The document discusses principles of effective online pedagogy, including interactivity, presence, and engaging students in content. It emphasizes the importance of interaction between students and instructors. Discussions should demonstrate presence, relevance to content, understanding of topics, and building community. Instructors can provide prompts to guide productive discussions and evaluate them using a discussion portfolio approach.
Online discussions can be one of the richest elements of your online experience. Electronic discussions offer
a unique opportunity to be
“
heard.
”
You don
’
t need to raise your hand and wait to be called on. You can
think carefully about what you want to say and look it over before you post it. You can consider the contribu-
tions of your peers more thoughtfully and go back to comments again when a second reading offers clarifica-
tion and a deeper understanding. Students in this course will engage in online discussions, both as participants
and as moderators.
Blogging, reflective learning and peer supportHazel Hall
Hazel Hall's paper presented at eLearning@Edinburgh: Improving feedback via technology, National e-Science Centre, University of Edinburgh, 25 April 2008.
Engage, reflect, achieve: the blog as a learning tool in an undergraduate moduleHazel Hall
Hazel Hall's paper, co-authored with Brian Davison, presented at Assessment for learning: designing strategies to engage students and enable learning, Napier University, Edinburgh, 21 June 2007. An associated full text journal paper is available in manuscript form from http://drhazelhall.files.wordpress.com/2013/01/2007_hall_davison_blogs_lisr.pdf, and in published form from http://www.sciencedirect.com/science/article/pii/S0740818807000448
Online discussions can be one of the richest elements of your online experience. Electronic discussions offer
a unique opportunity to be
“
heard.
”
You don
’
t need to raise your hand and wait to be called on. You can
think carefully about what you want to say and look it over before you post it. You can consider the contribu-
tions of your peers more thoughtfully and go back to comments again when a second reading offers clarifica-
tion and a deeper understanding. Students in this course will engage in online discussions, both as participants
and as moderators.
Blogging, reflective learning and peer supportHazel Hall
Hazel Hall's paper presented at eLearning@Edinburgh: Improving feedback via technology, National e-Science Centre, University of Edinburgh, 25 April 2008.
Engage, reflect, achieve: the blog as a learning tool in an undergraduate moduleHazel Hall
Hazel Hall's paper, co-authored with Brian Davison, presented at Assessment for learning: designing strategies to engage students and enable learning, Napier University, Edinburgh, 21 June 2007. An associated full text journal paper is available in manuscript form from http://drhazelhall.files.wordpress.com/2013/01/2007_hall_davison_blogs_lisr.pdf, and in published form from http://www.sciencedirect.com/science/article/pii/S0740818807000448
This is for Dr. Karen Swenson's presentation for the TWSIA Honorable Mention Presentation (held on Wednesday, June 16 @ 10:00-11:15am). If there are any problems with the presentation, please contact me (Amber D. Evans, adevans@vt.edu). If there are any questions about the presentation content, please contact Karen Swenson (karens@vt.edu). Enjoy the show!
Learning takes place in a social context and this context can offer many resources, including structure, continuity and motivation. Online, two primary learning types of context have been identified, networks and communities. While networks may offer a wealth of people and resources, communities appear to offer richer learning possibilities. It is therefore important to investigate how online learning communities can be formed from online networks, and whether such a shift benefits learners. The study reported here focuses on two groups of teenagers, one a formal learning group from the USA and the other an informal learning group from the UK. The groups were originally only weakly tied in a network, but aimed to create a single learning community through activity in an online forum, wiki and virtual world. Thematic analysis of their forum posts shows the importance of cohesive ties – grammatical devices used to construct coherent narratives – to the development of key elements of community: spirit, authority, trade and art.
This is a short Power Point presentation to explain how teacher generated Weblogs can solve several problems faced by the teacher in the English classroom.
This is for Dr. Karen Swenson's presentation for the TWSIA Honorable Mention Presentation (held on Wednesday, June 16 @ 10:00-11:15am). If there are any problems with the presentation, please contact me (Amber D. Evans, adevans@vt.edu). If there are any questions about the presentation content, please contact Karen Swenson (karens@vt.edu). Enjoy the show!
Learning takes place in a social context and this context can offer many resources, including structure, continuity and motivation. Online, two primary learning types of context have been identified, networks and communities. While networks may offer a wealth of people and resources, communities appear to offer richer learning possibilities. It is therefore important to investigate how online learning communities can be formed from online networks, and whether such a shift benefits learners. The study reported here focuses on two groups of teenagers, one a formal learning group from the USA and the other an informal learning group from the UK. The groups were originally only weakly tied in a network, but aimed to create a single learning community through activity in an online forum, wiki and virtual world. Thematic analysis of their forum posts shows the importance of cohesive ties – grammatical devices used to construct coherent narratives – to the development of key elements of community: spirit, authority, trade and art.
This is a short Power Point presentation to explain how teacher generated Weblogs can solve several problems faced by the teacher in the English classroom.
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Incorporating social media in the classroom to support self-determined (heuta...Lisa Marie Blaschke
Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
Shiny Objects, Classroom Practice and Professional GrowthE Brunsell
Elizabeth Alderton and I gave this presentation at the 2010 WiscNet Future Technology Conference.
The presentation focused on three research projects. Two related to integrating online discussion into a traditional face to face class (High school & Undergraduate). The other research project focuses on how classroom teachers are using Twitter for professional development.
http://www.wiscnet.net/Future-Technologies-Conference-2010/
WebQuest Introduction
1. Webquest on WebQuests
2. Students define essential features
3. minilecture (this presentation)
4. Students evaluate a WebQuest
5. Students introduced to "Create a WebQuest" assingment
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
![Bill Pelz “(My) Three Principles of Effective Online Pedagogy.” Journal of Asynchronous Learning Networks, Volume 8, Issue 3: June 2004 Interactivity “ Students can be required to interact with one another, with the professor, with the text, with the entire class, in small groups or teams, one-on-one with a partner, etc. In addition to discussing the course content, students can interact regarding assignments, problems to solve, case studies, lab activities, etc. Any course can be designed with required interactivity.” Presence Social Presence (creating community), Cognitive Presence (constructing meaning), Teaching Presence (facilitating and direct instruction) Provide an easy mechanism for students to have direct discussions with the instructor (ie: a “muddiest points” prompt). Engage Students in Content Readings, Podcasts / video, “kitchen Sink” Labs, web resources, simulations, etc. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Brunsell 12/17/09](https://image.slidesharecdn.com/brunsellonlineinstruction121709-091216230710-phpapp02/85/Online-Instruction-Cheat-Sheet-1-320.jpg)
![Brunsell 12/17/09 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Based on a presentation created for Educause by John Fritz (January 2009) http://www.umbc.edu/oit/hybrid/training/discussions/](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)