Progress of my ALT project
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This document outlines a project to create an audio slidecast presentation on PhD progression points for distance learning PhD students. It notes that distance learners have high dropout rates and no existing training is provided for them. The slidecast will synchronize a narrated explanation of PhD milestones with slides to provide an always accessible online training. An evaluation will assess its usefulness through a student survey and Slideshare analytics. The goal is to better support distance learners in structuring their PhD journey.
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Daniel Cahall is a senior at Rowan University studying Electrical and Computer Engineering and Computer Science with a 3.5 GPA. He has internship experience in systems engineering and virtual reality development. As Chair of Rowan IEEE, he leads over 100 members in various projects and activities. His engineering projects include designing circuits for model rocket sensors and writing a Mars landing proposal for NASA. Additionally, he has researched brain-computer interfaces and tutored robotics. Cahall has strong skills in languages like Java, C++ and MATLAB as well as hardware including FPGAs, microcontrollers and virtual reality tools.
The Value of Design Patterns in Designing Online Teaching
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MOOC Project - Work Plan
You should download the document to have a fine resolution.
This document presents a generic work plan that can be used to lead a MOOC project. Note that it is a macro view suitable for most MOOC projects and that the detailed work plan must be defined and adapted to a particular project. Indeed, there are many form of MOOCs and so, many ways to manage its production.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
Durham Bb Conf 2009 Lecture and Event Capture
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More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec. Telecentre Multimedia Academy: project presentation
This document summarizes a project aimed at improving adult learners' media literacy skills through online courses developed by a partnership of organizations across Europe. The project involved researching existing media literacy programs, designing basic and advanced online courses on sound, photo and video skills, developing learning materials, piloting the courses in 7 countries, and establishing permanent Telecentre Multimedia Academies. The goal was to provide adults with skills in understanding, using and producing various media to foster long-term media literacy learning opportunities.
Portppt564
The document discusses the use of electronic portfolios to demonstrate teacher competencies based on standards. It outlines how electronic portfolios allow teachers to provide evidence of their knowledge, skills, and dispositions through artifacts linked to standards. The document also discusses the stages of developing an electronic portfolio, including defining the purpose, collecting artifacts, reflecting, and presenting the portfolio. Finally, it provides examples of artifacts and standards that could be included in a teacher's electronic portfolio.
Software and Education at NSF/ACI
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Scientific Software Challenges and Community Responses
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The document discusses a blended online learning model for higher education that combines asynchronous online learning with synchronous virtual classroom sessions. It compares this emerging model to traditional university and distance education models. The blended model aims for a balanced emphasis on design/development and delivery, challenging both professors and instructional designers to adapt their roles before and during course implementation. Adopting this model may require professors to learn new technical skills while reducing their pre-course workload, and instructional designers to take on more project management and technical support duties.
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The document discusses the use of electronic portfolios to demonstrate teacher competencies and professional development. It outlines how electronic portfolios can be used to provide evidence of achieving teaching standards through artifacts like lesson plans, student work, and reflections. The document recommends using technology like Google Sites to create electronic portfolios, as it allows for easy collection, organization, and presentation of multimedia artifacts in a way that is portable and accessible.
Assessment and Feedback start-up meeting Oct 2011
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 6
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Progress of my ALT project
- 1. Application of Learning Technologies Project
- 2. Rationale - Training programme for PhD students - Significant number distance learning PhD students - ~80 different training sessions (all synchronous face-to-face & few online)
- 3. Rationale - cont. - What about distance learners? - Nothing is provided for them - Distance learners have the highest risk of dropping out and not completing their studies (Peters, 1992)
- 4. Project overview - Creating audio-presentation (slidecast) - Workshop is ‘PhD Progression Points’ - Clarifies what are the steps in their PhD journey, what are the milestones and time scales, what students’ responsibilities are, responsibilities of their supervisors etc.
- 5. Project overview - cont. - In past - recorder online sessions and made it available - Why audio? - Durbridge (1984) emphasises that ‘as compared with written text, the spoken word can influence both cognition (adding clarity and meaning) and motivation (by conveying directly a sense of the person creating those words)’.
- 6. Project overview – cont. - Slidecast will be online – always accessible! - Students can engage with it, learn from it at their own time. - Lacrombe and McCosker (2005) found that 60% participants in the online PhD essentials course are ‘campus-based’ students.
- 7. Project so far… - Adapting the existing presentation √ - Write the ‘story’ that goes with it √ - Set up/download software (Audacity) needed for recordings and test if all works √ - Record the ‘story’ √ - Synchronise it with slides √ - Upload and share √ - Evaluate
- 8. What are Progression Points for? - Provide Structure and Support - Evaluate Progress - Quality Assurance Sisyphus from www.mythweb.com/encyc/zooms/sisyphus.gif
- 9. What are Progression Points for? Structure! http://farm3.static.flickr.com/2037/2201791390_7bc614e27c.jpg
- 10. Project so far… - Adapting the existing presentation √ - Write the ‘story’ that goes with it √ - Set up/download software (Audacity) needed for recordings and test if all works √ - Record the ‘story’ √ - Synchronise it with slides √ - Upload and share NEXT STEP
- 11. Evaluation - Create an online questionnaire (SurveyMonkey) - Online questionnaire to all PGRs - Q: if the slidecast was useful and in what way? - Slidecast will be available on Slideshare - Slideshare gives data on how many views, embeds and downloads.
- 12. References: Durbridge, N. 1984. Media in course design, The Role of Technology in Distance Education. Kent: Croom Helm. Larcombe W. And McCosker A. 2005. Postgraduate Essentials: An Online transition programme for commencing PhD students. LAS2005: critiquing and reflecting. pp.109-118. Peters O. 1992. Some observations on dropping out in distance education. Distance Education, 13(2), pp.234-269.