Herein, I will highlight progress in introducing internet-based technologies into a majors-level introductory biology course. First, we have measured dramatic increases in personal interaction between professor and students as a result of introducing Instant Messaging and online office hours. Most surprisingly, we found that in-person student visit during office hours also increased following the introduction of Instant Messaging. Thus, online student-teacher interactions help break down the barriers that prevent students from seeking out their professors in person.
Secondly, in an experimental section of Principles of Modern Biology II (Bio104), we introduced the use of pre-recorded Voice Over PowerPoint™ (VOPP) to deliver video lectures in place of selected lectures, normally delivered in class. This was run as a case-controlled study involving an experimental section and a control group (traditional lectures). We found that through the semester, student use and perceptions of video lectures evolved, aided by periodic student-led discussions. Comparisons of student performance, both in the course overall and individual exam questions directly covering material delivered by video, revealed that internet-delivered video lectures prepares students for exams as effectively as in-class lectures. SALG surveys also revealed that the majority of students find this to be an effective way to learn course material and many reported that they would often pause, rewind, and even watch the entire videos multiple times.
Lastly, we will introduce how educational modules freely available on Visionlearning.com can be integrated into a variety of science courses to facilitate distance and blended learning. This modular content is easily customizable into a “my classroom” context that incorporates student-teacher communication functions, quizzes, and assessment, if so desired. The high-quality, media-rich, peer-reviewed content is written by experts and can be used as a supplement, partial replacement, or even complete replacement of a traditional textbook.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
#HETL14 Willis and Graham: Use of multimedia in fully online programmesSUNY Oneonta
The document summarizes research on the use of multimedia in online programs for professionals. It discusses:
- Current practices using multimedia at the University of Liverpool (UoL) and University of Alaska Southeast (UAS), including audio transcripts, panel discussions, and videos.
- Student perceptions from interviews and surveys at UoL and UAS, which found multimedia increased enjoyment and connection, but could also be distracting if excessive.
- Suggestions for improving multimedia included providing a variety of multimedia formats from different perspectives, balancing multimedia across modules, and incorporating more interactivity through live discussions.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
This document summarizes a talk given by Abel Nyamapfene on innovative teaching to improve student engagement. The talk defined student engagement, discussed principles of engagement including encouraging student-faculty contact and active learning. It provided examples of how Nyamapfene applied these principles in his own teaching through activities, assessment, and maintaining high expectations. Student and institutional evaluations showed positive feedback on Nyamapfene's teaching methods and engagement with other educators.
Sloan_Conference Presentation_Course Redesign_2012Jun Yang
This document summarizes a presentation given by Dr. Susan White and Jun Yang at the University of Maryland about their experience redesigning a business finance course into a blended format. It provides details about their university, the blended learning initiative, and the process of transitioning the BMGT 340 course from a large lecture to smaller blended sections. It describes the pre-class, in-class, and post-class components and discusses survey results from students about their expectations and experiences in the blended format. Both positive student feedback about the flexibility and resources, as well as concerns about workload and understanding content online, are highlighted.
Exploring Inquiry-based Science Lab Instruction: STEM education programs have incorporated inquiry-based instruction (IBI) to improve student engagement, learning and retention in STEM programs. What defines IBI? How does it look in a college lab class? What are the benefits and challenges of IBI, and how are the challenges overcome? Attendees in this presentation participated in a model enzyme lab activity offered in four different levels of IBI, learned to identify and differentiate between the four levels of IBI, explored scaffolds in IBI and their uses to support student learning, and discussed the benefits and challenges involved in implementing IBI.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
#HETL14 Willis and Graham: Use of multimedia in fully online programmesSUNY Oneonta
The document summarizes research on the use of multimedia in online programs for professionals. It discusses:
- Current practices using multimedia at the University of Liverpool (UoL) and University of Alaska Southeast (UAS), including audio transcripts, panel discussions, and videos.
- Student perceptions from interviews and surveys at UoL and UAS, which found multimedia increased enjoyment and connection, but could also be distracting if excessive.
- Suggestions for improving multimedia included providing a variety of multimedia formats from different perspectives, balancing multimedia across modules, and incorporating more interactivity through live discussions.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
This document summarizes a talk given by Abel Nyamapfene on innovative teaching to improve student engagement. The talk defined student engagement, discussed principles of engagement including encouraging student-faculty contact and active learning. It provided examples of how Nyamapfene applied these principles in his own teaching through activities, assessment, and maintaining high expectations. Student and institutional evaluations showed positive feedback on Nyamapfene's teaching methods and engagement with other educators.
Sloan_Conference Presentation_Course Redesign_2012Jun Yang
This document summarizes a presentation given by Dr. Susan White and Jun Yang at the University of Maryland about their experience redesigning a business finance course into a blended format. It provides details about their university, the blended learning initiative, and the process of transitioning the BMGT 340 course from a large lecture to smaller blended sections. It describes the pre-class, in-class, and post-class components and discusses survey results from students about their expectations and experiences in the blended format. Both positive student feedback about the flexibility and resources, as well as concerns about workload and understanding content online, are highlighted.
Exploring Inquiry-based Science Lab Instruction: STEM education programs have incorporated inquiry-based instruction (IBI) to improve student engagement, learning and retention in STEM programs. What defines IBI? How does it look in a college lab class? What are the benefits and challenges of IBI, and how are the challenges overcome? Attendees in this presentation participated in a model enzyme lab activity offered in four different levels of IBI, learned to identify and differentiate between the four levels of IBI, explored scaffolds in IBI and their uses to support student learning, and discussed the benefits and challenges involved in implementing IBI.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
This document summarizes the findings of a literature review on lecture capture conducted by Gabi Witthaus. The review examined recent research on the percentage of students using lecture capture, how students use it, the impact on attendance and learning, and lecturer perspectives. Key findings included that the majority of students use lecture capture selectively as a supplement to live lectures, with minimal drops in attendance. Positive impacts on learning were found for some students, like those with learning difficulties, though results were mixed. Lecturers were found to make some changes to teaching with lecture capture, like moving toward more active learning approaches.
This document outlines a project to enhance student learning at a university chemistry department by providing recordings of lectures. Over four years, lectures were recorded and made available online. Benefits included increased flexibility for students and support for diverse learning styles. Hardware was inexpensive, and recording lectures was quick and easy. As part of an HEA project, more staff were trained to record lectures. Student feedback was very positive, praising the ability to revisit difficult concepts. Statistics showed recordings were widely and flexibly accessed. The project concluded that recording lectures benefits both students and staff with minimal effort.
Expert guided crowd sourced learning content: a pilot studySimon Bates
1. A pilot study was conducted using expert-guided crowd-sourced learning content in 3 sections of a physics course with over 300 students total.
2. Students were required to submit 2 learning objects over the term worth 2.5% each of their grade. Most students spent 2-3 hours on each learning object.
3. Students reported understanding the topics much better after creating a learning object on it, however it is difficult to determine if creating a learning object directly leads to better understanding of the related course content. Future work could look at crowd-sourcing the assessment of learning objects.
In this document, three case studies are presented where students generated learning materials.
1) Interactive screen experiments were developed by physics students to help overcome anxiety in labs for other students.
2) Fourth year physics students created outreach materials like lesson plans, videos and games to teach astronomy concepts.
3) Foundation students collaboratively developed an online glossary to define technical terms in chemistry and physics.
In each case, student developers gained skills while students using the materials benefited from more engaging resources. The projects enriched learning for all students and strengthened community in their departments.
This was presented by Dr Sanjoy Sanyal at the 2016 International Education Conference in Orlando, FL on 4 January 2016 in Disney's Boardwalk Inn.
It was voted the best paper presentation of the session by the attendees.
Educational Video created by Dr Sanjoy Sanyal; Professor, Surgeon and Medical Informatician
Deals with Blended / Hybrid Learning, Rotation Model, Flipped Classroom, Student responses, Audience Response System Clicker,
Pedagogy with Technology: getting the horse out in front of the cartSimon Bates
1. A case study examined the use of PeerWise, a web-based student-generated multiple choice question system, in a large introductory physics course at the University of British Columbia with over 1800 students.
2. Students were highly engaged with the system, far exceeding the minimum requirements by writing questions, answering questions, and providing feedback.
3. Scaffolding the use of PeerWise in tutorials helped support student learning and engagement with the system.
The ELAC Team Project conducted action research to identify limitations to online student learning and interventions to address them. They surveyed students and found the primary limitations were lack of time, math anxiety, and difficulty with word problems. The team set up a Facebook site and library workshop for collaboration. Students who participated in Facebook had higher grades. The researchers also analyzed a chemistry class, finding students' limitations were math anxiety, word problems, and lack of confidence. Interventions like tutorials, study groups, and guided workshops increased the class average by 10%. The researchers recommend the college offer math review workshops and tutoring to build confidence.
Reinventing the lecture: how video technology and learning analytics are tran...John Couperthwaite
This document discusses how video technology and learning analytics can transform the traditional lecture format. It notes that lectures currently have low student engagement and understanding. The solution proposed is to use video recording of lectures along with interactive polling and analytics of student engagement and performance. Several case studies show improved student outcomes like retention, satisfaction, and exam grades when lectures incorporate these active learning elements and analytics provide feedback to students and instructors. The reinvented lecture allows more flexible, personalized learning and better connects pre-lecture preparation to post-lecture activities.
Ah yes, but that would never work with my students Simon Bates
1. The document discusses a framework called How Learning Works that bridges educational research findings and teaching practices. It outlines seven principles of how students learn based on cognitive science, including that students' prior knowledge and motivation impact learning.
2. A case study is presented on the use of PeerWise, a student-generated multiple choice question tool, in a physics course. Students engaged well beyond minimum requirements, and participation was correlated with learning outcomes. PeerWise exemplified principles like knowledge organization and motivation.
3. The document concludes by acknowledging contributions and providing resources on How Learning Works and PeerWise for further information.
The document discusses the implementation and results of PeerWise, an online question and answer platform developed by students. It was implemented in several large introductory physics, chemistry, and biology courses. Students actively engaged with the platform, exceeding minimum requirements by writing and answering many questions. Students who used PeerWise more performed better in the courses. Question quality was surprisingly high, with questions mapping well to higher levels of Bloom's taxonomy. The platform was found to improve student learning when implemented across different institutions, disciplines, and class sizes.
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
The document discusses learning spaces and their role in educational development. It begins by outlining the current state of research on learning spaces and identifies some of the challenges involved in implementing new learning space designs. Some of the key benefits of innovative learning space designs are then presented, such as how the physical layout can impact the types of activities that can easily be performed. The document emphasizes that changing teaching styles to be more student-centered is an important part of realizing the benefits of new learning spaces. It concludes by stressing the importance of reflection and follow-through after professional development sessions to improve educational practices.
The document summarizes a webinar for preparing for the summer session of the North Carolina Virtual Public School. It discusses the roles and responsibilities of those supporting virtual courses over the summer, registration processes, important dates, initial student support strategies, issues that may arise and solutions, best practices for credit recovery courses, and resources available in the DLA Spa portal.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
These case studies from UBC courses exhibit students as active agents in their learning through collaborative projects. Open writing projects for Wikipedia supported the development of research, writing and collaboration skills while creating contributions to public knowledge. Students creating learning resources for peers integrated research to communicate topics creatively and develop digital literacies. Initiatives like undergraduate learning assistants, learning technology rovers, and student directed seminars positioned teaching as a partnership with students developing planning and problem-solving skills.
A Pecha Kucha presentation (20 slides, 20 seconds per slide) given as part of UBC's Celebrate Learning Week, detailing our project to use student-generated learning content in our introductory Physics course.
1. The ELAC Team Project investigated ways to improve online student learning through surveys and interventions in online classes.
2. A survey found that most online students lacked time for their studies and had good basic skills but mixed views on social media for learning.
3. Interventions like online discussions, Facebook groups, workshops and tutoring helped increase student grades and confidence in two classes.
4. Recommendations included developing math tutoring and workshops for intro students, as well as training tutors to support low confidence students.
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
This document outlines a project to enhance student learning at a university chemistry department by providing recordings of lectures. Over four years, lectures were recorded and made available online. Benefits included increased flexibility for students and support for diverse learning styles. Hardware was inexpensive, and recording lectures was quick and easy. As part of an HEA project, more staff were trained to record lectures. Student feedback was very positive, praising the ability to revisit difficult concepts. Analytics showed recordings were widely and flexibly accessed. The project concluded that recording lectures benefits both students and staff with minimal effort.
This document summarizes the challenges of teaching non-majors biology online and efforts to revamp an online biology course. It discusses problems with the previous course design and materials. The redesign focuses on incorporating active learning strategies supported by educational research. New elements include an engaging textbook, formative assessments through interactive lessons and games, and authentic assignments where students explore self-selected topics. Preliminary results suggest students find the new approach more interesting. Further data is still needed to evaluate the impact on learning and satisfaction.
This document summarizes the findings of a literature review on lecture capture conducted by Gabi Witthaus. The review examined recent research on the percentage of students using lecture capture, how students use it, the impact on attendance and learning, and lecturer perspectives. Key findings included that the majority of students use lecture capture selectively as a supplement to live lectures, with minimal drops in attendance. Positive impacts on learning were found for some students, like those with learning difficulties, though results were mixed. Lecturers were found to make some changes to teaching with lecture capture, like moving toward more active learning approaches.
This document outlines a project to enhance student learning at a university chemistry department by providing recordings of lectures. Over four years, lectures were recorded and made available online. Benefits included increased flexibility for students and support for diverse learning styles. Hardware was inexpensive, and recording lectures was quick and easy. As part of an HEA project, more staff were trained to record lectures. Student feedback was very positive, praising the ability to revisit difficult concepts. Statistics showed recordings were widely and flexibly accessed. The project concluded that recording lectures benefits both students and staff with minimal effort.
Expert guided crowd sourced learning content: a pilot studySimon Bates
1. A pilot study was conducted using expert-guided crowd-sourced learning content in 3 sections of a physics course with over 300 students total.
2. Students were required to submit 2 learning objects over the term worth 2.5% each of their grade. Most students spent 2-3 hours on each learning object.
3. Students reported understanding the topics much better after creating a learning object on it, however it is difficult to determine if creating a learning object directly leads to better understanding of the related course content. Future work could look at crowd-sourcing the assessment of learning objects.
In this document, three case studies are presented where students generated learning materials.
1) Interactive screen experiments were developed by physics students to help overcome anxiety in labs for other students.
2) Fourth year physics students created outreach materials like lesson plans, videos and games to teach astronomy concepts.
3) Foundation students collaboratively developed an online glossary to define technical terms in chemistry and physics.
In each case, student developers gained skills while students using the materials benefited from more engaging resources. The projects enriched learning for all students and strengthened community in their departments.
This was presented by Dr Sanjoy Sanyal at the 2016 International Education Conference in Orlando, FL on 4 January 2016 in Disney's Boardwalk Inn.
It was voted the best paper presentation of the session by the attendees.
Educational Video created by Dr Sanjoy Sanyal; Professor, Surgeon and Medical Informatician
Deals with Blended / Hybrid Learning, Rotation Model, Flipped Classroom, Student responses, Audience Response System Clicker,
Pedagogy with Technology: getting the horse out in front of the cartSimon Bates
1. A case study examined the use of PeerWise, a web-based student-generated multiple choice question system, in a large introductory physics course at the University of British Columbia with over 1800 students.
2. Students were highly engaged with the system, far exceeding the minimum requirements by writing questions, answering questions, and providing feedback.
3. Scaffolding the use of PeerWise in tutorials helped support student learning and engagement with the system.
The ELAC Team Project conducted action research to identify limitations to online student learning and interventions to address them. They surveyed students and found the primary limitations were lack of time, math anxiety, and difficulty with word problems. The team set up a Facebook site and library workshop for collaboration. Students who participated in Facebook had higher grades. The researchers also analyzed a chemistry class, finding students' limitations were math anxiety, word problems, and lack of confidence. Interventions like tutorials, study groups, and guided workshops increased the class average by 10%. The researchers recommend the college offer math review workshops and tutoring to build confidence.
Reinventing the lecture: how video technology and learning analytics are tran...John Couperthwaite
This document discusses how video technology and learning analytics can transform the traditional lecture format. It notes that lectures currently have low student engagement and understanding. The solution proposed is to use video recording of lectures along with interactive polling and analytics of student engagement and performance. Several case studies show improved student outcomes like retention, satisfaction, and exam grades when lectures incorporate these active learning elements and analytics provide feedback to students and instructors. The reinvented lecture allows more flexible, personalized learning and better connects pre-lecture preparation to post-lecture activities.
Ah yes, but that would never work with my students Simon Bates
1. The document discusses a framework called How Learning Works that bridges educational research findings and teaching practices. It outlines seven principles of how students learn based on cognitive science, including that students' prior knowledge and motivation impact learning.
2. A case study is presented on the use of PeerWise, a student-generated multiple choice question tool, in a physics course. Students engaged well beyond minimum requirements, and participation was correlated with learning outcomes. PeerWise exemplified principles like knowledge organization and motivation.
3. The document concludes by acknowledging contributions and providing resources on How Learning Works and PeerWise for further information.
The document discusses the implementation and results of PeerWise, an online question and answer platform developed by students. It was implemented in several large introductory physics, chemistry, and biology courses. Students actively engaged with the platform, exceeding minimum requirements by writing and answering many questions. Students who used PeerWise more performed better in the courses. Question quality was surprisingly high, with questions mapping well to higher levels of Bloom's taxonomy. The platform was found to improve student learning when implemented across different institutions, disciplines, and class sizes.
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
The document discusses learning spaces and their role in educational development. It begins by outlining the current state of research on learning spaces and identifies some of the challenges involved in implementing new learning space designs. Some of the key benefits of innovative learning space designs are then presented, such as how the physical layout can impact the types of activities that can easily be performed. The document emphasizes that changing teaching styles to be more student-centered is an important part of realizing the benefits of new learning spaces. It concludes by stressing the importance of reflection and follow-through after professional development sessions to improve educational practices.
The document summarizes a webinar for preparing for the summer session of the North Carolina Virtual Public School. It discusses the roles and responsibilities of those supporting virtual courses over the summer, registration processes, important dates, initial student support strategies, issues that may arise and solutions, best practices for credit recovery courses, and resources available in the DLA Spa portal.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
These case studies from UBC courses exhibit students as active agents in their learning through collaborative projects. Open writing projects for Wikipedia supported the development of research, writing and collaboration skills while creating contributions to public knowledge. Students creating learning resources for peers integrated research to communicate topics creatively and develop digital literacies. Initiatives like undergraduate learning assistants, learning technology rovers, and student directed seminars positioned teaching as a partnership with students developing planning and problem-solving skills.
A Pecha Kucha presentation (20 slides, 20 seconds per slide) given as part of UBC's Celebrate Learning Week, detailing our project to use student-generated learning content in our introductory Physics course.
1. The ELAC Team Project investigated ways to improve online student learning through surveys and interventions in online classes.
2. A survey found that most online students lacked time for their studies and had good basic skills but mixed views on social media for learning.
3. Interventions like online discussions, Facebook groups, workshops and tutoring helped increase student grades and confidence in two classes.
4. Recommendations included developing math tutoring and workshops for intro students, as well as training tutors to support low confidence students.
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
This document outlines a project to enhance student learning at a university chemistry department by providing recordings of lectures. Over four years, lectures were recorded and made available online. Benefits included increased flexibility for students and support for diverse learning styles. Hardware was inexpensive, and recording lectures was quick and easy. As part of an HEA project, more staff were trained to record lectures. Student feedback was very positive, praising the ability to revisit difficult concepts. Analytics showed recordings were widely and flexibly accessed. The project concluded that recording lectures benefits both students and staff with minimal effort.
This document summarizes the challenges of teaching non-majors biology online and efforts to revamp an online biology course. It discusses problems with the previous course design and materials. The redesign focuses on incorporating active learning strategies supported by educational research. New elements include an engaging textbook, formative assessments through interactive lessons and games, and authentic assignments where students explore self-selected topics. Preliminary results suggest students find the new approach more interesting. Further data is still needed to evaluate the impact on learning and satisfaction.
Engaging Learners Through Interactive Pre-Recorded Lectures by Dr. Reece Soph...Reece Sophocleous
Slides presented at the University of Wollongong Early Career Academic Network November Showcase 2022 by Dr. Reece Sophocleous reflecting on delivering online pre-recorded lectures and methods used to ensure student engagement was maintained.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
Video Lecture Capture Initiative - Fall 2009 Initiative ReportWSSU CETL
Winston-Salem State University implemented a video lecture capture initiative to address declining student retention and graduation rates. Faculty in eight courses recorded their lectures using Panopto software, which students could access online. Surveys found that students overwhelmingly found the videos helpful for their learning. Usage increased over the first few videos and declined later on. While video access did not significantly impact individual exam scores, aggregated assessment scores correlated with increased video usage. The initiative identified positive trends in supplemental instruction benefiting student performance.
07 Asia TEFL: Web-based video self-analysis of conversation and presentationsgetchan
Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.
The document summarizes a study on introducing an online teaching and learning system at Universiti Teknikal Malaysia Melaka (UTeM) to replace the traditional classroom system. A survey was conducted of 51 UTeM students. The results found that 59% of respondents were not satisfied with the current classroom system. Most respondents felt the classroom environment was uncomfortable and classrooms were insufficient. Additionally, 55% did not often ask lecturers questions due to shyness. The study concluded the current system fails to engage students, while an online system could provide flexibility and be less stressful. The goal is to improve teaching methods to enhance student understanding and performance.
Pivoting to remote learning and online instructionTanya Joosten
Pivoting to remote and online instruction
Presented at Northwestern Health Sciences University May 4th, 2020
Tanya Joosten, Ph.D., will discuss some top considerations when having to teach remotely and online, including supporting your students, selecting appropriate media, building collaboration and engagement, and more.
This study aims to determine whether PowerPoint or a chalkboard results in higher immediate information retention from presentations. 40 students will be randomly assigned to view a leadership training presentation delivered via either PowerPoint or chalkboard. Both groups will receive the same presentation from the same presenter to control for variables. Participants will then complete a quiz to assess their immediate retention of the presented information. The results could help instructors choose presentation methods that maximize audience understanding and memory of content.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
TELL Session: Busting through the Maze: Building and Supporting our First MoocBCcampus
This document provides an overview of the development and delivery of a Massive Open Online Course (MOOC) on Indigenous education. It describes the course staff and advisory group, as well as student demographics. It discusses principles of universal design for learning incorporated into the course, including multiple means of representation, expression, and engagement. Lessons learned are shared regarding media production, MOOC delivery aspects like orientation, assessment, due dates, beta testing, grade allocation, scaling support, and acquiring student testimonials. Example student testimonials praise the reflective nature and accessibility of the course material.
Brain Pop Jr. is an educational website for students in grades 1-3 that features short animated videos taught by characters Annie and Moby. The videos cover a variety of subjects in a way that makes complex topics easy to understand. In addition to videos, the site includes quizzes, games, blogs, and is available as an app, allowing it to be used on any device. While a subscription is required, Brain Pop Jr. aligns with common core standards and has been shown to improve student engagement and understanding when used in the classroom.
This document summarizes research on online learning. It discusses student preferences for online education, including demographics of online students and preferences for course format and field of study. Research findings on student satisfaction with online learning are also presented. The document proposes rubrics for course design evaluation and highlights synchronous tools like Elluminate that can increase student interaction. Examples of how Elluminate has been used effectively for online instruction are provided.
Flipping Out: Concepts of Inverted Classrooms for Teaching and TrainingPaul Brown
1. The document discusses flipping the classroom, which involves moving lectures outside of class time through videos and using class time for active learning activities like discussions and problem-solving.
2. Examples are provided of how to flip both a graduate education course and a student conduct training. For the course, lectures were moved to pre-class videos and class time involved activities like quizzes and group projects. For training, components like reviewing policies and incident reports were made into pre-work videos.
3. The document reviews research supporting flipped learning and lists potential barriers for faculty like extra time needed and concerns about assessing student work done outside of class. It also profiles common technologies used in flipped settings like blogs, wikis and podcast
This document discusses findings from studies on the impact of podcasts on student learning. It finds that podcasts generally have a positive impact when they provide supplementary content not available to other students, allow repeated listening and review, or deliver just-in-time information. However, positive effects may be due more to how podcasts are used rather than the podcasts themselves. No studies found detrimental effects of podcasts on learning. The document concludes that teacher-created podcasts can benefit learning when used appropriately.
NTU Innovations in Teaching Seminar - students as co creatorsSimon Bates
This document summarizes an expert-guided seminar on advancing knowledge co-creation and peer learning through crowdsourced learning content. It discusses principles of ownership, how learning works, and effective practices. It describes PeerWise, an online platform where students generate and answer multiple choice questions to assess their knowledge. It also discusses moving beyond MCQs to student-generated "learning objects" such as video or text explanations of course topics. Results showed high student engagement and positive impacts on understanding when students created these learning objects. However, some students found the difficulty level of generating learning objects did not match other course assessments.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Similar to Simple but Powerful Tools for Enhancing College Science Education (Sloan-C Conference, October 2009) (20)
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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.
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Simple but Powerful Tools for Enhancing College Science Education (Sloan-C Conference, October 2009)
1. Simple but Powerful Tools for Enhancing College Science Education Nathan H. Lents, Ph.D. Anthony Carpi, Ph.D. Department of Sciences John Jay College of Criminal Justice The City University of New York www.visionlearning.org [email_address]
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5. Data Cifuentes OE and Lents NH, submitted 2008, Electronic Journal of Science Education
6. Data Lents NH and Cifuentes OE, revisions pending, Electronic Journal of Science Education
7. Data Lents NH and Cifuentes OE, revisions pending, Electronic Journal of Science Education
8. Data Lents NH and Cifuentes OE, revisions pending, Electronic Journal of Science Education
26. Visionlearning: Building an open online learning environment for promoting the nature and practice of science Nathan Lents & Anthony Carpi John Jay College, The City University of New York The Power of Online Learning: Opportunities for Tomorrow October 30, 2009
34. Quantitative Evaluation Carpi, 2001, J. Coll. Sci. Teach. Mean Assessment Quiz Scores in 8 sections of NSC107 (n = 454) Group 1: Sections Using Visionlearning Group 2: Sections Using Prior Web & Text Group 3: Section Using Textbook Only Quiz Score by Section ± 95% CI 77 ± 3 76 ± 4 78 ± 3 62 ± 5 61 ± 3 66 ± 5 63 ± 4 55 ± 6 Mean 77 ± 2 63 ± 2 55 ± 6
35. Simple but Powerful Tools for Enhancing College Science Education Nathan H. Lents, Ph.D. Anthony Carpi, Ph.D. Department of Sciences John Jay College of Criminal Justice The City University of New York www.visionlearning.org [email_address]
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