Helps other members as needed; may take on additional small tasks as assigned by the group.
Group Member: Each member identifies sections of the PSA to contribute such as developing the script,
storyboarding, acting in the video, etc.
E moderation resource pack group d rounding up a course - copyKristin Walters
A presentation from Group D for E-moderations course May-June 2011. The resource pack attempts to put together considerations for e-tutors assessing asynchronos and synchronous discussion and provide activities for the end of course wrap-up.
E moderation resource pack group d rounding up a course - copyKristin Walters
A presentation from Group D for E-moderations course May-June 2011. The resource pack attempts to put together considerations for e-tutors assessing asynchronos and synchronous discussion and provide activities for the end of course wrap-up.
E moderation resource pack group d rounding up a course - copyKristin Walters
E-moderation course final group project (Group D) - pointers for assessing online learning in synchronous and asynchronous contexts, as well as activities ideas for the end of an online course .
Learning Delivery Modality Course 2 is an instructional stream of LDM in response to education needs during the times of pandemic. This portfolio is a sample where you can get inspiration from when making your own LDM2 portfolio.
My 2015 Communication Research syllabus for Shepherd University.
This is an applied research class.
Learn more about the class and assignments at: MattKushin.com
This session will report on the major findings of three large-scale studies examining the impact of instructor immediacy behaviors in recorded online videoconferencing sessions, the Wimba online classroom, and Second Life. The presenters will describe the communicative behaviors that enhance instructor immediacy and closeness with the students and offer practical recommendations for application in different online learning environments.
E moderation resource pack group d rounding up a course - copyKristin Walters
E-moderation course final group project (Group D) - pointers for assessing online learning in synchronous and asynchronous contexts, as well as activities ideas for the end of an online course .
Learning Delivery Modality Course 2 is an instructional stream of LDM in response to education needs during the times of pandemic. This portfolio is a sample where you can get inspiration from when making your own LDM2 portfolio.
My 2015 Communication Research syllabus for Shepherd University.
This is an applied research class.
Learn more about the class and assignments at: MattKushin.com
This session will report on the major findings of three large-scale studies examining the impact of instructor immediacy behaviors in recorded online videoconferencing sessions, the Wimba online classroom, and Second Life. The presenters will describe the communicative behaviors that enhance instructor immediacy and closeness with the students and offer practical recommendations for application in different online learning environments.
With class sizes increasing, it is becoming increasingly difficult to support research and writing activities. The extra workload associated with grading, checking assignments, and providing support outside of the classroom can become overwhelming. Through my experience in the Course Design Institute, I have learned about several tools that will be useful for increasing research and writing activities while maintaining a manageable workload. I have incorporated the use of online tools to support writing activities in a large undergraduate course, including Blackboard, Google Docs, and Wimba Classroom. In this session I will describe what worked and what didn’t work, and I will provide a brief demonstration of the techniques that have been most useful.
Building Engaged-Learning Communities in Large Online or Hybrid Classes
Principles for building communities
Characteristics of engaged-learning communities
Cybergogy (Wang & Kang, 2006)
Good practice: EDTEC
Social software
Facebook groups
Large hybrid classes in Shanghai
“What about culture?
In this presentation, I’ll explore the landscape of free and low cost learning resources and offer some insight and suggestions on using them.
Suzanne Aurilio
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Two years ago I apprehensively took the leap from hybrid to fully online and I haven't looked back. Still not sure you can do it? Looking for ideas for your curriculum? I'll share at least 4 different ways I'm using the Internet to engage, teach, and assess students online
Jennifer Imazeki, Economics
Scaffolded Writing and Reviewing in the Disciplines(SWoRD) is a web-based peer-review system. One of the primary innovations of SWoRD, relative to other peer review tools, is the scoring algorithm through which peer review scores are converted into student grades for both writing and reviewing. In this session, I will discuss my experience with SWoRD, which I used in Spring 2011 for an upper-division writing course for economics majors, replacing my previous system of ‘manual’ peer review (i.e., students swapping papers)
The goal of community-based service learning is creating an environment in which all stakeholders can collaborate outside the parameters of a traditional course. Creating a wiki site enables current, present, and future students to interact with faculty, other students, and organizational members in one collaborative space. Technology promotes innovation and collaboration as all stakeholders participation in the creative and learning process now and in the future, long after the semester course has ended.
Some see the iPad as one more way for people to find endless distractions and entertainments, a nail in the coffin for those who seek to "amuse themselves to death." Others believe the iPad is the best exemplar to date of the possibilities for extending human abilities to learn, connect, and create via powerful portable computing devices. Either way, the iPad and its ilk deserve attention from educators considering the future of teaching and learning. This session will open a conversation about the possibilities, in the hopes of helping participants to move beyond their preconceptions and biases.
This session will showcase library resources that support and enhance your curriculum. Librarians will highlight instructional resources, online and multimedia content, and help for students beyond the classroom, all of which can be embedded into your courses on Blackboard. They’ll also explore some of the exciting new gadgets, widgets, social media, and mobile options offered by the library to make research fit into the lives of our active students, staff, and faculty.
Fevatools is a web-based toolkit to jump-start your efforts to conduct formative evaluation of student learning and course design. Come learn more about how SDSU faculty are using freely available, web-based tools to gather data that informs iterative refinement of their course designs.
The popular OCEAN320 The Oceans course was rebooted from the ground up to (1) promote SDSU's new GE capacities and goals and (2) capitalize upon the strengths of online learning. Every quanta of new course content was reversed-engineered from learning outcomes designed to help students appreciate the scientific context and societal complexity of major oceanographic issues, such as ocean warming and acidification, overfishing and aquaculture, and petroleum exploitation and risk. The course is structured into scaffolding learning modules, each comprised of an integrated sequence of live Wimba sessions and an array of student-centered activities based on readings, videos, and web-based simulations. This effort has been an extremely rewarding (and exhausting) educational endeavor, and has forced me to re-evaluate my role as an educator in a increasingly stressed world where information is no longer scarce but often overwhelming.
Is it conceivable that a course can be designed to reach students with varied learning styles and strengths? This session will explore the practical and concrete applications of Universal Design for Learning (UDL) principles to curriculum and program design. It will also highlight the Scholar Program’s approach to professional development, mentoring, and evaluation in supporting higher education campuses to apply UDL and other strategies. The Scholar Program is part of the Disability & Diversity Project at SDSU – Interwork Institute, which conducts professional development and technical assistance activities for faculty, stafadministrators. The overall focus of the Project is facilitate the capacity of colleges and universities to meet the needs of its diverse student population, including students with disabilities. At the conclusion of the session, participants will have the opportunity to complete a Scholar application to be considered for the 2010-2011 academic year.
Developing a Distributive Education Program with an External Partner
Oh, The Places You Will Go!
1. Suggestions for Hybrid Class Group Projects
-Valerie Ooka Pang and
Andrea Saltzman-Martin
Wikis-Wikis are excellent avenues for students to take a great deal of information on a specific
topic and organize the data. In education, pre-service students develop a unit and gather
background knowledge on the set of lessons. In this way another teacher would have all the
information needed in order to teach the concept/issue/theme.
What is most important is to help students (preservice-teachers) stay on task and continue to be
organized. Often times they wait to the last minute and this does not work well with in depth
group projects, therefore the following reports build upon each other.
The following is only a sample used in a class where preservice teachers are asked to create a
culturally relevant teaching unit. For other classes, the format will differ.
Wiki Group Format Report 1-Due Week 3
Name of Group and Group Members
Introduction
Grade Level of the Wiki
Subject Areas
Group Member Roles and Responsibilities Identified
Culturally Relevant Content- What student knowledge are you building on in your unit?
Instructional Objectives of the Wiki (Instructional objectives should read something like "At the
conclusion of the unit, the student will be able to -then use active words such as define, draw, write,
explain, describe, etc. and give the info the student should be able to provide."--this way the teacher
knows exactly what she/he is teaching and student assessment ties in carefully with instructional
objectives. An example would be-"At the conclusion of this lesson on prejudice reduction, the student
will be able to define a stereotype as an overgeneralization based on a category used to treat others
unfairly and can also be explained as an untrue picture of another.")
Standards To Be Addressed-Identify source of standards, subject area
********************************************************
Wiki Group Format Report 2--Due Week 5
Report 2 includes all info from Report 1, and the additional information below:
Culturally Relevant Instructional Strategies- How will you teach the content to students? How will you
scaffold? Chunk information? Provide feedback?
Example Lessons: Identify or develop exceptional lessons
********************************************************
Wiki Group Format Report 3 includes all information from Reports 1 and 2, and the additional
info below: Due Week 7
Conclusion (What did the group find out researching their topic/issue that would help other teachers in
developing their units?)
References-Cite sources
1
2. Suggestions for Hybrid Class Group Projects
-Valerie Ooka Pang and
Andrea Saltzman-Martin
Resources-References that can be used to extend your unit.
Rubric-How will you assess students?
Group Presentations are then due in the face-to-face class Week 9.
The use of a jigsaw strategy is helpful in the completion of a group project, therefore after your group
has decided on what area you want to focus your wiki/website on, here are the various roles that
members of the group can take on:
Group Manager: Ensures that everyone in the group knows their role and sets deadlines for project components to
be finished.
Writer: Understands the entire project and writes the introduction and conclusion to tie all the elements
together of the wiki.
Resource Manager: Collects all of the references from each member and creates the reference section. (Written
material list such as articles and books and websites)
Editor: Reviews all contributions for spelling and grammar and also places all of the photos, texts, and
references into the Wiki.
Digital Consultant Brings in interesting graphics, presentation abilities, special digital knowledge
Group Member: Each member identifies sections of the Wiki to contribute.
**************************************************************************************
Public Service Announcements- PSA
PSAs are another excellent way for preservice teachers and other students to identify a specific message
that they would like to convey to others. The most difficult aspect of the PSA can be the development of
the opening and ending statements, however these statements are critical to the organization and
effectiveness of the PSA. These projects can be created using the software programs, imovie and Movie
Maker.
PSA (Information taken from
http://www.pbs.org/pov/pov2008/election/pdf/pov_whyvote_lesson.pdf)
Guidelines for your PSA
An effective PSA is:
• 30 seconds long or less
• grabs the viewers' attention
• makes one point concisely
• proposes a specific action to the audience
• gives contact information
• gives accurate facts
A PSA contains a combination of visual and audio elements (not necessarily all):
• an on-camera narration or voice over
• live action, animation, or still images
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3. Suggestions for Hybrid Class Group Projects
-Valerie Ooka Pang and
Andrea Saltzman-Martin
• text
• music
Key points to remember about the writing: (from The Community Tool Box)-
http://ctb.ku.edu/en/
• Because you've only got a few seconds to reach your audience (often 30 seconds or less),
the language should be simple and vivid. Take your time and make every word count.
Make your message crystal clear.
• The content of the writing should have the right "hooks" -- words or phrases that grab
attention -- to attract your audience (again, you need to know who your audience is). For
example, starting your PSA off with something like, "If you're between the ages of 25
and 44, you're more likely to die from AIDS than from any other disease."
• The PSA should usually (though maybe not 100% of the time) request a specific action,
such as calling a specific number to get more information. You ordinarily want listeners
to do something as a result of having heard the PSA.
Getting ready to write your PSA:
1. Choose points to focus on. Don't overload the viewer or listener with too many different
messages. List all the possible messages you'd like to get into the public mind, and then decide
on the one or two most vital points. For example, if your group educates people about asthma,
you might narrow it down to a simple focus point like, "If you have asthma, you shouldn't
smoke."
2. Brainstorm. This is also a good time to look at the PSA's that others have done for ideas. Get
together with your colleagues to toss around ideas about ways you can illustrate the main
point(s) you've chosen. If possible, include members of your target group in this process. If
you're aiming your PSA at African-American youth, for example, be sure to invite some African-
American youth to take part in brainstorming.
3. Check your facts. It's extremely important for your PSA to be accurate. Any facts should be
checked and verified before sending the PSA in. Is the information up to date? If there are any
demonstrations included in the PSA, are they done clearly and correctly?
******************************************************
Format for PSA Reports-Developed by Valerie Ooka Pang and Andrea Saltzman-Martin
PSA Group Report 1- Only one member needs to upload.
Name of Group and Group Members
Title of Video/Powerpoint/PSA Project
Introduction
Grade Level Target
3
4. Suggestions for Hybrid Class Group Projects
-Valerie Ooka Pang and
Andrea Saltzman-Martin
Subject Areas-(Can Be Used In)
Purpose of the Project-
Message to be Conveyed-Introductory Statement and Concluding Statements. These statements should
be powerful enough to get students thinking about the message. The concluding statement should
summarize your message in a concise and clear manner.
Instructional Objectives (Instructional objectives should read something like "At the conclusion of the
video, the student will be able to -then use active words such as define, write, explain, describe, etc. and
give the info the student should be able to provide."--this way the teacher knows exactly what she/he is
teaching and student assessment ties in carefully with instructional objectives. An example would
be-"At the conclusion of this lesson prejudice reduction, the student will be able to define a stereotype as
an overgeneralization based on a category used to treat others unfairly and can also be explained as an
untrue picture of another.")
**************
PSA Report 2
Report 2 will include all of the above and
How will the message Be "Chunked" (given in building blocks) in your project?-Logical progression of
thought in small "chunks."
Provide script for the project-
******************
PSA Report 3
Report 3 will include reports 1 and 2 and
Provide Assessment-How will your group assess the students' knowledge after viewing the
project?
Rubric for Assessment that can be given to students so they will know how they will be
evaluated.
References- Citations
Resources-Additional resources that teachers can use in the creation of their PSAs.
Everyone should have carefully identified roles. Here are suggestions:
Group Manager: Ensures that everyone in the group knows their role and sets deadlines for project components to
be finished.
Writer: Understands the entire project and writes the introduction and conclusion to tie all the elements
together of the PSA.
Resource Manager: Collects all of the references from each member and creates the reference section. (List all
references used such as articles, books, personal consultants, and websites)
Editor: Reviews all contributions for spelling and grammar and also places all of the photos, texts, and
references into the PSA; can create the PSA after all members provide each aspect.
Digital Consultant Brings in interesting graphics, videos, presentation abilities, special digital knowledge
4