This was a presentation given at the Moodle Majilis in Oman in 2008. It was a description of an attempt to use Moodle in a blended mode to speed up the MTC process.
The document discusses professional development models for teachers at two different organizations:
1) CCCOnline provides both synchronous (webinars) and asynchronous (online workshops) training to their adjunct faculty. Required workshops include topics like the learning management system, while other optional workshops cover subjects like rubrics and learning styles.
2) Omaha Public Schools aims to shift to more student-centered instruction and uses blended learning. They provide an online repository of resources for teachers and have used NROC learning objects and courses. Training focuses on tools for curriculum, assessment and learning management.
The document provides an overview of a course redesign process and blended learning. It discusses defining the blend of online and face-to-face learning, rethinking class time and online interactions, and experiencing being a student. Principles for successful course redesign are outlined. The document also discusses faculty development program options, technologies that can be used, and assessing student readiness for blended courses.
This document provides an overview and status update of Tri-C's Learning Management System (LMS) review project from May 2014. It outlines the project plan, assumptions, timeline, roles and responsibilities, communication efforts, and next steps. The key goals are to analyze if their current LMS (Blackboard) still fits the institution's needs and to potentially select and implement a new LMS if warranted. The project utilizes work groups, biweekly meetings, and "sprints" to gather input and make progress towards completing a needs analysis and selecting a new system by December 2014 if needed.
There are numerous models for preparing faculty to develop and deliver online courses. This session examines two very different yet successful models used at diverse institutions and presents the advantages and disadvantages of each.
Improving Organizational Effectiveness through NAAC Accreditation - R.D.Sivak...Sivakumar R D .
The document discusses improving organizational effectiveness through NAAC accreditation. It summarizes key activities of the Internal Quality Assurance Cell (IQAC) including preparing annual reports, conducting external academic audits, staff development programs, and more. It also outlines the seven criteria used for NAAC assessment covering curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and best practices.
The document provides information about Stockton University's Master of Arts in Instructional Technology (MAIT) cohort program. It describes the MAIT program focus on learner-centered design and curriculum. It then details the benefits of the cohort program for educators, including customized courses taught in a convenient location and schedule. The application process, class structure, payment options and contacts are also summarized.
This document discusses learning management systems (LMS), content management systems (CMS), and learning content management systems (LCMS). It defines each term and outlines their key differences. An LMS is focused on managing how individuals participate in e-learning programs, tracking learner data. A CMS is concerned with how content for e-learning is created, published, and tracked. An LCMS is an integrated solution that provides a multi-user environment for developing, storing, reusing, delivering, and managing digital learning content from a central repository.
The document discusses professional development models for teachers at two different organizations:
1) CCCOnline provides both synchronous (webinars) and asynchronous (online workshops) training to their adjunct faculty. Required workshops include topics like the learning management system, while other optional workshops cover subjects like rubrics and learning styles.
2) Omaha Public Schools aims to shift to more student-centered instruction and uses blended learning. They provide an online repository of resources for teachers and have used NROC learning objects and courses. Training focuses on tools for curriculum, assessment and learning management.
The document provides an overview of a course redesign process and blended learning. It discusses defining the blend of online and face-to-face learning, rethinking class time and online interactions, and experiencing being a student. Principles for successful course redesign are outlined. The document also discusses faculty development program options, technologies that can be used, and assessing student readiness for blended courses.
This document provides an overview and status update of Tri-C's Learning Management System (LMS) review project from May 2014. It outlines the project plan, assumptions, timeline, roles and responsibilities, communication efforts, and next steps. The key goals are to analyze if their current LMS (Blackboard) still fits the institution's needs and to potentially select and implement a new LMS if warranted. The project utilizes work groups, biweekly meetings, and "sprints" to gather input and make progress towards completing a needs analysis and selecting a new system by December 2014 if needed.
There are numerous models for preparing faculty to develop and deliver online courses. This session examines two very different yet successful models used at diverse institutions and presents the advantages and disadvantages of each.
Improving Organizational Effectiveness through NAAC Accreditation - R.D.Sivak...Sivakumar R D .
The document discusses improving organizational effectiveness through NAAC accreditation. It summarizes key activities of the Internal Quality Assurance Cell (IQAC) including preparing annual reports, conducting external academic audits, staff development programs, and more. It also outlines the seven criteria used for NAAC assessment covering curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and best practices.
The document provides information about Stockton University's Master of Arts in Instructional Technology (MAIT) cohort program. It describes the MAIT program focus on learner-centered design and curriculum. It then details the benefits of the cohort program for educators, including customized courses taught in a convenient location and schedule. The application process, class structure, payment options and contacts are also summarized.
This document discusses learning management systems (LMS), content management systems (CMS), and learning content management systems (LCMS). It defines each term and outlines their key differences. An LMS is focused on managing how individuals participate in e-learning programs, tracking learner data. A CMS is concerned with how content for e-learning is created, published, and tracked. An LCMS is an integrated solution that provides a multi-user environment for developing, storing, reusing, delivering, and managing digital learning content from a central repository.
This document discusses NMIT's implementation of individual learning plans (ILPs) using Moodle. It provides details on NMIT's goals of having 80% of full-time learners develop ILPs by 2011. The ILPs are meant to help learners set goals and track their progress with the help of learning coaches. The document also outlines the roles and controls in place for learners, teachers, and coaches to access and utilize the ILP system. Initial progress results are shared, with over 1200 learners completing assessments and over 400 creating targets and reflections so far. Remaining issues are identified such as staff and student perceptions of ILPs and integrating ILP data with other systems.
Improving the Quality and Efficiency of Public Higher Education: Computer Sci...Gihan Wikramanayake
Presented by Gihan Wikramanayake on 4th September 1999, Galle, Sri Lanka.
Reference:
S Parameswaren, G N Wikramanayake (1999) Improving the Quality and Efficiency of Public Higher Education: Computer Science and Mathematics Mid-Term Report, vol. II – Detailed Survey Results on Improving Education Planning. ADB TA 3037, pp. 86-120.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
EduTools 2.0 is an updated comparison tool for learning management systems (LMS). It surveys key aspects of LMSs like portal functionality, communication tools, assessments, and pricing. The document discusses revising EduTools to address changing needs around ubiquitous technology, converging feature sets, and a focus on learning over learner management. It also explores related topics like personal learning environments, semi-permeable system borders, and interoperability. Authentication systems are similarly surveyed based on their functionality, user experience, pricing, support, and integration capabilities. The results will help inform LMS selection and improvement of comparison resources like EduTools.
This document discusses the challenges facing the University of Derby's Online Learning program in meeting the needs of online students. It outlines the program's history and goals of providing a consistent, high-quality student experience. Key challenges include developing engaging online content and activities, ensuring responsive tutoring, implementing effective assessment practices, and navigating institutional processes that are designed for traditional students rather than online learners. The program aims to address these challenges by standardizing online course structures, providing tutor training, and redesigning academic content to be more modular and reusable across different courses.
The document provides information about Stockton University's Master of Arts in Instructional Technology (MAIT) program and cohort option. It summarizes that the MAIT program focuses on improving teaching and learning through technology and instructional design. It also describes that the cohort option allows students to complete the 11-course degree with their colleagues from their school over 3-5 years at their school site. It encourages interested students to contact the program director to start a new cohort group for the fall semester.
Designing Exemplary Online Courses in BlackboardJason Rhode
This document discusses best practices for designing exemplary online courses using Blackboard. It describes Blackboard's Catalyst Award Program which recognizes innovative online courses and programs. There are four award categories: Exemplary Course, Student Impact, Staff Development, and Innovation. The Exemplary Course Program uses a rubric to evaluate courses in four areas: course design, interaction/collaboration, assessment, and learner support. Sample attributes are provided for each area. The presentation includes an example course and encourages attendees to view exemplary course tours, review courses for the program, and submit their own courses.
The document discusses Walsh University's online learning management system called ECN. ECN is built on the open-source Sakai platform and provides students and faculty with tools for online courses like syllabi, modules, tests, assignments, and discussion forums. The document evaluates ECN based on surveys of professors, students, and the IT department, finding it is generally effective but could be improved with enhanced technology and a more user-friendly interface, especially for mobile use. Areas identified for growth include the wiki system, interactive tutoring, and streamlining the grading and assignment submission processes.
The document discusses options for implementing a new curriculum at Taibah University College of Medicine using educational technology platforms. It describes three approaches to online learning: fully online, hybrid systems that combine online and face-to-face learning, and web-enhanced learning that supplements face-to-face teaching. The e-Platform named 1Medlearn is introduced as a tool for content delivery, communication, assessments and other resources. Keys to successful implementation are identified as accurate advice, training for students and faculty, support, and orientation to both online and face-to-face components. Benefits discussed include maximizing classroom teaching and providing alternative learning styles.
UC&R East Midlands event slides 8th June 2010 'Study skills and IT skills for...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Study skills and IT skills for students at the University of Derby by Chris Martindale and Lynn Eatherden
Developing An Institutional E Portfolio Project At Memorial University Sloan Cjoanbutler
Memorial University initiated an institutional ePortfolio project in partnership with its Distance Education and Learning Technologies department. They conducted several pilot ePortfolio programs to test the platform's potential for teaching and learning. Initial pilots included staff professional development portfolios, a student work program, and graduate and undergraduate education courses. Lessons learned emphasized using ePortfolios within a full program over time, identifying supportive faculty, and providing guidance on assessment and rationale for its educational value.
KhmerTalks: Essential of e learning-lastKhmerTalks
The document discusses the importance of learning management systems (LMS) or e-learning platforms. It notes that LMS can help reduce difficulties faced by instructors like low pay and heavy workloads, while increasing access to education. An LMS provides anytime, anywhere access to course content and administration. The document analyzes the needs of instructors and learners, finding that learners want intuitive interfaces while instructors desire robust assessment and course management tools. It highlights features of the Moodle LMS like customized interfaces, quizzes, plagiarism detection, and social functions. The conclusion is that LMS can greatly benefit educational institutions and businesses.
The document discusses the challenges of providing effective e-learning to off-campus students and a pilot study comparing the proprietary learning management system Blackboard Webstudies to the open-source Moodle platform. A group of 181 nursing students in Germany struggled to complete assignments and quizzes on Webstudies due to its requirements for specialized software, bandwidth, and browser configuration. In contrast, a pilot using Moodle for the same nursing program found that it required less bandwidth and configuration, allowed use on any browser, and had fewer technical issues preventing students from completing quizzes. Based on these results, the document recommends adopting a blended learning approach using Moodle to better serve the needs of off-campus and remote students.
The presenters discussed methods for supporting faculty teaching hybrid or online courses. Currently, support includes training workshops, helpdesk support, and online resources. However, traditional training may not meet all needs as learning declines quickly after training. Instead, a performance support perspective is suggested to provide help where and when faculty need it, such as through just-in-time resources for different "moments of need". Future directions include organizing resources by need, building communities of practice, and providing more instructional design support for new online instructors. The goal is to better determine the best way to support each faculty member.
The document summarizes Kate Boardman's presentation on getting started with Blackboard at the University of Durham. Some key points:
- The University of Durham has around 10,000 students and 800 staff across two campuses and chose the Blackboard learning management system.
- An initial small pilot was expanded to over 380 courses across most departments and over 6,000 students within a year.
- Support for staff and students included training sessions, documentation, and a test environment. Implementation was done gradually on a departmental level.
- Ongoing efforts focused on expanding use across more programs and services, increasing uptake by staff and students, and promoting best practices for pedagogical use of the tools
The document discusses challenges related to adopting and implementing e-learning programs. It identifies challenges that can arise before adoption, such as ensuring e-learning aligns with institutional goals and assessing infrastructure requirements. Post-adoption challenges include managing online platforms and content, facilitating collaboration across time zones, and integrating new technologies and content into courses over time. The document advocates learning from experiences to help address future challenges in areas like knowledge sharing and facilitating social learning online.
This document outlines a capstone project proposal to implement e-learning at the University of Guyana (UG) by identifying barriers. The goals are to improve quality education, enhance learning, and promote student success. The project will analyze UG's current e-learning state, opportunities and challenges, develop an e-learning framework, and provide training. A literature review discusses e-learning models and frameworks. Challenges include lack of skills, resources, and stable infrastructure. The proposal outlines a timeline, deliverables, evaluation plans, stakeholders, and budget.
TLC2016 - KULeuven's new learning portal and css/JS tweaks for course designBlackboardEMEA
Presenter: Bert Coenen
Organisation: KU Leuven
Description: At KU Leuven, we developed a new portal to replace our tabs-and-modules-based portal.
The portal runs outside / on top of / alongside Blackboard.
It aggregates information from different sources
- Enrollments
- Updates and messages
- User-targeted tools, links and information
Key features:
- Course list
- Inline access to updates, messages, settings
- Filter, search and customization tools:
- Favorites
- Colours
- Banners
We're also introducing a new design for course pages.
Key features:
- Based on the latest Learn theme
- Enhancements
- Simplified, inline content creation
- ""Intelligent"" learning modules
- ""Productivity"" enhancements
- Availability of courses and items
- Drag and drop
- ...
- Responsive design
This document discusses analytics questions and capabilities in the Moodle learning management system from the perspectives of teachers, students, institutions, and parents. It outlines various analytics features available in the Moodle core as well as through plugins, including course performance summaries, grade reports, activity results, and engagement tracking. Group discussions suggest additional questions from each stakeholder viewpoint, such as how well students are progressing towards qualifications from an institutional perspective or what students should focus on next from a student perspective.
The document outlines 12 steps for creating online vocabulary exercises using free web tools, including generating word lists, definitions, examples of usage, and associating words with images, locations, emotions to aid memorization. It provides specific web tools that can be used for each step of the vocabulary assembly line process.
This document discusses NMIT's implementation of individual learning plans (ILPs) using Moodle. It provides details on NMIT's goals of having 80% of full-time learners develop ILPs by 2011. The ILPs are meant to help learners set goals and track their progress with the help of learning coaches. The document also outlines the roles and controls in place for learners, teachers, and coaches to access and utilize the ILP system. Initial progress results are shared, with over 1200 learners completing assessments and over 400 creating targets and reflections so far. Remaining issues are identified such as staff and student perceptions of ILPs and integrating ILP data with other systems.
Improving the Quality and Efficiency of Public Higher Education: Computer Sci...Gihan Wikramanayake
Presented by Gihan Wikramanayake on 4th September 1999, Galle, Sri Lanka.
Reference:
S Parameswaren, G N Wikramanayake (1999) Improving the Quality and Efficiency of Public Higher Education: Computer Science and Mathematics Mid-Term Report, vol. II – Detailed Survey Results on Improving Education Planning. ADB TA 3037, pp. 86-120.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
EduTools 2.0 is an updated comparison tool for learning management systems (LMS). It surveys key aspects of LMSs like portal functionality, communication tools, assessments, and pricing. The document discusses revising EduTools to address changing needs around ubiquitous technology, converging feature sets, and a focus on learning over learner management. It also explores related topics like personal learning environments, semi-permeable system borders, and interoperability. Authentication systems are similarly surveyed based on their functionality, user experience, pricing, support, and integration capabilities. The results will help inform LMS selection and improvement of comparison resources like EduTools.
This document discusses the challenges facing the University of Derby's Online Learning program in meeting the needs of online students. It outlines the program's history and goals of providing a consistent, high-quality student experience. Key challenges include developing engaging online content and activities, ensuring responsive tutoring, implementing effective assessment practices, and navigating institutional processes that are designed for traditional students rather than online learners. The program aims to address these challenges by standardizing online course structures, providing tutor training, and redesigning academic content to be more modular and reusable across different courses.
The document provides information about Stockton University's Master of Arts in Instructional Technology (MAIT) program and cohort option. It summarizes that the MAIT program focuses on improving teaching and learning through technology and instructional design. It also describes that the cohort option allows students to complete the 11-course degree with their colleagues from their school over 3-5 years at their school site. It encourages interested students to contact the program director to start a new cohort group for the fall semester.
Designing Exemplary Online Courses in BlackboardJason Rhode
This document discusses best practices for designing exemplary online courses using Blackboard. It describes Blackboard's Catalyst Award Program which recognizes innovative online courses and programs. There are four award categories: Exemplary Course, Student Impact, Staff Development, and Innovation. The Exemplary Course Program uses a rubric to evaluate courses in four areas: course design, interaction/collaboration, assessment, and learner support. Sample attributes are provided for each area. The presentation includes an example course and encourages attendees to view exemplary course tours, review courses for the program, and submit their own courses.
The document discusses Walsh University's online learning management system called ECN. ECN is built on the open-source Sakai platform and provides students and faculty with tools for online courses like syllabi, modules, tests, assignments, and discussion forums. The document evaluates ECN based on surveys of professors, students, and the IT department, finding it is generally effective but could be improved with enhanced technology and a more user-friendly interface, especially for mobile use. Areas identified for growth include the wiki system, interactive tutoring, and streamlining the grading and assignment submission processes.
The document discusses options for implementing a new curriculum at Taibah University College of Medicine using educational technology platforms. It describes three approaches to online learning: fully online, hybrid systems that combine online and face-to-face learning, and web-enhanced learning that supplements face-to-face teaching. The e-Platform named 1Medlearn is introduced as a tool for content delivery, communication, assessments and other resources. Keys to successful implementation are identified as accurate advice, training for students and faculty, support, and orientation to both online and face-to-face components. Benefits discussed include maximizing classroom teaching and providing alternative learning styles.
UC&R East Midlands event slides 8th June 2010 'Study skills and IT skills for...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Study skills and IT skills for students at the University of Derby by Chris Martindale and Lynn Eatherden
Developing An Institutional E Portfolio Project At Memorial University Sloan Cjoanbutler
Memorial University initiated an institutional ePortfolio project in partnership with its Distance Education and Learning Technologies department. They conducted several pilot ePortfolio programs to test the platform's potential for teaching and learning. Initial pilots included staff professional development portfolios, a student work program, and graduate and undergraduate education courses. Lessons learned emphasized using ePortfolios within a full program over time, identifying supportive faculty, and providing guidance on assessment and rationale for its educational value.
KhmerTalks: Essential of e learning-lastKhmerTalks
The document discusses the importance of learning management systems (LMS) or e-learning platforms. It notes that LMS can help reduce difficulties faced by instructors like low pay and heavy workloads, while increasing access to education. An LMS provides anytime, anywhere access to course content and administration. The document analyzes the needs of instructors and learners, finding that learners want intuitive interfaces while instructors desire robust assessment and course management tools. It highlights features of the Moodle LMS like customized interfaces, quizzes, plagiarism detection, and social functions. The conclusion is that LMS can greatly benefit educational institutions and businesses.
The document discusses the challenges of providing effective e-learning to off-campus students and a pilot study comparing the proprietary learning management system Blackboard Webstudies to the open-source Moodle platform. A group of 181 nursing students in Germany struggled to complete assignments and quizzes on Webstudies due to its requirements for specialized software, bandwidth, and browser configuration. In contrast, a pilot using Moodle for the same nursing program found that it required less bandwidth and configuration, allowed use on any browser, and had fewer technical issues preventing students from completing quizzes. Based on these results, the document recommends adopting a blended learning approach using Moodle to better serve the needs of off-campus and remote students.
The presenters discussed methods for supporting faculty teaching hybrid or online courses. Currently, support includes training workshops, helpdesk support, and online resources. However, traditional training may not meet all needs as learning declines quickly after training. Instead, a performance support perspective is suggested to provide help where and when faculty need it, such as through just-in-time resources for different "moments of need". Future directions include organizing resources by need, building communities of practice, and providing more instructional design support for new online instructors. The goal is to better determine the best way to support each faculty member.
The document summarizes Kate Boardman's presentation on getting started with Blackboard at the University of Durham. Some key points:
- The University of Durham has around 10,000 students and 800 staff across two campuses and chose the Blackboard learning management system.
- An initial small pilot was expanded to over 380 courses across most departments and over 6,000 students within a year.
- Support for staff and students included training sessions, documentation, and a test environment. Implementation was done gradually on a departmental level.
- Ongoing efforts focused on expanding use across more programs and services, increasing uptake by staff and students, and promoting best practices for pedagogical use of the tools
The document discusses challenges related to adopting and implementing e-learning programs. It identifies challenges that can arise before adoption, such as ensuring e-learning aligns with institutional goals and assessing infrastructure requirements. Post-adoption challenges include managing online platforms and content, facilitating collaboration across time zones, and integrating new technologies and content into courses over time. The document advocates learning from experiences to help address future challenges in areas like knowledge sharing and facilitating social learning online.
This document outlines a capstone project proposal to implement e-learning at the University of Guyana (UG) by identifying barriers. The goals are to improve quality education, enhance learning, and promote student success. The project will analyze UG's current e-learning state, opportunities and challenges, develop an e-learning framework, and provide training. A literature review discusses e-learning models and frameworks. Challenges include lack of skills, resources, and stable infrastructure. The proposal outlines a timeline, deliverables, evaluation plans, stakeholders, and budget.
TLC2016 - KULeuven's new learning portal and css/JS tweaks for course designBlackboardEMEA
Presenter: Bert Coenen
Organisation: KU Leuven
Description: At KU Leuven, we developed a new portal to replace our tabs-and-modules-based portal.
The portal runs outside / on top of / alongside Blackboard.
It aggregates information from different sources
- Enrollments
- Updates and messages
- User-targeted tools, links and information
Key features:
- Course list
- Inline access to updates, messages, settings
- Filter, search and customization tools:
- Favorites
- Colours
- Banners
We're also introducing a new design for course pages.
Key features:
- Based on the latest Learn theme
- Enhancements
- Simplified, inline content creation
- ""Intelligent"" learning modules
- ""Productivity"" enhancements
- Availability of courses and items
- Drag and drop
- ...
- Responsive design
This document discusses analytics questions and capabilities in the Moodle learning management system from the perspectives of teachers, students, institutions, and parents. It outlines various analytics features available in the Moodle core as well as through plugins, including course performance summaries, grade reports, activity results, and engagement tracking. Group discussions suggest additional questions from each stakeholder viewpoint, such as how well students are progressing towards qualifications from an institutional perspective or what students should focus on next from a student perspective.
The document outlines 12 steps for creating online vocabulary exercises using free web tools, including generating word lists, definitions, examples of usage, and associating words with images, locations, emotions to aid memorization. It provides specific web tools that can be used for each step of the vocabulary assembly line process.
This presentation was used to guide the instructor through the three hour hands on session at a Gulf Region College to improve image optimization for EFL material's developers.
This is an overview of an online course run in the winter of 2010 that tried to improve the materials writing skills of TESOL professionals. This PowerPoint was presented at TESL Ontario 2010.
This document discusses Web 2.0 and its applications for language teaching. It begins by outlining some key characteristics of Web 2.0, including its emphasis on user participation and user-generated content. It then provides examples of popular Web 2.0 applications like YouTube, Wikipedia, and blogs. The document also addresses both benefits and challenges of using Web 2.0 in education, such as increased engagement but also safety and time concerns. It concludes by listing several specific Web 2.0 tools that can be used for language teaching purposes.
REthinking Software Purchases - Open Source optionsJohn Allan
This slideshow was delivered at a distance to participants at TESL Ontario in late 2008. It looks at software purchase options for TESL centers and suggests that Open Source software may be a vaild alternative.
John Allan Media Project Description. This is a project that John Allan lead in the UAE. Media included video, illustrations, audio, animation, print and pilot testing.
This document provides instructions for using Photoshop actions to automate image editing tasks. It explains that actions allow you to record steps in Photoshop and replay them automatically on other images. The document demonstrates applying a pre-made "Blizzard" action to add a snow effect. It then guides creating a simple "Auto Adjust" action to automatically adjust color, tone, and contrast with one click. The steps show planning the action, naming it, recording the image adjustments, and playing the action on another photo.
The document summarizes a Moodle training program called "Moodle-A-Day 5 Minute Tasks" that was created for a college migrating to Moodle as its primary learning management system. The training program was designed to be self-paced, take only 3 to 5 minutes per task, and build knowledge incrementally over 30 tasks to help train professors, staff, and administrators on using Moodle. Early feedback on the program was positive and some improvements were subsequently made based on user experience. There is potential for the training program to be adapted and used by other organizations.
The document provides suggestions for creating a personal learning network (PLN). It discusses that a PLN is an informal process for personal learning where an individual chooses what to learn, the resources, and the time. The document then lists and describes various genres and options for a PLN, including peers, professional communities, conferences, webinars, online courses, learning communities, journals, magazines, social networks, libraries, and more. It emphasizes choosing options that work best for the individual and maintaining moderation. Organization of the PLN is also discussed.
The LearnIT2Teach project aims to enhance language training in the Niagara Region through a blended learning program. It utilizes web technologies and online courseware to provide language learning, teacher training, and a learning community. The project trains teachers in 4 stages and provides online LINC courseware for students, with over 800 instructors and 550 students participating so far. It seeks to improve language instruction through innovative educational technologies.
This presentation will be given at TESL Ontario in Toronto in December. This resource will be demonstrated to interested delegates. It is a workbook designed to allow all educators to use Web 2.0 resources in their language classes (or others) with little preparation and intimate knowledge of Web 2.0 resources.
This document defines a personal/professional learning network (PLN) and provides guidance on setting up an effective PLN. A PLN includes the people and resources that contribute to lifelong learning and may include subject experts, websites, social media, groups, and conferences. The document recommends setting goals for your PLN and locating various resources to include, such as archived events, libraries, journals, peers, and social networks. It emphasizes organizing the numerous PLN resources through curating content on a central homepage in order to efficiently access and share information. The document concludes by advising users to regularly participate in and refine their PLN.
The document discusses a college's initiative to establish common faculty computer interfaces and virtual learning environments. It aims to ensure equal access to software resources by August 2007 by making all workstations clones of a standard image computer. This is to improve workflow and consistency through a minimum standard of common tools and interfaces between workstations. Faculty are then able to customize their workstations as needed after the initial common setup is established.
Introduction to InDesign and Rapid DevelopmentJohn Allan
This is the PowerPoint slide show that accompanied the Doha eLearning Group's session "Introduction to InDesign and Rapid Development" lead by Keith Hackett and John Allan i. This event occurred in October 2016.
This is a sample PowerPoint sideshow for the ESP course. This is not tutorial on tools but a demo for EFL students to use and an sample for a presentation assignment.
Presentation given by John Allan at the TESOL International conference in Denver, USA. It discusses the inordinate amount of technology expectations that are leveled against ESL/EFL teachers.
The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the company “United Nations University”. Their proposal request was to create web-based training for their entire teaching staff in order to make them technologically proficient and fulfill the university’s overall mission.
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.
This document provides an overview of delivering fully online classes for a Master of Business and Technology program. It discusses the structure and content of the MBT program, the profile of students in the program, and the benefits of distance learning. It also demonstrates the online learning environment in Moodle, describes theories of online learning, and discusses issues in online delivery and the open resources provided to students.
An online learning solution for training volunteer mentors of newly arrived skilled migrants and refugees.
Developed by Sydney Community College and funded by the Australian Flexible Learning Framework
Great use of Moodle - Otago Polytechnic WorkshopDavid Sturrock
Slides supporting an introductory workshop on deciding how to use Moodle for blended learning. Includes levels of blends and a metaphor of Moodle as an airport
This document summarizes a presentation on blended learning given by Veronica Diaz and Patricia McGee. It defines blended learning as courses that combine online and classroom activities to improve student outcomes while reducing classroom time. It discusses models for blending, opportunities for institutions, and strategies for effective course design, implementation, faculty development, and student readiness.
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
This study analyzed student participation and discussion quality in an online discussion forum for a course on disseminating educational innovations. The researchers developed a content analysis tool to evaluate student participation levels, interaction, and cognitive engagement based on number and length of posts, response patterns, and content. Overall, students effectively participated in the forum, though the instructor only posted once. The researchers suggest increasing both student participation through more instructor guidance and response in the forums.
Supporting Faculty in the Virtual ClassroomMelanie
Presented at the ITC e-Learning 2009 Conference
Melanie Bartlett
Asst. Director – Virtual Learning
David Rausch, PhD
Director – Center for Teaching and Learning
Macomb Community College
As colleges recognize the opportunities and advantages technology brings to the face-to-face and virtual classroom, the distinction between those who provide instructional design, IT, and academic development support blurs. Quality faculty support requires an understanding of adult learning and a focused approach to reducing unnessary faculty effort. Simple tools such as learning object repositories provide an array of resources that can make things easier for faculty and college's support teams. The presenters will discuss techniques for successfully supporting faculty in the virtual classroom including certification training, the use of open labs, workshop formats, and virtual meeting/training tools.
"The First Time elearners Journey" Presentation to International elearning Conference (ICeL), 2006,An examination of attrition and withdrawal issues in workplace-based eLearning programmes
Facilitator Training Manual Option II Asynchronous by Audrey Allen CUR 532Lanonadarling
This document provides an overview of a facilitator training program for new hire trainers at Skyview Airlines. It includes the following:
- The training program will have 50 asynchronous participants and use an online asynchronous model.
- The goals are to prepare trainers for online facilitation by providing skills in establishing presence, facilitation, feedback, and maintaining a learning community.
- Modules will cover presence, facilitation skills, feedback skills, and building a learning community. Formative and summative assessments will evaluate participant learning.
Hearing the online student voice: Addressing perceptions of technology enhan...Hannah Palin
This document summarizes a presentation given at the SOLSTICE Conference in 2015 about addressing student perceptions of technology enhanced learning adoption at Manchester Metropolitan University. The presentation discusses analyzing student feedback from internal student surveys to understand both positive experiences and areas of improvement regarding Moodle and learning technologies. Specific comments from students praising well-organized content and effective communication tools, as well as requesting better organization and timely content uploads, were presented. The university utilized a feedback-action cycle to map comments to individual learning areas and facilitate awareness sessions and templates to improve based on student input. Future plans included ongoing student feedback analysis and cross-faculty focus groups.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Stefanie Winkler, Martin Bicher, Michail Filioglou, Nikos Tzimopoulos, Andreas Körner
This presentation summarizes the suppoert criteria in Blended learning courses using the experience of the AKMATH courses at the Unievrsity of Technology Vienna
IX564 Team-C Unit-5 (Policies and Procedures) Case Study Wikisidlerg
Team C University aims to provide student-centered online and blended education to help students with employment, career advancement, and professional development. To achieve this, it will commit to effective teaching, hire qualified faculty, promote active learning, integrate technology, offer relevant programs, and encourage growth. The document then discusses policies and procedures for the online learning management system, including templates, steps for users, and training for instructors and new users to ensure quality control and accreditation. Finally, it outlines procedures for user roles like designers, instructors, teaching assistants, auditors, and students in the organizational process.
The Virtual Law Placement unit aims to provide students with a real-world legal workplace experience through a supervised online placement. Students complete assessments including a placement application, workplace project and reflections, online discussions, and an eportfolio. The document discusses feedback on the unit's first offering and proposes revisions to assessments and resources to address challenges in supervising students, training supervisors, and balancing practice and theory.
Voyager is a feature available at the Google Earth site. It can be used to encourage learners to dive deeper into topic while providing learners with linkages to global locations. This guide introduces 3 different ways to use to explore indigenous peoples, lands and cultures.
The document provides instructions for playing Geoguessr's Daily Challenge game. It explains how to create a free Geoguessr account, select the Daily Challenge game which presents 5 random global locations, view the Street View at each location to make guesses, pin guesses on the map, view results between guesses, and see performance summaries after completing all locations.
How To Microsoft Immersive Reader for Word2019John Allan
The document provides instructions for using the immersive reader feature in Microsoft Word 2019:
1. Open a Word document and click on the Immersive Reader icon under the View menu to launch the immersive reader interface.
2. The immersive reader toolbar appears and formats the text with smaller margins and more spacing to reduce distractions and focus on the text.
3. Various settings and display options can be adjusted within the immersive reader, such as reading speed and volume, line and page formatting, and visualizing syllables.
The document describes H5P's interactive book tool, which allows instructors to create interactive books with multiple pages of content. Students can access pages through a menu and each page has its own URL. The tool guides how to add a book cover, pages with different interactive content types, and display options. It also describes the student and teacher experience, with students completing interactive elements on pages and teachers able to view student attempts and reports.
H5P's Dictation tool allows instructors to set up listening and writing activities. An H5P dictation activity allows instructors to set up normal and slow audio for student consideration. As well, alternate spellings can be set up to ensure that students can use alternate spelling or numbers. An example of short dictation activity can be viewed https://h5p.org/dictation.
The document discusses business strategies and processes. It advocates for collaborative thinking to grow the holistic world view of disruptive innovation through workplace diversity. It also discusses capitalizing on opportunities, podcasting operational changes, and dynamically procurrastinating to draw convergence across platforms. Potential roadblocks like clicks-and-mortar solutions are addressed, as well as profiting through synergizing relationships and dynamically innovating customer service. Reflection on processes to predominate testing and engage web services is also provided.
The document provides step-by-step instructions for improving the accessibility of a Microsoft Word document. It details how to check for accessibility issues, customize text styles and structure, add alternative text descriptions to images and other non-text elements, format lists and tables for screen readers, and remove watermarks and add descriptive text to hyperlinks. The goal is to ensure the content can be understood when read aloud by a screen reader.
Qatar University Conference 2021 Interactive video W/ H5P SlidesJohn Allan
This document discusses creating interactive videos using H5P. It begins with acknowledging the traditional territories of Indigenous peoples. It then introduces John Allan and lists his credentials. The document outlines objectives to demonstrate interactive video features and generation using H5P. It provides an example H5P interactive video and lists other interactive video tools. It describes how to enhance videos with annotations, questions, and other interactions. It provides sources for finding H5P interactive videos and links to tutorials and documentation for creating them. In the end, it asks if the reader has any other questions.
This is How To document for teachers who are trying to improve their online and blended courses without purchasing complex software. Windows 10 arrives with the Photos Video Editor. It provides essential tools for teachers to edit their video for educational purposes.
This document provides instructions for editing audio files using the Audacity Online Editor Chrome Extension. It describes how to upload and import audio clips, select portions of audio to edit, add silence or apply effects like normalization and fading. Editing techniques covered include cropping, removing tracks, and using the envelope tool to adjust volume over time. The document explains how to export edited audio files from the online editor.
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!"
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.)