Presentation delivered at ITC E-Learning 2015 Conference in Las Vegas. Results of study on what we as educators can do to support online students, including student survey results.
This document summarizes the Key Middle School Netbook Pilot program. It discusses that students were each given a netbook to use in class and at home. Teachers used tools like wikis, blogs, and MS Office on the netbooks for lessons. The summary discusses positive impacts like increased student empowerment and achievement as students could easily revise work. It also notes benefits for teachers in providing constant feedback and differentiating lessons quickly. However, it mentions limitations like some students lacking basic computer skills and the need for traditional grading to adapt to digital work.
This technology class blog will communicate classroom activities, news, and resources to students and parents. It will provide links to articles, websites, and instructional videos related to lessons. The blog facilitates communication between parents, teachers, and students to strengthen learning. It will keep everyone informed on classroom happenings and allow for feedback through a virtual suggestion box. The goal is to benefit education through additional information, updates, and help accessible via the blog.
Several faculty members from different departments expressed appreciation for Vaishali's prompt and helpful assistance with educational technology. A English faculty noted that a session using clickers was very successful thanks to Vaishali's support. Another faculty praised Vaishali for running a clear and concise training session that covered all necessary information. An anonymous faculty called Vaishali an exceptional trainer and amazing troubleshooter.
Keep It Suitably Simple: Leading scaled change management & upskilling across academia & University resources for rapid online learning deployment across 50,000 students. A presentation at the Online & E-Learning Virtual Summit. 19-20 May 2020
The document discusses using a website for a classroom and provides tips for its implementation. It suggests publishing content once a week to give students time to participate while still providing regular feedback. The website can be used to communicate assignments, grades, classwork, links to learning resources, and posts from teachers and students. The possibilities of a classroom website are vast in helping students learn and teachers teach.
This document provides guidelines for taking online courses effectively. It emphasizes the importance of devoting full time and concentration to the online lessons, having a reliable internet connection, studying in a comfortable and distraction-free environment, setting clear objectives and goals, creating a study plan with deadlines, asking the tutor questions, periodically reviewing lessons, taking breaks, and actively participating in the virtual classroom. Following these guidelines will help students get the most out of their online courses.
Kelly McCaffrey presented on wikis, blogs, and web publishing tools for her final course project in August 2011. She found Wikispaces, Kid Blog, and Animoto to be the most useful tools to incorporate into her teaching. While creating the final presentation on Google Docs posed some challenges, Moodle was an easy to use platform for the online course. McCaffrey feels more knowledgeable about online resources she can use to improve communication with students, parents, and colleagues.
Katelyn Roberts discusses building online learning environments. Blackboard is highlighted as the most useful learning management system due to its many platforms like assessments, discussions, assignments, and calendars. Having these resources in one site makes incorporating them into lessons easier. Successes with Blackboard, Kahoot, and Quizlet are noted for being user-friendly. Challenges include finding time to explore all online resources. Moodle positives include ease of use and feedback, while negatives are lack of in-person interactions and collaboration. The document provides links to examples of the online classroom, lessons, rubrics and assessment tools. Overall, Katelyn enjoyed learning about new resources like Edmodo, Glogster and iRubric
This document summarizes the Key Middle School Netbook Pilot program. It discusses that students were each given a netbook to use in class and at home. Teachers used tools like wikis, blogs, and MS Office on the netbooks for lessons. The summary discusses positive impacts like increased student empowerment and achievement as students could easily revise work. It also notes benefits for teachers in providing constant feedback and differentiating lessons quickly. However, it mentions limitations like some students lacking basic computer skills and the need for traditional grading to adapt to digital work.
This technology class blog will communicate classroom activities, news, and resources to students and parents. It will provide links to articles, websites, and instructional videos related to lessons. The blog facilitates communication between parents, teachers, and students to strengthen learning. It will keep everyone informed on classroom happenings and allow for feedback through a virtual suggestion box. The goal is to benefit education through additional information, updates, and help accessible via the blog.
Several faculty members from different departments expressed appreciation for Vaishali's prompt and helpful assistance with educational technology. A English faculty noted that a session using clickers was very successful thanks to Vaishali's support. Another faculty praised Vaishali for running a clear and concise training session that covered all necessary information. An anonymous faculty called Vaishali an exceptional trainer and amazing troubleshooter.
Keep It Suitably Simple: Leading scaled change management & upskilling across academia & University resources for rapid online learning deployment across 50,000 students. A presentation at the Online & E-Learning Virtual Summit. 19-20 May 2020
The document discusses using a website for a classroom and provides tips for its implementation. It suggests publishing content once a week to give students time to participate while still providing regular feedback. The website can be used to communicate assignments, grades, classwork, links to learning resources, and posts from teachers and students. The possibilities of a classroom website are vast in helping students learn and teachers teach.
This document provides guidelines for taking online courses effectively. It emphasizes the importance of devoting full time and concentration to the online lessons, having a reliable internet connection, studying in a comfortable and distraction-free environment, setting clear objectives and goals, creating a study plan with deadlines, asking the tutor questions, periodically reviewing lessons, taking breaks, and actively participating in the virtual classroom. Following these guidelines will help students get the most out of their online courses.
Kelly McCaffrey presented on wikis, blogs, and web publishing tools for her final course project in August 2011. She found Wikispaces, Kid Blog, and Animoto to be the most useful tools to incorporate into her teaching. While creating the final presentation on Google Docs posed some challenges, Moodle was an easy to use platform for the online course. McCaffrey feels more knowledgeable about online resources she can use to improve communication with students, parents, and colleagues.
Katelyn Roberts discusses building online learning environments. Blackboard is highlighted as the most useful learning management system due to its many platforms like assessments, discussions, assignments, and calendars. Having these resources in one site makes incorporating them into lessons easier. Successes with Blackboard, Kahoot, and Quizlet are noted for being user-friendly. Challenges include finding time to explore all online resources. Moodle positives include ease of use and feedback, while negatives are lack of in-person interactions and collaboration. The document provides links to examples of the online classroom, lessons, rubrics and assessment tools. Overall, Katelyn enjoyed learning about new resources like Edmodo, Glogster and iRubric
This document discusses the benefits of using social media for educators. It recommends Twitter and Pinterest as the most useful tools for connecting with other educators and finding resources. It notes that using social media for just 15 minutes a day can provide teachers with many new resources and information. While sorting through large amounts of information can be challenging, social media allows for easy collaboration and a way for teachers to continuously learn and expand their knowledge.
Effectieve en efficiënte practica met LabBuddySURF Events
Dinsdag 10 november
Sessieronde 3
Titel: Effectieve en efficiënte practica met LabBuddy
Spreker(s): Koos van der Kolk (Kryt), Julia Diederen (Wageningen Universiteit)
Zaal: Veder
This project presentation discusses the design and development of an interactive grammar lesson using the ADDIE instructional design model. The presentation follows the five phases of ADDIE: analysis, design, development, implementation, and evaluation. It includes sections on analyzing the target learners and their weaknesses. The design phase discusses the learning objectives and structuring of the web quest. Details are provided about developing, implementing, and gathering feedback on the grammar lesson web quest.
Presentations provided information on advances in technology like eBooks, copyright, blended learning and sharing online. This gave the author a better understanding of how to successfully incorporate technology in their future classroom. The document also discussed how networking allows educators to connect via video chat, exchange ideas through blogs and social media, and access recorded lessons from classrooms worldwide. Assessments can now be done online through tests, student-created presentations and blogs. Overall, the class helped the author learn how beneficial technology can be and they are no longer afraid to teach with technology in their classroom.
The document summarizes an online 10-day "Tour de Blackboard" program for staff at Regent's University to trial the institution's learning management system, Blackboard. Over the course of 10 stages/days, participants will complete 10-minute tasks to learn about Blackboard's features and how to enhance modules. They can experiment with Blackboard and other supported technologies like Lynda, BoB, and Office 365. Content developers will demonstrate exemplary practices. Participants will use Blackboard in real contexts and earn badges for completion. An evaluation will assess the program's impact on learning how to use Blackboard's tools to enhance teaching and learning.
The document discusses current and emerging tools in Moodle. It mentions the USQ TEL Roadmap, Moodle Roadmap, upcoming tools and features in Moodle versions 2.3 and 2.4 like drag and drop content. It provides links to the eLe@USQ site, a Moodle tools guide, examples of good practice Moodle sites, and an HTML5 Symposium. It asks how those in the audience can help get good practice Moodle sites up and running.
Tablets can transform education by allowing access to information anywhere and anytime. They enable connected learning by facilitating communication between teachers, students, parents, and management. Teachers can take attendance, update lessons and assignments, track student performance, and share resources using tablets. Students can access additional materials, watch video lessons, discuss topics, and track their progress from anywhere. Management can track performance, employees, finances, and facilities across multiple campuses. The document demonstrates how a tablet-based system allows these various education stakeholders to collaborate more effectively.
The document discusses various digital tools for classroom use including wikis, blogs, RSS readers, and web publishing. Wikis are useful for sharing information but time-consuming, while blogs allow for communication and student writing assessments. RSS readers feed news and articles to users but the author does not need one. The author created a Pinterest account and found it exciting for finding classroom resources. The document also discusses an online teaching course on Moodle which allowed flexible pacing but less collaboration. Overall, the author had a positive experience with the online class and recommends it to colleagues.
The document describes a teacher's experience using Moodle and efforts to engage students more through customizing the online course interface. It discusses how the teacher initially made small changes like adding a theme and images without students noticing. The teacher then worked with an instructional designer and started a "Teach a Teacher" program where students taught the teacher Moodle skills. This empowered students and improved their engagement with the online course material.
This document provides information on four resources for facilitating global collaborations in K-12 classrooms: Powerful Learning Practice, EdChat, the Global Education Conference, and Creative Connections. Powerful Learning Practice is a website that teaches leadership and teaching skills through a five-step process. EdChat started as an education-focused Twitter feed and has become an award-winning way for teachers worldwide to connect and discuss projects. The Global Education Conference allows educators to collaborate on projects and find ideas from its eight years of past conferences. Creative Connections facilitates art-based collaborations between students globally to help them learn about different cultures.
How other staff in my department perceived web2pdingley
Staff in the department perceived the use of Web2.0 tools positively for literacy development based on comments and reviews of professional development sessions. Teachers appreciated an innovative way of teaching poetry using VoiceThread and found that a website with shared Google Docs schemes of work and online homework extended pupils' learning outside the classroom in an engaging way. The linked Google Docs homework tasks and ability to comment created an assessment tool to track progress.
The document discusses an online classroom that a teacher created using Moodle and Webteachertools to teach 4th, 5th and 6th grade computer students. The teacher hopes to incorporate Google Docs assignments and shares the link to their Moodle classroom. The teacher finds benefits to an online classroom like incorporating different media and students accessing rubrics anytime. Online assessment tools discussed include Google Forms, Obsurvey and Quizstar. The teacher provides examples of differentiated instruction projects using Glogster, Timetoast and Lino.
Weblesson is an online learning management system that transforms the disorganized internet into a structured learning environment for teachers and students. It provides students with an organized learning path including instructions, study materials, questions, vocabulary, quizzes and research. Teachers can plan a full web-based curriculum, assign topics, and track student progress. Each lesson includes guidance and curated internet resources as well as extension activity suggestions.
This document is George Erdahl's final project for EDU 701. It provides biographical information about George, his teaching experience of 10 years at Langford and 6 years at Mitchell Christian, and that he is currently teaching at Aurora Plains Academy. It also lists examples of how he uses technology in the classroom like GPS, blogging, videos, PowerPoint presentations, and website design.
2013 MBAA/NAMS presentation, "A Business Pedagogy Practicum for Teaching Auditing." Andrew Bashore, Ohio Northern University and Matthew A. Phillips, Arend, Laukhuf, and Stoller, Inc.
Grouptable is a website that allows college students to manage their busy schedules and stay organized. It offers services like storing and sharing class notes online, assigning tasks to classmates, and connecting with other students. Using Grouptable, students can access class materials and collaborate with peers from anywhere with an internet connection. The website helps students save time by reducing the need to meet in person and allows them to review class information easily online. It also keeps students updated on class events and connected to classmates, helping them stay on track academically.
Assessment Sig Wikis And Blogs In Education LvdzSheila MacNeill
Wikis and blogs can be used to improve assessment of group projects in education. A wiki allows all group members to work on the same document and explicitly record any dissent or disagreements. Contributions can be tracked in the history to assess individual participation. Blogs facilitate reflective learning and allow tutors to monitor student progress. A pilot program in Scottish colleges used wikis and blogs to assess group projects, finding they help identify struggling areas and ensure all members contribute.
This document discusses using digital badges to increase faculty capacity for online teaching. It outlines the rapid growth in online courses and the need for faculty training. Peer-to-peer training is proposed, where experienced faculty train others. A competency-based model is used, where faculty complete online course development tasks. Upon completion, faculty would earn a teaching online certificate and digital badge. This recognizes their new skills and could allow participation in further training roles. The goal is to expand online teaching capacity while maintaining quality.
Active learning involves students engaging with course material through activities like reading, writing, discussing, and reflecting, rather than passively receiving information from the instructor. It contrasts with traditional instruction where the teacher does most of the talking and students are passive. Learning activities should provide opportunities for interaction between students and instructors, students and course content, and students with each other, to support active engagement with concepts. Assessing deliverables from learning activities can evaluate students' understanding and application of course material.
This document discusses the benefits of using social media for educators. It recommends Twitter and Pinterest as the most useful tools for connecting with other educators and finding resources. It notes that using social media for just 15 minutes a day can provide teachers with many new resources and information. While sorting through large amounts of information can be challenging, social media allows for easy collaboration and a way for teachers to continuously learn and expand their knowledge.
Effectieve en efficiënte practica met LabBuddySURF Events
Dinsdag 10 november
Sessieronde 3
Titel: Effectieve en efficiënte practica met LabBuddy
Spreker(s): Koos van der Kolk (Kryt), Julia Diederen (Wageningen Universiteit)
Zaal: Veder
This project presentation discusses the design and development of an interactive grammar lesson using the ADDIE instructional design model. The presentation follows the five phases of ADDIE: analysis, design, development, implementation, and evaluation. It includes sections on analyzing the target learners and their weaknesses. The design phase discusses the learning objectives and structuring of the web quest. Details are provided about developing, implementing, and gathering feedback on the grammar lesson web quest.
Presentations provided information on advances in technology like eBooks, copyright, blended learning and sharing online. This gave the author a better understanding of how to successfully incorporate technology in their future classroom. The document also discussed how networking allows educators to connect via video chat, exchange ideas through blogs and social media, and access recorded lessons from classrooms worldwide. Assessments can now be done online through tests, student-created presentations and blogs. Overall, the class helped the author learn how beneficial technology can be and they are no longer afraid to teach with technology in their classroom.
The document summarizes an online 10-day "Tour de Blackboard" program for staff at Regent's University to trial the institution's learning management system, Blackboard. Over the course of 10 stages/days, participants will complete 10-minute tasks to learn about Blackboard's features and how to enhance modules. They can experiment with Blackboard and other supported technologies like Lynda, BoB, and Office 365. Content developers will demonstrate exemplary practices. Participants will use Blackboard in real contexts and earn badges for completion. An evaluation will assess the program's impact on learning how to use Blackboard's tools to enhance teaching and learning.
The document discusses current and emerging tools in Moodle. It mentions the USQ TEL Roadmap, Moodle Roadmap, upcoming tools and features in Moodle versions 2.3 and 2.4 like drag and drop content. It provides links to the eLe@USQ site, a Moodle tools guide, examples of good practice Moodle sites, and an HTML5 Symposium. It asks how those in the audience can help get good practice Moodle sites up and running.
Tablets can transform education by allowing access to information anywhere and anytime. They enable connected learning by facilitating communication between teachers, students, parents, and management. Teachers can take attendance, update lessons and assignments, track student performance, and share resources using tablets. Students can access additional materials, watch video lessons, discuss topics, and track their progress from anywhere. Management can track performance, employees, finances, and facilities across multiple campuses. The document demonstrates how a tablet-based system allows these various education stakeholders to collaborate more effectively.
The document discusses various digital tools for classroom use including wikis, blogs, RSS readers, and web publishing. Wikis are useful for sharing information but time-consuming, while blogs allow for communication and student writing assessments. RSS readers feed news and articles to users but the author does not need one. The author created a Pinterest account and found it exciting for finding classroom resources. The document also discusses an online teaching course on Moodle which allowed flexible pacing but less collaboration. Overall, the author had a positive experience with the online class and recommends it to colleagues.
The document describes a teacher's experience using Moodle and efforts to engage students more through customizing the online course interface. It discusses how the teacher initially made small changes like adding a theme and images without students noticing. The teacher then worked with an instructional designer and started a "Teach a Teacher" program where students taught the teacher Moodle skills. This empowered students and improved their engagement with the online course material.
This document provides information on four resources for facilitating global collaborations in K-12 classrooms: Powerful Learning Practice, EdChat, the Global Education Conference, and Creative Connections. Powerful Learning Practice is a website that teaches leadership and teaching skills through a five-step process. EdChat started as an education-focused Twitter feed and has become an award-winning way for teachers worldwide to connect and discuss projects. The Global Education Conference allows educators to collaborate on projects and find ideas from its eight years of past conferences. Creative Connections facilitates art-based collaborations between students globally to help them learn about different cultures.
How other staff in my department perceived web2pdingley
Staff in the department perceived the use of Web2.0 tools positively for literacy development based on comments and reviews of professional development sessions. Teachers appreciated an innovative way of teaching poetry using VoiceThread and found that a website with shared Google Docs schemes of work and online homework extended pupils' learning outside the classroom in an engaging way. The linked Google Docs homework tasks and ability to comment created an assessment tool to track progress.
The document discusses an online classroom that a teacher created using Moodle and Webteachertools to teach 4th, 5th and 6th grade computer students. The teacher hopes to incorporate Google Docs assignments and shares the link to their Moodle classroom. The teacher finds benefits to an online classroom like incorporating different media and students accessing rubrics anytime. Online assessment tools discussed include Google Forms, Obsurvey and Quizstar. The teacher provides examples of differentiated instruction projects using Glogster, Timetoast and Lino.
Weblesson is an online learning management system that transforms the disorganized internet into a structured learning environment for teachers and students. It provides students with an organized learning path including instructions, study materials, questions, vocabulary, quizzes and research. Teachers can plan a full web-based curriculum, assign topics, and track student progress. Each lesson includes guidance and curated internet resources as well as extension activity suggestions.
This document is George Erdahl's final project for EDU 701. It provides biographical information about George, his teaching experience of 10 years at Langford and 6 years at Mitchell Christian, and that he is currently teaching at Aurora Plains Academy. It also lists examples of how he uses technology in the classroom like GPS, blogging, videos, PowerPoint presentations, and website design.
2013 MBAA/NAMS presentation, "A Business Pedagogy Practicum for Teaching Auditing." Andrew Bashore, Ohio Northern University and Matthew A. Phillips, Arend, Laukhuf, and Stoller, Inc.
Grouptable is a website that allows college students to manage their busy schedules and stay organized. It offers services like storing and sharing class notes online, assigning tasks to classmates, and connecting with other students. Using Grouptable, students can access class materials and collaborate with peers from anywhere with an internet connection. The website helps students save time by reducing the need to meet in person and allows them to review class information easily online. It also keeps students updated on class events and connected to classmates, helping them stay on track academically.
Assessment Sig Wikis And Blogs In Education LvdzSheila MacNeill
Wikis and blogs can be used to improve assessment of group projects in education. A wiki allows all group members to work on the same document and explicitly record any dissent or disagreements. Contributions can be tracked in the history to assess individual participation. Blogs facilitate reflective learning and allow tutors to monitor student progress. A pilot program in Scottish colleges used wikis and blogs to assess group projects, finding they help identify struggling areas and ensure all members contribute.
This document discusses using digital badges to increase faculty capacity for online teaching. It outlines the rapid growth in online courses and the need for faculty training. Peer-to-peer training is proposed, where experienced faculty train others. A competency-based model is used, where faculty complete online course development tasks. Upon completion, faculty would earn a teaching online certificate and digital badge. This recognizes their new skills and could allow participation in further training roles. The goal is to expand online teaching capacity while maintaining quality.
Active learning involves students engaging with course material through activities like reading, writing, discussing, and reflecting, rather than passively receiving information from the instructor. It contrasts with traditional instruction where the teacher does most of the talking and students are passive. Learning activities should provide opportunities for interaction between students and instructors, students and course content, and students with each other, to support active engagement with concepts. Assessing deliverables from learning activities can evaluate students' understanding and application of course material.
This document discusses how to use Google+ communities to foster engagement and a sense of community among online and blended learning students. It provides tips for setting up a Google+ page and community, including categories to organize content and tools to promote interaction between students and instructors. These include using Hangouts for virtual office hours, Google Docs for collaboration, forms for quizzes and feedback, and events. The goal is to apply best practices from blended learning research to encourage active learning, feedback, and respect for diverse learners.
The document discusses strategies for engaging students in online courses. It identifies key aspects of student engagement including active and collaborative learning, student effort, academic challenge, student-to-faculty interaction, and support for learners. Specific strategies proposed to foster these aspects include using technologies like Skype for online office hours, encouraging student-to-student and student-to-faculty interaction, providing academic challenges through authentic assessments and rubrics, supporting learners through orientations and communities, and setting clear expectations for student effort.
Learning Technologies can help improve effectiveness inside and outside the classroom. Technology should make your life easier; if it makes it harder, maybe you're not doing it right.
According to the 2016 ECAR survey, 96% of undergraduates in the U.S. now own a smartphone and the trend is on the rise. How can educators design learning so as to improve access for the smartphone learner?
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Summary of the first year of the CSU Channel Islands Online Teaching Preparation Program: Spring 2014-Fall 2014. This faculty development program consists of three fully online courses: How to Humanize Your Online Course, How to Design Your Online Course, and Designing Engaging Online Activities. How did the first years' participants respond to learning to teach online through the lens of an online student? Did they feel the classes were worth their time? How much time did they spend on these courses? What did they learn?
The Presentation about Online Education.In this Presentation you get some information about Importance,Effects,advantages and disadvantages of Online Education.The opinion of teacher,students and parents about Online Education.You can also get information about Difference between Traditional Education and Online Education.I hope you like it And also write feedback.Thank you.
The document discusses using web conferencing technology to deliver online and hybrid courses. It describes a pilot study conducted with a computational linguistics course delivered concurrently to both online and in-person students. Student feedback was positive and online students performed on par with in-person students. The authors aim to expand this concurrent dual delivery model to more courses to increase flexibility and reduce costs while maintaining educational quality.
This document discusses integrating an online learning experience into a student success course called Smart Start to help students determine if online learning is a good fit for them before taking an online course. It includes three key components: 1) a course navigation tutorial, 2) a Blackboard orientation, and 3) an online learning week. The purpose is to help students develop the technical skills and decide if the online format works for their learning needs. Student and instructor feedback found that while some students decided online classes were a good fit, others realized they were not suited for the online environment. Overall, the experience helped prepare students who did take online classes later on.
NCCC's Quality Review Project: A recipe for successLisa Dubuc
Lisa Dubuc is the Coordinator of Electronic Learning at SUNY Niagara County Community College. She has over 14 years of experience designing and teaching online courses. The document discusses NCCC's Quality Review Project which uses an adapted Quality Matters rubric to conduct a voluntary peer review process of online courses. The goal is to improve course design and increase student success, engagement, and retention. Faculty who participate in the review gain new ideas and recognition. Data shows improvements in student outcomes after courses are revised based on review feedback. Dubuc shares resources and tools used at NCCC to support online teaching and learning.
This document provides information about services and resources offered by Solution Tree to help schools implement professional learning communities (PLCs). It outlines a multi-phase process for beginning a PLC journey that includes assessing student learning, identifying essential standards, developing collaborative teams, building the PLC foundation, and monitoring progress. Services range from workshops and institutes to online courses, coaching, and tools to support the PLC process with a focus on using data to improve student outcomes through intervention and enrichment.
Effective Practices in the Online Delivery of Developmental EducationBarry Dahl
This document discusses effective practices for delivering developmental education courses online. It begins by outlining a discussion where an expert claimed completion rates for online developmental courses were much lower than face-to-face courses. However, data from Lake Superior College showed comparable completion rates and passing grades between online and face-to-face developmental courses. The document then lists effective practices for online developmental education, including strong instructor presence, clear expectations, emphasis on time flexibility, timely feedback, early alert systems, online orientations, tutoring, mentors, examples, self-assessment, and frequent assignments. It concludes by discussing alternatives like MOOCs, competency-based models, and personalized learning.
The Online Course Improvement Program (OCIP) at New Mexico State University provides professional development for faculty teaching blended and online courses. The program uses the Quality Matters framework and offers a fellowship program where faculty revise an online course and receive a stipend. Faculty report positive impacts on their course design and organization, increased focus on learning objectives and alignment, and transferring lessons to face-to-face courses. Students also provide positive feedback on course layouts and interactions in OCIP-revised courses. The program has expanded its offerings and partnerships over time.
Keys to success in online teaching include:
1) Committing time to fully develop the course before teaching, with faculty-driven design and opportunities for support, training and sharing best practices.
2) The more complete an online course is on the first day and the more time faculty spend developing it, the more satisfied instructors and students will be.
3) Rich interaction between students and instructor, as well as effective course design and teaching practices, lead to successful online learning outcomes.
A CV is slightly different from a standard resume. These slides explain the difference between the two. It also highlighted the basic components required in a CV for teachers
The document provides an overview of eLearning services at UNH including support for online, hybrid and traditional courses. It discusses services like instructional design support, Blackboard support and lecture capture software. Feedback from faculty who used eLearning services found interest in online teaching and benefits like increased enrollment. A summer distance learning pilot saw positive feedback from both students and faculty. The document also outlines a USNH Rich Media Project to develop resources like videos and podcasts to enhance courses across the university system. Plans are outlined to upgrade classrooms and media labs and hire staff to support rich media creation over 2010.
The document provides an overview of eLearning services at UNH including support for online, hybrid and traditional courses. It discusses services like instructional design support, Blackboard support and student support. It outlines feedback from faculty surveys which found interest in teaching online courses. It also summarizes a summer distance learning pilot where faculty and students provided positive feedback about their experiences. Plans are discussed to expand online offerings and develop rich media resources through the USNH Rich Media Project to enhance courses across the university system. A timeline is given for hiring staff and upgrading classrooms and media labs to support these initiatives in 2010.
The document discusses the benefits of e-learning for high school students. It describes how e-learning uses technology for educational purposes through various media like video, text and online interactions. It outlines two main options for high school e-learning - using available web resources like Khan Academy, and taking Massive Open Online Courses (MOOCs) offered by universities. MOOCs allow anyone to take online courses from top universities for free or low-cost. The document provides examples of students who have benefited from supplementing their education through e-learning.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The survey results showed that most JCCS staff believe students could benefit from online/blended learning courses. However, teachers expressed concerns about equitable access given students' limited internet access in facilities. Teachers were also concerned about supporting students who lack self-discipline to work independently online. The results will help JCCS research effective online/blended learning models and address issues of student access, preparation, and monitoring to create opportunities for all students while ensuring educational quality and equity.
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
Similar to Student Voices: Online Student Success (20)
This document discusses feedback and assessment techniques for improving student learning. It defines feedback as goal-oriented information about how well a student is progressing towards their goals. Seven keys to effective feedback are discussed, including making feedback goal-oriented, tangible, actionable, user-friendly, timely, ongoing, and consistent. A variety of classroom assessment techniques are also presented, such as preconception checks, muddiest point reflections, peer questioning, pros and cons analyses, and small group instructional diagnosis to gather student feedback on a course. The purpose of these formative assessment strategies is to improve the quality of student learning.
The document discusses using task-affordance analysis to design blended courses by analyzing the unique affordances and constraints of the classroom and online environments for content delivery, practice and feedback, and assessment in order to effectively incorporate both environments into course design. It provides examples of affordances for each environment, such as live demonstrations in the classroom and unlimited practice online, and explores how to match different types of learning tasks like facts, concepts, and procedures to the most appropriate environment.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Blended learning combines both online and in-person learning. It provides students with flexibility in when and where they learn through options like anytime access to online content, more flexible schedules, and the ability to learn outside of large classrooms. Institutions that have implemented blended learning well include Babson College, the University of Illinois at Chicago, and Simmons College by focusing on design over technology, using open resources, collaborating with others, and managing student expectations.
Blended learning combines both online and in-person learning. It provides students with flexibility in when and where they learn through options like anytime access to online content, more flexible schedules, and the ability to learn outside of large classrooms. Institutions that have implemented blended learning well include Babson College, the University of Illinois at Chicago, and Simmons College by focusing on design over technology, using open resources, collaborating with others, and managing student expectations.
The document is a collection of 15 image titles from works licensed under Creative Commons licenses. The images cover a variety of topics including photography, technology, yoga poses, and landmarks. Some of the images have whimsical or ambiguous titles while others plainly describe their contents. Overall the document provides a brief sampling of images and their creative work titles.
This document discusses blended learning and factors that contribute to student success in online courses. It notes that virtually all growth in college enrollment is occurring online. Key factors for online student success include having a strong academic self-concept, technology skills, communication skills, an internal locus of control, and self-directed learning abilities. Blended learning models are presented as allowing flexibility while providing structure through a mix of online and face-to-face interactions. The document provides tips for designing hybrid courses, including taking it easy, focusing on design over technology, using available resources, managing expectations, and anticipating problems.
Open content refers to copyrighted materials that are licensed for open use under certain conditions, rather than being freely usable. Common open content licenses include Creative Commons licenses which allow for attribution, non-commercial use, and sharing or modification with the same license. Fair use and the TEACH Act also allow limited educational use of copyrighted materials. The document provides examples of open content in different media that is available for open use under these licenses at various websites.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
4. AQIP Action Project: Student Support
Services for Distance Learners
This project will assess the current
availability and accessibility of student
support services for online students in an
effort to identify gaps in services and
opportunities for expansion and
improvement of services.
10. Faculty Involvement
…while all three types of interactivity are
important (student to instructor, student
to student and student to content), it is
critical that student - instructor
communication plays a central role in
course design for all learners.
–R. Croxton June 2014
13. Instructor Availability
I loved this course!
• "My instructor was awesome and was always there if you
had any questions."
• "...every course I have taken has been great and the
professors have all been attentive and responsive".
• "I really enjoyed my online course with [my] professor...
he was responsive to my individual questions and he
always replied in a timely compassionate manner.”
14. …not so much
"Although the instructor had organized the course well
on Blackboard, I could never get a prompt response...”
My… teacher on the other hand, is very distant and not
very helpful whenever I try and reach out to him.
18. More online courses, please!
“These courses are great I only wish that the
required in-class credit could be achieved
online instead. I am taking on-line for a reason
so having to be at the school for me is not an
option. Knowing I will have to make other
arrangements to finish my degree is a little
stressful. If I could be there I would but I
cannot so every course I have taken has been
great and the Profs. have all been attentive and
responsive.”
19. Again…
“The online class format was critical to my
completion of an Associate's Degree, and I
believe that it will continue to be necessary
as I continue my education through the
Lakeland/Kent Technical and Applied
Studies Partnership Program. Online
courses help individuals like me achieve
their goals and balance a busy work/family
life schedule. Please keep up the good
work!”
20. And again…
“I have enjoyed taking online courses. It fits
with my busy schedule / lifestyle and I can
do my school work at varying hours, where
if I were on campus, I would have to be
there certain days and hours.”
24. What could Lakeland do to help you be
more successful in online courses?
1. Reliable Technology
2. Video
3. More Online
Courses
4. Reminders for
Assignments
5. Consistency
6. Instructor
Availability
7. Timely Feedback
8. Faculty Involvement
9. Online Testing
10. Calendar
25. Photo Credits
This darn Macbook hasn’t been the same since I put a blue cover on it. I think it’s got Vist
CC-BY-NC-SA by Ed Yourdon on Flickr
303 / kind of indie CC-BY-NC-SA by modernowl on Flickr
Week 2 CC-BY-NC-SA by Cy-V on Flickr
Online Test = Open CHEAT! CC-BY-NC-SA by Mr_Stein on Flickr
Archery CC-BY-NC-SA by alex.ragone on Flickr
Sameness CC-BY-NC-SA by Beaulawrence on Flickr
iPhone CC-BY-NC-SA by alexbartok on Flickr
network patch panel CC-BY-NC-SA by brent_hensarling on Flickr
26. Contact Me:
Bill Knapp
Chief Academic Technology Officer
Lakeland Community College
bknapp@lakelandcc.edu
@itbill on twitter
Editor's Notes
Ten things online students tell us we can do to help to be more successful…
Come to campus : 98% in-state - 92% within driving distance
The average online learners at LCC are non-traditional students, women, enrolled part-time. They are place-bound students trying to fit their education into (around) their busy lives.
List of membership: Myself and Michelle Smith co-chair. Michelle is Behavioral Sciences faculty. Help desk, Learning / Testing Center, IT Faculty, Provosts office, Counseling, Career services, Instructional designer, Director Student Success & Completion, Library Faculty, Student Affairs office, English Faculty, Director Institutional Research.
We reviewed several initiatives at other institutions – both traditional and online schools. A couple of useful resources included a paper – Anita Crawley & Marie Fetzner (2013) Providing Service Innovations to Students Inside and Outside of the Online Classroom: Focusing on Student Success. Journal of Asynchronous Learning Networks, Vol 17 No. 1, http://olj.onlinelearningconsortium.org/index.php/jaln/issue/view/34
WCET LAAP Project Beyond the Administrative Core: Creating Web-based Student Services for Online Learners, 2002, WCET, by Pat Shea and Sue Armitage http://www.wcet.wiche.edu/wcet/docs/beyond/overview.pdf
Took an inventory of services available to online students. Interesting note that with the exception of the help desk, students evaluated the face-to-face services slightly higher than the virtual equivalents.
When we asked this question, I was expecting students to offer suggestions on technology that the college could adopt that would help the distance learner better manage their online experience. It was a surprise when they focused instead primarily on issues of design and delivery.
In reverse order, I will share with you the top ten things students said would we could do to help them be more successful in the online course.
# 10 Calendar – students need to keep track of what is due - when. We have known for years that the successful online is self-directed and possesses good time-management skills.
Factors associated with student persistence in an online program include satisfaction with online learning, a sense of belonging to the learning community, motivation, peer, and family support, time management skills, and increased communication with the instructor. – Caroline Hart (2012) Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning Vol 11, No. 1.
#9 Online Testing: Students had a lot to say about testing in the online course. They were concerned about having to come into the testing center as this was in some cases impossible to do and they were asking that tests instead be given online. The title of this image is “Online Test = OPEN CHEAT” – CC-BY-NC-SA by Jered Stein on Flickr.
Alternative assessment such as authentic and performance as well as formative assessment techniques can help with the concerns regarding online tests and cheating. Using artifacts and submitting through a portfolio may be a better means of providing assessment.
#8 Faculty Involvement “Online course interactivity, particularly between student and instructor, plays an important role in a student’s choice to persist in an online course.” - Rebecca Croxton (2014) The role of interactivity in student satisfaction and persistence in online learning, Merlot Journal of Online Learning and Teaching, Vol 10, No. 2
Creating an Effective Online Instructor Presence, April 2013, Community College Research Center, Teachers College, Columbia University.
‘Students expressed disappointment when they sensed a lack of “caring” from their teachers; in those cases, they reported feeling like they had to “teach themselves”.’
Personalized communication and OHT strategies: welcome calls, using names in correspondence, individualized feedback, Audio / Voice announcements, podcasts, (video) - Kristen Betts (2008) Online Human Touch (OHT) Instruction and Programming: A conceptual framework to increase student engagement and retention in online education (Part 1), Journal of Online Learning and Teaching (JOLT), Merlot
#7 Timely feedback increases student engagement. Games, quizzes (formative assessment) that are automatically scored with relevant information, discussion forums, etc. The instructor is interacting with the student by providing guidance and direction. The student receives feedback from their success in hitting the target. The closer she gets to and/or more frequently, hits the bulls eye, the higher the skill level and confidence…
#6 Instructor Availability - Virtually every time a student used the words “ I loved this course”, in the same breath they mentioned their instructor being available and accessible and responsive. I encourage instructors to post the best way to reach them, when and how often they check for messages, when a student can expect a response, etc.
Instructor availability / responsiveness was the single most important factor in student satisfaction.
Google voice for texting, hangouts for office hours, etc. How and when can your students reach you? When can they expect a response?
The findings suggest that students' use of virtual office hours is not significantly different from their use of traditional office hours; however, participants in classes that offered virtual office hours reported higher levels of satisfaction with office hours than students in classes that offered only traditional face-to-face office hours. - Li, Lei; Pitts, Jennifer P. (2009) Does It Really Matter? Using Virtual Office Hours to Enhance Student-Faculty Interaction, Journal of Information Systems Education, v20 n2 p175-185
#5 Consistency - There is something to be said for consistency when designing and delivering online courses. Students appreciate not having to learn to navigate all over again each time they enroll in an online course. The use of templates and master courses is recommended, enabling all students to have a similar experience.
When we say an application is “intuitive” what we mean is that it is familiar.
The number one reason why students felt that they were not successful in their online course was because “they got behind and couldn’t catch up”. What do Unsuccessful Online Students Want Us to Know? Fetzner, Marie Journal of Asynchronous Learning Networks, v17 n1 p13-27 Jan 2013 -
#4 Reminders - Blackboard has a new Dashboard Tab that provides students the opportunity to see due dates, and other alerts from their various courses. Of course faculty have to use the assignments tool and early alerts (Retention Center) in order for students to get notified. Using the calendar and Evernote helps to remind me about important events…
Being organized - Reminders – we all know that successful online students possess a certain degree of self-discipline and time management skills. Those who do not possess these skills have a tough go of it. We can help them bet better organized by showing students how to subscribe to LMS alerts, announcements, etc. or by using tools such as remind101 to keep them on target. https://www.remind.com/
Cognitive load – decrease working memory load - http://www.instructionaldesign.org/theories/cognitive-load.html
#3 More Online Courses
Students enroll in online courses, not because they love the technology, but because they need the flexibility. We need to create more quality online courses in an effort to help them meet their educational goals.
#2 Video - Students said they want more video in their online classes. Especially from their own instructors with short tutorials, faculty can add an element of personalization to their courses. It makes sense; as many students – especially community college students, use their smart phones to access course related materials. This doesn’t work well for many things, but iTunes, YouTube and Vimeo are all excellent media sources for handheld technologies. 83% of college students use a smartphone -http://www.harrisinteractive.com/vault/Approved%20Higher%20Ed%20Student%20Mobile.pdf
I know, right? The thing the students say is most important to their success in the online course is that which we have the least control over. That being said, there may be some things we can do to help mitigate problems as instructors and designers. Like me putting my slides out on Google Drive / Google Slides and also bringing a backup drive. If we must depend on technology then know that technology is not always dependable.
#1 Reliable Technology – students want the LMS to work and they want to be able to download and upload and stream without error. What can we do as instructional designers, and teachers to improve reliability from the individual standpoint? Have students submit early. Give them an orientation. Do not schedule tests during times when maintenance is scheduled or when the help desk is closed down for the night / weekend. Have a backup plan.
Reliable Technology – have a backup plan, Video – mobile content – think Khan Academy, More Online, Reminders – help with keeping up, consistency – intuitive design, instructor availability – increases student satisfaction, timely feedback - increases student engagement, faculty involvement (interactivity) – improves student outcomes, online testing increases flexibility, calendar –supports student time management and organization.