Obstacles part 11
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Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Scenario #6: Academic Progress Review: This document discusses academic progress for Bryan University students. It notes that many students may be attending their first time or returning to college after time away. It also acknowledges that some students attended college before but are now experiencing online college. The document emphasizes that Bryan University programs require specific weekly assignments, lectures, and course material to be completed, and asks the reader to consider what would happen if they missed an assignment or did not understand something. It also questions what would occur if a student could not attend a virtual class lecture.
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Day Runner: Organize Homework in 5 Easy Steps
This document provides a 5-step process for organizing homework using a student planner. The steps are to choose top priorities like tests and major assignments; create a priority task list breaking large tasks into smaller actions; assign due dates for tasks; schedule time in a weekly calendar to work on priorities; and list next actions and future deadlines. Following these steps will help students stay organized and keep on top of their studies. The document also promotes using a student planner, available from the Day Runner company, to help with the time management process.
Orientation Refresher - PDLCS
This is a presentation I just did with about 40 of my 7th-9th grade cyber school students today. Some of them are still struggling to understand how to use many of the tools of our school system.
PhotoJournalism Syllabus and Class Directives Presentation
This photojournalism course is designed to help students improve their photography skills and use of visual storytelling. Students will learn photography basics, digital camera use, technical and compositional techniques, and the skills of photojournalism. Coursework involves research, note-taking, taking photographs, and blogging. Students must follow classroom policies around equipment use, cell phones, food/drink, and deadlines. The course uses standards-based grading where students are assessed on their proficiency of objectives rather than points. Successful completion prepares students for application to the school's journalism production classes.
Acte 2015 certification magic
This document provides information about certification preparation courses for Microsoft Office and Adobe software. It outlines a process for preparing students for certification exams over the course of 1-2 weeks. The preparation involves using courseware to learn the skills, reviewing with questions from guides or practice tests, taking a certification exam, analyzing exam results to identify weaknesses, conducting project-based learning activities to strengthen skills, and allowing for exam retakes as needed. It emphasizes teaching the skills through hands-on activities rather than just teaching to the test. The document also discusses implementing this certification preparation process in a classroom and motivating students.
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This hybrid digital imaging course meets once a week and covers principles of digital photography and post-processing skills. Students will set up a weekly photo blog, create tutorials, and complete four main projects - the blog, a tutorial, a fine art print, and a photobook. A highlight is a required photo excursion to Bannack Ghost Town in Montana. Students are expected to submit weekly assignments by deadlines and have access to cameras for hands-on learning.
Busent 240 course review
This document provides an overview of the key aspects of an online entrepreneurship course, including communication with the instructor, course design, assignments, and assessments. The course consists of 7 modules completed over 2-week periods, with readings, videos, activities and a blog for each module. Students will develop a business idea and pitch over the semester. Assessments include module quizzes/activities and a final exam. The instructor encourages communication via email and social media and is available by appointment on campus.
Improving Retention in Online Courses -- Inside HigherEd webinar
Improving Student Retention in Online Learning
Tuesday, June 10, 2014 11:00:00 AM MDT - 12:00:00 PM MDT
Online learning continues to grow and make up a larger percentage of enrollments in higher education. However, over the years, institutions often report higher attrition rates for online courses than traditional face-to-face courses. As enrollments in online courses increase and online learning becomes a larger part of institutions' long-term planning, faculty and administrators are confronted with finding ways to improve retention in online courses and online programs. In this free webinar, presented by Academic Partnerships, the literature on attrition in online learning will be discussed as well as various strategies used to improve student retention in online learning.
Early Warnings Leading to Increased Retention--It Works!
This document discusses how Ida Jones used Blackboard's Early Warning System to increase student retention and performance in an online business law course at California State University, Fresno. She sent frequent emails and acknowledgments to students during the first few weeks of class to engage them. This "high touch" approach led to a significant increase in course completion rates and a reduction in failing grades and incompletes over time. A survey found that students felt the instructor acknowledged their participation and helped build a sense of community in the online course. The presentation provides tips for using the Early Warning System and frequent email contact to improve online student retention.
Faq onlinestudents fa10
This document provides frequently asked questions and answers for students taking an online class. It addresses questions about the time commitment required, expectations for communication and participation, academic honesty policies, and basic computer and internet skills needed to be successful in an online course. While an online class allows flexibility in when you complete the work, deadlines must still be met and a similar time commitment to a face-to-face class is expected. Instructors will use tools like email, discussion boards, and chat to engage with students and for students to communicate with each other. Proper online etiquette and following the same standards of courtesy, professionalism, and academic integrity as a traditional classroom are also emphasized.
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This document provides frequently asked questions and answers for students taking an online class. It addresses questions about the time commitment required, expectations for communication and participation, academic honesty policies, and basic computer and internet skills needed to be successful in an online course. While an online class allows flexibility in when you complete the work, deadlines must still be met and a similar time commitment to a face-to-face class is expected. Instructors will use tools like email, discussion boards, and chat to engage with students and for students to communicate with each other. Proper online etiquette and following the same standards of courtesy, professionalism, and academic integrity as a traditional classroom are also emphasized.
7 proven learning steps to make an A in math
In this article, we explain the 7 essential steps it takes for students to make an A in math, from going to class on time, asking relevant questions, mastering concepts one at a time, writing out example problems on the board, and more. There’s no need to fall behind or make less than an A in math when the steps to success are right in front of you.
Faqs onlinestudents compressed
This document provides frequently asked questions and answers for online students. It addresses questions about the format of online classes, time commitment expectations, communication tools used, academic honesty policies, and technical skills needed. Most successful online students are self-motivated, organized, manage their time well, and are familiar with computers and the internet. While online classes do not meet in person, students are expected to adhere to standards of courtesy, professionalism, and academic honesty in their online interactions and submissions.
Nuckols faq onlinestudents_compressed_sp11
This document provides answers to frequently asked questions for online students. It discusses that successful online students are self-motivated, organized, and have good time management skills. It also covers online etiquette, getting course information from instructors, academic honesty policies, and addresses questions about online class structure, communication tools used, workloads, computer and internet requirements, and expectations of students.
TCEA 2016 Microsoft Certification Magic
Get students certified in Microsoft Office or Adobe software quickly and easily. Microsoft certified in only 1 week. Adobe certified in only 2 weeks. Quick and easy lessons walk you through the standards. Motivate students and remediate quickly using project based learning.
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This document outlines a tutor programme to help students become familiar with using Knowledge Organisers. Each week focuses on a section of the Knowledge Organiser and teaches students self-quizzing strategies to aid memorization. Week 5 consolidates what students have learned, and weeks 6-7 focus on subject-specific Knowledge Organisers. The tutor is provided instructions and resources to guide students through the programme.
5 Course Design Tips to Increase Engagement and Outcomes
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.
CAS Presentation BISB 2010
Experiential learning through CAS (Creativity, Action, Service) is required for the IB Diploma at Brent International School. To successfully complete CAS, students must participate in activities that are new, varied, challenging, and meaningful, and reflect deeply on these activities to demonstrate growth in 8 learning outcomes. Students will be evaluated based on a final interview and evidence of achieving the 8 learning outcomes. CAS is not about the number of hours but about personal growth through new challenges, collaboration, perseverance, consideration of global and ethical issues, and development of new skills.
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This document provides 15 tips for getting good grades in college. The key tips are to take responsibility for your own learning, choose courses you are interested in rather than just accepting recommendations, don't overload your schedule with too many classes or requirements, make a schedule to stay organized, attend classes regularly to not miss important material, take thorough notes in class, study in a focused environment without distractions, get help from professors during their office hours, form study groups with other students, and do any optional extra credit assignments. Taking control over your own education and studying efficiently are emphasized as important for academic success.
Dynamite Tips to Change DFWs into Successful Learners (TxDLA 2014)
Why do online courses designed by the best, well-seasoned educators experience so many student drops, failures and withdrawals (DFWs)? Learn simplel proven techniques to prevent the disconnects, help guarantee student enjoyment, motivation, and success.
Presentation at 2014 TxDLA
Similar to Obstacles part 11 (20)
PhotoJournalism Syllabus and Class Directives Presentation
PhotoJournalism Syllabus and Class Directives Presentation
Improving Retention in Online Courses -- Inside HigherEd webinar
Improving Retention in Online Courses -- Inside HigherEd webinar
Early Warnings Leading to Increased Retention--It Works!
Early Warnings Leading to Increased Retention--It Works!
5 Course Design Tips to Increase Engagement and Outcomes
5 Course Design Tips to Increase Engagement and Outcomes
Dynamite Tips to Change DFWs into Successful Learners (TxDLA 2014)
Dynamite Tips to Change DFWs into Successful Learners (TxDLA 2014)
More from Fidelis Education
Pong center student lifecycle
The document describes the 4 stages of a student lifecycle at the PONG Center: onboarding, orientation, programming, and offboarding/alumni engagement. It provides details about the digital tools and coaching support students will receive at each stage, including an acceptance communication, orientation materials, weekly coaching meetings, a hackathon event, and a celebratory program end to facilitate ongoing alumni involvement. The goal is to help students successfully transition through the full program experience and continue supporting each other.
Minerva fidelis implementation
Minerva aims to provide world-leading out-of-class learning experiences for capable students by helping them discover and pursue a meaningful purpose through their education, life, and career. It does this through a Learning Relationship Management system that coordinates personalized success support services like mentoring, coaching, academic support, social-emotional learning support, and community engagement. The goal is to give students an important purpose, clear pathway, and strong support network to be more successful both in and out of the classroom.
Fidelis Implementation
The document outlines Fidelis' 3-part LRM implementation process:
1) Onboarding: establishing timelines, training leaders and users, customizing the platform, and integrating systems.
2) Account management: ongoing communication and support after onboarding.
3) The goal is to ensure customers achieve their goals by playing defined roles in implementation and onboarding processes.
Obstacles part 9
The document discusses the importance of having motivation and purpose when attending college. It recommends that students identify their reason for attending, career goals, and envisioned life changes from completing their degree. This will help them succeed and feel fulfilled even if they become discouraged or their goals change. The progress bar indicates it is part of a 7 step scenario on motivation and purpose.
Obstacles part 8
The document outlines a 7 step financial planning process, with the 4th step focusing on creating a college financial plan with a financial aid advisor to be comfortable with, and also creating a personal budget to track income and spending during college.
Obstacles part 7
This document outlines steps in a financial planning and budgeting scenario. It prompts the reader to review their plan to meet financial obligations in college, identify available financial resources, and consider how to respond to potential unplanned expenses, job or income loss, or changes in work hours or salary that could impact their budget. The reader is guided through 7 steps to develop a financial plan and assess contingencies.
Obstacles part 6
Students at Bryan University are advised to plan their weekly schedule by dedicating specific times for classes and homework, and to ask for help from family or roommates to stick to the schedule. They are also recommended to find a quiet location without distractions to focus on their studies.
Obstacles part 5
This document outlines steps in a time management scenario, asking the user questions at each step to evaluate their commitment and ability to balance priorities like family, work, and academics. It reminds the user that their program will require dedicated weekly time and asks if they have created a schedule. It then asks how the user would respond if an unexpected event arose requiring substantial time during the week.
Obstacles part 4
The document discusses building a personal support network to help achieve educational goals. It prompts the reader to identify members of their network, consider how they can support their goals and how to involve them. It also suggests thinking about potential detractors, who they are, what they may say and how to respond to them to stay on track with goal achievement.
Obstacles part 2
Bryan University provides several resources to assist students experiencing technology issues, including calling or emailing the technical support line for immediate or 24-hour assistance, accessing helpful support videos and resources online, or contacting an instructor or classmate for help. The document also recommends having backup equipment like a second computer, headset, and internet source, as well as installing antivirus software for protection.
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Obstacles part 11
- 1. Progress bar: Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Scenario #6: Academic Progress Step 7
- 2. Progress bar: Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Scenario #6: Academic Progress Review: If you are like many Bryan University students, you may be attending college for the first-time or you may be returning to college after a long interval. Or, perhaps you attended college before, but this is your first experience attending college online. Step 7
- 3. Each Bryan University online program requires specific assignments, virtual class lectures and other course material to be complete each week. Imagine if you missed an assignment during the week? What if there is an assignment you don’t fully understand? Progress bar: Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Scenario #6: Academic Progress Review: What if you were not able to attend your virtual class lecture during the week? How would you respond? Step 7