PPOCCID Sp09 Class 6v2

•Download as PPT, PDF•

0 likes•377 views

This document outlines the agenda and topics for an online course creation and instructional design class. The agenda includes team presentations, a discussion of final project requirements and dates, and time for students to meet in groups to work on their final projects. The document also lists learning outcomes for the course, which are that students will be able to identify elements of online course design, demonstrate pedagogical strategies for online courses, work collaboratively online, understand technical aspects of online learning, and create a plan for an online learning unit using the ADDIE instructional design model.

Principles & Practices of Online Course Creation & Instructional Design (PPOCCID) Jeffrey Keefer March 10, 2009—Class 6 [email_address] X75.9901.001—Spring 2009 Tuesdays, 6:30pm – 8:00pm Location: http://www.epsilen.com/Inst/nyu

Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Final Project Presentation Dates ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Group Meetings ,[object Object],[object Object]

Are We Making Progress? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Use the ADDIE Instructional Design Model

This session is part of the #AECT14 conference in Jacksonville, Florida. I was the co-presenter with Dr. William Sugar for this presentation. This session describes a study that analyzed the collaborative skills between an instructional designer and his clients over a fourteen-month period. Results revealed a variety of roles performed by an instructional designer, as well as an assortment of client relationships. During the presentation, a typology of instructional designer-client collaborative relationships will be described. It will include instructional designer’s roles, clients’ perceptions of the instructional designer’s role and the complexity involved with each instructional design project.

algie barredo

How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge? In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.

Enhance Your Cuuriculum

rmsander2001

Web Design Syllabus.docbutest

Ocdai seminar slidesTodd Smith

Session 5 TAA eLearning course

Yum Studio

Thecapstoneexperiencedebbie5410

Eld presentation (final)Ed Nagelhout

Draft Slides(1)Open University Learning Design Initiative

Seminar IM. Presentation week 5.

J Au

Photoshop in the primary school

Roseville College

This presentation was given during a recent Adobe online course called Photo Imaging - a crash course for the classroom. It gives examples of ways I use Photoshop Elements in my year 6 classroom. I use Photoshop Elements to reach some of my Art and Literacy outcomes. The skills my students learn are transferable and relevant, since Adobe Photoshop is still the market leader in photographic manipulation.

E-Learning Chemistry courseJennifer Walker

Beginning office wei's back to schoolBishop Amat High School

FDN016 week 3 rebrief

Tim Curtis

Compiling your ePortfolioJohn Pallister

Online virtual lesson outline

Attiya Karim Balghari

Creating a Student Online School NewspaperCharleston Day School

Integrating technology w_classroomDave Meister

Principais Medidas Na EducaçãO E No Trabalhocarloa1970

DelfinaColegio

Dib. Fig. 2

kleber moreno

Professional Summary

Joey Len

What's hot

Assignment n 3 2011Paula Ledesma

Meaningful learning through internet-based Project work - Workshop

Andres Atehortua

Enhance Your Cuuriculum

rmsander2001

Web Design Syllabus.docbutest

Ocdai seminar slidesTodd Smith

Session 5 TAA eLearning course

Yum Studio

Thecapstoneexperiencedebbie5410

Eld presentation (final)Ed Nagelhout

Draft Slides(1)Open University Learning Design Initiative

Seminar IM. Presentation week 5.

J Au

Photoshop in the primary school

Roseville College

E-Learning Chemistry courseJennifer Walker

Beginning office wei's back to schoolBishop Amat High School

FDN016 week 3 rebrief

Tim Curtis

Compiling your ePortfolioJohn Pallister

Online virtual lesson outline

Attiya Karim Balghari

Creating a Student Online School NewspaperCharleston Day School

Integrating technology w_classroomDave Meister

What's hot (18)

Assignment n 3 2011

Meaningful learning through internet-based Project work - Workshop

Enhance Your Cuuriculum

Web Design Syllabus.doc

Ocdai seminar slides

Session 5 TAA eLearning course

Thecapstoneexperience

Eld presentation (final)

Draft Slides(1)

Seminar IM. Presentation week 5.

Photoshop in the primary school

E-Learning Chemistry course

Beginning office wei's back to school

FDN016 week 3 rebrief

Compiling your ePortfolio

Online virtual lesson outline

Creating a Student Online School Newspaper

Integrating technology w_classroom

Viewers also liked

Principais Medidas Na EducaçãO E No Trabalhocarloa1970

DelfinaColegio

Dib. Fig. 2

kleber moreno

Professional Summary

Joey Len

rmk_080603cfinance22

Google Summer of Code™ (in German; neutral version)

Dirk Haun

Viewers also liked (6)

Principais Medidas Na EducaçãO E No Trabalho

Delfina

Dib. Fig. 2

Professional Summary

rmk_080603c

Google Summer of Code™ (in German; neutral version)

Similar to PPOCCID Sp09 Class 6v2

Designing and Developing a Blended Course: Best Practices for Japanese Learners

Parisa Mehran

This presentation outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University, implemented in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of design and development of the blended course will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design and development, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. The use of Open Educational Resources (OERs) will also be expounded in the light of Copy Right issues, and the authoring tools utilized in digitizing the materials alongside their merits and demerits will be described. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.

Best practices for teaching online

Ally Kimmel

Fall 07 Web Page Design Orientationmindysholder

Introduction to "Research in Workforce Education," 2017

Penn State University

715 Group project

emtinanalqurashi

ICT in ELTCourse - Final Project

Evelyn Izquierdo

Flipped class collaborative learning-kaliappan-rit

Ramco Institute of Technology, Rajapalayam, Tamilnadu, India

Introduction to WF ED 550,Research in Workforce Education, 12 January 2015

Penn State University

Building an online course (fundamentals)

Laura Widenor

III-1ece.pdf

RAVIKUMAR Digital Signal Processing

Cse 689 fall 2017

Bill Hamlin

Important Tips for Developing a Quality Online Coursemjrobertson

midtermChristie Rickert

Curriculum design, employability and digital identity

Jisc

Redesigning and teaching a blended course

Tanya Joosten

GDIT 715 final project

emtinanalqurashi

Sloan 2009 Instructional Strategies for Blended Learning

University of Central Florida

Design, Implementation, and Evaluation of an English Blended Course

Parisa Mehran

This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.

Online+: A standards-based approach to hybrid learningHeather Zink

Onlinetipskennesaw7

Similar to PPOCCID Sp09 Class 6v2 (20)

Designing and Developing a Blended Course: Best Practices for Japanese Learners

Best practices for teaching online

Fall 07 Web Page Design Orientation

Introduction to "Research in Workforce Education," 2017

715 Group project

ICT in ELTCourse - Final Project

Flipped class collaborative learning-kaliappan-rit

Introduction to WF ED 550,Research in Workforce Education, 12 January 2015

Building an online course (fundamentals)

III-1ece.pdf

Cse 689 fall 2017

Important Tips for Developing a Quality Online Course

midterm

Curriculum design, employability and digital identity

Redesigning and teaching a blended course

GDIT 715 final project

Sloan 2009 Instructional Strategies for Blended Learning

Design, Implementation, and Evaluation of an English Blended Course

Online+: A standards-based approach to hybrid learning

Onlinetips

More from Jeffrey Keefer

Connecting Scholarship in the Open: A Scoping Review of Academic Researcher P...

Jeffrey Keefer

Hashtags as Community and Learning Focal Points: #dLRNtags

Jeffrey Keefer

Plenary Panel | Innovation and Work: How does Digital Innovation affect the ...

Jeffrey Keefer

Pioneering alternate forms of collaboration: Technologies that support and si...

Jeffrey Keefer

Preparing for an uncertain future in Higher Education: Theoretical Implicati...

Jeffrey Keefer

These are my slides for the EARLI 2015 Conference http://www.earli2015.org/programme/ With numerous reasons to pursue doctoral education, methods to accomplish it, and kinds of doctorates to be had, research and practice doctoral degrees are increasingly blurred across institutions and their learners. With global inconsistencies increasing, it appears almost fashionable to try to reconceive what doing a doctorate means (Boud & Tennant, 2006; Chiteng Kot & Hendel, 2012; McAlpine & Norton, 2006). However, many of these studies seek to explore this area from the perspective of the higher education economy, industry, national standards, and disciplinary expectations—sometimes leaving the experiences, needs, and intentions of recent postgraduates to their own devices. This research theorizes the shifting nature of adjunct instructors with research degrees—those alternately known as part-time, contingent, temporary, casual, or non-permanent teachers in higher education—who cannot attain full-time research positions, and proposes a framework to reconceive their roles. This work problematizes what constitutes researcher education and how those who pursue it often do so regardless of realistic future work opportunities in their areas. The notion of Flexible Academics is developed as an identity to allow the role to be talked about as distinctive from an early career researcher, something different not only by the growing period it may last, but also because of its increasingly permanent possibility.

Just What Is Social in Social Media? An Actor-Network Critique of Twitter Age...

Jeffrey Keefer

These are the slides I presented at the #SMSociety15 conference https://smsociety15.sched.org/event/84f2409561cd92c5cc1fc5b8b01558f9 While social media includes the applications that support the creation and exchange of user generated and participatory content (Kaplan & Haenlein, 2010), the focus is commonly on the presentation or actions of users, the networks created on the platforms, and what we can do to promote our various WIIFMs (What’s In It For Me). It is less studied from the perspective of the networks themselves, especially through the influence and role of the non-human elements. Through this inverted perspective much may be learned, especially involving simple assumptions about the role of agency, namely the power to act (Latour, 2013). It is this social aspect of social media where actor-network theory can be most usefully employed, as the agency of things themselves may frequently be overlooked (Adams & Thompson, 2011) when rushing to understand the black box of assumptions present in social media research and practice.

Threshold Concepts and Postgraduate Struggles: The Development of a Framework...

Jeffrey Keefer

#Adjunct and #AltAc Empowerment: Using Twitter to Foster Online Learner Commu...

Jeffrey Keefer

Using Twitter for Personal & Professional Development

Jeffrey Keefer

Research Process and Methodology FA10 class 1v15Jeffrey Keefer

Principles and Practices of Online Course Creation and Instructional Design -...Jeffrey Keefer

Project Management for Training - Class 4

Jeffrey Keefer

Project Management for Training - Class 3

Jeffrey Keefer

Project Management for Training - Class 2

Jeffrey Keefer

Project Management for Training, class 1

Jeffrey Keefer

Principles & Practices of Online Course Creation & Instructional Design (PP...

Jeffrey Keefer

Principles & Practices of Online CourseCreation & Instructional Design (PPO...

Jeffrey Keefer

Social Media & Web 2.0

Jeffrey Keefer

What Is a Webinar, and How Can You Use It?

Jeffrey Keefer

More from Jeffrey Keefer (19)

Connecting Scholarship in the Open: A Scoping Review of Academic Researcher P...

Hashtags as Community and Learning Focal Points: #dLRNtags

Plenary Panel | Innovation and Work: How does Digital Innovation affect the ...

Pioneering alternate forms of collaboration: Technologies that support and si...

Preparing for an uncertain future in Higher Education: Theoretical Implicati...

Just What Is Social in Social Media? An Actor-Network Critique of Twitter Age...

Threshold Concepts and Postgraduate Struggles: The Development of a Framework...

#Adjunct and #AltAc Empowerment: Using Twitter to Foster Online Learner Commu...

Using Twitter for Personal & Professional Development

Research Process and Methodology FA10 class 1v15

Principles and Practices of Online Course Creation and Instructional Design -...

Project Management for Training - Class 4

Project Management for Training - Class 3

Project Management for Training - Class 2

Project Management for Training, class 1

Principles & Practices of Online Course Creation & Instructional Design (PP...

Principles & Practices of Online CourseCreation & Instructional Design (PPO...

Social Media & Web 2.0

What Is a Webinar, and How Can You Use It?

Recently uploaded

Introduction to AI for Nonprofits with Tapp Network

TechSoup

Palestine last event orientationfvgnh .pptx

RaedMohamed3

Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46

MysoreMuleSoftMeetup

Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46 Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/ Agenda ● Java 17 Upgrade Overview ● Why and by when do customers need to upgrade to Java 17? ● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond? ● Which MuleSoft products are in scope? For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/ YouTube:- youtube.com/@mulesoftmysore Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N Speaker:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Priya Shaw - https://www.linkedin.com/in/priya-shaw Organizers:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Giridhar Meka - https://www.linkedin.com/in/giridharmeka Priya Shaw - https://www.linkedin.com/in/priya-shaw Shyam Raj Prasad- https://www.linkedin.com/in/shyam-raj-prasad/

Polish students' mobility in the Czech Republic

Anna Sz.

The geography of Taylor Swift - some ideas

GeoBlogs

Language Across the Curriculm LAC B.Ed.

Atul Kumar Singh

The Accursed House by Émile Gaboriau.pptx

DhatriParmar

Model Attribute Check Company Auto Property

Celine George

2024.06.01 Introducing a competency framework for languag learning materials ...

Sandy Millin

http://sandymillin.wordpress.com/iateflwebinar2024 Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error. Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials. This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.

The approach at University of Liverpool.pptx

Jisc

A Strategic Approach: GenAI in Education

Peter 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.

Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf

TechSoup

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

Instructions for Submissions thorugh G- Classroom.pptx

Jheel Barad

Home assignment II on Spectroscopy 2024 Answers.pdf

Tamralipta Mahavidyalaya

CACJapan - GROUP Presentation 1- Wk 4.pdf

camakaiclarkmusic

Additional Benefits for Employee Website.pdf

joachimlavalley1

Unit 2- Research Aptitude (UGC NET Paper I).pdf

Thiyagu K

The Challenger.pdf DNHS Official Publication

Delapenabediema

How to Make a Field invisible in Odoo 17

Celine George

Recently uploaded (20)

Introduction to AI for Nonprofits with Tapp Network

Palestine last event orientationfvgnh .pptx

Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46

Polish students' mobility in the Czech Republic

The geography of Taylor Swift - some ideas

Language Across the Curriculm LAC B.Ed.

The Accursed House by Émile Gaboriau.pptx

Model Attribute Check Company Auto Property

2024.06.01 Introducing a competency framework for languag learning materials ...

The approach at University of Liverpool.pptx

A Strategic Approach: GenAI in Education

Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf

June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...

Instructions for Submissions thorugh G- Classroom.pptx

Home assignment II on Spectroscopy 2024 Answers.pdf

CACJapan - GROUP Presentation 1- Wk 4.pdf

Additional Benefits for Employee Website.pdf

Unit 2- Research Aptitude (UGC NET Paper I).pdf

The Challenger.pdf DNHS Official Publication

How to Make a Field invisible in Odoo 17

PPOCCID Sp09 Class 6v2

1. Principles & Practices of Online Course Creation & Instructional Design (PPOCCID) Jeffrey Keefer March 10, 2009—Class 6 [email_address] X75.9901.001—Spring 2009 Tuesdays, 6:30pm – 8:00pm Location: http://www.epsilen.com/Inst/nyu

3. Team Presentations #2

4. What Works & What Does Not?

5. Break

6. Final Project Presentation Dates

8. Final Project Rubric

10.

11. Use the ADDIE Instructional Design Model