The document summarizes the story of how an Online Teaching Committee at Ferris State University created an e-newsletter called "L and L on Line" to foster communication about online teaching among faculty. Key events included the committee deciding to create the newsletter to share information, various faculty contributing articles about their experiences, and the newsletter helping increase discussion of best practices for online pedagogy both within and across departments at the university. The newsletter helped build a community of online educators and identified ways to better connect faculty expertise with the university's online course platform.
The document summarizes the creation of an online newsletter called "LandLonLine" by the Online Teaching Committee at Ferris State University. The committee was formed to gather and share information about online teaching issues. They created the newsletter to communicate within their department and disseminate articles about online learning. The newsletter helped increase communication among faculty and led to workshops and initiatives to support more faculty in online teaching. It helped develop a community of online educators at the university.
The Human Element: An Essential Online Course ComponentWhitney Kilgore
The document summarizes research presented at the Sloan-C Emerging Technologies Conference on April 9th about using a MOOC to teach the Community of Inquiry framework. It discusses the importance of the human element and social presence in online courses. It provides information on course structure, participation rates, learner demographics, the role of the instructor, and how tools like blogs, videos and social media can enhance cognitive and social presence. The goal is to understand how to design online activities and discussions to engage learners and facilitate a community of inquiry.
Using a case based approach, a panel of DL administrators discuss change management in relation to online course and program delivery at three different institutional settings.
A working white paper of the topics, ideas, and challenges of working in a digital economy. This document was created from the notes taken during the CRR Un-Conference at The Ohio State University.
This pathfinder provides resources for learning about online learning. It defines online learning and lists different models such as synchronous and asynchronous e-learning. It provides keywords, subject headings, and lists relevant books, e-journals, databases, internet resources like websites, videos and conference papers on the topic of online learning. The pathfinder aims to help students in universities and libraries find information on online learning.
Learning Management Systems and Cutting-edge Issues for Web-based DeliverySteve McCarty
A presentation in English and Japanese by Steve McCarty at the 9th Annual International Business Communicators (IBC) Conference on Communication and Culture in the Workplace, Tokyo (24 March 2002)
The document discusses a literature review on the use of computer-mediated communication (CMC) in online learning environments. Several key themes emerged from studies of CMC in classrooms and online communities. While CMC can facilitate knowledge sharing and student-centered discussions, it also presents challenges like information overload and requiring new communication skills. Future research is needed to determine the generalizability of findings across different learning contexts and populations.
The document summarizes the creation of an online newsletter called "LandLonLine" by the Online Teaching Committee at Ferris State University. The committee was formed to gather and share information about online teaching issues. They created the newsletter to communicate within their department and disseminate articles about online learning. The newsletter helped increase communication among faculty and led to workshops and initiatives to support more faculty in online teaching. It helped develop a community of online educators at the university.
The Human Element: An Essential Online Course ComponentWhitney Kilgore
The document summarizes research presented at the Sloan-C Emerging Technologies Conference on April 9th about using a MOOC to teach the Community of Inquiry framework. It discusses the importance of the human element and social presence in online courses. It provides information on course structure, participation rates, learner demographics, the role of the instructor, and how tools like blogs, videos and social media can enhance cognitive and social presence. The goal is to understand how to design online activities and discussions to engage learners and facilitate a community of inquiry.
Using a case based approach, a panel of DL administrators discuss change management in relation to online course and program delivery at three different institutional settings.
A working white paper of the topics, ideas, and challenges of working in a digital economy. This document was created from the notes taken during the CRR Un-Conference at The Ohio State University.
This pathfinder provides resources for learning about online learning. It defines online learning and lists different models such as synchronous and asynchronous e-learning. It provides keywords, subject headings, and lists relevant books, e-journals, databases, internet resources like websites, videos and conference papers on the topic of online learning. The pathfinder aims to help students in universities and libraries find information on online learning.
Learning Management Systems and Cutting-edge Issues for Web-based DeliverySteve McCarty
A presentation in English and Japanese by Steve McCarty at the 9th Annual International Business Communicators (IBC) Conference on Communication and Culture in the Workplace, Tokyo (24 March 2002)
The document discusses a literature review on the use of computer-mediated communication (CMC) in online learning environments. Several key themes emerged from studies of CMC in classrooms and online communities. While CMC can facilitate knowledge sharing and student-centered discussions, it also presents challenges like information overload and requiring new communication skills. Future research is needed to determine the generalizability of findings across different learning contexts and populations.
Transliteracy refers to the ability to read, write, and interact across various platforms and media. It involves skills beyond traditional literacy, including competency with digital tools and multimedia. Transliteracy emphasizes fluidity between different modes of communication and active participation in online spaces. For young learners, being transliterate means engaging with stories through immersive digital experiences, user-generated content, and collaboration across multiple platforms. Educators should provide opportunities for students to experience and create information using various puzzle pieces of media.
This document discusses new technologies for teaching and learning, including various social media platforms. It provides examples of how platforms like Facebook, Twitter, wikis, blogs, and Second Life have been used for teaching and collaboration. These include using Facebook for community service learning projects, Twitter for backchannel discussions in classes, wikis for group writing assignments, and holding guest lectures in virtual worlds like Second Life. The document advocates that content, especially visuals, is important for social media, as well as the concepts of reciprocity through following, favoriting and friending others.
Jeffrey Ayer's Champlin Park Presentation: Using Web 2.0 in the ClassroomJeffrey Ayer
The document discusses implementing new Web 2.0 technologies like wikis, blogs, and online collaborative writing tools in a classroom to improve students' writing and online literacy. The teacher found that using these technologies over a semester positively impacted students' writing by giving them a large audience and access to peer writing, and increased motivation through collaboration. Students needed support to fully connect to the technologies, but enjoyed the opportunities and wanted to continue blogging in future classes to expand the classroom community beyond physical walls.
This document discusses how libraries can use Web 2.0 tools like social networking, blogging, photo-sharing and file sharing to teach information literacy skills, especially to distance learners. It notes that these tools align well with how students are already using the internet and that libraries should meet students online. Some libraries have experimented with tools like Flickr, blogs and Twitter for information literacy instruction, though more evaluation is needed on their effectiveness. The document advocates for the use of Web 2.0 tools to make information literacy instruction more relevant and accessible.
The document discusses social networks and how they can be used to examine e-learning. It defines key concepts like actors, relations, ties and networks. Relations between people lead to the formation of networks. The document examines different types of relations and ties that can exist for e-learning students, like receiving information or collaboration. Networks can be analyzed to study how structure impacts resource sharing. Arguments are made both for and against the ability to form strong, meaningful relationships online.
Transliteracy the latest stage of the literacy continuum. Susie Andretta
Transliteracy is the latest stage of literacy that involves consumers of information becoming producers of information across various media. It combines traditional literacy skills with skills using new technologies like Web 2.0. Transliteracy allows information to be communicated innovatively in new forms like six word stories. Some challenges in practicing transliteracy include technological barriers, lack of staff engagement, and beliefs that social media is not appropriate for libraries.
Transliteracy, customer service and the future ofAnthony Molaro
This document discusses the concepts of transliteracy and customer service in libraries. Transliteracy is defined as the ability to read, write and interact across different platforms and media. It is about helping people be creative and use their voice. The future of reference in libraries is discussed, with examples moving away from traditional reference models to more interactive experiences like book clubs in bars and libraries serving as community kitchens where patrons can produce their own content. The role of libraries is to provide patrons with tools and training to engage in knowledge sharing across different media.
The document describes the Institute for Multimedia Literacy at the University of Southern California and its programs. The Institute focuses on developing multimedia literacy across the university curriculum. It offers an Honors in Multimedia Scholarship program, works to incorporate multimedia into core curriculum courses, and supports faculty across the college in transforming teaching with new technologies and pedagogies. The Institute also maintains a learning space in Second Life for experimental and immersive teaching experiences.
This document summarizes key ideas from a presentation on digital identities and networked participatory scholarship. It discusses how people construct identities online through social networks and shares. It also explores how academics can engage in online networks to collaborate, critique and improve scholarship. The presentation argues that education is shifting from centralized instruction to establishing oneself as a node within distributed networks of creativity.
This document discusses how social networking can be integrated into eLearning. It begins by defining social networking and describing how it has grown rapidly in recent years. Examples of popular social networking applications are provided, such as Facebook, Twitter, blogs, wikis and social bookmarking sites. The document then provides many potential ways these tools can be used in academic and educational settings, such as for class discussions, collaboration, research, and sharing resources. Specific tools and websites are referenced throughout as examples.
The document discusses emerging trends in eLearning, including the progression from distance learning to ubiquitous learning enabled by mobile technologies. It describes blended learning models that combine online and face-to-face instruction, and social software tools that allow user-generated content and networked learning. The document also notes tensions between traditional education systems and more student-centered approaches enabled by social software.
The document discusses how college students communicate and how colleges can better communicate with students. It notes that students spend many hours online using social media and prefer communicating through instant messaging, blogs, and social networking sites over email. It suggests colleges should utilize these same online platforms to effectively engage with students.
Slides from my talk at the Higher Education Academy event held in Oxford.
For more info see: http://tallblog.conted.ox.ac.uk/index.php/2012/04/24/education-should-move-us/
The document traces the history and growth of online learning from its beginnings in 1985 to the present day. It notes that nearly 50% of higher education institutions now engage in some type of online learning. The benefits of online learning are discussed, including flexibility for students with other commitments, 24/7 access, no travel requirements, and maintaining employment. Online learning also promotes a sense of equality among students and greater engagement with instructors. It provides more degree options for rural and urban students. The document concludes that online learning has advanced greatly and will likely continue to improve.
The document discusses using RSS feeds and social personalized start pages (SPSPs) like Pageflakes to enhance foreign language learning. It proposes integrating these tools into FL curriculum through activities like having students blog about Spanish regions and providing feedback on each other's posts on a shared Pageflakes site. While students are comfortable with technology, their skills are limited. The modular nature of SPSPs can help address diverse student needs and expose them to communicating in the FL through new online environments.
Speaker's Notes for e-Newsletter PresentationLandry Butler
The document outlines best practices for creating effective e-newsletters. Key recommendations include respecting the audience's time by keeping content concise and simple, monitoring metrics like open and click-through rates to assess engagement, and ensuring easy unsubscribe processes. Design best practices involve using consistent branding, engaging subject lines and content, and accessible layouts optimized for reading on any device. The goal is to provide value to readers while respecting their limited time and attention.
The document is a welcome letter from a third grade teacher for the new school year. It provides an overview of what to expect in third grade, including a shift to more reading for information rather than learning to read. It outlines classroom expectations like homework, reading goals, and character traits. The teacher makes several revisions to the design and layout of the letter to make it more visually appealing and balanced, such as changing fonts, adding colors and borders, rearranging sections, and including images. The revisions are intended to highlight important information and make the letter more engaging for parents.
Transliteracy refers to the ability to read, write, and interact across various platforms and media. It involves skills beyond traditional literacy, including competency with digital tools and multimedia. Transliteracy emphasizes fluidity between different modes of communication and active participation in online spaces. For young learners, being transliterate means engaging with stories through immersive digital experiences, user-generated content, and collaboration across multiple platforms. Educators should provide opportunities for students to experience and create information using various puzzle pieces of media.
This document discusses new technologies for teaching and learning, including various social media platforms. It provides examples of how platforms like Facebook, Twitter, wikis, blogs, and Second Life have been used for teaching and collaboration. These include using Facebook for community service learning projects, Twitter for backchannel discussions in classes, wikis for group writing assignments, and holding guest lectures in virtual worlds like Second Life. The document advocates that content, especially visuals, is important for social media, as well as the concepts of reciprocity through following, favoriting and friending others.
Jeffrey Ayer's Champlin Park Presentation: Using Web 2.0 in the ClassroomJeffrey Ayer
The document discusses implementing new Web 2.0 technologies like wikis, blogs, and online collaborative writing tools in a classroom to improve students' writing and online literacy. The teacher found that using these technologies over a semester positively impacted students' writing by giving them a large audience and access to peer writing, and increased motivation through collaboration. Students needed support to fully connect to the technologies, but enjoyed the opportunities and wanted to continue blogging in future classes to expand the classroom community beyond physical walls.
This document discusses how libraries can use Web 2.0 tools like social networking, blogging, photo-sharing and file sharing to teach information literacy skills, especially to distance learners. It notes that these tools align well with how students are already using the internet and that libraries should meet students online. Some libraries have experimented with tools like Flickr, blogs and Twitter for information literacy instruction, though more evaluation is needed on their effectiveness. The document advocates for the use of Web 2.0 tools to make information literacy instruction more relevant and accessible.
The document discusses social networks and how they can be used to examine e-learning. It defines key concepts like actors, relations, ties and networks. Relations between people lead to the formation of networks. The document examines different types of relations and ties that can exist for e-learning students, like receiving information or collaboration. Networks can be analyzed to study how structure impacts resource sharing. Arguments are made both for and against the ability to form strong, meaningful relationships online.
Transliteracy the latest stage of the literacy continuum. Susie Andretta
Transliteracy is the latest stage of literacy that involves consumers of information becoming producers of information across various media. It combines traditional literacy skills with skills using new technologies like Web 2.0. Transliteracy allows information to be communicated innovatively in new forms like six word stories. Some challenges in practicing transliteracy include technological barriers, lack of staff engagement, and beliefs that social media is not appropriate for libraries.
Transliteracy, customer service and the future ofAnthony Molaro
This document discusses the concepts of transliteracy and customer service in libraries. Transliteracy is defined as the ability to read, write and interact across different platforms and media. It is about helping people be creative and use their voice. The future of reference in libraries is discussed, with examples moving away from traditional reference models to more interactive experiences like book clubs in bars and libraries serving as community kitchens where patrons can produce their own content. The role of libraries is to provide patrons with tools and training to engage in knowledge sharing across different media.
The document describes the Institute for Multimedia Literacy at the University of Southern California and its programs. The Institute focuses on developing multimedia literacy across the university curriculum. It offers an Honors in Multimedia Scholarship program, works to incorporate multimedia into core curriculum courses, and supports faculty across the college in transforming teaching with new technologies and pedagogies. The Institute also maintains a learning space in Second Life for experimental and immersive teaching experiences.
This document summarizes key ideas from a presentation on digital identities and networked participatory scholarship. It discusses how people construct identities online through social networks and shares. It also explores how academics can engage in online networks to collaborate, critique and improve scholarship. The presentation argues that education is shifting from centralized instruction to establishing oneself as a node within distributed networks of creativity.
This document discusses how social networking can be integrated into eLearning. It begins by defining social networking and describing how it has grown rapidly in recent years. Examples of popular social networking applications are provided, such as Facebook, Twitter, blogs, wikis and social bookmarking sites. The document then provides many potential ways these tools can be used in academic and educational settings, such as for class discussions, collaboration, research, and sharing resources. Specific tools and websites are referenced throughout as examples.
The document discusses emerging trends in eLearning, including the progression from distance learning to ubiquitous learning enabled by mobile technologies. It describes blended learning models that combine online and face-to-face instruction, and social software tools that allow user-generated content and networked learning. The document also notes tensions between traditional education systems and more student-centered approaches enabled by social software.
The document discusses how college students communicate and how colleges can better communicate with students. It notes that students spend many hours online using social media and prefer communicating through instant messaging, blogs, and social networking sites over email. It suggests colleges should utilize these same online platforms to effectively engage with students.
Slides from my talk at the Higher Education Academy event held in Oxford.
For more info see: http://tallblog.conted.ox.ac.uk/index.php/2012/04/24/education-should-move-us/
The document traces the history and growth of online learning from its beginnings in 1985 to the present day. It notes that nearly 50% of higher education institutions now engage in some type of online learning. The benefits of online learning are discussed, including flexibility for students with other commitments, 24/7 access, no travel requirements, and maintaining employment. Online learning also promotes a sense of equality among students and greater engagement with instructors. It provides more degree options for rural and urban students. The document concludes that online learning has advanced greatly and will likely continue to improve.
The document discusses using RSS feeds and social personalized start pages (SPSPs) like Pageflakes to enhance foreign language learning. It proposes integrating these tools into FL curriculum through activities like having students blog about Spanish regions and providing feedback on each other's posts on a shared Pageflakes site. While students are comfortable with technology, their skills are limited. The modular nature of SPSPs can help address diverse student needs and expose them to communicating in the FL through new online environments.
Speaker's Notes for e-Newsletter PresentationLandry Butler
The document outlines best practices for creating effective e-newsletters. Key recommendations include respecting the audience's time by keeping content concise and simple, monitoring metrics like open and click-through rates to assess engagement, and ensuring easy unsubscribe processes. Design best practices involve using consistent branding, engaging subject lines and content, and accessible layouts optimized for reading on any device. The goal is to provide value to readers while respecting their limited time and attention.
The document is a welcome letter from a third grade teacher for the new school year. It provides an overview of what to expect in third grade, including a shift to more reading for information rather than learning to read. It outlines classroom expectations like homework, reading goals, and character traits. The teacher makes several revisions to the design and layout of the letter to make it more visually appealing and balanced, such as changing fonts, adding colors and borders, rearranging sections, and including images. The revisions are intended to highlight important information and make the letter more engaging for parents.
Flyers are one-page documents used to grab attention and inform, containing a headline at the top to state the purpose, body copy in the middle with information, and a signature line and call to action at the bottom. Effective flyers also use graphics and are easy to view as a single page.
TECHNICAL REPORTS: Flyers, Brochures and Manuals | How to Design BrochuresThaddeus Cabatana
The document discusses different types of marketing materials including flyers, brochures, and manuals. Flyers are for small scale marketing and handed out in public places, while brochures provide more detailed information and are meant to be kept. Manuals give instructions on how to use a particular system. The document then provides tips for designing brochures such as creating a plan, choosing a format and paper type, gathering content, using images, laying out the content, and sending to print professionally.
The document defines what a brochure is and provides guidance on how to design an effective brochure. It states that a brochure is a flyer, pamphlet or leaflet used to provide information about a service, product, event or company. It then outlines different types of brochures including bi-fold and tri-fold designs. The document provides tips for designing a brochure, including choosing a layout, placing content effectively, using photos and copywriting. It emphasizes planning the brochure design, using headings to draw attention, and proofreading for errors. The goal is to create a brochure that addresses a target audience's needs and highlights solutions in a clear, visually appealing way.
An encyclopedia is a type of reference work that provides summaries of information on various topics. It is divided into articles or entries that are usually accessed alphabetically. One of the earliest surviving encyclopedic works is Pliny the Elder's Naturalis Historia from the 1st century AD. The Britannica is the oldest English language encyclopedia still in production today. Encyclopedias have evolved over time to include cross-referencing, contributions from many authors, and digital formats like CD-ROMs and online versions. They are characterized by their broad subject matter, organized structure, and production involving employed writers.
This document outlines the 12 main parts of a newsletter: 1) Nameplate, 2) Body, 3) Table of Contents, 4) Masthead, 5) Headline, Kicker, Deck, Subhead, Running Head, 6) Page Numbers, 7) Byline, 8) Jumpline, 9) End Mark, 10) Pull Quotes, 11) Mug Shot and Caption. Each part is briefly defined and examples are provided for some parts like nameplates, headlines, mug shots and captions. The document provides guidance on key elements to include in each part for an effective newsletter.
This document contains 3 subject lines from different organizations in China related to domain registration services, with the earliest from Department Of Registration Service in China dated February 13, 2012 and the latest from China Domain Name Registration Center dated April 18, 2013.
This document provides guidance on creating an effective newsletter. It discusses key elements like nameplates, body text, photographs, and mailing panels. Newsletters should be sent quarterly and be 2-8 pages long. They can include news, tips, profiles, and announcements to keep readers informed and engaged. Microsoft Office templates can be used to design the newsletter, which should then be shared as a PDF file by email. The instructor will review the student's newsletter before they distribute it to their readership.
The document discusses different types of brochures, including bi-fold and tri-fold brochures. Bi-fold brochures have four panels formed from a double print folded in half, while tri-fold brochures are thinner and have six panels from being folded into three sections. Brochures are commonly found in places like museums, shops, and information booths where they are used as marketing and informational tools. It is important to plan the layout of a brochure to grab readers' attention, with the cover typically including the name and photo and the inside using headings, short sentences, and proper grammar.
This document discusses Flyer, a startup that aims to disrupt the commercial real estate marketing industry. Flyer wants to make the process faster, smarter, and better through the use of digital tools like web and social media. Currently a $500 billion industry, commercial real estate transactions present an opportunity for Flyer to capture part of the $30 billion spent annually on marketing through a business model that partners with brokers.
The document discusses embedding a culture of open education in universities by taking small steps to address challenges like technophobic faculty and attitudes of "digital native" students. It recommends systemic changes to learning structures and student attitudes, including encouraging staff uptake of social media for teaching through demonstrations and support for those trying new approaches. Roadshows and small group sessions would help cross the chasm to greater acceptance of online learning.
This document summarizes a panel discussion on the future of distance librarianship in changing organizations. It introduces the panelists and their roles at various universities. It then discusses topics that were addressed in the panel, including how librarian roles are changing as distance and online education blur boundaries. The panel also explored whether a distinction between distance and subject librarians is still needed, how distance and on-campus librarians can collaborate, and how to market library services to distance students and faculty. The document concludes by thanking the panelists.
This document discusses online learning and the design of online courses. It provides definitions of different types of online courses and statistics on trends in online enrollment. Independent schools are increasingly offering online and blended courses for reasons like enrichment, preparing students for online college courses, and providing access to courses the school cannot offer otherwise. The document outlines challenges in designing online courses, like creating discussions without in-person interaction and utilizing technology without making it the focus. It provides examples of how one teacher designed her "Madness in Literature" online course, including using online chats, forums, and varied assessment types like podcasts and blogs. The teacher learned the importance of pacing and helping students learn how to learn online.
This document discusses online learning and the design of online courses. It provides definitions of different types of online courses and statistics on trends in online enrollment. Independent schools are increasingly offering online and blended courses for reasons like enrichment, preparing students for online college courses, and providing access to courses the school cannot offer otherwise. The document outlines challenges in designing online courses like creating discussions without in-person interaction and utilizing technology to enhance content rather than be the focus. It provides examples of how one teacher designed her online "Madness in Literature" course, including use of a learning management system, online chats, projects, and discussions boards for assessments. The teacher learned the importance of timing, pacing, and using technology to further content rather than just
Narrative for master of education portfolioCM Ites
This document is a narrative written by Colleen Ites for her Master of Education portfolio. It details her educational journey and experiences in the Curriculum and Instructional Technology program at Iowa State University from 2008-2011. It discusses how various events led her to pursue this program and take the "less traveled road" in her education. It also summarizes how the program helped her grow as an educator by pushing her out of her comfort zone and learning to implement new technologies in innovative ways in her classroom. Finally, it addresses how she met several standards for teachers related to technological applications, technology planning and integration, and social/ethical issues of technology use.
Narrative for master of education portfolioCM Ites
This document provides the narrative portfolio for a Master of Education in Curriculum and Instructional Technology program. It discusses the author's journey to the program, influenced by events like reading The World is Flat and seeing "Shift Happens." The program encouraged leaving one's comfort zone and fostered a supportive environment for implementing new technologies. The author feels prepared to create similar supportive environments and give students skills for success beyond standardized tests. The portfolio addresses how courses helped the author evaluate technologies' implications for learning and create innovative technology uses with reflection, as required by the program's standards.
Transactional Research from the Inter/National Coalition for Electronic Portf...dcambrid
The document summarizes research from the Inter/National Coalition for Electronic Portfolio Research on how eportfolios can support three types of learning: reflective learning, integrative learning, and learning to establish identity. It discusses findings from various coalition universities that show correlations between eportfolio use and increased reflection, engagement, and retention. It also examines contributing factors like matrix thinking and the balance of freedom and structure in eportfolios. Finally, it proposes questions for future research such as how reflection varies across contexts and how employer audiences understand complex representations of professional identity in eportfolios.
Adding some TEC-VARIETY 100 Activities for motivating and retaining learner...Natasha Grant
The document summarizes a book titled "Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online" by Curtis J. Bonk and Elaine Khoo. The book provides over 100 activities organized by 10 themes to engage online learners based on decades of research. Many education leaders and experts endorse the book, praising its practical yet research-backed approaches to motivation and retention in online learning.
Online LIS education: towards the right balance of flexibility and engagementRAILS7
This document summarizes research on balancing flexibility and engagement in online library and information science (LIS) education. The research found that most LIS students value the flexibility of online learning but struggle with isolation and lack of interaction. While students found online forums engaging, they missed in-person cues and found it difficult to form relationships online. Graduates were also less comfortable communicating in online environments compared to current students. The study highlights challenges with motivation, guidance from instructors, and barriers to learning when communication is primarily online.
The document summarizes an educational workshop for librarians that covers three parts: 1) E-resources implementation and innovation with ideas and practical steps, 2) Getting the most out of Credo Reference services and increasing usage, 3) New features from Credo Reference including topic pages and subject collections.
Symp.improving first yearretentionthroughsocialnetworkingMichaelWeston
This document summarizes a presentation about Purdue University Calumet's program to improve first-year student retention through the use of social networking and learning communities. The program placed new students into physical and virtual learning communities with block schedules of common courses. It utilized the university portal and Facebook groups for student and faculty communication. An evaluation found that students were more engaged when instructors actively used the Facebook groups, and preliminary findings suggest the program improved student satisfaction and connections.
- Over 5.6 million students were taking at least one online course during the fall 2009 term, a 21% increase over the previous year, far exceeding the less than 2% growth of the overall student population. Nearly 30% of higher education students now take at least one online course.
- The document discusses incorporating service-learning opportunities into online courses through tools like discussion boards, videoconferencing, and social media. Examples of programs at various universities that do this are provided.
- Questions are asked about resources for setting up similar programs and a database of other institutions incorporating service-learning into online courses.
This document discusses how emerging web technologies have integrated with pedagogy and increased student academic performance and moral philosophy. It examines how the transition to online teaching programs has fostered a more advanced learning environment, resulting in higher grades. Students have become dependent on software programs and mobile devices to complete coursework. While traditional teaching methods relied on textbooks, students now rely heavily on internet sources. The integration of technology has allowed for more accessible and efficient learning. However, some traditional instructors were reluctant to adopt new technologies. Overall, the increased use of web-based tools appears to have positively impacted student learning and grades.
Challenges for Online Learning and Teaching: A Subjective Academic Narrative ....................................................... 1
Dr Josie Arnold
Mapping Preservice Teachers’ Metaphors of Teaching and Learning........................................................................... 13
Daniel Casebeer
The Comparison of Mediating Models for Stimulating Imagination with Psychological and Environmental
Factors ................................................................................................................................................................................... 13
Yuling Hsu
Using Mobile Devices to Improve Educational Outcomes: An Analysis in Primary Education................................ 28
Dr. Fang-Chun Ou
Implementation of Peer Reviews: Online Learning ........................................................................................................ 46
Julia Colella-Sandercock, Orrin-Porter Morrison, Jill Singleton-Jackson and Antonio Robert Verbora
Application of Conditional Means for Diagnostic Scoring.............................................................................................. 61
Hollis Lai, Mark J. Gierl and Oksana Babenko
Institutional Strategies and Practices for Integrating Learning Technologies in the Inner, Outer and Virtual Spaces
................................................................................................................................................................................................. 80
Rogerio L. Roth
Funding and Spending for Mainstreaming Support for OVC in Public Nursery Schools in Nyeri Country, Kenya:
Practice, Constraints and Policy.......................................................................................................................................... 98
Grace Githae, Paul Amolo Odundo, Boniface Ngaruiya, Ganira Khavugwi Lilian and Inda A. Nancy
This document outlines an agenda for a workshop on scaffolding topic selection using Reading Apprenticeship techniques. The workshop introduces Reading Apprenticeship, which uses metacognitive strategies to improve students' reading abilities. It discusses how Reading Apprenticeship intersects with information literacy in developing problem-solving and reflection. The agenda then demonstrates practices like think-alouds, annotations, and discussion protocols to model reading processes and help students identify topics. The goal is to make reading, writing, and research feel less intimidating for students through collaborative knowledge-building.
One of several presentations at a school of arts and sciences retreat for Salem State College, January 2009, to stimulate thought on the future of higher education in 10 years. I chose to focus on PLEs (Personal Learning Environments) as a concept that encompasses several key behaviors and technologies widely adopted by our incoming students.
New Models for Credit-Bearing Information Literacy Coursesleederk
This document summarizes a webinar on new models for credit-bearing information literacy courses. The webinar included presentations from librarians at Boise State University and University at Buffalo. At Boise State, the library course evolved from a self-paced online course to include collaborative projects between the library and writing program. A key collaboration was the PoWeR program, which paired the library course with a writing course. Assessment found student research skills improved through this collaboration. At Buffalo, the library course uses case studies and has expanded to include discipline-specific sections to target different academic programs. The webinar discussed factors driving changes in library instruction and different approaches to credit-bearing information literacy courses.
The High School Connection: Bridging the Gap Between High School and CollegeElizabeth Nesius
This document summarizes Passaic County Community College's "Connections" program which aims to bridge the gap between high school and college writing. The program works with local high school teachers across disciplines to promote a "writing to learn" approach. It details who is involved in the program, the rationale behind it, activities conducted including workshops for teachers on writing processes and using writing in various subjects, and lessons learned from limitations and challenges in implementing the program in high schools.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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 ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Film vocab for eal 3 students: Australia the movie
Newsletter Presentation
1. Faculty Initiative in Creating
an e-Learning Newsletter
L a n d L L o n i n e
A Story about Community
Elaine McCullough, Ph.D.
Ferris State University
Big Rapids, Michigan
2. The Setting
Ferris State University
Department of Languages and Literature
Big Rapids, Michigan
Fall, 2008
3. The Characters
Jody Ollenquist
Ph.D., M.A., B.A.,
Northern Illinois University
Katherine Harris Lynn Chrenka
Ph.D. Florida State University
Newly elected members
Ph.D. Michigan State University
M.A. University of Nebraska of the department’s newly created M. A. University of Michigan
B.A. St. Mary's College of California
Online Teaching Committee B.A. University of Michigan
Elaine McCullough Dan Noren
Ph.D. University of New Mexico
D.M.L. Middlebury College
M.A. California State University,
Sacramento
Linda Sherwood M.A. University of Wisconsin
Visiting Assistant Professor and B.A. North Park College
B.A. Northeastern State University
all-around techno-whiz
4. The Precipitating Incident
What to make of a committee that is only the
second of its kind on campus and that has no
precedent in Languages and Literature?
We are free to create the story of
The Online Teaching Committee…
5. The story begins…
As the newly elected committee chair, I walk to
the second meeting, still percolating ideas about
how the committee might define itself.
I do know we need to gather and disseminate
information about online issues.
Jody, Katherine, and I are on other online
learning committees around campus, so we are in
a good position to gather information.
It also occurs to me that almost everyone in
Languages and Literature is a writer….
6. Therefore, it shouldn’t be too difficult to get people
in the department to write about online issues….but
how should we disseminate the information?
Hummm… Not everyone in L&L is fully onboard
with the idea of fully online teaching.
So to appeal to everyone, the committee should
choose a familiar, somewhat conservative medium, I
decide.
I am almost to the meeting room before I put it all
together.
The newsletter has such a format.
I know newsletters. I once had a small desktop
publishing company and have successfully created,
edited, and published newsletters.
7. During the second meeting of the OTC, the
members quickly agree to the publication of
a newsletter three times a semester.
And thus…..
L a n d L L o n i n e
is born.
8. As the committee and department
members begin writing newsletter articles,
we soon realize we are also writing
a story of community…
At the bottom of this and the next few slides, you may click on the link
to see the five editions of the newsletter the OTC has published so far.
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
9. The newsletter results in a marked increase of faculty-
to faculty communication within the department
about online learning.
Dr. Robbie Teahen Associate VP for
Academic Affairs, is the first to call us
in Languages and Literature a
―community of learners‖ when she
announces she is distributing our third
newsletter at a mid-April Higher
Learning Commission Conference.
In two peer-review sessions attended by
over 500 participants from 19 states, she
uses L and L on Line as an example of
what HLC teams should look for in
terms of good university practices.
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
10. The newsletter also helps the OTC see the need for
more lateral—vs. top-down—communication about
online issues across campus.
After I mention the OTC’s interest in promoting lateral
communication throughout campus about online
issues, Dr. Teahen asks me to discuss the newsletter
with chairs of the other departments, some of whom
then implement ways their own faculty can
communicate about online issues. (Not all departments
are full of writers!)
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
11. The OTC now invites members of other
departments and colleges to submit articles
to L and L onLine.
Charles Bacon, PhD, Professor of
Physics and Chemistry, Physical
Sciences Department, inaugurates
the guest column with an article
whose tongue-in-cheek title is…
―YOU CAN’T DO LABORATORY
SCIENCE ONLINE!‖
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
12. The OTC’s interest in increased campus-wide
communication among faculty who teach
online leads to the OTC’s initiative,
Let’s Get It Together, a series of workshops
in which faculty help each other go through
Ferris’ Online Instructor Certification
process.
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
13. The OTC
advertises
Let’s Get It
Together
in the
newsletter
and across
campus.
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
14. By completing this process, faculty add to not
only the quality but the quantity of those
teaching online at Ferris.
Let’s Get It Together, October 2, 2009. 32 attendees and 8 facilitators,
from various departments and colleges
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
15. At Let’s Get It Together (back to front) Rebecca Sammel, PhD from
Languages and Literature, David Aiken, PhD from Humanities
Department, and Bill Smith, PhD from the College of Business
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
16. As Land L on Line continues, it also becomes clear that a vibrant
community of faculty who are teaching online is essential if
the interface between online technology and the pedagogy
of a particular field is to be understood and shared.
Here and there, faculty within Ferris departments have been sharing
ideas for how to best teach their courses effectively within the constraints
of Ferris’ online course program, FerrisConnect (a version of
Blackboard), but we do not find a concerted effort to bring particular
pedagogies to bear on the available technology, except where our sister
committee resides, in the Humanities Department.
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
17. In the Humanities Department, History Area’s
Online Learning Committee has been exemplary in
making the pedagogy-technology connection…..
Under the guidance of Dr. Kimn
Carlton-Smith, the OLC was formed in
September, 2006.
The committee’s charge reads, in part:
―Any faculty interested in teaching
online should approach the committee as
a means to ask for advice about any
questions concerning instructors’
workload, online pedagogy, Best
Practices, as well as asking for
mentoring advice while they develop
their online course. ―
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
18. With increased communication among faculty, as has
occurred in History and is now occurring in L&L….
Faculty can learn how to
teach certain courses
using FerrisConnect
from other faculty who
teach the course—in
addition to how to teach
online courses in general
from Ferris’ Faculty
Bill Knapp, Coordinator of Instructional Center for Teaching and
Technology, FCTL, and co-facilitator of
Let’s Get It Together
Learning (FCTL).
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
19. In an outstanding example of how faculty help faculty apply
technology to their own pedagogy, Jody Ollenquist, OTC’s
workshop coordinator, presents the workshop “Responding
to Student Writing Online.”
In L and L on Line, Jody writes, ―We discussed a variety of
ways to respond to student work electronically–including
scanning hand-graded work into PDF files and using
MS Word review functions such as comment, track
changes, and highlighter.
―We also covered using onscreen scoring sheets and
rubrics, both within and outside FerrisConnect, and
shared rubric samples/templates as well as links to rubric
creation websites.‖
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
20. The Continuing Story…
The OTC believes that we in the emerging community of
online learners at Ferris have a heightened awareness of how
our own online teaching contributes to the overall success of
Ferris: with our new sense of community, our sense as
stakeholders in the university has increased.
But for us in L&L, a lot of the story is about the writing….
Please read on for excerpts from the newsletter.
http://www.ferris.edu/htmls/administration/academicaffairs/online/OTC
21. Douglas Haneline, PhD
As I see it, the Internet provides us teachers
with a great opportunity to extend our
teaching skills and expand the learning
experience of our students. No medium is
perfect, or always faultlessly reliable. But we
know that anyway—it’s why we take
handouts to class along with our memory
sticks. By starting with mixed delivery
courses and constantly experimenting, I was
able to develop an Internet pedagogy. I
learned to use multiple and complementary
instructional media, and not just for back-up
purposes. And finally, learning to use new
instructional technology has been fun as well
as useful. At whatever stage you are in your
teaching career, it’s worthwhile to expand
your teaching repertoire.
22. Katherine Harris, OTC Past Member
A student powers up her computer in anticipation of taking a
test for her online class. After the operating system initializes,
she logs on to her class site and navigates to the test module.
Before she can take the exam, she must “certify” her identity
with a thumbprint reader. Then the timed test opens while
software prevents her from opening any other browser
windows. The pièce de résistance? A 360˚ camera records
everything in the room, making sure she is unaided in her efforts
for class.
This scene is not from a bad science fiction novel doing its 1984
Big Brother impersonation. A “biometric” system very much like
this is being used to ensure student identity with some of Troy
University’s online classes, and still other systems are being
deployed at similar institutions with a large online presence.
23. Rebecca Sammel, PhD
“The Trails and Tribulations of
Technology Users at Ferris”
I once got a student paper that
mentioned repeatedly the “trails
and tribulations” of the protagonist.
I liked that spin on the threadbare
cliché so much that I use it now,
often in conjunction with that other
cliché, “back in the saddle.” For the
struggle with FerrisConnect and
MyFSU is a torturous trail fraught
with tribulations… (“Forum”)
24. Jody Ollenquist, OTC Member
How much work does Internet teaching take
compared to face-to-face courses? Most Lang.
and Lit. faculty who teach online estimate that,
compared to an on-ground class of 23, a fully-
online class of 15 requires roughly the same
time and effort — or somewhat more.
However, they also agree that managing the
workload of online teaching is less about the
general amount of labor we invest than about
significant changes in how and when we work.
25. Elizabeth Stolarek, PhD
The first time I actually
considered looking into online
teaching was while driving to
Flint in a blizzard to give a
two-hour essay exam. I
realized that all my students
were driving in the same
blizzard—all of us risking our
lives for the opportunity to sit
together in a computer lab,
completing a task that could
easily have been done in the
comfort and safety of our own
homes.
26. Linda Sherwood, OTC Member
Without a set day and time to meet, students can easily
forget about an online course, but features built into
Ferris Connect, and most course management systems,
can help professors track down those missing students
with just a few clicks of the button.
….Tracking tools can help instructors determine when
students are logging into class, how long they are
spending, and where they are going. These tracking tools
can do more than help instructors make sure students
are attending their virtual classrooms. Analyzing
student patterns can help instructors improve delivery
and organizational methods.
27. Jonathan Taylor
It's an exciting time to be
teaching online at Ferris
because we are answering hard
questions and discovering new
possibilities while technology
continues to advance. With the
advent of conferencing
software such as WebEx and
lecture recording software such
as Tegrity, the question
ultimately may end up being
not "Online or face to face?" but
"What blend do you prefer?"
28. Dan Noren, OTC Member
“Language was invented so that men [people]
could conceal their thoughts.” Some might be
inclined to say that Michel de Montaigne came
to that conclusion after teaching a totally
online world language course and was giving
his students the benefit of the doubt
concerning their real language acquisition.
Teaching a totally online language course
seems to be pushing the envelope, like teaching
a pilot how to fly in a simulator, but never
letting the pilot get into a real airplane.
29. Roxanne Cullen, PhD
When we have the luxury of being able to decide
ourselves to say yes or no to adding a course to
our fully online curriculum, I hope we will first
consider what the benefit is to student learning,
and I phrase that specifically in opposition to
saying the benefit to the student. There are
some very obvious benefits to student learning
that can be inherent to fully online courses. We
need to consider what the differences are
between the fully online versus the mixed
delivery or face-to-face in relation to student
learning objectives. Are there outcomes that are
better achieved in the online environment?
Student convenience is different from student
learning, and I suspect we’d all agree that our
first concern should be student learning.
30. Lynn Chrenka, OTC Member
Confession, I’ve heard, is good for the soul. So here goes. . . .
When I returned to the classroom full time four years ago, I
knew very little about the digital course management tools
Ferris made available to faculty. I had heard of WebCT, but I had
never used it (or anything like it). Along with my Ph.D., I had
earned a “humanities computing certificate” that introduced me
to the wonders of the Web-based instruction. I had created a
digital portfolio and an “online” assignment for an imaginary
course, but that’s it. I also learned that the adage “use it or lose
it” applies more to digital tools than almost anything else, so
when a Ferris colleague offered to show me the basics of WebCT,
I jumped at the opportunity. She assured me that she could
show me what I needed to know in a couple of hours, and she
added me to one of her current online courses so I could watch it
operate. This “low impact” exposure turned out to be just what I
needed to take the next step.
31. Robert von der Osten, PhD
I love hybrids. I don’t mean the cars; I mean
werewolves, graphic novels, and mixed media art
installations. Frankly, I get a little squeamish at the
idea of being squeezed into ticky-tacky little boxes
such as face-to-face, online, blended, and enhanced.
As a result, I wasn’t especially disturbed when I
learned that to graduate with a degree from our
program, an English B.A. student who had relocated
to San Francisco needed to complete the LITR 416:
Literary Theory course I was teaching as a face-to-
face class. Since it seemed unreasonable to expect
the student to commute (Do they have plane-
pools?) and I didn’t really want to teach an
independent study online, I sought a way to
integrate Amanda, the San Francisco student, into
my current class.
….Instead of five students in a face-to-face class and
five online, with the inevitable administrative
consequence that everyone would be shoved into
the online class, we could have a face-to-face/online
hybrid.