Ope Educational Resources or OERs improve student outcomes, learning objectives and retention. This is the collection of slides from a workshop for University at Albany Faculty held on November 3, 2017 as part of a SUNY IITG grant-funded project.
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
Liberal Education & America's Promise (LEAP) Initiative's Impact on Informati...Elizabeth Dolinger
Presented at ACRL National Conference in Indianapolis Indiana April 11, 2013. Research on the impact of the AAC&U's LEAP initiative on Information Literacy Programs in higher education.
Effective Online Communication and PresentationIain Doherty
This is a presentation that I gave to student teachers at Ningbo Polytechnic on effective online presentation and communication skills. I decided to broaden the presentation out a bit to talk about effective teaching online.
In 2017, MU Library’s Teaching & Research Development team moved from a subject-based model of library support to a functional model, based around the core functions of our team i.e. Research Support; Academic Engagement; and Teaching & Learning.
Central to this change was the development of a new teaching programme, to be multi-disciplinary and standardised in approach, and considering information literacy provision in its widest context. The teaching programme is mapped to MU Library’s Information Literacy Strategy Framework. Classes under the programme were first delivered in 2018.
Our teaching programme focuses on activity-based classes to achieve the five IL competencies identified in our Framework.
In our presentation, we will explain the context and background to our decision to move to a functional model, with reference to the University’s new undergraduate curriculum, which focuses on critical skills, offers students opportunities to engage in experiential learning, and provides a multi-disciplinary focus for student module choices.
Aine will describe the process of creating a menu of class options with standardised lesson plans and content for our classes, and the pedagogical practice of student learning through active engagement.
She will give examples of this work in practice, showcasing tools used (e.g. Mentimeter software) and activities undertaken, and talk about the successes and areas for learning arising from the classes.
However, a key focus of our paper is to look at the practical aspect of class delivery and the benefits to co-delivery of these classes. How does this work in practice?
Catherine will share her experience of co-delivering the classes, and describe her role, offering recommendations about successful delivery of activity-based classes.
We hope conference attendees will find our session practical, thought-provoking and will be able to take away some ideas for similar classes in their library, in whichever sector.
UAlbany Open Access Day Presentation on OER GrantElaine Lasda
Ope Educational Resources or OERs improve student outcomes, learning objectives and retention. This is the collection of slides from my presentation with J. Slichko outlining the details of our incentivized worshops offered as a partnership between UAlbany IT Services and the Libraries, funded by a SUNY IITG grant.
Liberal Education & America's Promise (LEAP) Initiative's Impact on Informati...Elizabeth Dolinger
Presented at ACRL National Conference in Indianapolis Indiana April 11, 2013. Research on the impact of the AAC&U's LEAP initiative on Information Literacy Programs in higher education.
Effective Online Communication and PresentationIain Doherty
This is a presentation that I gave to student teachers at Ningbo Polytechnic on effective online presentation and communication skills. I decided to broaden the presentation out a bit to talk about effective teaching online.
In 2017, MU Library’s Teaching & Research Development team moved from a subject-based model of library support to a functional model, based around the core functions of our team i.e. Research Support; Academic Engagement; and Teaching & Learning.
Central to this change was the development of a new teaching programme, to be multi-disciplinary and standardised in approach, and considering information literacy provision in its widest context. The teaching programme is mapped to MU Library’s Information Literacy Strategy Framework. Classes under the programme were first delivered in 2018.
Our teaching programme focuses on activity-based classes to achieve the five IL competencies identified in our Framework.
In our presentation, we will explain the context and background to our decision to move to a functional model, with reference to the University’s new undergraduate curriculum, which focuses on critical skills, offers students opportunities to engage in experiential learning, and provides a multi-disciplinary focus for student module choices.
Aine will describe the process of creating a menu of class options with standardised lesson plans and content for our classes, and the pedagogical practice of student learning through active engagement.
She will give examples of this work in practice, showcasing tools used (e.g. Mentimeter software) and activities undertaken, and talk about the successes and areas for learning arising from the classes.
However, a key focus of our paper is to look at the practical aspect of class delivery and the benefits to co-delivery of these classes. How does this work in practice?
Catherine will share her experience of co-delivering the classes, and describe her role, offering recommendations about successful delivery of activity-based classes.
We hope conference attendees will find our session practical, thought-provoking and will be able to take away some ideas for similar classes in their library, in whichever sector.
UAlbany Open Access Day Presentation on OER GrantElaine Lasda
Ope Educational Resources or OERs improve student outcomes, learning objectives and retention. This is the collection of slides from my presentation with J. Slichko outlining the details of our incentivized worshops offered as a partnership between UAlbany IT Services and the Libraries, funded by a SUNY IITG grant.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Online education has been with us for 21+ years and we’ve leaned lots. We developed good protocols for teaching online; how to use an LMS: discussion forums, quizzes, the best formats for docs, comm’s and messages. But we now have more collaborative forms of learning and assessment have seen new tools emerge that help us to systematise these new approaches. But many of these tools do not sit in our LMS. But wait, what did we do before we had all these technologies? We have always had ways of creating engaging learning experiences. Authentic assessment is still authentic assessment, but we now have a new kit bag of tools to help us deliver this. Resurgent teaching methods in the light of contemporary online environments
Improving the Student Experience of the LMS (La Trobe University, Learning & ...Tom Cotton
Workshop delivered about issues in designing and running subjects through an LMS from a student's perspective. Essentially a free flowing discussion among the attendees (academics). As each issue was raised by attendees, the corresponding topic slide was selected to demonstrated the issue and how it was solved. [Shared with permission 10/11/17]
Your Systematic Review: Getting StartedElaine Lasda
Presentation for University at Albany- SUNY community related to best practices for conducting systematic reviews and other evidence synthesis practices.
Research Impact in Specialized Settings: 3 Case StudiesElaine Lasda
Presentation of 3 case studies where research impact metrics are used to further the mission of institutions and organizations out of the traditional academic millieu.
Scholarly Metrics in Specialized SettingsElaine Lasda
Presentation for the Bibliometric and Research Impact Community (BRIC) of Canada on case studies of research impact in specialized settings. Focus on Michigan Publishing by co-presenter Rebecca Welzenbach
Early Career Tactics to Increase Scholarly ImpactElaine Lasda
Workshp for Ph.D. candidates, postdocs and faculy on how bilbiometrics, altmetrics, open access, ORCID, and other resources enable greater visibility of research output.
Data and Libraries: How I learned to stop worrying and love the spreadsheetElaine Lasda
Half-day workshop for academic, public, and special librarians on effective use of data in their libraries. Attendees learned to evaluate the quality and veracity of data, understand basic concepts related to data interpretation, and discuss key elements of effective visualization of data-based information.
Open Educational Resources (OERs): A Game Changer For Higher EdElaine Lasda
Brief overview of open educational resources (OERs): the what, when and why of using them. Options for accessing, creating and modifying OERs. Potential roles for libraries, IT, faculty/professors, and students.
Poster Presentation for 4:am Altmetrics Conference, Toronto ON, CA and National Institutes of Health Bibliometrics and Assessment Conference, Bethesda MD, US
Getting "Fancy" With Your Library Data!Elaine Lasda
Key considerations when developing data-driven actionable insights for reaching library stakeholders. Improve library services, understand library workflows, target resource acquisitions, make the library a better place through data analysis!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. OPEN to Possibilities
A collaboration between
UAlbany Libraries, Ed-Tech Center, &
SUNY OER Services. Made possible
by SUNY IITG
November 3, 2017
2.
3. Piedra, Nelson & Chicaiza, Janneth & López, J & Martinez, Oscar & Tovar, Edmundo. (2010). An approach for description of Open Educational Resources based on semantic technologies. 1111 - 1119.
10.1109/EDUCON.2010.5492453.
4. Today’s Agenda
9:30 Welcome & Introductions
9:50 Intro to OER & CC
10:30 Faculty Guest Speaker – Dr. P.D. Magnus
11:00 Evaluation Activity
11:45 Lunch
12:30 Searching & Remixing
2:00 Course Design Considerations
2:45 Bb Organization, Next steps, Workshop Survey
5. Your Support / Superheroes!
Elaine Lasda, M.L.S.
Associate Librarian
University Libraries – DEW 201
Julie Slichko, Ph.D.
Instructional Developer
Ed Tech Center – LC 27
6. Introductions – Please Introduce yourself
1. Name
2. Department
3. Course you are redesigning
4. Semester you are hoping to teach
8. Innovative Instruction
Technology Grants
• Enhance teaching and learning
• Develop instructional talent
• Create communities of practice cross-discipline & institution
• Improve instructional practices
• Extend teaching and learning environments
http://commons.suny.edu/iitg/
9. A Three-Pronged Course Redesign Program to
Incorporate OERs into Online Classes:
Instruction, Interaction, Incentive
(Tier II , $20,000)
10. Project Objectives
1. Development of online course materials
• 300 students,12 courses, saving $43,500/semester.
2. Sustainable course redesign model
• Workshop, Consultation, Community of Practice
3. Incentive for participation
• $1,500 stipend upon completion of program
26. Adapt the rubric to meet your needs!
• How are you going to check the accuracy of OER content?
• What is the major relevant content that must be included in the OER?
• What are your course objectives, and of those, which does the OER help
fulfill?
• How will you evaluate the assignments and assessments in the OER?
• What diversity/inclusion criteria are important for your discipline and the
OERs used?
27. Peer Review of OERs
https://textbooks.opensuny.org/volunteer-with-ost/reviewer-info/peer-review-guidelines/
28.
29. Search, Edit & Remix
Laura K. Murray
OER Coordinator & Librarian
SUNY OER Services & CUNY OER
30.
31. What should Landin do next ?
A. Review the open resources to see if they support/align with his
objectives
B. Add more open resources to provide students with additional
information
C. Add learning activities prior to the midterm
D. Implement a midterm paper instead of midterm exam to assess learning.
34. Practice and Feedback are Crucial !
“Practice is the most important ingredient
of effective instruction;
it speeds up learning,
aids long-term retention,
and facilitates recall.”
- Barbara Seels (1997)
FreeGreatPicture.com -
35.
36. To begin with the end in mind means to start
with a clear understanding of your destination.
It means to know where you are going
so that you better understand where you are now
so that the steps you take are always in the
right direction.
- Stephen R. Covey, The Seven Habits of Highly Effective People
39. Learning Outcomes/
Course Objectives
Summative Assessments Teaching and Learning Activities Resources to Support
How will my students be different after taking this
course?
What will they be able to do?
How will I know that the students have
changed?
What activities will allow me to provide
timely feedback?
What resources do my students need to
engage in the learning activities?
Course Design Worksheet
45. Please take a moment to fill
out our survey.
Blackboard Organization >
Workshop > Workshop
Survey
Editor's Notes
930
When I think of OPEN resources my brain starts popping with all kinds of terms and ideas.
The objective of today’s workshop is the first step of your adoption process but also a way for you to unpack some of this scary stuff.
Where to begin? … and OMG I don’t have six months to sift through this stuff, let alone 6 minutes.
Our goal overall is to make sense of this process – organized chaos if you will
Today ( and throughout the process ) we are going to touch on each part of this.
Bathrooms
Lunch
Jam Packed agenda but the hope is that we will be done by 3pm
I’d love to do a superhero cartoon!
Tell you a little bit about the grant so that you have the big picture
Julie
IITGs come from an Innovative Instruction Transformation Team
A vision for a “network of networks” emerged, including tools and practices that will collaboratively increase efficiency and capacity for SUNY-wide delivery of high quality instruction. Encourage community of practice across disciplines and institutions
Elaine and I applied for a Tier 2 grant -- $20,000 – Lucky for you we got it!
EL
Conceptualized a model – researched models
Examples of funded projects - other R1 institution initiative
Goal – providing incentives for faculty
Goal – step 1 adoption , not creating
Online coursework – access and international pop – strategic university ___
JS ?
Faculty accepted have to meet 2 objectives 1) Redesign - 6 fac per semester – total 12 courses – by avg # students x avg textbook cost $145 = total savings per semester - substantial significant
Faculty had to demonstrate savings in their proposal
Ongoing support – Instruction session, Expert guidance , and Peer Support ( workshop, F/U consultation with a design team of and community of practice via Blackboard and suite of resources from Library Guide )
Incentive – completing the model and providing outcomes data
That is where we are going….
Mike Daly is going to give us the big picture as to where SUNY & NY State is heading
9:50
Many with Many Hats AKA Sharer and Carer
Assistant Professor,
Instruction/Public Services Librarian at Fulton Montgomery
Serves as - Open Education Resources (OER) mentor for SUNY OER Services, working with SUNY institutions and faculty to adopt OER
As well as several committees – too many to list and has worked on several Grants but most importantly
Graduate of UAlbany’s MSIS program. Give it up for our very own graduate - Michael Daly
http://www.fmcc.edu/about/directory_listings/michael-v-daly-489/
10:25
10:30
P.D. Magnus Professor and Philosophy Department Chair, received his PhD from UC San Diego. His primary research is in the philosophy of science, motivated by a fallibilist but non-sceptical conception of scientific knowledge. He is also the author of an open access textbook, and we brought him here to inspire you about the possibilities for faculty who use, remix, and eventually create their own OERs. P.D.'s work, forall x, is an introductory textbook in formal logic. It covers translation, proofs, and formal semantics for sentential and predicate logic.
It is available under a Creative Commons license as a free download. Insofar as a logic textbook is concerned, you might say it has gone viral. But I'll let HIM tell you the story.
11:00
Meet Lisa!
She shows students how to avoid paying for textbooks. here is some of her advice:
Get outdated editions, use eBay, half.com, discounters
Don't buy recommended texts
Etc, etc,
In conferences I’ve attended on OERs, I’ve heard from other institutions that surprisingly, the most challenging aspect of selecting and adopting OERs that instructors face is how to evaluate open resources. Why do you think that is?
So evaluating is a challenge, but we’re here today to think this through, and develop a framework or rubric for evaluating materials for this redesign process. First, what do you think makes a textbook “good”
Whats wrong with this textbook example?
This is not a textbook example, but is likely a student-generated meme expressing a concern we need to address.
Reputation of author
Reputation of publisher
Already departmentally adopted (for whatever reasons)
Here are some criteria you’ll want to think about for ANY textbook (discuss)
Here are some additional factors we need to consider with open content.
There are many rubrics on the LibGuide for your consideration but we are going to do an exercise with a nice, basic checklist. It has some elements that are standard to all of our needs, but you will need to adapt it in order to make certain your evaluation process meets the departmental, disciplinary, and course specific needs.
Rubric is Page 6 in the handout.
Another possibility is to be a textbook peer reviewer!
11:45
Lunch is served down the hall
Let's try to be back at 1230.
12:30
Laura K. Murray is an OER Coordinator for SUNY OER Services and an Open Education Librarian for the OER division of the CUNY Office of Library Services.
She coordinates and develops OER support services for both SUNY and CUNY.
A librarian, instructional designer, photographer, runner, chef …. And we’ve added another title “DJ” because she is going to teach us to remix – Miss-mix-a lot – Laura Murry
2:00
Designing your course. This process is not about swapping out textbooks.
½ Sheet of paper
What is the best strategy ?
Debrief
Expose misconceptions -
1 – more content is better;
2 – free means students will access;
3- students don’t need practice or feedback;
4 - a new assessment will yield different results.
Why not A – that should have been done – ELAINE's Evaluation
Why not B ---
Why not D – If he doesn't do A and C - same results
Don’t overload students with stuff because there is a lot out there.
I don’t think I would be able to use one of these tools adequately because there is just too much
More is not better.
1st question – Do your assessments align with your objectives?
Do the resources support the objectives?
They may be fun, engaging but if they do not help your students understand the content that is assessed and they are not aligned with your objectives…
Just because it is free does not mean that students will read it watch it. You have align you content so that it supports the learning activities
Read quote
Think back to learning to drive. How many read the driver’s manual and then went to take their actual driving test ? Nobody. You have to take the written to get a learner’s permit so that you may practice …. AND maybe your parents gave you a lot of FEEDBACK.
Everything in life is practice and feedback come is various forms. Don’t forget peer feedback as well. It doesn’t always have to come from the
Read quote
Stephen Covey wrote ---
This is true in education. Most start with the text book, assign readings, and then questions to answer.
But backward design has you begin with the end in mind.
How are your students going to change because of their course?
What are they going to be able to DO after your course?
What is transferrable?
What is worth knowing?
2. How will you know they have changed, understood, or transferred?
What is the acceptable evidence to prove they can transfer their knowledge? (write a program, write a paragraph in English, solve a problem through appling a concept or equasion)
3. How will you “check for understanding” along the way ? AND equally important
What feedback will you provide so that they can adjust their thinking?
4. What resources support the objectives, assessments, and learning and teaching experience?
This redesign process is meant to have you rethink your content. What is worth knowing?
2:30
In your packet – you have this worksheet. There are electronic copies in the Blackboard Org
I’m going to give you some time to work on this now but
we would like this completed when you meet with Elaine and I.
245
These LTIs are being tested in Blackboard
In your packet you have an explanation about Lumen Learning
Merlot stands for Multimedia Educational Resource for Learning and Online Teaching Merlot.org
Open up Blackboard Org
Show –
Workshop folders
Design
All things grant related
Lib Guide
Ask them to take a survey