This document discusses peer learning in online courses. It defines peer learning as students learning from each other without direct teacher intervention. The document outlines that peer learning has been shown to be effective both offline and online, as it allows for deeper discussions and scaling of online courses. It presents the Community of Inquiry framework and provides examples of how to structure peer learning through setting the online environment, modeling behaviors, assigning collaborative activities, and assessing student participation and engagement. Challenges with peer learning are also acknowledged around students perceiving peer feedback as less valuable and not being well trained in critique.
Dissemination and Implementation Research - Getting FundedHopkinsCFAR
Alice Ammerman, DrPh
Director, Center for Health Promotion and Disease Prevention
Professor, Department of Nutrition
Gillings School of Global Public Health
University of North Carolina
Continuing professional development - what, why, how?Emma Illingworth
A presentation that went with a workshop delivered as part of the programme for the New Professionals Day at the Chartered Institute of Library and Information Professionals (CILIP)
Dissemination and Implementation Research - Getting FundedHopkinsCFAR
Alice Ammerman, DrPh
Director, Center for Health Promotion and Disease Prevention
Professor, Department of Nutrition
Gillings School of Global Public Health
University of North Carolina
Continuing professional development - what, why, how?Emma Illingworth
A presentation that went with a workshop delivered as part of the programme for the New Professionals Day at the Chartered Institute of Library and Information Professionals (CILIP)
Teaching with questioning and answering methodtrak15
Outline:
Categories of Questions
Uses of Questions
Types of Questions According to Purpose
Types of Questions According to Level
Characteristics of Good Questions
Questioning Skills and Conduct of Good Questioning
Handling Student’s Response & Handling Student’s Questions
Sequence of Questions
A study of causes of students’ absenteeism in D.E.I. Educational Institutions...AMAR SHAKTI KUMAR
After research I have been found the causes of absenteeism and I have given suggestions for decrease it.
The causes of absenteeism are:-
1) Students don’t like timing of the class.
2) Students not interested in particular subject.
3) They don’t like instructor.
The entire study is based on primary data which have collected by filling questioner by all three study centers Students of B.com I Agra.
This powerpoint presentation is about Formative Assessment. It talks about What is FA?, Process of FA, Elements and the Use of FA. This PPT also talks about the 7 strategies of FA and what are some recommended strategies of FA. It also talks about the benefits and researchers that support Formative Assessment.
Kirkpatrick's Four-Level Training Evaluation ModelMaram Barqawi
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in 1959, in the US Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he published his best-known work, "Evaluating Training Programs."
It is a four level training evaluation model.
It helps trainers to measure the effectiveness of their training in an objective way.
Kirkpatrick’s model is a worldwide standard for evaluating the effectiveness of training.
Teaching with questioning and answering methodtrak15
Outline:
Categories of Questions
Uses of Questions
Types of Questions According to Purpose
Types of Questions According to Level
Characteristics of Good Questions
Questioning Skills and Conduct of Good Questioning
Handling Student’s Response & Handling Student’s Questions
Sequence of Questions
A study of causes of students’ absenteeism in D.E.I. Educational Institutions...AMAR SHAKTI KUMAR
After research I have been found the causes of absenteeism and I have given suggestions for decrease it.
The causes of absenteeism are:-
1) Students don’t like timing of the class.
2) Students not interested in particular subject.
3) They don’t like instructor.
The entire study is based on primary data which have collected by filling questioner by all three study centers Students of B.com I Agra.
This powerpoint presentation is about Formative Assessment. It talks about What is FA?, Process of FA, Elements and the Use of FA. This PPT also talks about the 7 strategies of FA and what are some recommended strategies of FA. It also talks about the benefits and researchers that support Formative Assessment.
Kirkpatrick's Four-Level Training Evaluation ModelMaram Barqawi
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in 1959, in the US Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he published his best-known work, "Evaluating Training Programs."
It is a four level training evaluation model.
It helps trainers to measure the effectiveness of their training in an objective way.
Kirkpatrick’s model is a worldwide standard for evaluating the effectiveness of training.
Creating Learning Communities and Developing Critical Thinking Through Online...CIEE
As we seek to reinvent study abroad for the 21st century, a more meaningful use of digital learning, including online courses, is a logical approach. From predeparture to re-entry, online instruction has great potential to deeply inform and even transform the study abroad experience on multiple levels. This session provides a framework for creating online discussion-board activities to encourage learning communities and critical thinking. Optimal instructor engagement also will be addressed. Data from our own courses and a bibliography will be included. Attendees will investigate the implications for their own programs through a guided discussion.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Proposing a model for the incremental development of peer assessment and feed...Laura Costelloe
Abstract
Literature suggests that a crucial element of peer assessment is feedback; through giving and receiving feedback, peer assessment works to engage student learning on a deeper level (Liu and Carless, 2006; Topping, 1998). Equally, the ability to give and receive feedback and to critique have been recognised as important life skills beyond the classroom that are applicable to work contexts. Given this reality, learning how to give constructive feedback should be viewed as ‘an essential generic skill’ (Cushing et al, 2011: 105).
This presentation reports on a model for an incremental trajectory for building confidence and competence in peer assessment and feedback for Higher Education learners. The model was developed from a case study of a postgraduate programme in an Irish Higher Education context. Arising from a small-scale study incorporating a combination of student feedback, teacher observations and informed by relevant literature (for more detail on the methodology underpinning the development of the model see Egan and Costelloe, 2016), the model recognises that giving and receiving peer feedback is not an innate skill and that learners require a scaffolded approach to develop the requisite skills (Adachi et al, 2018; Cassidy, 2006). This presentation focuses specifically on the ‘peer feedback’ component of the proposed model and outlines how the model might support incremental skill development, particularly (i) the ability to assess others, (ii) the ability to give and receive feedback and (iii) the ability to make judgments. The model suggests that learners should firstly become comfortable engaging in self-assessment tasks, which should incorporate a form of feedback from a more competent other. From here, self-assessment and peer-assessment should commence to allow the learner to understand how a peer may perceive elements of assessment and feedback differently. Following this, group-to group peer assessment and feedback is encouraged, as this can enhance confidence in judgement and communication of feedback. From this point, one-to-one and one-to-group peer assessment and feedback can commence.
We argue that such an approach encourages the use of peer assessment as and for learning, whereby students are gradually scaffolded - through various formative “low stakes” assessment tasks and activities - to develop the ability to provide formative peer feedback. While the model requires further testing and validation, it offers a pathway for practitioners for the incremental development of peer assessment and feedback skills.
ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien BCcampus
What are educational e-portfolios? How and when should we use them? What are some interesting current applications of e-portfolios in higher education? What are some of the benefits and challenges in using e-portfolios in assessment? What are some promising practices to address student learning goals and concerns about e-portfolios?
In this session, the presenters will provide you with an overview of recent research and practice examples of e-portfolios in post-secondary student assessment. You’re also invited to discuss your own experience with e-portfolios, uptake in your workplace, and ways to address some of the challenges for faculty and students.
http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#gail
EATAW conference - Managing Boundaries by Dujardin and FarbeyFlorence Dujardin
This short paper reports on the evaluation of an induction module offered on a Master’s course offered exclusively as e-learning. The aim was to ascertain whether the module arrangements provided a bridge between the professional community that students belong to and the academic community. An evaluation tool was used heuristically to assess components of induction (Forrester et al. 2005). Findings suggest that the module was successful in helping students negotiate their entry into postgraduate study and e-learning, and that the components provided a valuable tool for module evaluation.
Benefits of Online Developmental MathematicsSara Revesz
Incorporating online active learning components into your developmental mathematics courses creates value for your students and your school. Student success leads to student retention. Here's a short presentation that will help get educators and schools up to speed on measurable advantages.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Creating Effective Peer Learning Environments in Online Courses
1. Peer Learning
in Online
Courses VS
Vishal Sachdev
College Of Business
@vishalsachdev
http://www.linkedin.com/i
n/vishalsachdev
Presented @The
Graduate Academy for
College Teaching at
University of Illinois.
2. Agenda
• What is Peer Learning ?
• Is it effective?
• Why should you consider it for Online Courses?
• Peer Learning and Community of Inquiry Framework
• How would you do it?
• How do I do it?
3. Peer Learning
• … students learn with and from each other without the
immediate intervention of a teacher. (Boud et al. 1999)
Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment.
Assessment & Evaluation in Higher Education, 24(4), 413–426.
4. Cooperative / Active Learning
• Cooperative Learning
• Students are in control, but Instructor specifies goals, tasks,
resources, rewards(Topping 2005)
• Peer Collaboration
• Active Learning
• Peer Tutoring
• One student takes on an explicit role of a tutor.
Topping, K. J. (2005). Trends in peer learning. Educational psychology, 25(6), 631–645.
6. Peer Learning is effective - Offline
• Offline Study Groups
• Peer Tutoring : Benefits for both tutor and tutees (Topping
and Ehly 1998)
• Gains in transferable social and communication skills
• Increased likelihood of favorable opinions towards course
content
7. Peer learning is effective - Online
• Students feel isolated online( and Offline)
• Asynchronous communication allows for deeper, more
thoughtful discussions.
• Peer Learning allows for scaling of online courses
• Persistent storage of ideas allows for discovery of multiple
viewpoints.
10. How did I do it?
• Set the environment
• Model/Acknowledge/Train in appropriate behavior
• Assignments/Activities
• Assessment
11. Environment
• Self-presentation Social Presence
• Ice-Breaker Activity : Eight Nouns Forum
• Wiki Profile, Linkedin /Twitter account listing
• Technology orientation
• Discussion/wikis used for activities above.
• Include effective use of technology in rubrics
• Clear Directions and Rubrics
• Rubrics help in peer assessments(more later)
12. Model appropriate behavior
• High instructor visibility in initial weeks
• Recognize and highlight exemplar work in forums
• Give feedback as a peer in initial weeks
• Train users in peer feedback/critique
• Eg: Critical Friends approach
13. Assignments/Activities
• Large Group (40-50) Social Presence
• Ice Breakers
• Discussion on relevance of course to careers
• Can generate too much ‘noise’
• Small team(4-5) Social Presence, Cognitive Presence
• Teams prepare Point – Counter Point positions on a topic, and then
debate between pairs of groups with opposite positions.
14. Assignments
• Medium Group (10-15)
• Seed the forum with targeted discussion questions, one for each
student.
• Individual Assignments (short writeup), become source of
discussions
15. Assessments
• Low stake activities for training
• Peer Feedback/Critique Vs Peer Assessment
•
• Assess the Process Vs the Product
• In initial Phase
• Self and Peer Assessment tool in Blackboard
• Project teams - Peer Assessments
• CATME.org
16. Informal assessments of student
engagement
• Time spent on LMS
• Number of messages
• Content analysis
• Visualizations of Forums : http://www.snappvis.org/
• Self-report surveys
18. Challenges
• Students perceive peer feedback/evaluations
• As less useful compared to instructor feedback
• As busy work, with no real learning
• Not trained to critically review content
• Might make hasty conclusions about plagiarism in peer
evaluations
• Might criticize the student, instead of critiquing the work.
Peer learning (cooperative/active learning) has long been used in face-to-face teaching. But how do you create effective peer learning environments, assignments, and assessments in online and blended formats? In this session, you will learn about strategies to conduct effective peer learning sessions in blended/online environments.
Social Presence : The sense where the learner feels part of the community, by demonstrating willingness to engage in communication exchanges, perceives learners and instructor to be real people, and is able to project him or herself in the online environment confidently.cognitive presence: is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).
Eight nouns forum : 43 individuals, nodes scaled to degree, filter set to degree > 11