Ripple Effect: Faculty Redesign Through Course Redesign
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The document discusses strategies for encouraging faculty to adopt new classroom technologies at a community college. It outlines a writing initiative program that aims to improve student writing across disciplines by redesigning courses and integrating technology used by both faculty and students. The program provides faculty training on tools like lecture capture, online assessments, and promoting the college portal and learning management system. A taxonomy is presented that classifies technology skills from lower to higher order thinking, to help scaffold faculty skills. Examples of strategies used in the program include demonstrations of technology, collaborating with instructors, and encouraging faculty to explore tools independently.
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This document discusses pedagogy, retention, attainment, and the use of new technologies in education. It provides examples of how some colleges in Scotland are innovating with blended learning, MOOCs, learning tools, and digital skills development for staff and students. It suggests colleges could make better use of online resources and tools to enhance teaching and learning. The document also discusses the importance of authentic assessment, staff development, analytics, and embracing informal learning opportunities.
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This document discusses a session about using virtual classrooms, blogs, and Learning and Evaluation Files (LEFs) to support teaching in Integrative Project (IP) classrooms. The session aims to explain how these tools can both support and enrich the use of LEFs for teachers and students. Examples of existing virtual classrooms are provided, and directions are given for publishing blog posts. A video about monitoring the learning process is also referenced. Benefits discussed include increased interactions, improved organization of student work, and support for collaborative learning. Models of virtual classroom organization and uses of blogs are outlined.
Audio visual in L2 on digital resources for learning L2 languages - Noto con...
This document summarizes a presentation on using various media tools like Wikispace, Exelearning, and slideshare for language learning. It discusses how these tools are used to introduce students to web resources, have them complete topics and share materials. Wikispace allows asynchronous and collaborative work from different places. Exelearning allows arranging learning activities and exporting materials. Benefits include empowering student creativity and problem solving, while challenges include needing teacher training and flexible time. Technical requirements are internet access and open source software. The teacher evaluation found increased motivation and participation from more flexible learning.
Using Web Tools To Enhance Teaching & Learning
The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate collaboratively online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
Using Web Tools To Enhance Teaching & Learning
The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate and collaborate online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
Creativity and Tech Integration
This document discusses creating a digital learning environment by integrating technology into the classroom. It provides a taxonomy for levels of technology integration, from students as passive observers to active creators. The levels progress from observing technology, to incorporating it to increase productivity, to producing with a single tool, exploring prior to instruction, collaborating, applying multiple technologies, and creating by making informed choices about content and tools. Examples are given for moving between levels. Planning tools are suggested, like curriculum maps identifying 21st century skills and technologies. The performance indicators of the NETS standards can provide guidance. Assessing technology projects requires considering curricular goals, skills, and the technology component.
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This document discusses key aspects in the theory and practice of online learning. It covers instructional design considerations for online courses, the evolution of online learning from early text-based courses to today's use of learning management systems, and strategies for effective online course development and teaching. Faculty support, active learning, technical skills, and collaborative course development are important factors for creating high-quality online instruction.
Using Web Tools To Enhance Teaching & Learning
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
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Transformational online and hybrid teaching3
This 7-module faculty development program focuses on developing expertise in online and hybrid teaching. The program covers topics such as asynchronous and synchronous instructional strategies, creating presentations and podcasts, enhancing participation through online resources, and fostering social presence and building community. Faculty work through readings, videos, reflections, and portfolio assignments to gain skills and experience in designing coherent and technology-enhanced online courses that foster student interaction and engagement. The goal is for faculty to complete the entire program to earn an online teaching certificate or to complete individual modules focused on specific skills.
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Hybrid course
The document summarizes a presentation on hybrid courses that blend face-to-face instruction with online learning using social interaction technologies. It defines a hybrid course as combining in-person and online learning, with a significant portion of activities occurring online. The document outlines various social technologies used in hybrid courses like blogs, wikis, podcasts and learning management systems. It discusses benefits of hybrid courses for students, faculty and universities, as well as challenges, such as requiring self-motivation from students.
Personal learning environments brenton dass 201225820
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
Faculty Learning Communities: A Model for Faculty Development
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Just4TechIntegrationists
This document discusses technology integration in education. It defines the role of technology integrationists and outlines a vision for empowering students to be creators, communicators, collaborators, problem solvers, and ethical decision makers. It advocates that curriculum and student needs should drive technology use. The document also discusses increasing the complexity of technology skills and how integrating technology effectively can make it disappear as a focus and instead emphasize cognitive development. Assessment of technology-integrated projects should focus first on curriculum and include rubric areas for technology skills, collaboration, and problem solving.
Open educational resources (OER): why they matter
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
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What considerations need to be considered in order to make video accessible to all users? This presentation considers the law, standards and ways to make your video more accessible when used online.
Poets and Poetry Through the Years
Poets have played an important role in writing for special occasions throughout history. [1] Poets were the earliest writers and their epic poems were highly respected. [2] Poets would be asked by royalty and leaders to compose poems for important events like coronations or inaugurations. [3] The tradition continues today with the United States appointing Poet Laureates through the Library of Congress to write poems for national occasions or memorials.
Gaming STEM in Humanities Courses
Using game design elements in non-game settings to engage participants and encourage desired behaviors is gamification. This technique was used in a project of Web Adventures developed by Rice University. Their goals were to increase students' science and health knowledge through free, online serious games, and to inspire science-related careers. This presentation shows the available resources and suggests some alternative applications in humanities and non-STEM coursework.
Social Media Ethics and Law in Higher Education
Social media is redefining the relationships between organizations and their audiences, and it introduces new ethical, privacy, and legal issues. As an organization, an employee and an individual user, we need to have a better understanding of the ethics, and also the law, as it applies in these new contexts. Pre-existing media law about copyright and fair use was not written with social media in mind, so changes and interpretations are necessary.
Coding as a (second) Language
Coding, like language study, has cognitive advantages. Learning a system of signs, symbols and rules used to communicate improves thinking by challenging the brain to recognize, negotiate meaning and master different language patterns. Multilingual people are more adept at switching between communication structures. Unfortunately, few high schools and far fewer middle and elementary schools offer courses in computer programming. Some educators are considering a programming language as fulfilling the requirement for a “second language.” Why teach coding outside a computer science class? Should it count as a “second language?” How is a programming language comparable to a spoken language? What should we be teaching as coding?
Flipping the Learning Model and Makerspaces
The flipped classroom has been used in different ways for the past decade in education, and more recently, the idea of flipping professional development has been experimented with at schools and in corporate training. In both cases, the idea is to rethink what we want to spend our time with in face-to-face sessions and how can we move learning before & after those sessions to be more self-directed. This presentation was paired with a makerspaces session and included an exercise to flip the learning model. Attendees were asked a DIY activity before the face-to-face session.
Instructional Design in Education
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Problem Solving: A Few Examples
Dimostrazione is considered one of the character traits that made Leonardo da Vinci one of the most influential geniuses in history. It is one approach to problem solving.
It means a commitment to test knowledge through, experience, persistence, and a willingness to learn from mistakes. Some might call it "trial and error" and consider it a poor way to solve a problem.
Engagement in a Disengaged Age
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
There's an App for That: Educating in an App World
This keynote presentation was given at the 8th Annual Faculty Technology Showcase at Bloomfield College in New Jersey, January 2012.
This presentation addressed the then-current advertising tagline that "There's an app for that" which has moved into education as a possible solution for many software needs. Apps – small, easy to download software for mobile devices – are changing how students use technology. It is also changing the way colleges design and deploy software. How are schools reacting to this app world? This presentation examines how mobile and web apps are currently being developed and used, and the ways educators can implement them for teaching and for campus-wide initiatives.
It's the End of the University As We Know It
It’s the End of the University As We Know It (and I feel fine)" was presented as an "Ignite" session at the 9th Annual NJEDge.Net conference (November 2012, New Jersey). It comes out of my ideas about how the next ten years will transform universities in ways that will be frightening for anyone hoping to hold onto the university model that has existed for almost 900 years. It is very likely that, powered by technology, movements such as open educational resources, MOOCs, big data, non-degree programs and alternatives to a traditional university degree will lead to the end of University 1.0. What will be the tipping point that brings about not only University 2.0 but also a broader School 2.0?
Poetry like bread
An assignment for the Stanford University "Crash Course in Creativity" as offered in the fall of 2012. The assignment asked students to consider the value of a loaf of bread in a creative way.
Life After Composition: Improving Student Learning with Writing
The Writing Initiative at Passaic County Community College developed over five years a program of student and faculty support and collaboration across disciplines at the general education course level. The Writing Initiative, which received a Diane Hacker 2012 Award, solidifies a targeted approach to student success by focusing on reforming curriculum, providing ample academic support, and creating opportunities for faculty professional development.
Unintended Consequences: Faculty Buy-in to Using Technology
A report on a 5-year initiative at Passaic County Community College to use technology to improve writing instruction.
Open Learning Through Open Textbooks
Presentation on open textbooks at the Emerging Learning design conference at Montclair State University (NJ-USA) June 2011
The Writing Connection: Bridging the Gap Between High School and College
Passaic County Community College’s “Connections” program to work with area high school teachers across disciplines to create varied opportunities in writing-to-learn rather than the traditional learning-to-write approach that might apply only to the English classroom.
Open Textbooks: A Brief Introduction
The document discusses adopting open textbooks for college courses. It defines open textbooks as digital textbooks that are modifiable, adaptable, low-cost for students, and sometimes available in printed versions for a small fee. The document outlines myths about open textbooks, benefits such as cost savings and opportunities for feedback, and provides steps for adopting an open textbook, including planning the class, contacting stakeholders, and using the textbook.
Soft Launching An Institutional ePortfolio Initiative
Passaic County Community College conducted a soft launch of an institutional ePortfolio initiative over 18 months to gather data and assess student learning. They piloted ePortfolios in writing-intensive courses, an Early Childhood Education program, and with volunteer faculty. Assessment found that students using ePortfolios in writing courses had a 15% higher pass rate on writing exams than the general student population. Lessons learned included the need for faculty and students to see value in ePortfolios, for ongoing formative use instead of just summative assessments, and adequate training and technical support.
Feedback 360
Instructors spend many hours giving feedback to students on paper, online and in face-to-face interactions. But feedback is often underutilized, misinterpreted and misapplied by students. This presentation looks at a hybrid model of feedback. 360-degree feedback is multisource assessment where the feedback comes from all around a student in contrast to a traditional performance model of downward feedback from teacher to student. These practices can be used for instructor-to-student, and student-to-/student (peer) feedback situations and is based on the presenter’s adaptation of current feedback theory in online and traditional courses at the undergraduate and graduate levels.
Redefining Universities
In these times of a bankrupt General Motors, failing newspapers and old media, colleges can be seen as similar institutions that have not responded to changing technologies and economic shifts. My own list of terms that we deal with in our classrooms that are being redefined - whether we agree with these new definitions or we resist changes to the definitions includes: Writing, Reading, Literacy, Publishing, Ownership/IP/Copyright, Research, Privacy, and Class hours.
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