Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
Getting started with blended, University of TampaTanya Joosten
Blended learning combines online and face-to-face instruction. The document discusses considerations for transforming a course to the blended model. It provides definitions of blended learning and outlines steps to redesign a course, including determining what content, interactivity, and assessments work best online or in-person. The tips emphasize integrating online and face-to-face activities, managing expectations, and avoiding an excessive workload for students in a blended format.
The document provides guidance for effective online teaching. It recommends preparing a schedule and timetable, choosing an online teaching platform, obtaining institutional approval, and getting support from colleagues. It also suggests setting rules and etiquette for students, including dress code, muting/unmuting, and using video. During lessons, the document advises checking audio/video, encouraging interaction and questions, sharing daily life events, and not rushing completion. It concludes by recommending recapping, assigning homework, providing evaluation and feedback, and sharing additional resources and links with students.
This document provides guidance on creating flipped classroom videos. It discusses why teachers should make their own videos rather than relying solely on outside content. The document outlines the basic steps and equipment needed to make different types of lesson videos, such as chalk and talk, narrated slideshows, and illustrated lectures. Tips are provided on planning content, recording, editing, and publishing videos. The goal is to help teachers make high-quality yet time-efficient lesson videos for their students.
WA forum personalised learning and supportAdamBridgeman
This document discusses strategies for personalizing learning in large university classes. It describes providing pre-lecture videos and quizzes to prepare students and encourage attendance. Formative assessments and worksheets are used during lectures to engage students and identify misconceptions. Data from online activities and assessments is collected to personalize academic and learning support to individual students, such as providing remedial help, feedback, or referring students to support services. Faculty found this approach reduced failure and dropout rates, improved student engagement, and helped students feel more connected to their teachers.
Presentation detailing research by Sarah Lambert (University of Wollongong, Australia) into the different types of Moocs, including variables, learning design and assessment. Cases are presented with personal comments on the experience of the learner. Presented at a staff forum on 12/12/12 - extra comments added to the presentation to reflect the information shared by participants on their experience of different Moocs.
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
Getting started with blended, University of TampaTanya Joosten
Blended learning combines online and face-to-face instruction. The document discusses considerations for transforming a course to the blended model. It provides definitions of blended learning and outlines steps to redesign a course, including determining what content, interactivity, and assessments work best online or in-person. The tips emphasize integrating online and face-to-face activities, managing expectations, and avoiding an excessive workload for students in a blended format.
The document provides guidance for effective online teaching. It recommends preparing a schedule and timetable, choosing an online teaching platform, obtaining institutional approval, and getting support from colleagues. It also suggests setting rules and etiquette for students, including dress code, muting/unmuting, and using video. During lessons, the document advises checking audio/video, encouraging interaction and questions, sharing daily life events, and not rushing completion. It concludes by recommending recapping, assigning homework, providing evaluation and feedback, and sharing additional resources and links with students.
This document provides guidance on creating flipped classroom videos. It discusses why teachers should make their own videos rather than relying solely on outside content. The document outlines the basic steps and equipment needed to make different types of lesson videos, such as chalk and talk, narrated slideshows, and illustrated lectures. Tips are provided on planning content, recording, editing, and publishing videos. The goal is to help teachers make high-quality yet time-efficient lesson videos for their students.
WA forum personalised learning and supportAdamBridgeman
This document discusses strategies for personalizing learning in large university classes. It describes providing pre-lecture videos and quizzes to prepare students and encourage attendance. Formative assessments and worksheets are used during lectures to engage students and identify misconceptions. Data from online activities and assessments is collected to personalize academic and learning support to individual students, such as providing remedial help, feedback, or referring students to support services. Faculty found this approach reduced failure and dropout rates, improved student engagement, and helped students feel more connected to their teachers.
Presentation detailing research by Sarah Lambert (University of Wollongong, Australia) into the different types of Moocs, including variables, learning design and assessment. Cases are presented with personal comments on the experience of the learner. Presented at a staff forum on 12/12/12 - extra comments added to the presentation to reflect the information shared by participants on their experience of different Moocs.
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
using digital media technologies for creative Teaching and LearningElaine Humpleby
1) The document discusses using Prezi.com and blogs for creative teaching and learning with digital media. Prezi allows for 3D interactive presentations that students can access from anywhere with an internet connection.
2) Exam boards expect students to be independent learners, digitally literate, and able to do multi-tasking, critical theory, high quality productions, and group/individual work that combines theory and practice.
3) The author's teaching has become more digitally focused, using Prezi presentations, sharing materials online between students and teachers, and using Prezi's collaboration features like meetings for group work.
Catalyst Charter Middle School in Ripon, WI opened in 2012 with a project-based learning curriculum focused on digital citizenship, green futures, and STEM. The school implements a flipped classroom approach where students watch video lessons at home and class time is used for projects, collaboration, and personalized instruction. Teachers create engaging videos using tools like Jing, Screencast-O-Matic, and Educreations to introduce topics and homework. The school emphasizes using class time for deeper learning through practice, application, and making connections rather than memorization. Resources for flipped lessons are shared through the school's Wikispaces page, Pinterest board, and blog.
Tracey A. Stuckey-Mickell - Poster presentation from Sloan-C Workshop on Blended Learning in Higher Education. The Moraine Valley College Center for Teaching & Learning is working to align its professional development opportunities to Community College Survey of Student Engagement Benchmarks. This poster describes the process and plans for evaluating the effort.
The online teaching survival guide powerpointvettemole
The document provides an overview of online teaching best practices. It discusses the differences between online and campus courses, types of online courses, the four stages of an online course (beginning, early middle, late middle, closing), learning theories, 10 core learning principles, and 10 best practices for online teaching. It also provides tips and strategies for each stage of an online course on topics like launching discussions, giving feedback, managing projects, and closing a course.
The document discusses efforts by Freshman Studies mentors at Seton Hall University to engage incoming freshman students and foster community through the use of Web 2.0 technologies. They created a Freshman Studies blog where mentors posted information for students, and produced podcast episodes with tips for first year success. Students were informed of the blog via email and the Blackboard Class Community. While there were some challenges getting all mentors to contribute, the blog remains active and a formal assessment of its impact will be conducted at the end of the semester.
The document discusses different approaches to distance learning programs, including asynchronous discussion boards and synchronous online seminars using video conferencing tools. Student feedback indicated that the synchronous seminars helped students feel more engaged and motivated compared to asynchronous discussion boards. Students appreciated the convenience of attending seminars online but noted it could be harder to actively participate compared to in-person seminars. Emerging issues included how to build more flexibility and opportunities for student interaction into the online seminar format.
Helen Chenoby participated in Dr. Nellie's Moodle MOOC 10 course, which taught how to teach online using tools like Moodle, WizIQ, Google Drive, and presentation tools. Participants created videos and courses and learned by sharing with each other. Chenoby found it to be an effective and informative course, and is grateful to Dr. Nellie for the opportunity and to Nives for her support.
Learning in the Open: Faculty and Student Perspectives of blogging to Support...jsnugent
This document summarizes two teaching vignettes that used blogs and the open web for student reflection and identity exploration. In the first vignette, an elementary education course used a blog for students to reflect on their teaching experiences and development of personal, situated, and professional identities. In the second vignette, a graduate course used a learning journal blog to build community and engage students in new media. Both experienced challenges around student privacy and time commitment, but blogging provided opportunities for active learning and preparation for future faculty roles.
The fourth annual Second Life MOOC (SLMOOC17) will take place from June 1-30, 2017 focusing on connecting online for collaborative learning and teaching through virtual worlds like Second Life, Minecraft, or OpenSim, featuring live speaker presentations on teaching and learning in online and blended formats and providing weekly badges and a final certificate for completion.
The document discusses the benefits of online interaction for teaching and learning. It notes that structured online activities with clear tasks and goals can promote higher levels of interaction and engagement among students compared to less structured discussion forums. When activities require students to collaborate to complete authentic tasks, explain their reasoning, and achieve consensus, it supports the development of valuable skills like argumentation, teamwork, and knowledge construction. The document also describes an environmental science course that incorporates structured online conferencing activities to discuss real data collection and simulate international negotiations, providing an example of an interactive online learning design that engages students and enhances their learning experience.
The document summarizes Dorothea Lemke's experience transitioning information literacy courses at the Technical University of Munich to a webinar format. It describes two scenarios for previous webinar experiences, then outlines the university's motivation to offer webinars across its four campuses. Lemke details the webinar setup, emphasizing engagement of participants through interactive elements like polls, questions, and exercises. The summary concludes by noting over 75 webinars have been conducted, reaching over 1,100 participants, demonstrating the positive impact of adapting courses for an online format.
This document summarizes a presentation about designing and delivering engaging online classes. It discusses establishing an instructor presence through various technologies like YouTube, podcasting, and microlectures. It also covers establishing a community through activities like discussion boards and building a professional learning network. Several frameworks for online pedagogy are presented, like communities of inquiry and transactional distance theory. The document emphasizes principles like aligning assessments to objectives, providing clear communication, and creating flexible content using tools like Adobe Spark.
Topic A discusses creating a good social environment for online courses. It provides tips for getting to know you activities, small group activities, facilitating discussions, and other socializing tools and tasks. The role of the tutor in setting up the social environment, dealing with issues, and gradually transferring responsibility to students is also covered.
Topic B discusses encouraging online participation and motivation. It provides tips for setting ground rules, responding promptly and positively to students, showing empathy, and incorporating student ideas to create a sense of ownership. Handling both synchronous activities like online chats and asynchronous activities like forums is discussed. Factors to consider for course design decisions around using synchronous vs asynchronous activities are also summarized.
A MOOC (massively open online course) is an online course with unlimited participation and open access via the web. MOOCs are hosted on sites like wikis and blogs and allow for asynchronous learning. Course interactions occur through online venues like blogs and tweets. MOOCs alter the relationship between learners and instructors and between academia and the wider community. While MOOCs increase accessibility and collaboration, they may cause challenges for student assessment and faculty roles. As the model evolves, expectations and methods may become more standardized and predictable.
This document provides information about an online course called Moodle MOOC 10 (MM10) that will take place from May 1 to June 4, 2017. The purpose of the course is to connect educators and provide theoretical and practical ideas on how to improve instruction and learning by teaching online with Moodle. Participants will learn about and practice the features of Moodle, engage in collaborative learning, and learn best practices for teaching online with Moodle. The course will cover topics like creating video tutorials, teaming up with others, and connecting to additional online tools and platforms.
This document discusses strategies for improving teacher education and professional development through the use of technology. It outlines several viral and no-cost solutions that are being implemented, including FLEX (Foreign Language EXchange), the VA Teacher Educator Consortium, FLAVA (Foreign Language Association of Virginia), and service learning mentoring programs. These programs aim to insinuate technologies and organizations to provide training opportunities for current and future teachers on integrating new media into foreign language education. The document notes that while educational institutions say they want technological innovation, they are often unwilling to provide necessary training. It argues that bridging gaps requires getting both teacher trainers and new teachers proficient in using social media for teaching and learning.
Summary of the first year of the CSU Channel Islands Online Teaching Preparation Program: Spring 2014-Fall 2014. This faculty development program consists of three fully online courses: How to Humanize Your Online Course, How to Design Your Online Course, and Designing Engaging Online Activities. How did the first years' participants respond to learning to teach online through the lens of an online student? Did they feel the classes were worth their time? How much time did they spend on these courses? What did they learn?
A Blended Online Approach for Faculty Development in Online TeachingFeng Wang
Mount Saint Mary College implemented new policies requiring faculty training for teaching online courses. This included a blended online professional development course called "Teaching and Learning Online" over 4 weeks. The course provided intensive, practical training to help faculty redesign their online courses, including instructional design, interactions, assessments, and content development. It included readings, discussions, and a course design project. While some issues around workload and compensation remained, initial feedback on the training course was positive and led to improvements in online course quality.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
using digital media technologies for creative Teaching and LearningElaine Humpleby
1) The document discusses using Prezi.com and blogs for creative teaching and learning with digital media. Prezi allows for 3D interactive presentations that students can access from anywhere with an internet connection.
2) Exam boards expect students to be independent learners, digitally literate, and able to do multi-tasking, critical theory, high quality productions, and group/individual work that combines theory and practice.
3) The author's teaching has become more digitally focused, using Prezi presentations, sharing materials online between students and teachers, and using Prezi's collaboration features like meetings for group work.
Catalyst Charter Middle School in Ripon, WI opened in 2012 with a project-based learning curriculum focused on digital citizenship, green futures, and STEM. The school implements a flipped classroom approach where students watch video lessons at home and class time is used for projects, collaboration, and personalized instruction. Teachers create engaging videos using tools like Jing, Screencast-O-Matic, and Educreations to introduce topics and homework. The school emphasizes using class time for deeper learning through practice, application, and making connections rather than memorization. Resources for flipped lessons are shared through the school's Wikispaces page, Pinterest board, and blog.
Tracey A. Stuckey-Mickell - Poster presentation from Sloan-C Workshop on Blended Learning in Higher Education. The Moraine Valley College Center for Teaching & Learning is working to align its professional development opportunities to Community College Survey of Student Engagement Benchmarks. This poster describes the process and plans for evaluating the effort.
The online teaching survival guide powerpointvettemole
The document provides an overview of online teaching best practices. It discusses the differences between online and campus courses, types of online courses, the four stages of an online course (beginning, early middle, late middle, closing), learning theories, 10 core learning principles, and 10 best practices for online teaching. It also provides tips and strategies for each stage of an online course on topics like launching discussions, giving feedback, managing projects, and closing a course.
The document discusses efforts by Freshman Studies mentors at Seton Hall University to engage incoming freshman students and foster community through the use of Web 2.0 technologies. They created a Freshman Studies blog where mentors posted information for students, and produced podcast episodes with tips for first year success. Students were informed of the blog via email and the Blackboard Class Community. While there were some challenges getting all mentors to contribute, the blog remains active and a formal assessment of its impact will be conducted at the end of the semester.
The document discusses different approaches to distance learning programs, including asynchronous discussion boards and synchronous online seminars using video conferencing tools. Student feedback indicated that the synchronous seminars helped students feel more engaged and motivated compared to asynchronous discussion boards. Students appreciated the convenience of attending seminars online but noted it could be harder to actively participate compared to in-person seminars. Emerging issues included how to build more flexibility and opportunities for student interaction into the online seminar format.
Helen Chenoby participated in Dr. Nellie's Moodle MOOC 10 course, which taught how to teach online using tools like Moodle, WizIQ, Google Drive, and presentation tools. Participants created videos and courses and learned by sharing with each other. Chenoby found it to be an effective and informative course, and is grateful to Dr. Nellie for the opportunity and to Nives for her support.
Learning in the Open: Faculty and Student Perspectives of blogging to Support...jsnugent
This document summarizes two teaching vignettes that used blogs and the open web for student reflection and identity exploration. In the first vignette, an elementary education course used a blog for students to reflect on their teaching experiences and development of personal, situated, and professional identities. In the second vignette, a graduate course used a learning journal blog to build community and engage students in new media. Both experienced challenges around student privacy and time commitment, but blogging provided opportunities for active learning and preparation for future faculty roles.
The fourth annual Second Life MOOC (SLMOOC17) will take place from June 1-30, 2017 focusing on connecting online for collaborative learning and teaching through virtual worlds like Second Life, Minecraft, or OpenSim, featuring live speaker presentations on teaching and learning in online and blended formats and providing weekly badges and a final certificate for completion.
The document discusses the benefits of online interaction for teaching and learning. It notes that structured online activities with clear tasks and goals can promote higher levels of interaction and engagement among students compared to less structured discussion forums. When activities require students to collaborate to complete authentic tasks, explain their reasoning, and achieve consensus, it supports the development of valuable skills like argumentation, teamwork, and knowledge construction. The document also describes an environmental science course that incorporates structured online conferencing activities to discuss real data collection and simulate international negotiations, providing an example of an interactive online learning design that engages students and enhances their learning experience.
The document summarizes Dorothea Lemke's experience transitioning information literacy courses at the Technical University of Munich to a webinar format. It describes two scenarios for previous webinar experiences, then outlines the university's motivation to offer webinars across its four campuses. Lemke details the webinar setup, emphasizing engagement of participants through interactive elements like polls, questions, and exercises. The summary concludes by noting over 75 webinars have been conducted, reaching over 1,100 participants, demonstrating the positive impact of adapting courses for an online format.
This document summarizes a presentation about designing and delivering engaging online classes. It discusses establishing an instructor presence through various technologies like YouTube, podcasting, and microlectures. It also covers establishing a community through activities like discussion boards and building a professional learning network. Several frameworks for online pedagogy are presented, like communities of inquiry and transactional distance theory. The document emphasizes principles like aligning assessments to objectives, providing clear communication, and creating flexible content using tools like Adobe Spark.
Topic A discusses creating a good social environment for online courses. It provides tips for getting to know you activities, small group activities, facilitating discussions, and other socializing tools and tasks. The role of the tutor in setting up the social environment, dealing with issues, and gradually transferring responsibility to students is also covered.
Topic B discusses encouraging online participation and motivation. It provides tips for setting ground rules, responding promptly and positively to students, showing empathy, and incorporating student ideas to create a sense of ownership. Handling both synchronous activities like online chats and asynchronous activities like forums is discussed. Factors to consider for course design decisions around using synchronous vs asynchronous activities are also summarized.
A MOOC (massively open online course) is an online course with unlimited participation and open access via the web. MOOCs are hosted on sites like wikis and blogs and allow for asynchronous learning. Course interactions occur through online venues like blogs and tweets. MOOCs alter the relationship between learners and instructors and between academia and the wider community. While MOOCs increase accessibility and collaboration, they may cause challenges for student assessment and faculty roles. As the model evolves, expectations and methods may become more standardized and predictable.
This document provides information about an online course called Moodle MOOC 10 (MM10) that will take place from May 1 to June 4, 2017. The purpose of the course is to connect educators and provide theoretical and practical ideas on how to improve instruction and learning by teaching online with Moodle. Participants will learn about and practice the features of Moodle, engage in collaborative learning, and learn best practices for teaching online with Moodle. The course will cover topics like creating video tutorials, teaming up with others, and connecting to additional online tools and platforms.
This document discusses strategies for improving teacher education and professional development through the use of technology. It outlines several viral and no-cost solutions that are being implemented, including FLEX (Foreign Language EXchange), the VA Teacher Educator Consortium, FLAVA (Foreign Language Association of Virginia), and service learning mentoring programs. These programs aim to insinuate technologies and organizations to provide training opportunities for current and future teachers on integrating new media into foreign language education. The document notes that while educational institutions say they want technological innovation, they are often unwilling to provide necessary training. It argues that bridging gaps requires getting both teacher trainers and new teachers proficient in using social media for teaching and learning.
Summary of the first year of the CSU Channel Islands Online Teaching Preparation Program: Spring 2014-Fall 2014. This faculty development program consists of three fully online courses: How to Humanize Your Online Course, How to Design Your Online Course, and Designing Engaging Online Activities. How did the first years' participants respond to learning to teach online through the lens of an online student? Did they feel the classes were worth their time? How much time did they spend on these courses? What did they learn?
A Blended Online Approach for Faculty Development in Online TeachingFeng Wang
Mount Saint Mary College implemented new policies requiring faculty training for teaching online courses. This included a blended online professional development course called "Teaching and Learning Online" over 4 weeks. The course provided intensive, practical training to help faculty redesign their online courses, including instructional design, interactions, assessments, and content development. It included readings, discussions, and a course design project. While some issues around workload and compensation remained, initial feedback on the training course was positive and led to improvements in online course quality.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
Each fall, the Learning Enhancement Center at MCNY publishes Luminaria, its newsletter. This year's focuses on the MOOC (Massive Open Online Course) phenomenon in higher education. Edited and redesigned by Nathan Schiller, the issue features an interview with MCNY President Vinton Thompson, a firsthand account of taking a MOOC, an investigation into MOOCs' low completion rates, and much more.
E-learning can be an isolating experience, but combining it with social learning improves student outcomes. The document describes a pilot course that combined online modules, webinars, assignments, and a learning network. Students completed assignments and gave feedback on a blog. Webinars provided instruction and discussion. The learning network allowed peer-to-peer learning through forums, blogs, and collaborating on assignments. Evaluations found the social approach motivated students and the support of instructors and peers helped with completion rates. The model showed potential for flexible, worldwide training while reducing isolation in online learning.
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
This document provides an overview of online teaching and learning. It discusses key elements of online instruction including course design, student engagement, and assessment. The document outlines best practices for online teaching such as making learning active, using a variety of resources, having a visible instructor presence, and applying andragogical principles. It also discusses common course design problems like endless content, unintuitive navigation, unclear directions, low accessibility, and broken links. The goal is to build foundational knowledge for instructors new to online teaching on creating effective online courses and student-centered online learning experiences.
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
I-HE2020 The European Maturity Model for Blended EducationEADTU
The document describes the development of the European Maturity Model for Blended Education (EMBED). It was created through a strategic partnership to provide a reference model for developing and implementing blended learning at higher education institutions. The model considers blended learning at the course, program, and institutional levels. It was developed through a literature review and interviews with experts. A conceptual framework was created containing dimensions and indicators to assess maturity. The model was validated through a Delphi study with experts achieving over 75% consensus. Next steps include creating a self-assessment tool and implementation guidelines.
This document discusses using MOOCs to increase lifelong learning skills. It proposes blending MOOCs into classroom lessons to make learning more passionate and self-regulated. An ongoing project combines MOOCs with content and language integrated learning (CLIL) in French and English classes. Preliminary results show increased student motivation and digital literacy, as well as teachers learning to offer guidance while trusting students. The document advocates shifting towards lifelong learning for all by creating personal, passionate learning journeys using open educational resources like MOOCs.
You're Teaching a Hybrid Class Etudes Summit 2015 Jim Marteney
This document provides guidance for teaching a hybrid or blended class. It begins by acknowledging the challenges and uncertainties teachers may face in transitioning to this new format. It then addresses several key questions teachers should consider, such as determining the purpose of blending modalities, how online and in-person content and activities can complement each other, how to assess students, and how to ensure students understand the value of both components. Throughout, it emphasizes the importance of training and support for teachers taking on the new blended approach.
1) Four higher education institutions in South Africa collaborated to design and facilitate a short course on teaching with emerging technologies across institutional boundaries.
2) The course aimed to address shared challenges around limited resources and promote sharing of best practices between institutions. It used cloud-based tools instead of individual institutional learning management systems.
3) Participants reported that the flexible design, emphasis on reflection and practice, and modeling of using technology for meaningful learning achieved the goals of empowering educators and transforming teaching practices. Areas for ongoing work include developing collaborative models that foster knowledge sharing while minimizing intellectual tensions.
This document summarizes a presentation about using YouTube to extend microteaching sessions for pre-service teachers in an online teacher education course. Students created YouTube videos of their microteachings to practice teaching and receive feedback. Key findings included that students got to know each other by discussing their videos, learned the technology quickly with peer support, and their videos provided a valuable performance-based assessment of their teaching skills. However, some videos focused too much on content and not enough on engaging students. Overall, the YouTube project provided valuable practice and assessment, but improvements are still needed to better align the course with a performance-based approach.
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
This document discusses strategies for effective distance learning. It defines distance education and outlines the presenter's goals of discussing pedagogical issues, solutions using digital tools, and enhancing the learning experience. The presenter advocates for using tools like Mentimeter to engage students, building community, and increasing asynchronous involvement. Characteristics of successful distance learning include variety, cooperation, interaction, flexibility, and active learning. Tools like Peergrade can support peer assessment and social learning. Overall, distance learning should provide a meaningful experience, transform learning, and allow formative assessment.
Similar to Postgraduate Certificate E-learning (20)
This document provides information about the MSc Learning and Technology program at Glyndwr University, including the institutional and personal drivers for incorporating e-learning, program details, benefits of the program, typical students, and contact information. The key points are:
- Institutional drivers include having a higher standard than many UK e-learning programs and being fully online. Personal drivers relate to acquiring skills to apply technologies to support learners.
- The program has exit awards at the postgraduate certificate, postgraduate diploma, and MSc levels and focuses on pedagogy, technology, implementation, innovation, and digital scholarship.
- Benefits are skills and knowledge to apply technologies to support learners in various fields.
The document discusses the use of technology in teaching and addresses concerns about students' overreliance on certain technologies throughout history, from slates and paper to ink, pens, and computers. It also covers strategies for flipping the classroom using technologies like lecture capture, wikis, blogs, podcasts, and social media. The presentation concludes by looking at the future of technology-enhanced learning at Glyndwr University.
This document discusses considerations for designing online and blended learning courses. It notes that the focus should be on learning rather than technology. While virtual learning environments (VLEs) are common, existing classroom materials and teaching strategies may not directly translate online and should be modified. Blended approaches that avoid duplication and develop technology-enhanced activities are recommended. Moving courses online requires recognizing the differences from face-to-face settings and providing scaffolding and ways to facilitate and measure student engagement. Social constructivism and collaborative learning are important online as students help each other learn. Authentic assessments that are time-sensitive and product-based can help address isolation issues.
This document outlines best practices for assessment and feedback in education. It discusses that assessment should help students learn and provide information to teachers to improve teaching. The key principles of good feedback are that it facilitates self-assessment, encourages dialogue, helps clarify expectations, provides opportunities to improve, delivers high-quality information to students, and encourages positive motivation and self-esteem. The document also provides tips to effectively structure and deliver feedback to students through rubrics, starting with positives, providing constructive criticism, and ending on a positive note. Finally, it lists ways that assessment can hinder learning if not properly implemented, such as not explaining expectations or only assessing at the end.
The document discusses teaching with technology and flipping the classroom. It introduces flipping the classroom, which involves assigning lectures for homework and using class time for activities and discussion. It provides examples of technologies that can be used to facilitate flipping the classroom, such as lecture capture software, blogs, podcasts, and social media. The document encourages using new technologies, like open educational resources and MOOCs, while noting the importance of ongoing conversations through platforms like Twitter.
This document discusses using technology in teaching and addresses both benefits and challenges. It explores drivers for online learning like student expectations but also barriers like skepticism from teachers. The document emphasizes that technology should enhance learning rather than be the focus, and provides examples of blended learning approaches and how technology affects issues like self and community.
This document provides tips for improving PowerPoint presentations. It recommends using sans-serif fonts sized at 24 points, following the rule of six by limiting slides to six items or fewer, and adding impact with images. Sources are credited for any slides or photographs used under Creative Commons licensing.
Designing your online or blended learning courseClive Buckley
This document provides guidance on designing effective online and blended learning courses. It emphasizes that online learning requires a different approach than traditional classroom teaching. Existing classroom materials and strategies often do not directly translate online without modification. The document suggests utilizing the affordances of technology to create interactive and collaborative learning experiences, such as forums, authentic projects, and time-sensitive activities. It also stresses the importance of community and facilitating engagement in the online environment.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
5. The solution? Coherent, accredited programme – the Postgraduate Certificate in E-learning: Theory and Practice Flexible ! Delivered entirely on-line Design principle...
6. Dangers of on-line, distance study...... Science course delivered on-line to Missouri students 1999 - 2006
13. Flexible yet structured.... Week Number Start Date Topic / Activity 0 18 Feb 10 Preparing for study Familiarisation with the module aims, the learning outcomes and the assessment methods. 1 22 Feb 10 Introductions Building your e-portfolio and establishing your course blog 2 01 Mar 10 Teachers, learners and learning on-line 3 08 Mar 10 Getting to know your learners 4 15 Mar 10 Drivers and Barriers to E-learning 5 22 Mar 10 That Community Spirit