The document discusses digital teaching methods and virtual courses. It provides an overview of various digital tools that can be used in teaching like EduPedia, webinars, video, and iBooks Author. It also outlines Virtuella's 10 commandments for planning and running virtual courses. Teachers expressed positive reactions to the workshop, finding it useful for sharing experiences and being inspired to incorporate more virtual elements into their own teaching. The success of Teacher 3.0 is attributed to its focus on teaching, encouragement to just try things out, involvement of students, collaborative approach, step-by-step guidance, and management support.
The document summarizes key trends in e-learning in higher education over time, including the development of learning management systems, social media, mobile technologies, and MOOCs. It discusses both the promise and limitations of new technologies, and advocates for a learning design approach to guide effective technology integration and pedagogical practices. The talk concludes by exploring implications for institutions, including the potential disaggregation of education into separate components like resources, pathways, support and accreditation.
Making Blended Learning Work in Vocational Education & Training (VET)Circulus Education
Podcast: Making Blended Learning Work in VET
More and more RTOs in Australia are looking at online learning or blended learning as an effective delivery method. In this podcast, Genna-Leigh (Circulus Education) discussed the topic with Sophie Lanham (Futurum) and drew out conclusion on best practice in implementing blended learning.
Podcast recorded by Circulus Education.
www.circulus.com.au
'Een praktische toolkit voor blended learning' - Chris Rouwenhorst & Martine ...SURF Events
De Universiteit Twente heeft verschillende ervaringen opgedaan met blended-learningtrajecten. Deze trajecten variëren van kleine onderwijseenheden tot volledige vakken. Om docenten en onderwijsadviseurs te ondersteunen in het ontwerp- en ontwikkelproces van blended learning is een toolkit ontwikkeld. Deze toolkit biedt praktische, behapbare handvatten voor blended learning. Hij is gebaseerd op literatuur en ervaringen en volgt het onderwijsontwerpmodel ADDIE. Er zitten verschillende ondersteunende materialen in, voor iedere stap van het ontwerpproces. De materialen samen kunnen gebruikt worden voor het opzetten van een volledige course. De materialen kunnen ook afzonderlijk van elkaar gebruikt worden (bijvoorbeeld voor het ontwikkelen van een enkel webinar). Tijdens deze sessie hoor je onze ervaringen.
This document discusses the benefits of using different forms of technology in the classroom, including overhead projectors, digital projectors, and document cameras. It explains that overhead projectors allow teachers to face students while teaching, create reusable transparencies, and write on transparencies during instruction. Digital projectors and document cameras can display images, video, and 3D objects for lessons. The document concludes that incorporating technology keeps students engaged, helps them remember lessons through visuals, and outlines how the author plans to use a digital projector, overhead projector, and video study guides.
Terri Johnson, Director of Instructional Technology, Carroll University
Our campus introduced faculty “Bootcamps” as a way to engage faculty in redesigning face-to-face courses for online delivery. Bootcamps were 3-day workshops developed to overcome factors contributing to technology anxiety among faculty, such as time constraints and lack of rewards. I will demonstrate how our approach to Bootcamp can be applied in other faculty development scenarios as provided by the audience. Participants will leave with ideas of how to overcome obstacles to faculty development efforts.
Blended learning involves a mix of online learning (synchronous and/or asynchronous) and learning during meetings where learners are physically present. Deltion uses a good mix of learning with and without technology. Various forms of ICT are used at Deltion for blended learning, including the classroom, streaming, digital assessment, e-learning, simulations, and an in-class student response system. Most learning occurs informally through activities like gaming, online communities, social learning, on-demand learning, and career learning, rather than formal classroom or virtual classroom settings.
The document discusses digital teaching methods and virtual courses. It provides an overview of various digital tools that can be used in teaching like EduPedia, webinars, video, and iBooks Author. It also outlines Virtuella's 10 commandments for planning and running virtual courses. Teachers expressed positive reactions to the workshop, finding it useful for sharing experiences and being inspired to incorporate more virtual elements into their own teaching. The success of Teacher 3.0 is attributed to its focus on teaching, encouragement to just try things out, involvement of students, collaborative approach, step-by-step guidance, and management support.
The document summarizes key trends in e-learning in higher education over time, including the development of learning management systems, social media, mobile technologies, and MOOCs. It discusses both the promise and limitations of new technologies, and advocates for a learning design approach to guide effective technology integration and pedagogical practices. The talk concludes by exploring implications for institutions, including the potential disaggregation of education into separate components like resources, pathways, support and accreditation.
Making Blended Learning Work in Vocational Education & Training (VET)Circulus Education
Podcast: Making Blended Learning Work in VET
More and more RTOs in Australia are looking at online learning or blended learning as an effective delivery method. In this podcast, Genna-Leigh (Circulus Education) discussed the topic with Sophie Lanham (Futurum) and drew out conclusion on best practice in implementing blended learning.
Podcast recorded by Circulus Education.
www.circulus.com.au
'Een praktische toolkit voor blended learning' - Chris Rouwenhorst & Martine ...SURF Events
De Universiteit Twente heeft verschillende ervaringen opgedaan met blended-learningtrajecten. Deze trajecten variëren van kleine onderwijseenheden tot volledige vakken. Om docenten en onderwijsadviseurs te ondersteunen in het ontwerp- en ontwikkelproces van blended learning is een toolkit ontwikkeld. Deze toolkit biedt praktische, behapbare handvatten voor blended learning. Hij is gebaseerd op literatuur en ervaringen en volgt het onderwijsontwerpmodel ADDIE. Er zitten verschillende ondersteunende materialen in, voor iedere stap van het ontwerpproces. De materialen samen kunnen gebruikt worden voor het opzetten van een volledige course. De materialen kunnen ook afzonderlijk van elkaar gebruikt worden (bijvoorbeeld voor het ontwikkelen van een enkel webinar). Tijdens deze sessie hoor je onze ervaringen.
This document discusses the benefits of using different forms of technology in the classroom, including overhead projectors, digital projectors, and document cameras. It explains that overhead projectors allow teachers to face students while teaching, create reusable transparencies, and write on transparencies during instruction. Digital projectors and document cameras can display images, video, and 3D objects for lessons. The document concludes that incorporating technology keeps students engaged, helps them remember lessons through visuals, and outlines how the author plans to use a digital projector, overhead projector, and video study guides.
Terri Johnson, Director of Instructional Technology, Carroll University
Our campus introduced faculty “Bootcamps” as a way to engage faculty in redesigning face-to-face courses for online delivery. Bootcamps were 3-day workshops developed to overcome factors contributing to technology anxiety among faculty, such as time constraints and lack of rewards. I will demonstrate how our approach to Bootcamp can be applied in other faculty development scenarios as provided by the audience. Participants will leave with ideas of how to overcome obstacles to faculty development efforts.
Blended learning involves a mix of online learning (synchronous and/or asynchronous) and learning during meetings where learners are physically present. Deltion uses a good mix of learning with and without technology. Various forms of ICT are used at Deltion for blended learning, including the classroom, streaming, digital assessment, e-learning, simulations, and an in-class student response system. Most learning occurs informally through activities like gaming, online communities, social learning, on-demand learning, and career learning, rather than formal classroom or virtual classroom settings.
This document discusses using screencasts for online and blended learning. It defines key terms like screencast and blended learning. A screencast is a digital recording of computer screen output with audio narration. Blended learning combines face-to-face and online learning. The flipped classroom model uses screencasts to deliver lectures as homework so class time can be used for inquiry-based learning. The document provides examples of how screencasts can be used and recommends free tools like Screencast-o-Matic for creating screencasts to deliver content, provide tutorials, and assess student understanding.
Presentation for academics on the flipped classroom approach. It includes information about benefits and challenges, and practical implementation tips.
The document discusses the flipped classroom model of education. In a flipped classroom, students watch video lectures and demonstrations at home as homework. Class time is then spent doing hands-on activities, discussions, collaborations and getting help from teachers. This allows teachers to spend more one-on-one time with students instead of lecturing. However, students need access to technology and motivation to watch the videos outside of class. The document also describes some features of a flipped classroom application, including using existing YouTube videos, organizing content by subject, and creating flashcards linked to specific video points.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Online learning for MOOC team developersNelson Jorge
This document outlines an agenda for a presentation on online learning and MOOCs. The presentation covers the pedagogy of MOOCs, how to plan a MOOC by defining objectives and activities, leveraging a MOOC, and an introduction to the edX online learning platform. It discusses designing online learning activities, the importance of community for online students, and different types of MOOCs and assessments that can be used on edX.
"Tricks of the Trade" 5 tips for campus-wide lecture capture by Leon HuijbersREC:all project
This presentation was given by Leon Huijbers, Head of the Library NewMedia Centre, Technical University of Delft, Netherlands on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
The document provides guidance for teachers on organizing content for a flipped classroom website. Key recommendations include creating teacher-made videos between 5-7 minutes and including class resources, discussion boards, and instructor contact information. The document stresses that flipped classrooms require significant time for site maintenance and video editing. It also emphasizes allowing flexibility in implementation, providing access and tutorials to students and parents, and using class time for application and projects based on video lessons.
Samples of Online Learning & Assessment Materials | Circulus Education PortfolioCirculus Education
At Circulus Education, we are firm believers in making learning more fun and engaging for the learners. One of our most popular services is content development: we work with you to convert your existing teaching materials or develop them from scratch.
The end results are teaching & assessment resources that can be delivered online or in face to face sessions, fully customisable and updatable, fit for purpose, and most importantly - resources that your teachers and students will want to use!
See more of what we do at www.circulus.com.au or contact us today for a demo.
This document discusses scenarios-based learning (SBL) and its implementation in an online technical writing course. SBL aims to actively engage students through problem-based scenarios that mirror real-world experiences. The technical writing course used SBL by establishing students as employees in a fictional business where they collaborated on projects. While this engaged some students, others struggled with the online format and independent nature of the work. The document also outlines scenarios for designing an online course using SBL, including creating course structure, experiential learning activities, and authentic assessments. Faculty participating in this seminar designed online course modules, with most choosing to further develop their courses online.
A special online version about the use of screen capture to produce leaning content for Flipped Classroom delivery. This presentation focuses on the use of SnagIT
The document discusses the flipped classroom model of instruction. It defines the flipped classroom as events that traditionally took place in class now taking place outside of class and vice versa. The flipped classroom leverages technology to pair learning activities with the appropriate learning environment. While it may include students watching recorded lectures at home, that is not required. The document outlines why educators may want to flip their classroom, such as students taking a more active role in learning and gaining a deeper understanding. It also provides tips on designing flipped lessons and lists tools that can be used to create, present, distribute, and reflect on flipped content. The document aims to inspire teachers to rethink their pedagogy and use technology to change how they have always taught.
This self-guided online course was created to introduce new staff to using Blackboard after it was found that some new staff could not attend face-to-face training or did not think training was needed. The course used principles of experiential, self-directed, and connectivist learning by allowing users to learn at their own pace through interactive activities and videos that demonstrated how to use Blackboard tools. Usage statistics showed that while many visited the site, few engaged deeply with the interactive elements, and a survey found that most users who knew of the site found it useful, with the main lesson being that better promotion was needed to increase awareness of the training among new staff.
This document discusses the use of web annotation in an open education environment at Universitat Oberta de Catalunya (UOC). It describes how UOC is an online university that provides open courseware to over 45,000 students. It also discusses several annotation use cases, the impact of annotations on open courseware for collaborative knowledge building, tools that were evaluated like Diigo, and UOC's own web annotation tool called UOCLet. Future developments aim to reduce teacher workload and facilitate easier student use through a more integrated and intuitive annotation interface.
'The Good the Bad and the Ugly' of Collaborate UltraGreen Belinda
This document discusses the implementation of the Collaborate Ultra video conferencing tool at the University of Northampton. It describes both the benefits and challenges experienced by students and teachers. While Collaborate helped increase engagement and inclusion, technical issues caused disruptions. Recommendations include thorough testing, developing use cases, and ensuring support is available to build confidence in the tool. With effort, Collaborate shows potential to enhance learning, but successful adoption requires addressing connectivity problems and supporting new pedagogical approaches.
Durham 2018 from pilot to service kelly hallKelly Hall
The document summarizes the University of Edinburgh's experience piloting and adopting the virtual classroom tool Collaborate Ultra. It describes four key use cases of the tool: for online postgraduate information sessions, an undergraduate student induction pilot, biosafety training courses, and a university-wide lecture recording rollout. Overall, users found Collaborate Ultra easier to use than the previous version and liked the improved audio and video quality. However, some issues were encountered around participant limits and the lack of certain collaboration features. The document concludes that renewing Collaborate for another year would allow further improvements and adoption across more use cases at the university.
Introduction to the ‘Using technology tools for teaching online’ portfolioauthors boards
Introduction to the ‘Using technology tools for teaching online’ portfolio
Welcome to the ‘Using technology tools for teaching online’ portfolio. This document accompanies the course on ‘Using technology tools for teaching online’ in the Teaching Online programme.
This document provides best practices for organizing content and assigning work in the Canvas learning management system. It recommends:
1. Organizing course content logically and consistently using modules, with clear instructions for navigation. Content can be added as pages, files, URLs or external tools directly into modules.
2. Using consistent headers and organization within modules, such as organizing by week, chapter, or type of content. Modules can include requirements to guide students.
3. Transforming classroom work into digital submissions using assignments, discussions, or external tools. Groups and group assignments can facilitate collaboration.
Quizzes can be created with questions banks and accessibility settings automated. The gradebook integrates with assignments, quizzes
This document discusses principles for designing intuitive graphical user interfaces (GUIs). It emphasizes that GUIs should be simple, intuitive and minimize user effort. Key principles include catering designs for both occasional and frequent users, providing feedback for user actions, hiding complexity through progressive disclosure, and using passive elements like checkboxes instead of active buttons when possible. Extensive user testing is also emphasized to catch usability issues.
This document discusses using screencasts for online and blended learning. It defines key terms like screencast and blended learning. A screencast is a digital recording of computer screen output with audio narration. Blended learning combines face-to-face and online learning. The flipped classroom model uses screencasts to deliver lectures as homework so class time can be used for inquiry-based learning. The document provides examples of how screencasts can be used and recommends free tools like Screencast-o-Matic for creating screencasts to deliver content, provide tutorials, and assess student understanding.
Presentation for academics on the flipped classroom approach. It includes information about benefits and challenges, and practical implementation tips.
The document discusses the flipped classroom model of education. In a flipped classroom, students watch video lectures and demonstrations at home as homework. Class time is then spent doing hands-on activities, discussions, collaborations and getting help from teachers. This allows teachers to spend more one-on-one time with students instead of lecturing. However, students need access to technology and motivation to watch the videos outside of class. The document also describes some features of a flipped classroom application, including using existing YouTube videos, organizing content by subject, and creating flashcards linked to specific video points.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Online learning for MOOC team developersNelson Jorge
This document outlines an agenda for a presentation on online learning and MOOCs. The presentation covers the pedagogy of MOOCs, how to plan a MOOC by defining objectives and activities, leveraging a MOOC, and an introduction to the edX online learning platform. It discusses designing online learning activities, the importance of community for online students, and different types of MOOCs and assessments that can be used on edX.
"Tricks of the Trade" 5 tips for campus-wide lecture capture by Leon HuijbersREC:all project
This presentation was given by Leon Huijbers, Head of the Library NewMedia Centre, Technical University of Delft, Netherlands on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
The document provides guidance for teachers on organizing content for a flipped classroom website. Key recommendations include creating teacher-made videos between 5-7 minutes and including class resources, discussion boards, and instructor contact information. The document stresses that flipped classrooms require significant time for site maintenance and video editing. It also emphasizes allowing flexibility in implementation, providing access and tutorials to students and parents, and using class time for application and projects based on video lessons.
Samples of Online Learning & Assessment Materials | Circulus Education PortfolioCirculus Education
At Circulus Education, we are firm believers in making learning more fun and engaging for the learners. One of our most popular services is content development: we work with you to convert your existing teaching materials or develop them from scratch.
The end results are teaching & assessment resources that can be delivered online or in face to face sessions, fully customisable and updatable, fit for purpose, and most importantly - resources that your teachers and students will want to use!
See more of what we do at www.circulus.com.au or contact us today for a demo.
This document discusses scenarios-based learning (SBL) and its implementation in an online technical writing course. SBL aims to actively engage students through problem-based scenarios that mirror real-world experiences. The technical writing course used SBL by establishing students as employees in a fictional business where they collaborated on projects. While this engaged some students, others struggled with the online format and independent nature of the work. The document also outlines scenarios for designing an online course using SBL, including creating course structure, experiential learning activities, and authentic assessments. Faculty participating in this seminar designed online course modules, with most choosing to further develop their courses online.
A special online version about the use of screen capture to produce leaning content for Flipped Classroom delivery. This presentation focuses on the use of SnagIT
The document discusses the flipped classroom model of instruction. It defines the flipped classroom as events that traditionally took place in class now taking place outside of class and vice versa. The flipped classroom leverages technology to pair learning activities with the appropriate learning environment. While it may include students watching recorded lectures at home, that is not required. The document outlines why educators may want to flip their classroom, such as students taking a more active role in learning and gaining a deeper understanding. It also provides tips on designing flipped lessons and lists tools that can be used to create, present, distribute, and reflect on flipped content. The document aims to inspire teachers to rethink their pedagogy and use technology to change how they have always taught.
This self-guided online course was created to introduce new staff to using Blackboard after it was found that some new staff could not attend face-to-face training or did not think training was needed. The course used principles of experiential, self-directed, and connectivist learning by allowing users to learn at their own pace through interactive activities and videos that demonstrated how to use Blackboard tools. Usage statistics showed that while many visited the site, few engaged deeply with the interactive elements, and a survey found that most users who knew of the site found it useful, with the main lesson being that better promotion was needed to increase awareness of the training among new staff.
This document discusses the use of web annotation in an open education environment at Universitat Oberta de Catalunya (UOC). It describes how UOC is an online university that provides open courseware to over 45,000 students. It also discusses several annotation use cases, the impact of annotations on open courseware for collaborative knowledge building, tools that were evaluated like Diigo, and UOC's own web annotation tool called UOCLet. Future developments aim to reduce teacher workload and facilitate easier student use through a more integrated and intuitive annotation interface.
'The Good the Bad and the Ugly' of Collaborate UltraGreen Belinda
This document discusses the implementation of the Collaborate Ultra video conferencing tool at the University of Northampton. It describes both the benefits and challenges experienced by students and teachers. While Collaborate helped increase engagement and inclusion, technical issues caused disruptions. Recommendations include thorough testing, developing use cases, and ensuring support is available to build confidence in the tool. With effort, Collaborate shows potential to enhance learning, but successful adoption requires addressing connectivity problems and supporting new pedagogical approaches.
Durham 2018 from pilot to service kelly hallKelly Hall
The document summarizes the University of Edinburgh's experience piloting and adopting the virtual classroom tool Collaborate Ultra. It describes four key use cases of the tool: for online postgraduate information sessions, an undergraduate student induction pilot, biosafety training courses, and a university-wide lecture recording rollout. Overall, users found Collaborate Ultra easier to use than the previous version and liked the improved audio and video quality. However, some issues were encountered around participant limits and the lack of certain collaboration features. The document concludes that renewing Collaborate for another year would allow further improvements and adoption across more use cases at the university.
Introduction to the ‘Using technology tools for teaching online’ portfolioauthors boards
Introduction to the ‘Using technology tools for teaching online’ portfolio
Welcome to the ‘Using technology tools for teaching online’ portfolio. This document accompanies the course on ‘Using technology tools for teaching online’ in the Teaching Online programme.
This document provides best practices for organizing content and assigning work in the Canvas learning management system. It recommends:
1. Organizing course content logically and consistently using modules, with clear instructions for navigation. Content can be added as pages, files, URLs or external tools directly into modules.
2. Using consistent headers and organization within modules, such as organizing by week, chapter, or type of content. Modules can include requirements to guide students.
3. Transforming classroom work into digital submissions using assignments, discussions, or external tools. Groups and group assignments can facilitate collaboration.
Quizzes can be created with questions banks and accessibility settings automated. The gradebook integrates with assignments, quizzes
This document discusses principles for designing intuitive graphical user interfaces (GUIs). It emphasizes that GUIs should be simple, intuitive and minimize user effort. Key principles include catering designs for both occasional and frequent users, providing feedback for user actions, hiding complexity through progressive disclosure, and using passive elements like checkboxes instead of active buttons when possible. Extensive user testing is also emphasized to catch usability issues.
Reinventing the ePortfolio with Open BadgesSerge Ravet
How Open Badges and the Open Badge Infrastructure (OBI) could be the foundations for a new type of ePortfolio, the Open Passport allowing the creation of 'holographic identities' based on the establishment of bottom-up trust networks.
Structure of Virtual Courses by Virtuella_EducaOnline2013Lotte Nørregaard
This document outlines an agenda for a workshop on virtual and online teaching hosted by Niels Brock - Copenhagen Business College. The workshop includes introductions to online learning, hands-on activities to develop a virtual course idea and plan, and discussions about challenges and best practices. Presenters will provide overviews of the college's online programs and guidelines for online course design. Workshop participants will work in groups to design virtual courses and give presentations on their ideas. The goal is for educators to learn how to effectively organize and facilitate online instruction.
Our rapid blended learning design method is ACE! Clive Young
ALT-C conference, liverpool
Thu, Sep 7 2017, 10:45am – 12:00pm
Authors: Natasa Perovic, and Clive Young
Room: Harold Wilson (2)
Theme: Moving from the practical to the ‘publishable’
Type: 20-minute session
This document discusses considerations for designing an online course, including:
- Determining the number of lessons, assignments, quizzes/tests, and papers/essays
- Providing opportunities for student interaction and live support
- Structuring lessons and incorporating clear objectives, assessments, and principles for student-centered learning
- Addressing individual differences, motivating students, and avoiding information overload through instructional strategies like online discussions and projects
Information Literacy Instruction in Zero Gravity: Online Learning in Academic...Mary McMillan
Presentation California Library Association annual conference on 11/4/12 in San Jose, CA. Panel speakers: Mary McMillan, Katherine Bevcar, Beth Wren-Estes, Lesley Farmer
Museums and the Web 2009: E-Learning workshopSgardam
This is the presentation delivered by Carolyn Royston and Steve Gardam at the Museums and the Web conference in Indianapolis, 15 April 2009.
Carolyn and Steve give a simple, practical guide to steps helpful in developing online e-learning resources. They use their experience of creating WebQuests, as part of the National Museums Online Learning Project (NMOLP) in the UK as a case study.
WebQuests from NMOLP are open-ended, enquiry based resources for schools, which use the 'raw' content from nine national UK museum and gallery collections, set within a carefully constructed framework of supporting information.
WebQuests can be accessed from any of the websites of the nine partner museums:
British Museum
Imperial War Museum
National Portrait Gallery
Natural History Museum
Royal Armouries
Sir John Soane's Museum
Tate
The Victoria & Albert Museum
The Wallace Collection
The ABC curriculum design method uses a hands-on, card-based approach to help academics design blended learning curriculums. It supports developing existing modules or new practices by focusing on face-to-face and online teaching, technologies, and methodologies. The workshop guides participants through creating a module design graph, selecting learning activities, and developing an action plan to implement the new blended curriculum.
The ABC curriculum design method is a hands-on, card-based approach to developing blended learning curriculum. It aims to create richer blended learning designs for both new and existing modules. The workshop helps academics map out their module activities and learning types across face-to-face and online settings. Participants storyboard their module design and develop an action plan to implement their blended curriculum. The facilitators provide support for effectively utilizing videos and technologies to support various learning goals and activities in a blended environment.
The document discusses blended learning and task-based learning. It describes different models of blended learning based on the percentage of content delivered online. It also categorizes different approaches to learning and types of learning tasks. The document provides examples of online activities that could be incorporated into a blended learning course, such as weekly online testing, peer feedback, and streaming videos. It outlines a five step model for designing blended learning and the roles of learners and tutors.
Keynote: organisational approaches to support staff and students by providing...Jisc
Professor Ale Armellini, dean of learning and teaching and director of the Institute of Learning and Teaching in Higher Education, University of Northampton
Rob Howe, head of learning technology, University of Northampton
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
This presentation reflects on a certificate course aimed at teaching faculty eLearning officers the skills to become instructional designers. The course covered topics like learning theories, technologies in teaching, and instructional design over 12 weeks with activities like discussions and a wiki. While participants engaged well and evaluations were positive, explicitly using a theory of transformational learning may have better helped officers question assumptions and see themselves as instructional designers. Specifically, incorporating reflective activities grounded in Mezirow's work on meaning perspectives and critical reflection could have facilitated transformative learning.
Classroom Strategies for Work-Based Learning - The Work-Based Learning Toolki...NAFCareerAcads
NAF has two important beliefs underlying their work with ECCCO and the Work Based Learning Center: 1) students are best prepared for internship success by participating in a continuum of age-appropriate work-based learning experiences tied to classroom experiences, and 2) business partner involvement follows a similar continuum, working toward the internship by progressively increasing engagement over time. Both ECCCO and the Work Based Learning Center provide many lessons and materials to prepare students for college and career readiness. Academies can integrate these resources across their curriculum by having teachers review ECCCO lessons and assign them, then supplementing with additional resources from the Work Based Learning Center. Implementation tips include saving lessons to a shared drive, integrating them across subject areas, and creating a
Tips for successful planning and facilitation of creating an e-classroomMarius Pienaar (Dr.)
The document provides tips for designing successful online courses and virtual classrooms. It emphasizes that courses should be well-organized with expert content and clear directions for students. It warns against simply dumping course materials online without consideration for how students learn best online, such as through interactive activities and collaboration. The document outlines best practices for course structure, navigation, discussion boards, and assessments to create an engaging online learning experience for students.
The document summarizes a workshop on creating e-learning resources for museums. It discusses the aims of exploring ideas for e-learning and creating action plans. It introduces the presenters and their experience developing online learning projects. The workshop will provide examples from a large UK digital learning project involving 9 national museums collaborating together for the first time. Participants will engage in activities to plan their own e-learning resources and develop frameworks and content approaches.
UC&R East Midlands event slides 8th June 2010 'New tricks? librarians teachin...marienicholson1
Slides from UC&R East Midlands Section event 'Skills for Success? Study skills in Higher Education' 8th June 2010 - 'New tricks? Librarians teaching study skills at Loughborough' Elizabeth Gadd
Ellen Lessner and Emma Procter-Legg Web conferencing to boost employability i...Jisc
The document summarizes a presentation about a project called "Student4WebES" that aimed to teach employability skills to students through web conferencing. The project found that few students understood web conferencing. It trained students to set up and participate in webinars, had students conduct webinars with local employers, and produced guides. Students gained skills like communication and teamwork. Now the presenters want to create a structured online course on setting up webinars to embed these skills for wider use. They are seeking feedback and interest in piloting the course.
This document outlines an ePortfolio approach for career exploration and pathways. It discusses using ePortfolios to help students navigate their education by mapping curricula and exploring careers. The presentation includes activities where students explore different trades through hands-on projects and reflect on their experiences in an ePortfolio. The goal is to use ePortfolios and data to improve student success and support lifelong learning.
From OER to OEP – enabling open educational practices via platform development and open course building exemplars. From Labspace to OpenLearn Create. Evolution of OU experimental OER platform to an open course platform for everyone.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
1. Niels Brock – Copenhagen Business College
Copenhagen Business College
2. Introduction to the virtual (online) learning and teaching world.
How to organise and facilitate virtual (online) teaching with success?
Introduction to Virtuella’s 10 commandments – a guide for plan and run
virtual courses
Hands-on: Brainstorm, generate and share your own virtual course ideas
Coffee break
Hands-on: Develop and describe your own virtual course or teaching
Share and present your virtual course
Discussion: challenges & obstacles from your point of view
Wrapping-up
Niels Brock – Copenhagen Business College
Copenhagen Business College
3. Who are we
Claus Villumsen
Program Director
Niels Brock – Copenhagen Business College
Copenhagen Business College
Liselotte Strarup
E-consultant
Lotte Nørregård
E-vangelist
4. Niels Brock
• Niels Brock business college was established in
1881
• Niels Brock – one of Denmark’s largest
educational institutions
• From VET to MBA
• Educational export to China and Vietnam
• Online Academy established in 2011
• ACICS accredited in 2013
Niels Brock – Copenhagen Business College
Copenhagen Business College
5. What is Online Teaching?
virtual education,
multimedia learning, technologyenhanced learning (TEL)
computer-based training (CBT)
computer-based instruction (CBI)
internet-based training (IBT)
computer-assisted instruction or
computer-aided instruction (CAI)
online education
web-based training (WBT)
eLearning
Niels Brock – Copenhagen Business College
Copenhagen Business College
distance learning
6. Online what, where and when?
100 % Online teaching
Blended theaching
Flipping the classroom
Small project
Niels Brock – Copenhagen Business College
Copenhagen Business College
7. Niels Brock – Copenhagen Business College
Copenhagen Business College
8. Typical Day on the Job - teaching
Morning
8-10
• Coffee in the office
• Classroom teaching
Daytime
10-12
• Classroom teaching
• Lunchbreak with colleagues
Afternoon
12-16
Evening
Niels Brock – Copenhagen Business College
Copenhagen Business College
• Classroom teaching
• Straff meetings
• Grading
• E-mail
• Preparation
9. Typical Day on the Job - Online
Niels Brock – Copenhagen Business College
Copenhagen Business College
10. Niels Brock - Brock Online Academy
Niels Brock – Copenhagen Business College
Copenhagen Business College
12. Sample of an instruction
Make it easy to read
& understand
Explain
Divide
Colours
Numbers
Bulletpoints
Serenity
Niels Brock – Copenhagen Business College
Copenhagen Business College
13. Online Discussion
A good tool for students to
interact & groupwork
”Body language”
Code of ethics
The teacher:
Availability
Role
Specific tasks
Approve students activity
Niels Brock – Copenhagen Business College
14. Online Collaboration
Assign group work
Online presentations
Student to student
discussion boards
Peer reviews
Niels Brock – Copenhagen Business College
15. Interactivity “rule of thumb”
Clear and understandable about
What, How & When
Precise introduction to applications
Divide the task into edible bits
First time: Try it out face-to-face
Niels Brock – Copenhagen Business College
16. Tools for the Virtual Classroom
Niels Brock – Copenhagen Business College
Copenhagen Business College
17. Virtuella’s 10 commandments
- plan and run virtual courses
Niels Brock – Copenhagen Business College
Copenhagen Business College
18. 1.
2.
3.
4.
5.
6.
7.
Planning and making instructions
Synchronous or asynchronous
Interactivity and collaboration
Teacher availability
Course duration
Placement of the content in the LMS?
Upload: precise number of entries, length, file
format
8. Study activity
9. Assessment: how are assignments corrected?
10.Time to panic
Niels Brock – Copenhagen Business College
Copenhagen Business College
19. Hands on Part 1
Brainstorm, generate and share your own
virtual course ideas
Participants expectations and requirements?
Ask the questions: What, Why, Where, When, How,
Challenges for you?
Present your brainstorm on
http://padlet.com/wall/Educa2013
Niels Brock – Copenhagen Business College
Copenhagen Business College
21. Hands on part 2
Describe your course:
Substance (What?)
Purpose(Why?)
Method (How?)
Readings/ressources
Evaluation
Use of all Virtuella’s 10 commandments
Niels Brock – Copenhagen Business College
Copenhagen Business College
22. Share
Share your course with your collegues on
padlet.com/Educa2013
Niels Brock – Copenhagen Business College
Copenhagen Business College
23. Niels Brock - Brock Online Academy
Workshop
Students
Develop
Test
Niels Brock – Copenhagen Business College
Copenhagen Business College
Best
Practice
Share
24. Discussion
Challenges, obstacles & other thoughs about
Virtual teaching from your point of view
Niels Brock – Copenhagen Business College
Copenhagen Business College
LSN:Some good rules of thump are:- Clear and understandable about What, How & When. Spend time on the planning and on the instruction.- Precise introduction to applications. What do you expect the learner to do and how do they work. Focus on avoiding pitfalls.- Divide the task into edible bits, so the learner won’t be overwhelmed and lose fait in solving the task(s)- First time: Try it out face-to-face. Then it’s easier to solve problems. E.g. try out essential tools
LSN:This Wordle is an inspiration to which tools to chose. Don’t be afraid to try them out and find out what works for you and your students.Some are good for earning languages: Vocaro and Audacity are tools for recording sound (e.g. The student must read something aloud in a foreign language)Some ar good when it comes to showing videos: Youtube, iMovie, Moviemaker, Jing and Screencast-o-matic are excellent for small video and screencasting. Why don’t let the student do a presentation as video?Glogster, Padlet, Scoop It and Prezier nice when you like to du visual and graphic presentations.http://www.wordle.net/create