Presentation given at the Iowa 1:1 Conference, 4/8/15. Overviews the current Student Personalized Learning System, and how to utilize the Digital Citizenship curriculum.
Moving Your District's Professional Development OnlineEvan Abbey
Presented at Keystone AEA TIC conference, 6/16/15. An overview of ways Iowa districts are utilizing AEA PD Online's services to deliver online professional development.
Our 1st session from ITEC 2014. Overviews different models for blended learning, as well as strategies to blend content, assessments, and collaboration.
Presented at Keystone AEA's TIC Conference, 6/17/15. This presentation overviews the supports AEA PD Online provides for Iowa schools so that they can implement blended learning locally.
TLC2016 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
Innovative approaches to cross-campus delivery of learningJisc
Speaker: Dan Pearson, principal and chief executive, USP College
USP College was formed in 2017 following the merger of Seevic College in Benfleet and Palmers College in Grays. The college provides career focussed learning giving students the skills employers need, with students not only gaining formal qualifications but developing professional skills desired by businesses.
Dan Pearson, principal and chief executive, explains how the merger has given rise to new opportunities to create a network of expert teachers. Using cutting edge technology, the college crafted a strategy to provide group learning over distance, providing solutions to teacher shortages and small class sizes.
Strategic e-learning questions:
Pure or blended online education?
Teacher driven or automatized services?
Individual, collaborative or cooperative learning?
Synchronous or asynchronous communication?
Paced or unpaced progression?
Fixed or flexible start-up?
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
Moving Your District's Professional Development OnlineEvan Abbey
Presented at Keystone AEA TIC conference, 6/16/15. An overview of ways Iowa districts are utilizing AEA PD Online's services to deliver online professional development.
Our 1st session from ITEC 2014. Overviews different models for blended learning, as well as strategies to blend content, assessments, and collaboration.
Presented at Keystone AEA's TIC Conference, 6/17/15. This presentation overviews the supports AEA PD Online provides for Iowa schools so that they can implement blended learning locally.
TLC2016 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
Innovative approaches to cross-campus delivery of learningJisc
Speaker: Dan Pearson, principal and chief executive, USP College
USP College was formed in 2017 following the merger of Seevic College in Benfleet and Palmers College in Grays. The college provides career focussed learning giving students the skills employers need, with students not only gaining formal qualifications but developing professional skills desired by businesses.
Dan Pearson, principal and chief executive, explains how the merger has given rise to new opportunities to create a network of expert teachers. Using cutting edge technology, the college crafted a strategy to provide group learning over distance, providing solutions to teacher shortages and small class sizes.
Strategic e-learning questions:
Pure or blended online education?
Teacher driven or automatized services?
Individual, collaborative or cooperative learning?
Synchronous or asynchronous communication?
Paced or unpaced progression?
Fixed or flexible start-up?
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
TLC2016 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
Ben Young, Director of Learning Solutions, presented on top Moodle plugins for blended learning. Blended learning combines online and in-person learning and is popular because it allows learning at your own pace, focuses on interests, and caters to different learning styles. Research shows blended learning improves outcomes. It saves time and money by reducing infrastructure costs and allowing training to reach many students at once in a repeatable model. Common Moodle plugins that support blended learning include Big Blue Button for live sessions, progress bars, dialogues, attendance tracking, multimedia, quizzes, and wikis. The presentation outlined next steps for implementing blended programs which include setting goals and objectives, considering learners, designing the blend, and measuring success
The Open University's Live Engagement Team teaches information literacy skills to students through a variety of approaches. They created subject showcase videos featuring librarians introducing resources for different subjects. While cost-efficient to produce, the showcases required significant staff time and the project was put on hold due to delays. The team also piloted early morning and late evening training sessions based on student personas and feedback. Evening sessions had good attendance and were added to the schedule, while early sessions had low turnout and were suspended. Student feedback on expanding session times was positive. Both interventions aimed to increase information literacy and student satisfaction at low cost, but evaluating effectiveness ongoing is important.
This document summarizes a presentation on teaching math courses online. It discusses challenges in online course design, such as mimicking face-to-face interactions and managing workload. Several approaches are described for structuring an online math class, including introducing concepts through videos, assigning book problems, conducting group work, and giving quizzes and tests through an online system. Both successes and challenges are noted, such as students interacting but workload being large. Suggested changes for the next time include adding synchronous components, reworking discussions, and better use of learning management features.
The document introduces a 5-step model for developing online courses using Moodle. The model involves gradually embedding more online elements and interactivity into courses. It discusses using the model to enhance existing courses by adding contextualization, navigation, activities, and interactivity. A Moodle "course report" is mentioned that provides feedback on a course's resources, activities, and level of interactivity. Examples and scenarios are provided for how to plan and design courses using the 5-step model.
The document outlines the experience of the TAFE NSW Riverina Institute Wagga ICT Department with Moodle from 2009-2012. Initially they had limited use of Moodle and used Sharepoint instead. Over the years they committed to using Moodle more, trialing its use for courses, assessments, and distance education. They received funding which allowed them to expand Moodle use for assessments and flexible programs. Lessons learned included starting small, avoiding linear structures, seeking funding, focusing on good teaching, and sharing Moodle expertise.
This document provides resources and guidance for designing blended learning courses using Moodle. It discusses planning course design, models for online course design like Quality Matters, building communication pathways, understanding discussion forums and their roles, scaffolding learning with digital media, creating collaborative environments, developing effective assessments, and supporting online learners. Key recommendations include planning the course design, using Moodle's module tools, considering communication and feedback, facilitating discussion and reflection, incorporating a variety of assessment methods, and providing support resources for students.
Evolution of a competency-based online faculty certification programJeremy Anderson
Presentation delivered at the 2016 eVolution in eLearning Conference held at Fairfield University. Covered are iterations of a certification course for online instructors, culminating in a review of the move to a competency-based structure.
Making Training More Agile: The Evolution of a Competency-Based Online Facult...Kaitlin Walsh
As colleges increase their online course offerings, perhaps the biggest challenge is training faculty for the transition. How do we make training relevant and meaningful within their busy schedules? This presentation will highlight the development of American International College’s competency-based online faculty training program, focusing on structure, implementation and benefits.
Thinking it through: Choosing the right Blackboard tool for the job | Neville...Blackboard APAC
Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools.
ETUG Spring workshop 2014 - What Technology Skills Do Students Need to Learn ...BCcampus
This document summarizes the results of a study on the technology skills students need to be successful in post-secondary education. The study found that students most commonly need assistance with printing, Microsoft Office programs like Word and Excel, and working with PDFs. Students feel they are expected to be proficient in productivity software like MS Office without being taught those skills. The study recommends that institutions provide training in areas like productivity software, research skills, communication etiquette, and social media awareness to better support students' development of necessary technology abilities.
This document discusses how technology can support and enhance learning and teaching in several ways:
1) E-learning tools like online labs, e-submission of assignments, online quizzes, and audio feedback can provide flexibility for students, improve the learner experience, and make better use of in-person class time.
2) Features in learning management systems like Blackboard, such as online resources, communication tools, collaborative activities, assessments, and reflective exercises, provide flexible and engaging learning materials to support and personalize instruction.
3) Technologies like e-submission and audio feedback reduce workload for staff while enhancing feedback and reducing student anxiety about assessments.
The document provides an overview of the academic support services available to students, staff, and faculty at Northeast Center. It summarizes the roles of learning coaches and peer coaches who provide individual appointments, workshops, and courses to help students improve their study skills and academic performance. Peer coaches are trained students who assist with content tutoring, while learning coaches are graduates who conduct workshops and courses, train peer coaches, and provide direct academic support. The document also lists resources on the academic support wiki website, YouTube channel, and Smarthinking online tutoring service. It concludes by soliciting input on future workshop schedules and uses of peer coaches.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
This document discusses varying assessments for today's learners in a digital age. It provides an overview of formative and summative assessment tools that are aligned with technology standards. Examples of formative assessment tools include polling tools, online quizzes, and tools that provide prompt feedback. Examples of summative assessments include end of unit tests and culminating projects. The document also discusses alternative assessments such as observations, essays, projects and portfolios. Specific digital tools are presented, such as SAS Curriculum Pathways, Discovery Education, ePortfolios, Googlio, Prezi, and real-world assessments like infographics and app design. The purpose is to consider different types of assessments and how technology can support assessments.
Administering a customised, printable certificate of completion in Blackboard...Blackboard APAC
While badges and achievements have their place, some training programs often still require participants to have a printed or PDF certificate bearing their name as proof of completing a task. Griffith University developed a tool to fit this need some years ago and it has recently been transformed into a Blackboard Building Block, allowing more sustainable usage and customisation options. This presentation will talk through the history of the project and demonstrate the capabilities of the new Building Block.
This document discusses using blogs as ePortfolios to showcase student growth and learning. It provides an overview of why ePortfolios are useful, specifically for demonstrating how students' work addresses higher-order thinking skills and connects to social learning theories. It also outlines how to construct blog ePortfolios by identifying artifacts, developing narrative reflections, and aligning content to program goals and outcomes for assessment purposes. Finally, it notes some issues to consider, such as whether assessment should be formal or informal and addressing copyright and ownership concerns.
TLC2016 - Mobile moments: how the modern student makes learning their ownBlackboardEMEA
Presenter: Phil Rothwell
Organisation: Liverpool John Moores University
Description: Mobile is regarded as a truly disruptive technology and its application within teaching can still divide educators. That said its popularity, particularly with the so called ""Millennials"" is undoubtedly huge and continually growing, so it is important to identify how today's student is engaging with mobile technology and to try to draw some conclusions about what this might mean.
At Liverpool John Moores University we've set about this by examining what students have been doing and where, within the constraints of ""Mobile Moments"" or brief windows in which the learner completes small tasks pertaining to their studies. This investigation formed part of a broader survey into device ownership and student Mobile learning.
Iowa Communities of Practice - Points for Common UnderstandingEvan Abbey
Presentation given to IA Community of Practice workshop 4/27/11. Gives a mental model for common understanding to 4 questions: 1) What is Moodle, 2) What is Blended Learning, 3) How will I use my course, and 4) How do I continue my personal learning? Uses content from Tomaz Lasic (att-nc-by)
Be sure to download for notes
AEA PD Online, a collaborative of Iowa's Area Education Agencies, seeks partnerships with other state agencies for the delivery of online professional development and services to provide K-12 student online learning.
This presentation overviews some of the partnership opportunities.
TLC2016 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
Ben Young, Director of Learning Solutions, presented on top Moodle plugins for blended learning. Blended learning combines online and in-person learning and is popular because it allows learning at your own pace, focuses on interests, and caters to different learning styles. Research shows blended learning improves outcomes. It saves time and money by reducing infrastructure costs and allowing training to reach many students at once in a repeatable model. Common Moodle plugins that support blended learning include Big Blue Button for live sessions, progress bars, dialogues, attendance tracking, multimedia, quizzes, and wikis. The presentation outlined next steps for implementing blended programs which include setting goals and objectives, considering learners, designing the blend, and measuring success
The Open University's Live Engagement Team teaches information literacy skills to students through a variety of approaches. They created subject showcase videos featuring librarians introducing resources for different subjects. While cost-efficient to produce, the showcases required significant staff time and the project was put on hold due to delays. The team also piloted early morning and late evening training sessions based on student personas and feedback. Evening sessions had good attendance and were added to the schedule, while early sessions had low turnout and were suspended. Student feedback on expanding session times was positive. Both interventions aimed to increase information literacy and student satisfaction at low cost, but evaluating effectiveness ongoing is important.
This document summarizes a presentation on teaching math courses online. It discusses challenges in online course design, such as mimicking face-to-face interactions and managing workload. Several approaches are described for structuring an online math class, including introducing concepts through videos, assigning book problems, conducting group work, and giving quizzes and tests through an online system. Both successes and challenges are noted, such as students interacting but workload being large. Suggested changes for the next time include adding synchronous components, reworking discussions, and better use of learning management features.
The document introduces a 5-step model for developing online courses using Moodle. The model involves gradually embedding more online elements and interactivity into courses. It discusses using the model to enhance existing courses by adding contextualization, navigation, activities, and interactivity. A Moodle "course report" is mentioned that provides feedback on a course's resources, activities, and level of interactivity. Examples and scenarios are provided for how to plan and design courses using the 5-step model.
The document outlines the experience of the TAFE NSW Riverina Institute Wagga ICT Department with Moodle from 2009-2012. Initially they had limited use of Moodle and used Sharepoint instead. Over the years they committed to using Moodle more, trialing its use for courses, assessments, and distance education. They received funding which allowed them to expand Moodle use for assessments and flexible programs. Lessons learned included starting small, avoiding linear structures, seeking funding, focusing on good teaching, and sharing Moodle expertise.
This document provides resources and guidance for designing blended learning courses using Moodle. It discusses planning course design, models for online course design like Quality Matters, building communication pathways, understanding discussion forums and their roles, scaffolding learning with digital media, creating collaborative environments, developing effective assessments, and supporting online learners. Key recommendations include planning the course design, using Moodle's module tools, considering communication and feedback, facilitating discussion and reflection, incorporating a variety of assessment methods, and providing support resources for students.
Evolution of a competency-based online faculty certification programJeremy Anderson
Presentation delivered at the 2016 eVolution in eLearning Conference held at Fairfield University. Covered are iterations of a certification course for online instructors, culminating in a review of the move to a competency-based structure.
Making Training More Agile: The Evolution of a Competency-Based Online Facult...Kaitlin Walsh
As colleges increase their online course offerings, perhaps the biggest challenge is training faculty for the transition. How do we make training relevant and meaningful within their busy schedules? This presentation will highlight the development of American International College’s competency-based online faculty training program, focusing on structure, implementation and benefits.
Thinking it through: Choosing the right Blackboard tool for the job | Neville...Blackboard APAC
Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools.
ETUG Spring workshop 2014 - What Technology Skills Do Students Need to Learn ...BCcampus
This document summarizes the results of a study on the technology skills students need to be successful in post-secondary education. The study found that students most commonly need assistance with printing, Microsoft Office programs like Word and Excel, and working with PDFs. Students feel they are expected to be proficient in productivity software like MS Office without being taught those skills. The study recommends that institutions provide training in areas like productivity software, research skills, communication etiquette, and social media awareness to better support students' development of necessary technology abilities.
This document discusses how technology can support and enhance learning and teaching in several ways:
1) E-learning tools like online labs, e-submission of assignments, online quizzes, and audio feedback can provide flexibility for students, improve the learner experience, and make better use of in-person class time.
2) Features in learning management systems like Blackboard, such as online resources, communication tools, collaborative activities, assessments, and reflective exercises, provide flexible and engaging learning materials to support and personalize instruction.
3) Technologies like e-submission and audio feedback reduce workload for staff while enhancing feedback and reducing student anxiety about assessments.
The document provides an overview of the academic support services available to students, staff, and faculty at Northeast Center. It summarizes the roles of learning coaches and peer coaches who provide individual appointments, workshops, and courses to help students improve their study skills and academic performance. Peer coaches are trained students who assist with content tutoring, while learning coaches are graduates who conduct workshops and courses, train peer coaches, and provide direct academic support. The document also lists resources on the academic support wiki website, YouTube channel, and Smarthinking online tutoring service. It concludes by soliciting input on future workshop schedules and uses of peer coaches.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
This document discusses varying assessments for today's learners in a digital age. It provides an overview of formative and summative assessment tools that are aligned with technology standards. Examples of formative assessment tools include polling tools, online quizzes, and tools that provide prompt feedback. Examples of summative assessments include end of unit tests and culminating projects. The document also discusses alternative assessments such as observations, essays, projects and portfolios. Specific digital tools are presented, such as SAS Curriculum Pathways, Discovery Education, ePortfolios, Googlio, Prezi, and real-world assessments like infographics and app design. The purpose is to consider different types of assessments and how technology can support assessments.
Administering a customised, printable certificate of completion in Blackboard...Blackboard APAC
While badges and achievements have their place, some training programs often still require participants to have a printed or PDF certificate bearing their name as proof of completing a task. Griffith University developed a tool to fit this need some years ago and it has recently been transformed into a Blackboard Building Block, allowing more sustainable usage and customisation options. This presentation will talk through the history of the project and demonstrate the capabilities of the new Building Block.
This document discusses using blogs as ePortfolios to showcase student growth and learning. It provides an overview of why ePortfolios are useful, specifically for demonstrating how students' work addresses higher-order thinking skills and connects to social learning theories. It also outlines how to construct blog ePortfolios by identifying artifacts, developing narrative reflections, and aligning content to program goals and outcomes for assessment purposes. Finally, it notes some issues to consider, such as whether assessment should be formal or informal and addressing copyright and ownership concerns.
TLC2016 - Mobile moments: how the modern student makes learning their ownBlackboardEMEA
Presenter: Phil Rothwell
Organisation: Liverpool John Moores University
Description: Mobile is regarded as a truly disruptive technology and its application within teaching can still divide educators. That said its popularity, particularly with the so called ""Millennials"" is undoubtedly huge and continually growing, so it is important to identify how today's student is engaging with mobile technology and to try to draw some conclusions about what this might mean.
At Liverpool John Moores University we've set about this by examining what students have been doing and where, within the constraints of ""Mobile Moments"" or brief windows in which the learner completes small tasks pertaining to their studies. This investigation formed part of a broader survey into device ownership and student Mobile learning.
Iowa Communities of Practice - Points for Common UnderstandingEvan Abbey
Presentation given to IA Community of Practice workshop 4/27/11. Gives a mental model for common understanding to 4 questions: 1) What is Moodle, 2) What is Blended Learning, 3) How will I use my course, and 4) How do I continue my personal learning? Uses content from Tomaz Lasic (att-nc-by)
Be sure to download for notes
AEA PD Online, a collaborative of Iowa's Area Education Agencies, seeks partnerships with other state agencies for the delivery of online professional development and services to provide K-12 student online learning.
This presentation overviews some of the partnership opportunities.
21st Century Schools, Iowa Core, and Technology IntegrationEvan Abbey
Teaching and learning in the 21st century focuses on being rigorous, relevant, creative, collaborative, and problem-solving. It involves teaching 21st century skills like data and information processing through authentic and project-based learning. Technology is an important tool, but should be used purposefully to support key skills and curriculum goals. Effective instruction is student-centered, teaches for understanding and learner differences, and uses assessment for learning rather than just content acquisition. Schools must prepare students for a changing world and job market by developing deep conceptual knowledge and 21st century competencies through critical thinking, collaboration and use of technology for learning.
This presentation was shared by Evan Abbey at Keystone TIC (Dubuque) 6/18/14. It highlights the new student personalized learning system coming from AEA PD Online
AEA PD Online - Online Professional Development OptionsEvan Abbey
Presented at the April 10 2014 Iowa 1:1 Conference. This overviews the options for local leaders to implement online professional development within their schools.
1. Virginia Tech uses ePortfolios to support student learning and assessment. ePortfolios allow students to collect work, reflect on their growth, and demonstrate achievement of learning outcomes.
2. ePortfolios balance goals like learning, assessment, professional development, and accreditation. They come in different forms like individual learning portfolios or program assessment portfolios.
3. Implementing ePortfolios well requires defining learning outcomes, including multiple forms of evidence, using rubrics, and evaluating their impact on student learning. Faculty must promote ePortfolios and provide support.
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
Lessons from Adopting an Adaptive Learning PlatformJeremy Anderson
Presentation delivered at NERCOMP 2017 with Heather Bushey, Director of SOUL and FIPSE PM, and Criss Guy, Online Course Builder. Provides an overview of adaptive learning and its benefits, as well as the challenges and rewards of adoption.
This document summarizes a presentation about using ePortfolios in schools. It discusses why schools should use ePortfolios, provides an overview of the Mahara ePortfolio platform, and looks at examples of how Mahara has been used for learning, professional development, and career planning. It also outlines future developments for Mahara, such as adding open badges and new plugins, and discusses next steps for adopting Mahara in Alberta schools.
Instructional design and blended learning to extend the reach of a research p...ILRI
This document summarizes an instructional design approach used to expand the reach of the FEAST (Feed Assessment Tool) research product. Instructional designers worked with subject matter experts to develop blended learning materials including an online self-guided course with 12 lessons and 60 videos. These materials were designed to improve and standardize classroom instruction while allowing broader access through online learning. By applying principles of adult learning and designing for offline use, the revised FEAST training program aims to scale up the impact of the research by effectively equipping more people with the skills and knowledge to apply the FEAST methodology.
This document discusses the use of ePortfolios to help improve immigrant employability. It provides an overview of research that found ePortfolios can help immigrants showcase their skills and experiences. Employers saw potential benefits but also barriers to adoption. The document then describes a program in Manitoba that uses the open-source Mahara platform to help immigrants develop ePortfolios around essential skills. The portfolios allow skills assessment, network building, and providing evidence to employers. Overall, ePortfolios were seen as a way for immigrants to tell their career story and demonstrate their abilities and qualifications to employers.
Developing an Information System for E-Portfolio Based Knowledge Generation a...ePortfolios Australia
Developing an Information System for E-Portfolio Based Knowledge Generation and Sharing in Teacher Education
Mariamma Mathew, Thomas Uzhuvath, Tony Cherian and Aswathy G.
Peet Memorial Training College, Mavelikara, Kerala State, India
Abstract
This project, which aims to develop a professional portfolio for teacher educators and student teachers, is in its budding stage. The focus is to develop a Learning Management System with many of the social networking features.Student teachers can upload products including My Teaching Philosophy, Reflective Journal, Lesson Plans, Teaching Video and Photos in addition to detailed personal and academic profiles,.Every product is uploaded with a reflective note and there is a provision for comments and feedback. A major feature is to make performance assessment strategies as an integral part of the portfolio system. The self,peer, and mentor assessmentsare carried out using rubrics. Login to the system is also allowed for educational institutions, employers and guests and the public. It is expected that the system works as an effective tool for engaging student teachers and teacher educators to create and share a pool of pedagogical knowledge.
This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency.
This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
information literacy open educational resources. author: philip russellPhilip Russell
CoPILOT (Community of Practice for Information Literacy Online Teaching) workshop on Open Educational Resources (OERs) at Glasgow Caledonian University, Glasgow, Scotland. Invited Speaker, February 12th 2014.
The document provides an overview of Ilios, an open-source curriculum management system. It describes Ilios' features for managing competencies, programs, courses, sessions, learners and instructors. Key features include tracking teaching hours and competencies, integrating with learning management systems, and generating reports. The document outlines Ilios' technical underpinnings using open-source LAMP technologies and its development timeline and team.
Presentation at 2014 Brightspace (by D2L) Ignite forum at Oklahoma City University. Oct 24, 2014. "Creating Faculty Evaluation and Mentoring Programs Using Brightspace" by Stacy Southerland, Bucky Dodd and Tracy Fairless, all of the University of Central Oklahoma
The document summarizes a presentation by Associate Professor Michael Sankey at Christchurch Polytechnic Institute of Technology about key matters relating to technology enhanced learning at the University of Southern Queensland. It provides details about USQ's student enrollment numbers, strategies for online learning, trends in digital technologies, and frameworks for quality management in online education. The presentation emphasizes establishing consistent standards, supporting staff development, and building a distributed model of leadership around technology enhanced learning.
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
This document discusses seven foundations for sustaining learning-centered education practices. It summarizes research on course redesign at the University of Southern Maine that led to improved student outcomes. The foundations are: 1) leadership prioritizing learning goals and resources, 2) a history of collaborative problem-solving, 3) supportive faculty beliefs, 4) faculty experience with practices, 5) appropriate infrastructure, 6) institutional data and evaluation support, and 7) personnel policies incentivizing improvement. The document provides examples of how institutions can strengthen each foundation to spread innovative teaching approaches.
Assessment and Credit in Online Open QualificationsJohn Gordon
This document discusses Opus Learning's approach to online open vocational qualifications and assessments.
The key points are:
1) Opus Learning develops online open courses to SQA HND standards that can be taken directly by students or through other educational providers.
2) They provide the learning environment and content as well as assessments. Tracking tools are used to monitor student interactions and progress.
3) Lessons from MOOCs are discussed around managing costs, cohort sizes, and using peer support. Opus plans to run small private open courses of around 10 students with local tutoring rather than massive open online courses.
4) An experiment is outlined to offer two SQA units as MOO
This document discusses the use of ePortfolios in higher education. It describes ePortfolios as personal online archives that can be used for learning planning, career development, and demonstrating skills and qualifications. EPortfolios allow students to collect work samples, reflections, and other evidence over time. They support learning, professional identity development, and ongoing professional development after graduation. Institutions can also benefit from using ePortfolios to holistically assess student outcomes and support accreditation. Success requires focusing on learning over assessment, providing support and examples, and promoting faculty and departmental use of ePortfolios.
Career Portfolio Manitoba - English for Specific PurposesDon Presant
This document summarizes an ePortfolio program called Career Portfolio Manitoba that helps immigrants in Manitoba with qualifications recognition, employability, and English for Specific Purposes. The program allows users to collect qualifications and work samples, set learning goals, track progress, and share their portfolio with employers. Regulatory bodies and employers also benefit from its transparency and holistic view of applicants. Options discussed include referring English learners to the program or developing a direct interoperability with English programs. Contact information is provided for the featured program coordinator and producer.
Career Portfolio Manitoba for Enhanced English LearnersDon Presant
This document summarizes an ePortfolio program called Career Portfolio Manitoba that helps immigrants in Manitoba with qualifications recognition, employability, and English language skills. The program allows users to collect qualifications and work samples, reflect on skills and experiences, develop learning plans, and demonstrate skills to employers - helping with job searches, career development, and language learning. Benefits include improved information management, skills demonstration, collaboration, and measurement of learning over time. Users can showcase qualifications for academic recognition or hiring. The portfolio also supports lifelong learning through goal setting, skills tracking, and professional development.
Focusing the Course Design Process on Alignmentcolleenfleming
This document provides guidance for developing online courses at Adler School of Professional Psychology. It outlines a four-part course design and build process that ensures alignment between course objectives, content, and assessments. The process involves determining course details, creating a detailed course plan with weekly learning aims and associated materials/activities, developing weekly presentations, and revising the course based on feedback. Resources like a syllabus template and online teaching plan are provided to support faculty through the process. The goal is to develop high-quality, competency-aligned online courses at Adler School. Contact information is provided for those with additional questions.
Similar to Personalized Learning & Digital Citizenship (20)
Presentation to Iowa Association of School Boards (Fiscal Management Conference), July 18, 2012. Parts of this presentation are used with permission from Evelyn McCormack.
World history s_encyclopedia_of_ancient_egypt2010Evan Abbey
The document is an encyclopedia of ancient Egypt compiled by a world history class. It provides brief entries on various topics related to ancient Egypt, including cities, pharaohs, gods, and aspects of Egyptian culture and daily life such as hieroglyphics, mummification, and the use of amulets.
The document discusses a proposed model core curriculum for Iowa schools that emphasizes rigor, relevance, and 21st century skills. It highlights key aspects of the model curriculum, including an interdisciplinary approach, application to real-world contexts, emphasis on student inquiry in science, and developing essential skills and understanding in mathematics. The document also notes that the model curriculum is not mandatory and its implementation could be amended by the state legislature.
The document discusses the need for schools to integrate technology and change classrooms to teach the Iowa Core standards, which emphasize problem solving, critical thinking, creativity, collaboration, and digital literacy. It notes that the world, job market, technology, access to information, and ability to contribute are changing. Classrooms also need to change to remain relevant. Technology should be used as a tool to achieve important educational goals. The document lists different types of technology tools that can be used to support writing, visual/oral literacy, collaboration, research, data analysis, presentations, and formative assessment. It emphasizes that technology integration is about using tools to enhance conversation and learning rather than static paper designs.
The document discusses the need for schools to integrate technology and change classrooms to teach the Iowa Core standards, which emphasize problem solving, critical thinking, creativity, collaboration, and digital citizenship. It notes that the world, job market, technology, access to information, and ability to contribute are changing. Classrooms also need to change to remain relevant. Technology should be used as a tool to achieve important educational goals, not as an end in itself. A variety of technology tools can support skills like writing, visual and oral communication, collaboration, networking, data analysis, research, assessment, and presentation.
This document discusses the integration of Web 2.0 tools and technology into teaching and learning. It examines tools like Google Docs and explores how they can be used across different subject areas like writing, visual literacy, collaboration, and more. The speaker hopes to put Web 2.0 tools in context, demonstrate Google Docs, and explore other tools. Web 2.0 allows for social interaction, feedback from authentic audiences, and recording of learning and interaction.
21st Century Schools and Technology IntegrationEvan Abbey
The document discusses the changing nature of education in the 21st century. It notes that our world, job market, technology, access to information, and ability to contribute are all changing rapidly. It advocates for teaching and learning that is rigorous, relevant, collaborative, problem-solving, and authentic. The document promotes using technology as a tool to support teaching the 21st century skills of writing, visual and oral literacy, collaboration, networking, data analysis, research, assessment, and more. It emphasizes starting with educational goals and using technology purposefully within the curriculum.
Social Media and School Public RelationsEvan Abbey
Presented to Iowa School Public Relations Association on 04/16/09 with Brenda Gustafson. Overviews how schools can use blogging, Facebook, and Twitter for public relations.
The document discusses how schools and teaching are changing in the 21st century due to changes in technology, access to information, and student needs. It outlines that teaching and learning are becoming more rigorous, relevant, collaborative, problem-solving, and authentic. It also discusses how Web 2.0 tools are shifting education to be more open, social, and focused on learning through conversation rather than lecture. Ten big shifts with Web 2.0 tools are described, including how content is more open, teaching is a 24/7 conversation, and students are readers and contributors rather than just consumers of information.
Professional learning networks allow teachers to learn from collaborating with colleagues, reading scholarly journals, and making connections between information. RSS (Really Simple Syndication or Rich Site Summary) feeds allow users to subscribe to updates from websites and receive content in an easy to scan format, helping students develop skills in quickly analyzing information and then carefully reading selected content. RSS supports a model of writing for the web as a continuous conversation rather than static papers.
3. Personalized Learning
Personalized learning refers to instruction that is paced to
learning needs, tailored to learning preferences, and tailored to
the specific interests of different learners. In an environment
that is fully personalized, the learning objectives and content as
well as the method and pace may all vary (so personalization
encompasses differentiation and individualization).
- US Department of Education “Transforming American
Education: Learning Powered by Technology” (2010)
4. PersonalizedFacilitated
Personalized
“Individual” centered,
choice/autonomy
Often not an instructor presence
(serves more as mentor/advisor)
Independent pacing
Authentic performances & portfolio
Data & Student Choices = curriculum
driver
Student driven assessment
Application/Creation Learning
Modular
Facilitated
“Class” centered
Instructor presence
Collaboration with students
Structured, set timeframe and
pacing
Set curriculum = driver
Teacher driven assessment
Transactional Learning
Holistic (Set Outcomes)
7. Issues with Implementation
• Troubles with definitions
• Technology system management requires resources
• Content dilemma
• Pathways to post-secondary
• Coordination statewide
8. A Systems Approach
The AEAs are committed to the delivery of a Student Personalized
Learning System. It will allow districts a seamless way to flexibly offer
different student solutions for:
• Personalized Learning
• Competency Based Education
• Student Portfolios
• Career Pathways
• Credit/Component Recovery
9.
10.
11.
12.
13.
14.
15.
16. Key Content Pieces
Our content catalog will build from many different locations
• Individual District/Teacher Submission & Community
Contributions
• OER (Open-Source) Content
• AEA PD Online content (training system, OLLIE series, K-
12 server lessons, etc)
• Other Partners (e.g. Institute for Excellence and Ethics)
17. Key Needs
AEA PD Online cannot do this alone. We have several needs we need
fulfilled externally for this system to succeed.
• One-time funding for targeted development
• Partner identification & awareness
• Common vision and buy-in from stakeholders in this
format for personalized learning
• Leveraging this system for out-of-state sales to fuel
further development
18. Phases for Implementation
A look at our timeline for development
• Fall 2014 – Development of system infrastructure
• Spring 2015 – Soft Rollout, initial pilot
• 2015 -- Expansion of catalog
• Summer 2015 – Counselor/Alt. Educator cohorts
• Fall 2015 – Onsite training for system use, pilot for local
teacher development
• Spring 2016 – Marketed rollout
• 2016 – Addition of assessments, targeted curriculum
areas (Algebra, Government, History, Biology, etc)
• Fall 2016 – Begin development of social features