Super solvers final recommendations2
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This is our team "Supersolvers" final recommendations for the problem of navigation on online learning sites.
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This document outlines 10 strategies for improving student engagement in the classroom: using collaborative partnerships and small groups; effective transitions between activities; incorporating technology; establishing personal relationships; hands-on learning; showing enthusiasm; bringing elements of students' home lives into the classroom; creating a positive learning environment; and designing culturally relevant lessons that interest students and relate to their history. The strategies emphasize group work, movement, technology, personal connections, experiential learning, enthusiasm, cultural inclusion, and positive reinforcement.
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Here are some potential modifications SPS could consider based on the issues identified:
1. Improve participant distribution by targeting recruitment in underrepresented regions.
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The project has potential to effectively support early career physics teachers. With some adjustments to address distribution, engagement and focus, it could better achieve its goals.
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Chrissi Nerantzi presented on developing a flexible collaborative learning framework for open cross-institutional Academic Development courses at postgraduate level. The framework involved open PBL groups across multiple institutions. The course faced challenges with participant engagement and confusion, but facilitators and participants reported learning and value from connecting with others. Organizers will consider changes for future iterations like clearer grouping, earlier social connections, and limiting external speakers.
Dtuams
Presentation at UAMS Teaching with Technology Symposium, July 2014
Arkansas Association of Alternative Educators, Rogers, Ar
October 2014
Best Practices in Online Teacher Training
The rapid expansion of online teacher training raises a number of questions: How should we model student-centered, communicative teaching, incorporate a teaching practicum, and best accommodate students in a diverse, international context? This year-long critical analysis of a university-based TEFL certificate program offers insights and recommendations for teachers and administrators.
Questions to promote self directed learning
This document discusses questions to promote self-directed learning. It begins with an introduction on self-directed learners and questioning techniques. It then provides examples of basic and rewritten questions about course content and the use of questioning to support learning. The document also discusses challenges in questioning, connecting questioning to problem-based learning, and how sound questioning techniques can stimulate independent learning. It concludes by explaining how the assignment promotes self-directed learning in students.
Questions to promote self directed learning
This document discusses questions to promote self-directed learning. It begins with an introduction on self-directed learners and questioning techniques. It then provides examples of basic and rewritten questions about course content and the use of questioning to support learning. The document also discusses challenges in questioning, connecting questioning to problem-based learning, and how sound questioning techniques can stimulate independent learning. It concludes by explaining how the assignment promotes self-directed learning in students.
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...
Barbour, M. K. (2007, October). Lessons learned in researching virtual schools: The Newfoundland and Labrador experience. An invited presentation by the Canadian Institute of Distance Education Research. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/513/990
Community College Consortium for OER Panel: Increasing Student Retention and ...
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
Actively engaging learners by using a technology enhanced approach that enric...
Actively engaging learners by using a technology enhanced approach that enriches feedback and promotes self reflection.
Actively engaging learners by using a technology enhanced approach that enric...
Traditionally coursework is submitted, marked and returned to students with their grade and feedback. The difficulties with this approach is that a tutor has no way of assessing whether a student has reviewed their work, understood their feedback and took action to improve their work. There is no clear method for determining whether student’s perceived judgment of their submitted assessment is similar to that of the tutor; or for advising support to improve learning.
This session will share the journey and evaluation findings of the CLARITI project which is endeavouring to address such difficulties. Presenters will begin by highlighting the opportunities and challenges of an initial paper-based feedback and progress review approach, which was used. It had obvious pedagogical benefits but was challenging administratively. They
will then showcase a new technology facilitated approach which is enabling students to submit assessments as normal but providing new opportunities were they are given corrective feedback and model solutions and encouraged to be more reflective using the Ulster University’s Blackboard VLE, FAN system and a new bespoke application.
The project has been evaluating the benefits of initially withholding student’s marks while students are asked to reflect and indicate what score they think they deserve and what actions they think they need to take to improve their learning. The student scores, reflections and action plans are collected electronically via a ‘Learner Score’ quiz in Blackboard. A newly designed bespoke application has been developed which presents the data collected from Blackboard in a simple interface, which allows the tutor to easily: review the learner score and comments provided by the students; engage with this student feedback and return a tutor score. It has also been designed to automatically generate an advisability for further support response, depending on the tutor’s scores and a mechanism for giving individualised feedback. Each student receives an email with a link to an individual progress and summary report. One student has commented “This feedback strategy highlights the silly mistakes I have made and motivates me to get it right next time. I don’t think just getting a score on a piece of paper would have the same effect.” The presenters will lead activities to encourage debate among participants about the approach, the application of such an approach for other subjects and will seek ideas about how the benefits of such learner analytics could be captured and integrated more seamlessly into Blackboard.
Group Instructional Feedback Technique
This document describes the Group Instructional Feedback Technique (GIFT), which is used to gather anonymous feedback from students on the strengths and areas for improvement of a class. The 8-step process involves dividing students into small groups, having them discuss what is working/not working and how to improve, then reporting results to identify top priorities. The feedback is intended to help instructors improve their teaching and management styles through open communication and addressing issues before they become problems. The technique works best with 25-100 students and uses a facilitator to ensure honesty and confidentiality in the feedback process.
Job Talk: Research (2007) - Wayne State University
Virtual schooling allows rural schools to offer a wider variety of courses and access highly trained teachers. A study of virtual school students in Newfoundland and Labrador found that during synchronous sessions students tended to stay on task, relying more on each other than teachers for help. During asynchronous time, students only worked effectively about half the time and often collaborated. Students primarily sought help from peers and teachers, regardless of other available resources.
Job Talk (2007): University of Cincinnati
These are the slides from my research-focused job talk at the University of Cincinnati in February 2007.
Tools for Administrators to Support Blended Learning
Tools for Administrators for Supporting Blended Learning Teachers. Based on iNACOL's Roadmap for Implementing Blended Learning
Australian Computers In Education ( ACEC) 2014 presentation
A presentation by Kiran Dhot on Social and Collaborative Learning in Online Study. A research based on Open2Study.
#ACEC2014
Studying learning journeys with lecture capture through Staff-Student partner...
Studying learning journeys with lecture capture through Staff-Student partnerships
This document discusses two student partnership projects at Cardiff University that explored student use of lecture recordings. Student partners conducted research including surveys and interviews that provided insights into how students use lecture capture. Key findings indicated that lecture recordings enhanced learning for many students and supported inclusivity. The partnerships helped advance understanding of lecture capture and provided practical advice on implementing learning technologies through collaboration with students.
Tools for Blended Learning Administrators
This document provides an overview of a presentation by Rob Darrow on tools for administrators to support blended learning teachers. The presentation introduces iNACOL and defines blended learning. It discusses observing blended learning teachers and provides examples of effective blended models. Tools are presented, including a continuum of learning environments and a rubric for evaluating blended learning implementation. The talk emphasizes that blended learning is student-centric and personalized, with teachers as facilitators. Technology, leadership, and professional development are key factors for successful blended models.
Jump on the E-Train
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?
Facilitating communication in online learning environments
The group designed several discussion board questions for different courses that aim to elicit thoughtful discussion. A question for a sociology course asks students about their experiences with social class in schools and how this relates to ideas in the textbook. For an education course, a question sparks debate about adopting aspects of Finland's school system in Canada. Another question provides options for students to discuss improving the education system based on their experiences. The questions are open-ended, connect to course concepts, and invite sharing of different perspectives to generate discussion.
Y1 feedback Symposium "Predicted" Presentation
The document discusses a project that used virtual learning environment (VLE) data to provide weekly automated feedback to first-year students on their engagement. The project aimed to improve student engagement and progression. Students received emails summarizing their VLE activity and survey results found most students changed their VLE usage and would participate again. The document recommends using VLE data to provide feedback but ensuring appropriate ethical approval is received.
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PLUTO Institute: Reasons for Choosing Blended Learning
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Doctoral studies Year 1 the journey @chrissinerantzi
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Job Talk: Research (2007) - Wayne State University
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Super solvers final recommendations2
- 1. SUPERSOLVERS FINAL RECOMMENDATIONS Lindsay Laskaris, Justin Anderson, Cole Petersen, Julian Chan & Lisa Gonouya
- 2. THE PROBLEM • Navigation of Online Learning Sites • Leads to: • Frustration • Stress • Decrease in Motivation
- 3. THE PROBLEM CONT. • Through our Online Survey we Found: • 73.1% say that navigation is the most stressful part of Ning • 65.4% say that Ning is lacking organizational tools • 56% of students say there is too much information which makes it difficult to navigate
- 4. FINAL RECOMMENDATIONS • Solution 1: Making a calendar on Ning’s home page that will display all due dates of upcoming assignments for each section to keep students organised • Solution 2: Organise links so that everything related will be grouped together and easy to find. • Solution 3: Integrating online and in-class assignments so the student can connect the learning's between the two
- 5. FINAL RECOMMENDATIONS CONT. • Solution 4: Offer a separate class in a computer lab to help students learn and get used to operating online learning sites • Solution 5: Integrating all these ideas at once to ensure that students spend less time frustrated and can have a better online learning experience