This document provides an overview of student support resources and initiatives at Fortis College. It discusses the student resources tab in Blackboard which contains contact information, tutoring options, policies, and tools for students. Smarthinking offers 24/7 online tutoring in various subjects. WellConnect provides students with counseling and referral services. The Learning and Information Resource Network (LIRN) acts as the online library. Satisfactory Academic Progress (SAP) standards ensure students are meeting credit completion and GPA requirements. The document also provides guidance for new instructors on completing hiring paperwork and initial course set-up requirements.
SMARTHINKING provides online tutoring services to students and institutions, offering over 2 million tutoring sessions and essay critiques. It employs over 900 tutors with advanced degrees to provide private, on-demand tutoring sessions to supplement academic support. Studies show students using SMARTHINKING services have improved grades by up to 33% and increased pass rates by 12%, with higher retention rates compared to non-users.
The document discusses various initiatives at Lake Superior College to support their online and virtual campus programs. It provides details on the growth of online course enrollment, student demographics, priorities like accessibility and tutoring. It also describes programs like online student mentors, developmental courses, and efforts to improve retention and course completion rates.
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
Open Campus / Deerwood Center Adjunct Orientationfscjopen
This orientation introduces new faculty to the Deerwood Center campus. It provides an overview of campus administrators and resources available to support faculty, including the Campus Resource Center, faculty mentors, and learning communities. The orientation outlines faculty expectations around processes like textbook adoption, submitting syllabi and grades, and communicating absences. It also reviews student resources and highlights the semester checklist to help faculty prepare for each term. Finally, it discusses adjunct communications and opportunities for community engagement on campus.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
This document summarizes research on online learning. It discusses student preferences for online education, including demographics of online students and preferences for course format and field of study. Research findings on student satisfaction with online learning are also presented. The document proposes rubrics for course design evaluation and highlights synchronous tools like Elluminate that can increase student interaction. Examples of how Elluminate has been used effectively for online instruction are provided.
Traditionally, it has been suggested that reading and writing in the FL should be delayed until students have mastered these skills in their mother tongue. In this workshop, however, we will discuss whether such a strategy is still commendable today, when many children are exposed to a FL at a much earlier age, thus bringing about many challenges to us teachers.
SMARTHINKING provides online tutoring services to students and institutions, offering over 2 million tutoring sessions and essay critiques. It employs over 900 tutors with advanced degrees to provide private, on-demand tutoring sessions to supplement academic support. Studies show students using SMARTHINKING services have improved grades by up to 33% and increased pass rates by 12%, with higher retention rates compared to non-users.
The document discusses various initiatives at Lake Superior College to support their online and virtual campus programs. It provides details on the growth of online course enrollment, student demographics, priorities like accessibility and tutoring. It also describes programs like online student mentors, developmental courses, and efforts to improve retention and course completion rates.
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
Open Campus / Deerwood Center Adjunct Orientationfscjopen
This orientation introduces new faculty to the Deerwood Center campus. It provides an overview of campus administrators and resources available to support faculty, including the Campus Resource Center, faculty mentors, and learning communities. The orientation outlines faculty expectations around processes like textbook adoption, submitting syllabi and grades, and communicating absences. It also reviews student resources and highlights the semester checklist to help faculty prepare for each term. Finally, it discusses adjunct communications and opportunities for community engagement on campus.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
This document summarizes research on online learning. It discusses student preferences for online education, including demographics of online students and preferences for course format and field of study. Research findings on student satisfaction with online learning are also presented. The document proposes rubrics for course design evaluation and highlights synchronous tools like Elluminate that can increase student interaction. Examples of how Elluminate has been used effectively for online instruction are provided.
Traditionally, it has been suggested that reading and writing in the FL should be delayed until students have mastered these skills in their mother tongue. In this workshop, however, we will discuss whether such a strategy is still commendable today, when many children are exposed to a FL at a much earlier age, thus bringing about many challenges to us teachers.
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...DreamBox Learning
The document discusses how data-driven professional development (PD) models are improving K-5 math achievement by giving teachers more agency over their learning. It outlines issues like low math scores, lack of teacher math content knowledge and dissatisfaction with traditional PD. DreamBox Learning's digital math program addresses these by providing teachers "just-in-time" math PD modules to deepen their own understanding of concepts students are learning. Analysis found students of teachers who completed more PD modules showed greater growth in math. Administrators saw the flexible, on-demand PD as empowering teachers and a "game changer" for improving student outcomes.
Readiness for direct practice - Using video as a tool to assess Masters socia...mdxaltc
This document summarizes a presentation on using video assessment to evaluate Masters social work students' readiness for direct practice. It describes:
1) The context and purpose of the video assessment within the social work education program, which aims to assess students' basic skills and values before their first placement.
2) The logistics of how the assessment was conducted, including role plays with actors that were video recorded and evaluated using a rating scale. Students then viewed their videos and received feedback.
3) Evaluation found that most students reported an improvement in skills after the assessment preparation and that many were able to apply skills learned on placement, though some found the process stressful. Refinements for the future were discussed.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
This 3-sentence summary provides the key details about the document:
The document is a guidance booklet created by Dr. Pam Parker that provides guidance for revising module specifications at the university level, with templates and examples for both undergraduate and postgraduate modules to help clearly outline the content, learning outcomes, assessments, and other essential details for students.
The guidance covers topics like the module summary, expected learning outcomes, teaching methods, assessment types and criteria, reading lists, and other standard sections to include to inform students about what they will learn from the module and how it will be taught and assessed.
An example module specification for a postgraduate program in academic practice is also included in an appendix to demonstrate
Peer Mentoring Programs in Online Coursesewelch8199
The document discusses establishing a peer mentoring program for online learning programs. It describes the need for mentoring to provide informal advising for online students that is typically available informally for on-campus students. Research found that using peer mentors in "problem" online courses reduced non-completion rates by 3.48% and increased student success rates. The document provides guidance on starting a peer mentor program, including selecting courses and mentors, providing training, establishing roles and confidentiality policies, and compensating mentors.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
This document summarizes an online teaching skills workshop that outlines best practices for online instruction. It discusses key differences between face-to-face and online teaching, such as the teacher guiding students' independent pursuit of knowledge online versus transmitting knowledge in-person. Important skills for online teachers are also outlined, including strong communication, organization, and the ability to engage students remotely. The document provides tips for facilitating online discussions, releasing content gradually, and maintaining a regular schedule of daily and weekly tasks to support students.
This document discusses team-based learning (TBL), a student engagement strategy. It describes the drivers for adopting TBL in a pharmacy curriculum due to growing class sizes and disengaged learners. The key aspects of TBL include forming permanent student teams, conducting individual and team readiness assurance tests, and applying learning through group exercises. TBL aims to increase student preparation, participation, and deeper learning approaches compared to traditional lectures.
The document provides an orientation checklist for faculty at Open Campus, outlining important tasks and deadlines throughout the semester. It includes preparing the course shell and materials before classes begin, welcoming and engaging students the first week, being present weekly, and wrapping up at the end of the semester. The summary also mentions resources for faculty like the employee portal, grading policies, proctored testing, campus feedback, and guidance documents.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Using Blackboard to support team-based learning: delivery and rolloutBlackboardEMEA
Team-based learning (TBL) is a teaching and learning technique that is being used increasingly in professional and higher education. The approach is structured, involving pre-study by students, quizzing to assess understanding, and peer-to-peer learning via team and class discussion. It is also scalable; a single member of teaching staff can run a highly interactive learning session for a large class and usually forms part of the summative assessment for the
course.
This session will provide a brief introduction to the TBL process and describe how delivery of TBL can be supported by the use of learning technology, in particular Blackboard Learn tools. In fact, the presentation could be subtitled ‘How many Blackboard tools can be used in a single learning activity?’
Finally, I will describe how a generic course package can be prepared, including all elements of the learning design of a TBL session, for easy redeployment in other Blackboard courses. The course package not only captures the technical elements of the session, but also elements of pedagogy and best practice.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
This document discusses Team Based Learning (TBL), including its benefits and process. TBL involves students working in assigned groups, completing individual and group readiness assurance tests (iRAT and tRAT), and receiving feedback. It can be used in face-to-face, blended, or online courses. Supportive technologies include classroom response systems, learning management system tools, and web conferencing. The workshop modeled TBL and encouraged participants to apply it to their own courses.
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
1) A librarian and academic worked together to overhaul the teaching component of a skills module due to disappointing feedback and disengaged students. They reworked lectures, introduced new activities like polling and role playing, and developed online worksheets and a reflective diary.
2) A post-module survey found students' self-assessed skill levels and understanding of concepts like plagiarism had improved. However, not all students completed the reflective diary and some preferred hands-on workshops over online materials.
3) Going forward, the librarian and academic will refine the lecture style changes, develop the online materials further, and survey next year's students to continue improving the module.
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
SMARTHINKING provides online academic support services to students including:
1) Live one-on-one tutoring in various subjects available 24/7.
2) An online writing lab where students can submit papers for feedback.
3) The ability to submit questions to tutors and receive responses within 24 hours.
4) Access to academic resources and archived tutoring sessions.
Tutors are experienced educators who provide guidance but will not do assignments for students. Administrators have access to usage reports on students and programs.
This document provides an overview of Fortis College's policies, procedures, and initiatives for their online programs. It discusses the 4-week training course for instructors called NFT101 and the asynchronous and synchronous requirements. It outlines the purpose of the weekly presentations which cover topics like student orientation, course announcements, live faculty support, the role of Program Associate Deans in student support, and the instructor handbook. It provides details on these topics, including the requirements for student orientation, the types of announcements and support instructors should provide, how to interact in discussion boards, and the new instructor onboarding process. The goal is to expose new instructors to Fortis College's online policies, procedures, and initiatives.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...DreamBox Learning
The document discusses how data-driven professional development (PD) models are improving K-5 math achievement by giving teachers more agency over their learning. It outlines issues like low math scores, lack of teacher math content knowledge and dissatisfaction with traditional PD. DreamBox Learning's digital math program addresses these by providing teachers "just-in-time" math PD modules to deepen their own understanding of concepts students are learning. Analysis found students of teachers who completed more PD modules showed greater growth in math. Administrators saw the flexible, on-demand PD as empowering teachers and a "game changer" for improving student outcomes.
Readiness for direct practice - Using video as a tool to assess Masters socia...mdxaltc
This document summarizes a presentation on using video assessment to evaluate Masters social work students' readiness for direct practice. It describes:
1) The context and purpose of the video assessment within the social work education program, which aims to assess students' basic skills and values before their first placement.
2) The logistics of how the assessment was conducted, including role plays with actors that were video recorded and evaluated using a rating scale. Students then viewed their videos and received feedback.
3) Evaluation found that most students reported an improvement in skills after the assessment preparation and that many were able to apply skills learned on placement, though some found the process stressful. Refinements for the future were discussed.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
This 3-sentence summary provides the key details about the document:
The document is a guidance booklet created by Dr. Pam Parker that provides guidance for revising module specifications at the university level, with templates and examples for both undergraduate and postgraduate modules to help clearly outline the content, learning outcomes, assessments, and other essential details for students.
The guidance covers topics like the module summary, expected learning outcomes, teaching methods, assessment types and criteria, reading lists, and other standard sections to include to inform students about what they will learn from the module and how it will be taught and assessed.
An example module specification for a postgraduate program in academic practice is also included in an appendix to demonstrate
Peer Mentoring Programs in Online Coursesewelch8199
The document discusses establishing a peer mentoring program for online learning programs. It describes the need for mentoring to provide informal advising for online students that is typically available informally for on-campus students. Research found that using peer mentors in "problem" online courses reduced non-completion rates by 3.48% and increased student success rates. The document provides guidance on starting a peer mentor program, including selecting courses and mentors, providing training, establishing roles and confidentiality policies, and compensating mentors.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
This document summarizes an online teaching skills workshop that outlines best practices for online instruction. It discusses key differences between face-to-face and online teaching, such as the teacher guiding students' independent pursuit of knowledge online versus transmitting knowledge in-person. Important skills for online teachers are also outlined, including strong communication, organization, and the ability to engage students remotely. The document provides tips for facilitating online discussions, releasing content gradually, and maintaining a regular schedule of daily and weekly tasks to support students.
This document discusses team-based learning (TBL), a student engagement strategy. It describes the drivers for adopting TBL in a pharmacy curriculum due to growing class sizes and disengaged learners. The key aspects of TBL include forming permanent student teams, conducting individual and team readiness assurance tests, and applying learning through group exercises. TBL aims to increase student preparation, participation, and deeper learning approaches compared to traditional lectures.
The document provides an orientation checklist for faculty at Open Campus, outlining important tasks and deadlines throughout the semester. It includes preparing the course shell and materials before classes begin, welcoming and engaging students the first week, being present weekly, and wrapping up at the end of the semester. The summary also mentions resources for faculty like the employee portal, grading policies, proctored testing, campus feedback, and guidance documents.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Using Blackboard to support team-based learning: delivery and rolloutBlackboardEMEA
Team-based learning (TBL) is a teaching and learning technique that is being used increasingly in professional and higher education. The approach is structured, involving pre-study by students, quizzing to assess understanding, and peer-to-peer learning via team and class discussion. It is also scalable; a single member of teaching staff can run a highly interactive learning session for a large class and usually forms part of the summative assessment for the
course.
This session will provide a brief introduction to the TBL process and describe how delivery of TBL can be supported by the use of learning technology, in particular Blackboard Learn tools. In fact, the presentation could be subtitled ‘How many Blackboard tools can be used in a single learning activity?’
Finally, I will describe how a generic course package can be prepared, including all elements of the learning design of a TBL session, for easy redeployment in other Blackboard courses. The course package not only captures the technical elements of the session, but also elements of pedagogy and best practice.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
This document discusses Team Based Learning (TBL), including its benefits and process. TBL involves students working in assigned groups, completing individual and group readiness assurance tests (iRAT and tRAT), and receiving feedback. It can be used in face-to-face, blended, or online courses. Supportive technologies include classroom response systems, learning management system tools, and web conferencing. The workshop modeled TBL and encouraged participants to apply it to their own courses.
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
1) A librarian and academic worked together to overhaul the teaching component of a skills module due to disappointing feedback and disengaged students. They reworked lectures, introduced new activities like polling and role playing, and developed online worksheets and a reflective diary.
2) A post-module survey found students' self-assessed skill levels and understanding of concepts like plagiarism had improved. However, not all students completed the reflective diary and some preferred hands-on workshops over online materials.
3) Going forward, the librarian and academic will refine the lecture style changes, develop the online materials further, and survey next year's students to continue improving the module.
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
SMARTHINKING provides online academic support services to students including:
1) Live one-on-one tutoring in various subjects available 24/7.
2) An online writing lab where students can submit papers for feedback.
3) The ability to submit questions to tutors and receive responses within 24 hours.
4) Access to academic resources and archived tutoring sessions.
Tutors are experienced educators who provide guidance but will not do assignments for students. Administrators have access to usage reports on students and programs.
This document provides an overview of Fortis College's policies, procedures, and initiatives for their online programs. It discusses the 4-week training course for instructors called NFT101 and the asynchronous and synchronous requirements. It outlines the purpose of the weekly presentations which cover topics like student orientation, course announcements, live faculty support, the role of Program Associate Deans in student support, and the instructor handbook. It provides details on these topics, including the requirements for student orientation, the types of announcements and support instructors should provide, how to interact in discussion boards, and the new instructor onboarding process. The goal is to expose new instructors to Fortis College's online policies, procedures, and initiatives.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
SMARTHINKING provides online academic support services to students including:
1) Live one-on-one tutoring in various subjects available 24/7 from qualified educators.
2) An online writing lab where students can submit papers for feedback within 24 hours.
3) The ability to submit questions to educators and receive responses within 24 hours.
SMARTHINKING provides online academic support services to students including:
1) Live one-on-one tutoring in various subjects available 24/7 from qualified educators.
2) An online writing lab where students can submit papers for feedback within 24 hours.
3) The ability to submit questions to educators and receive responses within 24 hours.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Welcome to NFT101!
This training course runs for 4
weeks, and includes both
asynchronous and synchronous
requirements. All assessments
must be successfully completed to
receive credit and be assigned a
course. If you have any issues
accessing the course, please
contact your instructor.
3. Purpose
Fortis College Student Support
These Presentations are intended to expose you to online policies, procedures and
initiatives specific to Fortis College Online, where our weekly live sessions will focus
more on the role of the instructor. The review of these PPTs and completion of the
weekly quizzes are required for ALL FOUR WEEKS in order to be assigned a course.
As you go through these presentations, please be sure to read through the comment
boxes as they will contain explanations for the information found on the slides.
Week Two Presentation Topics:
Student Resources Tab in Blackboard
Smarthinking (Online Writing Lab for Hybrid)
WellConnect (Fortis Online; Not Available for Hybrid)
Learning & Information Resource Network (aka LIRN)
SAP (Fortis Online/Non-hybrid Instructors only!)
5. Student Resources Tab
- Contact Information
- Student Services
- Free Tutoring
- Smarthinking
- Learning Resource Center & Library
- LIRN
- Writing Center
- Key Policies
- Attendance/Late Work
- Tools for Success
Fortis College Online’s Student Resources Tab is a unique, internal Web
based page that lives within the Blackboard LMS. It has been designed as an
interactive, constantly changing, one stop repository where students can
access Fortis tools, resources, tips, trainings and find as they work towards
their educational and professional goals.
6. Student Services
• Main number & hours are:
– #855-449-7521
– Monday-Thursday: 7:00am - 7:00pm MST
– Friday: 7:00am - 6:00 pm MST
– Saturday: 9:00am - 1:00 pm MST
• Primary function is to assist students with issues that do not derive
from or otherwise involve course content:
– Materials (textbooks/laptops)
– Time management advising
– Attendance reminders ( for 4+ days of no activity)
– Directing traffic (to instructor; PAD; Financial Aid, Career Svc., etc)
• Advisors partner with students at time of enrollment, and work
with them until graduation
7. Student Services
GOAL
Student Services exists to motivate, empower,
and provide students with the tools to
succeed, thereby starting, retaining, and
graduating as many Fortis College students as
possible to excel in their chosen field.
8. New Student Advising
• Work with students within the their first module of starting
their online program, or first online course in their hybrid
program.
– Ensure students know the fundamentals (comfort navigating
classroom, copy/paste, print screen, saving documents)
– Coach students on creating good study habits and time
management
– Establishes a bond with their student and understand what
motivates them
– Constantly monitors student progress and performance to keep
them on track
– Identifies areas of struggle and creates action plan to improve
student academic success
– Promotes communication with their Instructor
9. Continuing Student Advising
• Work with students until graduation
– Establishes a long term relationship with their student and
understand what motivates them
– Constantly monitors student progress and performance to
keep them on track
– Identifies areas of struggle and creates action plan to
improve student academic success
– Promotes communication with their Instructor
– Ensures student is meeting academic standards, using all
Fortis College resources and graduates on time
10. Instructor and Advisor Partnership
• Our goal is to work together to afford every opportunity and resource
available to our students
– Advisors always encouraging students to openly communicate with
their Instructor on curriculum related questions and concerns.
– Advisors and Instructors using each other’s names in
communication with students to show students we are close and
united.
– Advisor and Instructor use email and copy department leadership if
an issue that requires escalation arises.
• Stephanie Kidd, Director of Student Services,
skidd@fortiscollege.edu
– Advisor and Instructor sharing successes with students (students
gets a good grade, student seems more engaged in the classroom,
student says something nice about their experience here, etc.).
11. When will an advisor reach out to me?
• To notify the Instructor that a student has no access to a
computer/internet or any other mitigating circumstances
that may be preventing the student from logging into class
to participate
• Or circumstances that may have caused for the student to
be behind in the course (i.e. medical circumstances, etc.)
• If an Instructor has not responded to the student’s email
after 24 hours (during the week)/48 hours (weekend)
• Request for Instructor to contact the student regarding
course content assistance
• Unresponsive student notification to see if the Instructor
has obtained any contact with the student or request for
the Instructor to attempt an outreach
12. Attendance policy
• Online students are expected to participate in each of their scheduled
classes throughout the week. A “week” for online students starts on
Monday morning at 12:00 midnight Pacific Time and ends on Sunday night
at 11:59 Pacific Time.
• A student participates in class by doing the following:
– Submitting a post to the discussion board;
– Posting an paper, project, or other academic assignment; and/or
– Completing a quiz, mid-term, or final.
• While most weekly assignments are due by Sunday of each week, it is
critical that students also engage between Monday and Friday to make the
most of their education experience and to avoid falling behind in their
classes.
• Students are required to submit their response to the weekly discussion
question by Wednesday night at 11:59 Pacific Time each week.
15. Smarthinking
• Topics Covered:
– Writing (Essay Center,
Career Writing,
Paragraph Submission)
– Anatomy & Physiology
– Algebra
– Liberal Arts Math
– Accounting
– Microsoft Word, Excel,
PowerPoint, Access and
Windows 7.0
• Services Provided:
– Use Drop-In Tutoring and
interact with a live tutor.
– Submit your Writing for
any class to our Writing
Center.
– Submit an Offline
Question and receive a
reply from a tutor.
16. What can a Smarthinking Tutor do?
• Prepare for upcoming tests. A live tutor (Drop In
Tutoring) can help students prepare for an exam.
• Help students complete homework assignments on
time! A live tutor can help students with problems they
are struggling with in an assignment.
• Following an assessment, direct students to
SMARTHINKING to work with a live tutor on concepts
they don’t understand or questions they missed.
• During the live tutor hours. Find these hours in the
Why are some subjects grayed out? link under Drop In
Tutoring.
17. How Students Access Smarthinking
• To access Smarthinking, students select “Tutoring” from the
left navigation, then select “CLICK HERE TO ACCESS...”
19. WellConnect
FORTIS College offers WellConnect for its fully online students, a student
assistance program that gives students and their family members free,
confidential access to a full range of life services. Services include:
• 24-hour telephone access to masters’ level counselors at 866-640-
4777
– CODE for STUDENTS to ACCESS: LK87
• Local face-to-face counseling
• Professionals help identify key needs, problem solve, and find
solutions to work through concerns such as emotional stressors, test
anxiety, or relationship issues
• Free legal and financial consultations
• Referrals to valuable local resources on daily living concerns such as
housing, utilities, childcare, and others
• Health and wellness consultations
21. Learning Resource Center (LRC)
• The LRC is Fortis’ online
library, and contains the
following helpful
information:
• APA Guide
• LIRN (Library &
Information Resource
Network)
• Centerville (Home
Campus) LRC Link
– Stephenie Rostron
(Librarian)
• Academic
Integrity/Plagiarism
information
• Gale Virtual Reference
Library
– 24/7 access to 1000s of
ebooks (Cengage)
• ProQuest
– Easy to use research
database
• Books 24 x 7 (ebooks)
– ebooks
22. Ask a Librarian
• Students can also send a
question directly to our
Fortis librarians using this
text box on the main LRC
page.
• However, please be sure to
remind students to enter
all information. It is
particularly important for
students to enter their
email address and select
the appropriate campus.
24. Fortis College graduation requirements
Accumulated, with passing
grades, the required number
of credit hours within the
student’s program of study
Achieved a Cumulative Grade
Point Average (CGPA) of at
least 2.0
Completed the program within
1.5 times the program’s length
as published in the Standards
of Academic Progress policy in
this catalog
Verified satisfactory
completion of all program
criteria for graduation with the
Director of Education,
Registrar, Financial Aid, and
Career Services
Returned any school property,
including books and
equipment
Must currently be in good
financial standing
25. Satisfactory academic progress
The College’s Satisfactory Academic Progress (SAP) standards
measure each student’s quantitative (credit completion) and
qualitative (cumulative grade point average) progress toward the
completion of the student’s program of study.
The SAP standards are used primarily to determine a student’s
eligibility to receive federal financial aid under Title IV of the Higher
Education Act;
[H]owever, the SAP standards are applied to all students and
represent a minimum standard of academic achievement required
by the College for continued enrollment.
26. Fortis college grade scale
Fortis Online students can successfully complete courses with a D+
or D, but must have a 2.0 CGPA to graduate.
QUALITATIVE
27. Maximum time frame
• The maximum time frame in which a student may
complete his or her program of study is the
period of time in which it takes the student to
attempt 150% of the academic credits contained
in his or her educational program.
• All courses for which a student receives a grade,
whether passing or failing, a withdrawal (“W”), a
withdrawn failing (“WF”), or a repeated course
are counted in determining credits attempted.
QUANTITATIVE
29. What happens to students who do not meet SAP?
• Answer: What happens depends on where the student is in their
Academic Quarter. Every 12 weeks (or two modules) a student begins a
new Academic Quarter.
• At Risk: If she is not meeting SAP after the first module of an Academic
Quarter (aka 'the halfway point'), then she will be considered At Risk for
going on to Academic Warning status at the close of the academic quarter.
• Academic Warning: However, if she is not meeting SAP at the close of an
Academic Quarter, then she will be placed on Academic Warning status
for the entire next Academic Quarter (12 weeks, comprised of two 6 week
modules). Student must be meeting SAP at end of quarter, or be dismissed
from school.
• Most At Risk students have the opportunity to avoid moving to Academic
Warning status!
30. Course repeat policy
• All courses in which a student
fails to earn a passing grade
(as defined in the course
syllabus) must be repeated
and successfully completed in
compliance with course
prerequisite requirements and
in order to graduate. All
courses from which a student
has withdrawn (whether with
a “W” or “WF” grade) must be
repeated and successfully
completed in compliance with
course prerequisite
requirements and in order to
graduate.
• If a higher grade is earned in
the repeated course, it will be
used to compute the CGPA.
Repeated courses will be
included in the calculation for
credit hours earned /
attempted for satisfactory
progress.
• Students with compliant
CGPAs can still be academically
dismissed from school due to
multiple course retakes!
31. New Instructor Roadmap
Items to Complete: Primary Contact:
HR Employment Paperwork
(Florida CIE; DPOS; Ohio;
IRS; etc.)
Program Associate Dean
Faculty Personnel File
Paperwork (Development
Plan; Employment
Verification; Resume; etc.)
Program Associate Dean
Official Transcripts ordered
w/ Fortis as mail recipient
Program Associate Dean
NFT101 Training Course NFT101 Instructor
Initial Course Set-Up
(Announcement; Course
Review; etc.)
32. Please be sure that the following
hiring paperwork is in the
completion process:
Colorado Form
CIE Form
Ohio Form
I-9 Form with copies of ID
Unofficial Transcripts( Official
transcripts are ordered)
All paperwork must be completed
and submitted no later than the end
of the 4th week of NFT101 in order
to be assigned a course. Please
direct any questions to your hiring
Program Associate Dean.