Retreat Presentation
•Download as PPT, PDF•
0 likes•1,365 views
The document discusses the process for developing digital courses, including developer selection, training, design methodology, tools, and assessments. Developers apply, interview, and are contracted. They receive training on instructional design, technology tools, and curriculum design. Courses are developed using backward design - identifying essential content, understandings, and questions, then designing assessments and instructional units. A variety of tools are discussed for creating assessments, learning activities, and organizing content within courses. Future development plans include refreshing all courses within a 4-year cycle.
Report
Share
Report
Share
![Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Integration of D2L, Qualtrics, and Excel
Presentation materials for D2L Connection: Minnesota Edition. April5, 2019 by John Bayerl & Jonathan Schwinck, Inver Hills Community College
Week+6+learning+team+A-Krista, Lakota, and Vonetta
This presentation by Learning Team A outlines the components of an ideal online learning environment. It discusses effective collaboration through learning teams and projects. It also addresses engaging learners through gaming and simulations, communication tools, instructional strategies, and opportunities for reflection. The designer's role is to focus on models like ADDIE and create learner-centered, adaptable, and diverse instruction that allows students to apply new knowledge.
Robin kear techniques for effective library instruction
This document provides guidance on effective library instruction techniques for both online and in-person classes. It emphasizes following an instruction cycle of planning, preparation, instruction, and evaluation. Key recommendations include creating lesson plans with learning objectives and active learning exercises, using tutorials/screencasts, research guides, and assessing student learning through activities, assignments, and surveys.
GDIT 715 final project
This document outlines a project to train university instructors on using online communication tools in their courses. The project goals are to bridge the gap between instructors' current technology skills and what is needed to teach effectively online. It will improve student-student and student-instructor interaction through tools like voice emails, discussion boards, assignment feedback, and video conferencing. The project will use the ADDIE model of analysis, design, development, implementation and evaluation. It provides instructional objectives, a project plan and timeline, and describes each phase such as analyzing needs, designing lessons, developing materials, and evaluating the training.
Evaluation goals and options
This document discusses options for an evaluation tool for goals and school development. It considers the Danielson and Marzano frameworks as well as creating a hybrid model. The hybrid model is favored as it could be customized, integrated into existing technology, and adapted over time. A draft concept is outlined with four domains: learning environment, instructional planning, instructional delivery, and professionalism. Next steps proposed are to choose a framework, develop indicators and performance levels, integrate observation tools, and create a timeline to implement the system in the second school semester.
101 suggestions for successful online math learning
This document provides 101 suggestions for successful online math learning organized into sections on preparing for the course, course design techniques, course organization, testing and grading, communicating with students, and general advice. Some key suggestions include using web tools in seated classes first, making the website simple to navigate, stating clear goals and objectives, engaging students with a variety of tools like discussions and projects, providing quick feedback and frequent assessments, and orienting students to the online environment.
Keep Teaching & Stay Connected with an LMS
Trying to move suddenly from face-to-face to digital? Churches can keep their classes and community alive with a Learning Management System (LMS). Overview of the best options for faith-based communities to stay alive in the shut down.
The relationship of Critical Digital Literacy to the Larnaca Declaration Lear...
The relationship of Critical Digital Literacy to the Larnaca Declaration Lear...University of Greenwich, London
This document discusses the relationship between critical digital literacy and learning design. It presents a conceptual map of learning design that considers the learning environment, pedagogical approaches, theories, tools, implementation, and learner responses. The document examines how assumptions in learning design impact critical digital literacy and provides examples of activities. It also discusses aligning digital literacy and learning design, challenges in teaching digital literacy through design, and institutional responses like curriculum mapping.Recommended
Integration of D2L, Qualtrics, and Excel
Presentation materials for D2L Connection: Minnesota Edition. April5, 2019 by John Bayerl & Jonathan Schwinck, Inver Hills Community College
Week+6+learning+team+A-Krista, Lakota, and Vonetta
This presentation by Learning Team A outlines the components of an ideal online learning environment. It discusses effective collaboration through learning teams and projects. It also addresses engaging learners through gaming and simulations, communication tools, instructional strategies, and opportunities for reflection. The designer's role is to focus on models like ADDIE and create learner-centered, adaptable, and diverse instruction that allows students to apply new knowledge.
Robin kear techniques for effective library instruction
This document provides guidance on effective library instruction techniques for both online and in-person classes. It emphasizes following an instruction cycle of planning, preparation, instruction, and evaluation. Key recommendations include creating lesson plans with learning objectives and active learning exercises, using tutorials/screencasts, research guides, and assessing student learning through activities, assignments, and surveys.
GDIT 715 final project
This document outlines a project to train university instructors on using online communication tools in their courses. The project goals are to bridge the gap between instructors' current technology skills and what is needed to teach effectively online. It will improve student-student and student-instructor interaction through tools like voice emails, discussion boards, assignment feedback, and video conferencing. The project will use the ADDIE model of analysis, design, development, implementation and evaluation. It provides instructional objectives, a project plan and timeline, and describes each phase such as analyzing needs, designing lessons, developing materials, and evaluating the training.
Evaluation goals and options
This document discusses options for an evaluation tool for goals and school development. It considers the Danielson and Marzano frameworks as well as creating a hybrid model. The hybrid model is favored as it could be customized, integrated into existing technology, and adapted over time. A draft concept is outlined with four domains: learning environment, instructional planning, instructional delivery, and professionalism. Next steps proposed are to choose a framework, develop indicators and performance levels, integrate observation tools, and create a timeline to implement the system in the second school semester.
101 suggestions for successful online math learning
This document provides 101 suggestions for successful online math learning organized into sections on preparing for the course, course design techniques, course organization, testing and grading, communicating with students, and general advice. Some key suggestions include using web tools in seated classes first, making the website simple to navigate, stating clear goals and objectives, engaging students with a variety of tools like discussions and projects, providing quick feedback and frequent assessments, and orienting students to the online environment.
Keep Teaching & Stay Connected with an LMS
Trying to move suddenly from face-to-face to digital? Churches can keep their classes and community alive with a Learning Management System (LMS). Overview of the best options for faith-based communities to stay alive in the shut down.
The relationship of Critical Digital Literacy to the Larnaca Declaration Lear...
The relationship of Critical Digital Literacy to the Larnaca Declaration Lear...University of Greenwich, London
This document discusses the relationship between critical digital literacy and learning design. It presents a conceptual map of learning design that considers the learning environment, pedagogical approaches, theories, tools, implementation, and learner responses. The document examines how assumptions in learning design impact critical digital literacy and provides examples of activities. It also discusses aligning digital literacy and learning design, challenges in teaching digital literacy through design, and institutional responses like curriculum mapping.Tips & Trix Workshop Presentation
This document outlines an agenda for a workshop on best practices for using Moodle. The workshop introduces evaluation tools to identify instructional design deficiencies in online courses. Participants will learn how to evaluate online courses based on sound pedagogical practices. The agenda includes introductions, a presentation on instructional design and evaluation tools, small group case studies where participants apply the tools, and a large group discussion.
2009 S Link Workshop 1
1. The document summarizes a workshop for school trainers on creating quality digital content through collaboration.
2. The workshop aims to equip teachers to work collaboratively to create engaging lesson packages using existing online resources.
3. Key topics covered in the workshop include elements of quality lesson planning, evaluating existing lesson plans, models for engagement like the PETALS framework, and strategies for cooperative learning.
Driving Digital Fluency, Kirsty Tonks, Shireland October 2013
This document outlines plans to drive digital fluency across an academy. It discusses refining appraisal and CPD processes to improve teaching quality, developing competencies in the curriculum, implementing flipped classroom methodology, and enhancing student support services. Metrics like homework completion rates and use of digital tools will evaluate progress. Leadership will conduct explicit monitoring of technology use through lesson observations, planning reviews, and monitoring key projects. The academy's Literacy for Life curriculum and collapsed timetable days reinforce digital literacy. Case studies show the positive impact of programs like the iFamilies project that use technology to engage families.
Developing an eLearning Class
The document discusses the ADDIE process for developing an eLearning class. The ADDIE process includes five phases: analysis, design, development, implementation, and evaluation. In the analysis phase, the instructor translates their teaching style into an online format and researches resources. In design, the instructor organizes course elements like assignments and assessments. Development involves creating the content, lectures, and assessments. Implementation is maintaining the course and facilitating communication. Evaluation gathers student feedback to improve the instructional experience.
Susan webbmodule2powerpoint
Project-based learning engages students in exploring real-world problems through active learning. Students develop confidence and self-direction as they work collaboratively on authentic projects connected to real life. Research supports project-based learning's alignment with constructivism and multiple intelligences theory. When implemented effectively using driving questions, assessments, mapping, and process management, project-based learning can increase student motivation, problem-solving skills, collaboration skills, and learning outcomes while supporting technology integration standards.
Technology in education
The document discusses the impact of technology in education, including increased student engagement through interactive activities like video games, improved student learning of content through multimedia projects, and development of higher-level thinking skills. It also addresses how technology prepares students for the workforce and the need to provide teacher training to successfully integrate technology. Training is important so teachers understand how to use technology to transition from teacher-centered to student-centered learning and increase student enjoyment and achievement, especially for at-risk and minority students.
Law and Security: Accessible Online Tools for Contextualized Learning
This document provides an overview of contextualized learning tools for law and security education. It begins with introducing the author and objective of the session, which is to provide new teaching strategies and tools to make instruction more engaging through occupational skills training. Several resources are then highlighted, including a contextualized lesson plan template, healthcare curriculum sample, and strategies for differentiating, interdisciplinary, and contextualized instruction. The document concludes by listing several top online learning resources for language arts and law/security careers in the DC area.
Digitally Rich Learning Experiences
Digitally-rich learning experiences provide students with new ways to approach self-directed learning through the use of relevant digital tools, content, and resources. Students and parents see value in using games and interactive online textbooks to make subjects more engaging and easier to understand difficult concepts. Teachers and administrators also see benefits like being able to differentiate instruction for students and incorporate various digital resources and tools into their lessons.
module features
The document describes three training modules created by the Texas DARS Early Childhood Intervention state office to provide interactive, performance-based learning for ECI program personnel. The modules address Making It Work, Family Cost Share, and Global Child Outcomes. Each module features learning objectives, opportunities to review and practice skills in realistic scenarios, and resources to support applying knowledge on the job. The goal is to help ECI staff integrate regulatory knowledge with practical skills in working with children and families.
Educause 08 Part 3
The document discusses using backwards design principles to incorporate assessment into online instruction. It recommends tracking learner progress, attitudes, and challenges through meta-cognitive assessments, rubrics, and self-assessment strategies. A table shows Bloom's taxonomy processes and how they can be supported by visual, audio, and text tools for remembering, understanding, applying, analyzing, and creating. The document encourages using group projects, peer review, participation, pre-and post-testing, and interactive assessments and providing learners a role in performance measures. It directs readers to design an instructional experience with assessment and share it online.
Healthcare: Accessible Online Tools for Contextualized Learning
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Planning an online course
This document provides guidance on planning an online course in 5 steps:
1. Understand the audience's needs such as objectives, participants, and outcomes.
2. Use a backward design approach to start with the outcomes and work backwards.
3. Apply a pedagogical model like the 5Es to guide learning design with activities to engage, explore, explain, evaluate and elaborate on concepts.
4. Create a course structure with objectives, topics, assessments and resources.
5. Adopt appropriate delivery formats ranging from self-paced to educator-led to peer activities using videos, readings, assessments and discussions.
The English Centre Presents Take Off 97 03
Take-Off: A new ESL/EFL course book to develop technical English for engineering (particularly for those in the aviation industry).
Implementation of odesseyware
The document outlines a plan to implement an online intervention program called Odesseyware to remediate students in identified academic areas. Teachers will be trained on administering benchmark assessments, analyzing assessment data to identify student weaknesses, and using the data to drive instruction. The training will involve introductory sessions, breakout groups for application and practice, and ongoing support throughout the year. Effectiveness will be evaluated based on teachers' ability to develop benchmarks, analyze student performance data, and implement targeted instruction based on results.
SMAR TPACK for Digital Learning Design
This document discusses models for integrating technology into teaching and learning: SAMR and TPACK.
SAMR is a model that categorizes ways technology can be used in education from substitution to redefinition. TPACK is a framework for lesson planning that considers the context, content, pedagogy, and appropriate technologies.
The document provides examples of how learning tasks can move up the SAMR levels from substitution to redefinition. It also outlines the steps to use TPACK for technology integrated lesson planning including reflecting on technological pedagogical content knowledge. Educators are encouraged to use these models to redesign learning activities.
Next Generation In Distance Learning
The document discusses next generation distance learning programs. It notes that these programs focus on social, interactive learning guided by faculty that treats online learning as holistically as residential programs. Next generation distance learning integrates on-campus, online, and ministry learning and emphasizes personal and spiritual formation. It also discusses the role of librarians in curating resources, advising on technology, and leading change to support innovative distance learning models.
Full workshop on the rtc wiki
The document discusses New Zealand's Registered Teacher Criteria, which outline the essential knowledge and skills required for quality teaching. It provides background on the criteria and their implementation between 2010-2014. The criteria contain 12 standards related to areas like professional relationships, knowledge, assessment, and bicultural practices. The document also discusses how e-learning tools can help teachers demonstrate they are meeting the criteria and gather evidence of their teaching practice.
CCC-M F2F meeting_151124
This document discusses creating learning targets for mathematics lessons. It provides guidance on writing rigorous learning targets that address student needs and curriculum standards. Teachers are encouraged to identify the big ideas or concepts in topics, beyond just the topics themselves. A process for designing learning targets is outlined, including defining essential content and reasoning processes, describing strong student understanding, and stating the target. Examples are provided of modeling the process for specific math concepts and problem-solving strategies. Technologies for lesson planning, capturing student thinking, and facilitating problem solving are also introduced.
Star Chart
Educators can improve through collaborating with professionals, empowering students, and communicating with experts. Models of professional development include participating in programs, self-directed learning, and action research. Educators are expected to meet five teaching standards, use technology effectively, plan and evaluate instruction, and participate in ongoing technology-focused professional development. Professional development aims to help educators create new online learning environments and integrate technology into their teaching.
The English Centre Presents English For Banking (In Higher Education Studies)...
An excellent resource for any ESL EFL students preparing for an undergraduate or graduate degree in banking.
Avoiding Shovelware
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
- Applying a quality standard like Quality Matters can help ensure alignment, engagement, accessibility and overall quality in course design.
- Online mentorship programs where experienced instructors assist new ones can help improve courses while reducing the workload on instructional designers.
- Ongoing training, best practices sharing, and observation of course delivery can further support
Strategies 4 Quality
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, promoting best practices, and providing instructor training and support. Key aspects of the process involve an initial consultation, media planning, required instructor training, and a final readiness review. Mentors and training help ensure new online courses meet quality guidelines before they are offered to students.
More Related Content
What's hot
Tips & Trix Workshop Presentation
This document outlines an agenda for a workshop on best practices for using Moodle. The workshop introduces evaluation tools to identify instructional design deficiencies in online courses. Participants will learn how to evaluate online courses based on sound pedagogical practices. The agenda includes introductions, a presentation on instructional design and evaluation tools, small group case studies where participants apply the tools, and a large group discussion.
2009 S Link Workshop 1
1. The document summarizes a workshop for school trainers on creating quality digital content through collaboration.
2. The workshop aims to equip teachers to work collaboratively to create engaging lesson packages using existing online resources.
3. Key topics covered in the workshop include elements of quality lesson planning, evaluating existing lesson plans, models for engagement like the PETALS framework, and strategies for cooperative learning.
Driving Digital Fluency, Kirsty Tonks, Shireland October 2013
This document outlines plans to drive digital fluency across an academy. It discusses refining appraisal and CPD processes to improve teaching quality, developing competencies in the curriculum, implementing flipped classroom methodology, and enhancing student support services. Metrics like homework completion rates and use of digital tools will evaluate progress. Leadership will conduct explicit monitoring of technology use through lesson observations, planning reviews, and monitoring key projects. The academy's Literacy for Life curriculum and collapsed timetable days reinforce digital literacy. Case studies show the positive impact of programs like the iFamilies project that use technology to engage families.
Developing an eLearning Class
The document discusses the ADDIE process for developing an eLearning class. The ADDIE process includes five phases: analysis, design, development, implementation, and evaluation. In the analysis phase, the instructor translates their teaching style into an online format and researches resources. In design, the instructor organizes course elements like assignments and assessments. Development involves creating the content, lectures, and assessments. Implementation is maintaining the course and facilitating communication. Evaluation gathers student feedback to improve the instructional experience.
Susan webbmodule2powerpoint
Project-based learning engages students in exploring real-world problems through active learning. Students develop confidence and self-direction as they work collaboratively on authentic projects connected to real life. Research supports project-based learning's alignment with constructivism and multiple intelligences theory. When implemented effectively using driving questions, assessments, mapping, and process management, project-based learning can increase student motivation, problem-solving skills, collaboration skills, and learning outcomes while supporting technology integration standards.
Technology in education
The document discusses the impact of technology in education, including increased student engagement through interactive activities like video games, improved student learning of content through multimedia projects, and development of higher-level thinking skills. It also addresses how technology prepares students for the workforce and the need to provide teacher training to successfully integrate technology. Training is important so teachers understand how to use technology to transition from teacher-centered to student-centered learning and increase student enjoyment and achievement, especially for at-risk and minority students.
Law and Security: Accessible Online Tools for Contextualized Learning
This document provides an overview of contextualized learning tools for law and security education. It begins with introducing the author and objective of the session, which is to provide new teaching strategies and tools to make instruction more engaging through occupational skills training. Several resources are then highlighted, including a contextualized lesson plan template, healthcare curriculum sample, and strategies for differentiating, interdisciplinary, and contextualized instruction. The document concludes by listing several top online learning resources for language arts and law/security careers in the DC area.
Digitally Rich Learning Experiences
Digitally-rich learning experiences provide students with new ways to approach self-directed learning through the use of relevant digital tools, content, and resources. Students and parents see value in using games and interactive online textbooks to make subjects more engaging and easier to understand difficult concepts. Teachers and administrators also see benefits like being able to differentiate instruction for students and incorporate various digital resources and tools into their lessons.
module features
The document describes three training modules created by the Texas DARS Early Childhood Intervention state office to provide interactive, performance-based learning for ECI program personnel. The modules address Making It Work, Family Cost Share, and Global Child Outcomes. Each module features learning objectives, opportunities to review and practice skills in realistic scenarios, and resources to support applying knowledge on the job. The goal is to help ECI staff integrate regulatory knowledge with practical skills in working with children and families.
Educause 08 Part 3
The document discusses using backwards design principles to incorporate assessment into online instruction. It recommends tracking learner progress, attitudes, and challenges through meta-cognitive assessments, rubrics, and self-assessment strategies. A table shows Bloom's taxonomy processes and how they can be supported by visual, audio, and text tools for remembering, understanding, applying, analyzing, and creating. The document encourages using group projects, peer review, participation, pre-and post-testing, and interactive assessments and providing learners a role in performance measures. It directs readers to design an instructional experience with assessment and share it online.
Healthcare: Accessible Online Tools for Contextualized Learning
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Planning an online course
This document provides guidance on planning an online course in 5 steps:
1. Understand the audience's needs such as objectives, participants, and outcomes.
2. Use a backward design approach to start with the outcomes and work backwards.
3. Apply a pedagogical model like the 5Es to guide learning design with activities to engage, explore, explain, evaluate and elaborate on concepts.
4. Create a course structure with objectives, topics, assessments and resources.
5. Adopt appropriate delivery formats ranging from self-paced to educator-led to peer activities using videos, readings, assessments and discussions.
The English Centre Presents Take Off 97 03
Take-Off: A new ESL/EFL course book to develop technical English for engineering (particularly for those in the aviation industry).
Implementation of odesseyware
The document outlines a plan to implement an online intervention program called Odesseyware to remediate students in identified academic areas. Teachers will be trained on administering benchmark assessments, analyzing assessment data to identify student weaknesses, and using the data to drive instruction. The training will involve introductory sessions, breakout groups for application and practice, and ongoing support throughout the year. Effectiveness will be evaluated based on teachers' ability to develop benchmarks, analyze student performance data, and implement targeted instruction based on results.
SMAR TPACK for Digital Learning Design
This document discusses models for integrating technology into teaching and learning: SAMR and TPACK.
SAMR is a model that categorizes ways technology can be used in education from substitution to redefinition. TPACK is a framework for lesson planning that considers the context, content, pedagogy, and appropriate technologies.
The document provides examples of how learning tasks can move up the SAMR levels from substitution to redefinition. It also outlines the steps to use TPACK for technology integrated lesson planning including reflecting on technological pedagogical content knowledge. Educators are encouraged to use these models to redesign learning activities.
Next Generation In Distance Learning
The document discusses next generation distance learning programs. It notes that these programs focus on social, interactive learning guided by faculty that treats online learning as holistically as residential programs. Next generation distance learning integrates on-campus, online, and ministry learning and emphasizes personal and spiritual formation. It also discusses the role of librarians in curating resources, advising on technology, and leading change to support innovative distance learning models.
Full workshop on the rtc wiki
The document discusses New Zealand's Registered Teacher Criteria, which outline the essential knowledge and skills required for quality teaching. It provides background on the criteria and their implementation between 2010-2014. The criteria contain 12 standards related to areas like professional relationships, knowledge, assessment, and bicultural practices. The document also discusses how e-learning tools can help teachers demonstrate they are meeting the criteria and gather evidence of their teaching practice.
CCC-M F2F meeting_151124
This document discusses creating learning targets for mathematics lessons. It provides guidance on writing rigorous learning targets that address student needs and curriculum standards. Teachers are encouraged to identify the big ideas or concepts in topics, beyond just the topics themselves. A process for designing learning targets is outlined, including defining essential content and reasoning processes, describing strong student understanding, and stating the target. Examples are provided of modeling the process for specific math concepts and problem-solving strategies. Technologies for lesson planning, capturing student thinking, and facilitating problem solving are also introduced.
Star Chart
Educators can improve through collaborating with professionals, empowering students, and communicating with experts. Models of professional development include participating in programs, self-directed learning, and action research. Educators are expected to meet five teaching standards, use technology effectively, plan and evaluate instruction, and participate in ongoing technology-focused professional development. Professional development aims to help educators create new online learning environments and integrate technology into their teaching.
The English Centre Presents English For Banking (In Higher Education Studies)...
An excellent resource for any ESL EFL students preparing for an undergraduate or graduate degree in banking.
What's hot (20)
Driving Digital Fluency, Kirsty Tonks, Shireland October 2013
Driving Digital Fluency, Kirsty Tonks, Shireland October 2013
Law and Security: Accessible Online Tools for Contextualized Learning
Law and Security: Accessible Online Tools for Contextualized Learning
Healthcare: Accessible Online Tools for Contextualized Learning
Healthcare: Accessible Online Tools for Contextualized Learning
The English Centre Presents English For Banking (In Higher Education Studies)...
The English Centre Presents English For Banking (In Higher Education Studies)...
Similar to Retreat Presentation
Avoiding Shovelware
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
- Applying a quality standard like Quality Matters can help ensure alignment, engagement, accessibility and overall quality in course design.
- Online mentorship programs where experienced instructors assist new ones can help improve courses while reducing the workload on instructional designers.
- Ongoing training, best practices sharing, and observation of course delivery can further support
Strategies 4 Quality
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, promoting best practices, and providing instructor training and support. Key aspects of the process involve an initial consultation, media planning, required instructor training, and a final readiness review. Mentors and training help ensure new online courses meet quality guidelines before they are offered to students.
Blended Learning For Faculty
The document provides an overview of a course redesign process and blended learning. It discusses defining the blend of online and face-to-face learning, rethinking class time and online interactions, and experiencing being a student. Principles for successful course redesign are outlined. The document also discusses faculty development program options, technologies that can be used, and assessing student readiness for blended courses.
MCC Blended Learning
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
The Impact of Faculty Development on Blended Learning
The document summarizes the impact of a faculty development training program on blended learning at UMass Dartmouth. It discusses the Sloan Consortium grant that funded the program, the 2-week online blended learning training course developed for faculty, feedback from faculty participants, and plans for ongoing improvement and support of blended learning.
Using self sustaining models to develop online programs
The document discusses a model for developing self-sustaining online programs using templates, time-saving strategies, and collaborative design processes. It outlines setting deadlines, distributing content, and providing training and support for faculty through resources like course templates, Blackboard communities, and one-on-one instruction. The goal is to create 12 online courses for an instructional leadership program within one year while addressing change management and ensuring faculty investment.
What's New at NROC: A Focus on Mathematics
The document summarizes the work of the National Research Center (NROC) project to develop open educational resources to improve student success in developmental mathematics courses. The 3-year project aims to (1) develop new online learning content and interventions, (2) engage students, instructors, and administrators in the design process, and (3) create an enterprise for sustainable national distribution. NROC is developing a range of introductory and developmental mathematics content using adaptive learning approaches including tutorials, worked examples, and collaborative projects. It is also creating professional development resources to support implementation.
Blended Learning: Educause SW Regional 2008
This document summarizes a presentation on blended learning given by Veronica Diaz and Patricia McGee. It defines blended learning as courses that combine online and classroom activities to improve student outcomes while reducing classroom time. It discusses models for blending, opportunities for institutions, and strategies for effective course design, implementation, faculty development, and student readiness.
Blended online and onsite personalized professional learning for sustainable ...
This document discusses research on effective models for blended teacher professional development (PD). It proposes a model that provides:
1) Online access to digital content to enhance face-to-face PD experiences.
2) Extending face-to-face summer experiences online through discussions with colleagues about practices and strategies.
3) Interacting online in real-time with experts from organizations like NASA, NOAA, and NSF to discuss research and classroom applications.
4) Helping teachers develop long-term growth plans tailored to their needs and connecting them to resources and others with similar goals online, with opportunities for recognition.
CID New Faculty Orientation 2009
This is a presentation designed to orient new full time faculty to the curriculum design and development process at the Center for Distance Learning.
Online Courses: How are they unique?
This document provides an orientation for teaching online courses at Towson University. It begins by defining online and hybrid courses and outlining the objectives of the workshop. The document then discusses challenges and rewards of online teaching, the instructor's new role as a facilitator, and strategies for interaction and feedback in online courses. It provides examples of chunking content into manageable modules and designing courses using the Quality Matters rubric. The overall summary is that the document orients new online instructors at Towson University by defining online learning, discussing the design of online courses, and providing strategies for facilitating interaction and assessment.
Blended by Design: Day 2
This document provides guidance on designing blended courses through modular content organization, learning objectives, instructional strategies, and community building. Key points include:
- Courses should be redesigned into manageable modules with clear learning objectives and a mix of online and classroom activities.
- A variety of instructional techniques can be used within modules, including active learning, assessments, and strategies to encourage interaction and engagement.
- Community building is important and can be facilitated through online discussions and in-class group activities and assignments.
- Effective team-based assignments incorporate accountability, linked tasks, and idea exchange through group roles and peer feedback.
Determining the Effectiveness of Your Faculty Development Program
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Blended by Design: Day 1
The document summarizes a 4-day workshop on designing blended courses. It provides an overview of the topics that will be covered each day, including blended learning, course redesign, assessment, academic integrity, and creating a high-quality blended learning experience. Examples of blended courses are also presented and participants engaged in activities to map out how their own courses could be redesigned in a blended format.
What Makes a Quality Online Course: The Student Perspective
What Makes a Quality Online Course: The Student Perspective presented at Distance Teaching and Learning 2009, Madison, WI
Model For Flexible Delivery
This document outlines a model for flexible delivery of vocational education courses. The key elements of the model include developing a delivery and assessment strategy, setting up individual student plans and contracts, using a learning management system like Moodle to provide a mix of online and face-to-face learning modes, reviewing and developing interactive resources, maintaining student engagement through blogging and feedback, and clearly defining student and tutor responsibilities. Critical success factors are having a solid strategy, interactive content, support for students, and maintaining momentum through deadlines.
Ischoolwebboard 1
The document provides an overview of a 5-day teacher training workshop on implementing e-learning. It discusses instructional design principles and models, e-learning modalities, open source software, building an online learning platform, and evaluating online content. The objectives are to define common terms and processes for e-learning, build understanding of instructional design, and guide teachers in designing an online course web board and publishing web pages.
1to1 institute-pd-session jc
The document discusses designing effective professional development for educators in 1:1 schools. It introduces a professional development design framework consisting of committing to a vision, analyzing data, setting goals, planning the learning process, implementing professional development, and evaluating its effectiveness. Specific strategies are provided for each step, including collecting and analyzing various types of quantitative and qualitative data from educators to determine professional development needs and priorities. Characteristics of high-quality professional development are outlined, such as engaging educators in ongoing learning communities and aligning with state standards. The importance of evaluation to inform future professional development is also emphasized.
Quality Teaching in Online Courses
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
Learning networks-2012 griffiths-richards-harrison
This document discusses using feedback to improve instructional design practices. It describes initiatives at Thompson Rivers University to more systematically evaluate and share learning activities. Interviews identified factors for successful activities and feedback desired by designers. Designers deal with many variables intuitively, unaware of implications. The complexity of their work is underrecognized. Providing shared "rules of thumb" documents and distributing the design process could help amplify designers' response to complex problems. Feedback should test hypotheses about what works and inform practice through action research. This closes the loop between feedback, analytics, and design.
Similar to Retreat Presentation (20)
The Impact of Faculty Development on Blended Learning
The Impact of Faculty Development on Blended Learning
Using self sustaining models to develop online programs
Using self sustaining models to develop online programs
Blended online and onsite personalized professional learning for sustainable ...
Blended online and onsite personalized professional learning for sustainable ...
Determining the Effectiveness of Your Faculty Development Program
Determining the Effectiveness of Your Faculty Development Program
What Makes a Quality Online Course: The Student Perspective
What Makes a Quality Online Course: The Student Perspective
Learning networks-2012 griffiths-richards-harrison
Learning networks-2012 griffiths-richards-harrison
More from Deanna Mayers
CODE: Lesson presentations
This document discusses strategies for effective lesson presentations based on principles of memory. It recommends using hooks to gain student interest and connect new content to their background knowledge. Information should be organized into manageable chunks and presented visually. Lecturers should use dual-coding techniques like visual aids, demonstrations and imagery to make content more memorable. Students should actively process information through activities and questioning to strengthen memory.
Whole Child Challenge
The document discusses challenges in whole child education. It notes that employers find deficiencies in critical thinking, problem solving, and other skills. New courses aim to address these needs through techniques like challenge activities, GRAPS, concept mapping, and designing projects. GRAPS refers to goal, role, audience, situation, product/performance/purpose, and standards of success - a framework for designing challenge activities that develop skills employers seek.
Whole Child Healthy
The document discusses recommendations for educating the whole child by focusing on their health and wellness. It recommends that schools:
1) Routinely screen students for health issues like immunizations, vision, hearing, and dental concerns.
2) Form a health advisory council with students, families, community members, and businesses to provide input and resources.
3) Make healthy food choices available in school cafeterias and vending machines.
4) Emphasize lifetime healthy behaviors through physical education and health classes.
Whole Child Supported
The document discusses supporting the whole child in education. It provides tips for building relationships with students, making learning relational, teaching formal language skills, assessing student resources, teaching hidden rules of school, monitoring progress, translating concrete concepts to abstract, teaching question-asking skills, forging relationships with parents, and allowing students to struggle productively. It also outlines four steps to promote whole child education at the local level: forming a working group, thinking and acting locally, spreading the word, and making community friends. The overall message is that a whole child approach ensures each student is supported and has access to personalized learning.
Whole Child Engaged
The document discusses engaging the whole child through education. It recommends that schools provide diverse extracurricular activities, community apprenticeships and internships, and active learning strategies. Service learning is presented as engaging students and improving performance and attendance when incorporated systematically with reflection. Implementing a six step process including identifying community needs and planning can help schools develop service learning projects. The document advocates forming working groups and gaining support from local leaders and groups to promote whole child education.
Whole Child Safety
The document discusses promoting safety for the whole child through educating students online and addressing issues like internet safety, cyberbullying, and social-emotional learning. It provides statistics on internet use among teens and recommendations for schools to establish clear internet safety policies, train teachers, form technology teams involving parents, and integrate social-emotional learning into the curriculum. The document also outlines steps schools can take to implement whole child education, including forming working groups, getting local government support, and spreading awareness of the issue.
K12 Learning
The document discusses key aspects of designing effective online K-12 education. It emphasizes using real-world assessments that embed learning in complex problems, facilitating socialization and collaboration between students, and addressing the whole child through explicit learning opportunities, engagement, and interaction. Designing online K-12 education requires aligning to standards, engaging different learning styles, and monitoring both teacher-student and student-student interaction.
Assessment Overview
The document outlines that assessment should provide valid, fair, and reliable measures of student learning as defined by educational goals. It states that assessment methods should include a variety of formats, such as traditional tests and more authentic performance tasks and projects, in order to capture a full picture of student understanding. Assessment should also be based on familiar content that students have engaged with through core instructional activities.
More from Deanna Mayers (8)
Recently uploaded
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
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.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcDRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
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.The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Recently uploaded (20)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Retreat Presentation
- 1. Designing Digitally Deanna E. Mayers Curriculum Coordinator blendedschools.net