This document outlines 10 best practices for teaching great online courses:
1. Be present at the course site every day to engage with students.
2. Create a supportive online learning community by balancing faculty-led and peer-to-peer dialogue.
3. Develop clear expectations about communication, participation, and time commitments.
4. Design a variety of individual, small group, and large group learning activities to prevent isolation.
5. Include both synchronous and asynchronous learning experiences.
6. Ask for informal feedback early in the course to identify and address problems.
7. Craft discussion posts that encourage critical thinking, exploration, and real-world connections.
8. Design wrap-up discussions to help students
5 Reasons Why Problem Based Learning Is an Effective Teaching Method SlideShop.com
The Problem-Based Learning (PBL) teaching method supports the Chinese proverb, "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime."
We came up with a Slideshare presentation why this method is more effectiving in the classroom. Hope this inspires teachers to enhance the problem solving skills of their students.
More themed slides: https://slideshop.com/Themed-Slides
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
5 Reasons Why Problem Based Learning Is an Effective Teaching Method SlideShop.com
The Problem-Based Learning (PBL) teaching method supports the Chinese proverb, "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime."
We came up with a Slideshare presentation why this method is more effectiving in the classroom. Hope this inspires teachers to enhance the problem solving skills of their students.
More themed slides: https://slideshop.com/Themed-Slides
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
Adult Learning Training Techniques By Ravinder Tulsianiravindertulsiani1
Adults bring life maturity or experience and knowledge to the learning environment. This experience and knowledge includes both work related, family, and community events and circumstances.
This is a slightly-edited version of an online presentation prepared for a class on Motivating 21st Century Learning, in which I give a basic overview of what Problem-based Learning is, and how it can be used--particularly in a library classroom environment.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
Adult Learning Training Techniques By Ravinder Tulsianiravindertulsiani1
Adults bring life maturity or experience and knowledge to the learning environment. This experience and knowledge includes both work related, family, and community events and circumstances.
This is a slightly-edited version of an online presentation prepared for a class on Motivating 21st Century Learning, in which I give a basic overview of what Problem-based Learning is, and how it can be used--particularly in a library classroom environment.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Keynote presented to University of Bedfordshire, June 2008. Focus on how we support and respond to diverse student needs with an ever changing student population. What is it like to be a student in the 21st century?
Similar to Ten Best Practices for Teaching Online. Designing and Teaching Online Learning. J.Boettcher (20)
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Ten Best Practices for Teaching Online. Designing and Teaching Online Learning. J.Boettcher
1. 27th Annual Conference on Distance Teaching and Learning August 3 - 5 2011 Ten Best Practices — A Quick Guide for Teaching Great Courses Online Judith V. Boettcher Designing for Learning University of Florida judith@designingforlearning.org 1 2011
2. 2011 2 PRESENCE COMMUNITY PERSONALIZATION As in Vygotsky’s ZPD
3. But, how will I “talk” to them? Do I really need to be on my course site every day? How do I know if they understand? But wait, I didn’t really mean that I would teach online “Help!” said with quiet desperation…
4. 2011 4 Where did the Best Practices Come From? Community of Inquiry model Social, Teaching and Cognitive Presence Community of learners Idea of a University Garrison, Anderson, Archer, Swan, others John Henry Newman Instructional design and learning theory How People Learn reports Research on dialogue and communication Discussion as a way of teaching Bransford, Brown and Cocking Learner-centered Teaching… Brookfield and Preskill Maryellen Weimer
5. Inspirations of Ten Learning Principles 2011 5 Constructivism and active learning Zone of Proximal Development Lev Vygotsky Daniel Schacter Jerome Bruner Memory Experiential personalized learning Cognitive apprenticeship John Dewey John Seely Brown
9. The “Three Presences” The Three Presences based on Online Collaboration Principles by D. R. Garrison (2006) and article by Garrison, Anderson and Archer (2000) 2011 9 Social Presence Teaching Presence Cognitive Presence
10. 2011 10 Social Presence - Faculty Being a person, being "real" to your learners Social presence - the ability to project oneself socially and affectively in a virtual environment Some Ideas Picture — in context Short bio Favorite food Interesting stories How do you “make yourself known” to your students? As an expert, as a mentor, as a 3D person?
11. First Week Forum: Social Presence and Trust among Learners Getting acquainted postings “My favorite movie, or book, or meditation or relaxation is….” Post one/more of their favorite pictures Pix of where they study/work/learn Describe their morning commute.. :-) Significant/favorite life experience related to the course 11 Useful in launching a “quick trust” among learners Elevator, cocktail openings, but deeper Chihuly Glass room at MFA last week
12. Teaching Presence 1– What you do before the course… Syllabus Assessment plan with assignments and rubrics Course framework and communication plan Mini-lectures, concept intros with text, YouTube videos, podcasts Forum questions Project descriptions Core, recommended and personal choice resources Week-by-week schedule 2011 12
13. Teaching Presence 2– Suggesting, Guiding, Challenging Showing the Way Group presences Announcements, reminders, guideposts Supportive, monitoring, questioning, affirming comments in the discussions and forums and blogs etc. Q&A sessions Individual presence Encouraging and shaping of individual and small team projects Individual feedback, support as may be appropriate 2011 13 Three presences “ebb and flow” over a course (Akyol and Garrison, 2008) Note: "Teaching Presence" refers to the design, direction, facilitation and feedback, from a faculty in a course.
14. Cognitive Presence Cognitive Presence - “Construction of meaning through sustained communication in a climate of trust.” 2011 14 What are the zones, readiness points of your students? Not just “turn-taking” in the forums, but a give and take conversation
15. First Week Forum: Cognitive Presence Customize learning goals Do I understand the learning outcomes of the course? What do the learning outcomes mean to me? How do I think that I will use the knowledge, skills, perspectives now and in the future? Arthur was preparing to become King. How will I personalize the learning outcomes? When I talk with my friends, family and other folks, how can I share what I am doing? 15 Who am I as a learner and why am I here?
16. 2011 16 Best Practice 2 Create a Supportive Online Course Community
17. Balanced Dialogue Helps to Build Community 2011 17 Too much faculty talk and direction Balanced communication of dialogue of mentor to learner, peer to peer and learner to resource
18. Members of a Community… “Share common joys and trials”(C. Dede, 1996) Share a sense of belonging, of continuity, of being connected to others and to ideas and values (T. J. Sergiovanni, 1994) Act within a climate of justice, discipline, caring, and occasions for celebration" (E. Boyer,1995) 2011 18 Members of a learning community care about each other and their learning successes
19. 2011 19 Where do I start? What do I do now? What do I do next? Best Practice 3 Develop a set of clear expectations
20. Best Practice 3: Develop a Set of Clear Expectations How you will communicate, how often and response times and methods How learners should be communicating and participating How much time do you design for learners to be “engaged” in content every week? Weekly guide and overview What is your "weekly rhythm?" 2011 20 Are rubrics clear and purposeful? Is 6 hours a week enough?
21. 2011 21 Best Practice 4 Design in a variety of learning experiences
22. Include Individual, Small and Large Group Learning Activities Online courses can be isolating and overwhelming Design opportunities for students to brainstorm and work through concepts and assignments with one or two or more fellow students. Small teams for complex case studies or scenarios Expert events make for great large group activities 2011 22
23. 2011 23 Best Practice 5 Design for synchronous and asynchronous experiences
24. 2011 24 Best Practice 6 Ask for Informal Feedback Early
25. Such as… How is course going? What would help you if it were different? Invite suggestions, observations How early is early? 15% of the way in to the course, second week of 15 week course Avoids problems of "postmortem" evaluations and "If I had only known!" 2011 25 “I didn’t know that anyone cared.”
26. 2011 26 Best Practice 7 Prepare Inviting, Challenging Discussion Posts
27. Characteristics of Great Posting Questions Encourage exploration and research Encourage links to local, regional, personal life experiences Socratic-type probing and follow-up questions Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know 2011 27 A high priority “online skill”
28. End of Week Discussion “Wraps” Discussion wraps aid reflecting and pruning processes of learning Students might otherwise drift with questions such as … What was that all about? Where has this conversation taken me? Taken our group? What have I learned? What do I know now that I did not know before? Have I changed how I think about these ideas or problem? What does our faculty leader think? Students want to know. 2011 28
29. Best Practice 8 2011 29 Design for Digital Resources and Tools for Core Concepts and Experiences "If content and tools are not digital, it is as if it does not exist for today’s learners"
30. Why Digital Resources, Tools Are Essential… Visualize where learners are going to be…they can be anywhere, anytime and often while they are doing other things Learners want to be creative, such as making movies, podcasts, research, collect data Design for learners to research and identify resources that support learning of core concepts — for themselves and others 2011 30
31. 2011 31 “I think I can…I think I can… Best Practice 9 Combine Core Concepts with Customized Learning
32. Four Layers of Content Core Concepts and Principles Core Concepts and Principles Applying Core Concepts Problem Analysis and Solving Customized and Personalized 32 2011
33. 2011 33 Best Practice 10 Plan a Good Closing and Wrap for Your Course
41. Conclusion Very Important Guideline 2011 35 In course design, we design for the probable, expected learner; in course delivery, we flex the design to the specific, particular learners within a course. “I really enjoyed the project and how my teacher supported me in doing what was important for me personally.”
42. 36 Class of 2027 Class of 2025 Presence, Community and Personalization More resources …www.designingforlearning.info/services/writing/ecoach/tenbest.html judith@designingforlearning.org jboettcher@comcast.net