicating their interests and experiences relevant to the course. These self-summaries help me to gain a better knowledge of each student as an individual, to know what problems or illustrations will be of particular interest to several students, and to know on whom I can call for special information. One of the best ways of getting nonparticipants into the discussion is to ask them to contribute to a problem area in which they have special knowledge. The technique of asking for a student’s special knowledge deals directly with one of the major barriers to class discussion—fear of being wrong. No one likes to look foolish, especially in a situation where mistakes may be pounced upon by a teacher or other students. Student’s par-titularly avoid—or dread—questions that put them on the spot and only have one right answer, such as: “This is an example of what?” which is expecting the student to fill in the one correct word. There is an infinity of wrong answers, and obviously the teacher knows the one right answer; so why should the student risk making a mistake when the odds are so much against the student? And even if the answer is obvious, why look like a pawn of the teacher? One way of putting the student in a more favorable position is to ask general questions that have no wrong answers. For example, you can ask, “How do you feel about this?” or “How does this look to you?” as a first step in analysis of a problem. Students’ feelings or perceptions may not be the same as yours, but as reporters of their own feelings, they cannot be challenged as being inaccurate. While such an approach by no means eliminates anxiety about participation (for an answer involves revealing oneself as a person), it will more often open discussion that involves the student, than will questions of fact. Another technique for reducing the risk of participation for students is to ask a question one class period before the discussion and ask students to write out answers involving an example from their own experience. Similarly, one can ask students to bring one question to class for discussion. This helps participation, helps students learn to formulate questions, and provides feedback for you. Finally, remember that out-of-class learning is often more important than that in class. E-mail, computer conferencing, and other interactive technologies can support active learning, discussion, and debate.
...
Using discussion forums to engage students in critical thinkingLearningandTeaching
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice.These slides cover how to structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
The Forum includes several stepsIdentify a different re.docxkarisariddell
The Forum includes several steps:
Identify a "different" research problem that would be best studied using a non-probability sample.
Discuss why this research problem is best studied using a non-probability sample, and what type of non-probability sample you would likely use.
Find a peer-reviewed journal article (no more than five years old) related to that research problem.
Discuss the sampling strategy/process used in the article. What details are included, and what information regarding the sampling was ignored?
Instructions for all Forums:
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Points
Exemplary (100%)
Accomplished (85%)
Developing (75%)
Beginning (65%)
Not Participating (0%)
Comprehension of course materials
4
Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates some comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence.
Initial post does not demonstrate comprehension of course materials. Specific terminology or examples learned in class are not included. Post is opinion based without evaluated evidence.
No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of comprehension. Post may be plagiarized, or use a high percentage of quotes that prevent demonstration of student’s comprehension.
Real world application of knowledge
2
Initial post demonstrates that the learner can creatively and uniquely apply the concepts and examples learned in class to a personal or professional experience from their life or to a current event.
Initial post demonstrates that the learner can apply the concepts and examples learned in class to a personal or professional experience from their life or to a current event.
Initial post does not clearly demonstrate that the learner can apply the concepts and examples learned in class. Unclear link between the c ...
Innovative Learning Techniques: Games, Social Learning and Interactive Storie...Karl Kapp
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eTutoring - Top Tips for Engaging StudentsDavid Hopkins
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As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
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1. Maximizing the Potential of the Virtual Student An excerpt from “Lessons from the Cyberspace Classroom”
2. Use Best Practices from Classroom Example: If a student is struggling would you have a private tutoring session in your classroom? This could happen via a chat session, email, or a face-to-face session if necessary.
3. Student Absences If a student is absent for a week, contact him/her to determine why
4. Student conflict Determine how to best deal with conflict, to avoid reduced participation by others in class.
5. Security Breaches Students could potentially “hack” into course to “lurk”. Students should be notified and enrollment keys/ passwords changed.
6. Log In Frequently By logging in several times a week, or at regular intervals that have been posted, the instructor is modeling acceptable participation.
7. Stimulate Thinking Ask broad questions that stimulate thinking. Instead of “Name and describe 3 social system theories that apply to community development.” Ask “What theory of community development did you find yourself relating to most? Why?”
8. Include Humor Create a warm, inviting course site by injecting humor if appropriate. Builds a strong learning community
9. Post a Welcoming Response Students should post an introduction in any course to begin to find common interests or goals. This leads to community building.
