These slides were shared with participants who attended one of the breakout sessions at the 2002 Syllabus Conference in California. Information was presented at the session regarding how to narrate and stream PowerPoint slides.
This presentation was originally presented at the MERLOT 2008 conference.
http://conference.merlot.org/2009/Friday/settergren_e_friday.ppt
Providing interactive and engaging library instruction that addresses different learning styles for distance education students is a challenge because there is no face-to-face feedback or specified classroom time. The online librarian at the Minnesota School of Business offers practical solutions that can be accomplished with a small staff. Webinar style of instruction allows students to come together as they would in a classroom. A recording is produced for those who are unable to attend or want to review. In addition to live instruction, other interactive and printable tutorials and reference services meet the needs of distance education students.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
Slideshare: New and Easy-to-Use Web-based ToolCharles Ansorge
This is a slide show that describes Slideshare and a variety of ways that this tool can be used. It was created as a Quick LTA and will be shared at a future FridayLive! session that is sponsored by the Teaching, Learning, and Technology Group.
These slides were shared with participants who attended one of the breakout sessions at the 2002 Syllabus Conference in California. Information was presented at the session regarding how to narrate and stream PowerPoint slides.
This presentation was originally presented at the MERLOT 2008 conference.
http://conference.merlot.org/2009/Friday/settergren_e_friday.ppt
Providing interactive and engaging library instruction that addresses different learning styles for distance education students is a challenge because there is no face-to-face feedback or specified classroom time. The online librarian at the Minnesota School of Business offers practical solutions that can be accomplished with a small staff. Webinar style of instruction allows students to come together as they would in a classroom. A recording is produced for those who are unable to attend or want to review. In addition to live instruction, other interactive and printable tutorials and reference services meet the needs of distance education students.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
Slideshare: New and Easy-to-Use Web-based ToolCharles Ansorge
This is a slide show that describes Slideshare and a variety of ways that this tool can be used. It was created as a Quick LTA and will be shared at a future FridayLive! session that is sponsored by the Teaching, Learning, and Technology Group.
How are you using Moodle? Posting resources and announcements? Collecting assignments? Launching SCORM content? In a typical course, these activities are all you see, which means there are many Moodlers who are missing out on some of Moodle’s best features!
Personal Portals for Synchromodal Learning. MSU IT Conference 2013sandrasawaya
The traditional model of hybrid learning involves alternating class meetings between face-to-face and online modes. A second emerging model of hybrid learning includes both face-to-face and online students as equal partners in the same class sessions, also known as SynchroModal Learning. This presentation will describe and illustrate a range of strategies for SynchroModal learning, including examples from the Educational Psychology and Educational Technology (EPET) Hybrid Ph.D. program in the College of Education. A particular focus will be on the use of personal portals in which each remote participant has his or her own local presence using tools such as the iPad.
How are you using Moodle? Posting resources and announcements? Collecting assignments? Launching SCORM content? In a typical course, these activities are all you see, which means there are many Moodlers who are missing out on some of Moodle’s best features!
Personal Portals for Synchromodal Learning. MSU IT Conference 2013sandrasawaya
The traditional model of hybrid learning involves alternating class meetings between face-to-face and online modes. A second emerging model of hybrid learning includes both face-to-face and online students as equal partners in the same class sessions, also known as SynchroModal Learning. This presentation will describe and illustrate a range of strategies for SynchroModal learning, including examples from the Educational Psychology and Educational Technology (EPET) Hybrid Ph.D. program in the College of Education. A particular focus will be on the use of personal portals in which each remote participant has his or her own local presence using tools such as the iPad.
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
Strategies for keeping the eLearner engagedYum Studio
PowerPoint for session conducted for ACPET eLearning Public Workshops - "Strategies for keeping the eLearner engaged" by Michael Gwyther, yum productions
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include discussions, assessment, content delivery, and more. Course demonstrations included as well.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Learn Local Moodle Webinar #3 - Course formating ideasYum Studio
-Moodle plug ins that can extend course formatting options and how to install them.
-How to exploit Moodle section, resource and activity links to create custom navigation inside your Moodle course from text or icons.
39. Fully Online Knowledge Preparation for F2F Skills Workshop Blended – Mix of online & F2F Skill recognition/currency/RPL Skills update on demand Collaborative Learning with Peers Some Potential Models
40. Knowledge/Skills Industry Knowledge Staff Capacity Compliance eLearning Training Tools Collaboration Authentic Tasks Trainer/Learner Communication Model Self Paced eLearning Platform Structured Models of eLearning
41. This week coming up Then visit http ://www.ipadio.com/phlogs/MichaelGwyther / To hear your broadcast Get your own account at http://ipadio.com CALL: 1800-031439 Registered Number 1161409317625 PIN: 5676
42. Gallery of e learning strategies http://designing.flexiblelearning.net.au/gallery/all. htm Some good Resources
Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.