The survey summarizes findings from a faculty needs assessment survey conducted by the University of Wisconsin Milwaukee's Learning Technology Center (LTC). Key findings include:
- Faculty prefer email, phone, and in-person support over other methods like text/instant messaging. They expressed interest in synchronous online support options.
- Workshops, one-on-one training, and experimentation were the most useful training methods. Faculty wanted online versions of workshops.
- Common technologies like Dropbox, Discussions, and content delivery were used frequently in courses.
- There was interest in sharing examples and best practices through a virtual teaching lounge.
- Creating online content like narrated presentations and lecture capture were of interest.
- Overall
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
'The Good the Bad and the Ugly' of Collaborate UltraGreen Belinda
This document discusses the implementation of the Collaborate Ultra video conferencing tool at the University of Northampton. It describes both the benefits and challenges experienced by students and teachers. While Collaborate helped increase engagement and inclusion, technical issues caused disruptions. Recommendations include thorough testing, developing use cases, and ensuring support is available to build confidence in the tool. With effort, Collaborate shows potential to enhance learning, but successful adoption requires addressing connectivity problems and supporting new pedagogical approaches.
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
VSS 2005 - Evaluation of the IVHS Course Development ProcessMichael Barbour
Barbour, M. K. (2005, October). Evaluation of the IVHS course development process. Paper presentation at the annual Virtual School Symposium, Denver, CO.
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...Peter Windle
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
The Good, the Bad and the Ugly of digital competency developmentSharon Flynn
This document discusses digital competency development and the use of learning technologies. It notes that while learning technologists are busy, it is important that their work makes a real difference and embeds good practices. The document explores different types of technology users, from techno-romantics to techno-luddites. It also shares feedback from academics who participated in a module on learning technologies, finding that it helped them experiment, reflect on student experience, and get over fears of technology. Overall, the document examines the impact and effectiveness of efforts to develop digital competencies through learning technologies.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
'The Good the Bad and the Ugly' of Collaborate UltraGreen Belinda
This document discusses the implementation of the Collaborate Ultra video conferencing tool at the University of Northampton. It describes both the benefits and challenges experienced by students and teachers. While Collaborate helped increase engagement and inclusion, technical issues caused disruptions. Recommendations include thorough testing, developing use cases, and ensuring support is available to build confidence in the tool. With effort, Collaborate shows potential to enhance learning, but successful adoption requires addressing connectivity problems and supporting new pedagogical approaches.
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
VSS 2005 - Evaluation of the IVHS Course Development ProcessMichael Barbour
Barbour, M. K. (2005, October). Evaluation of the IVHS course development process. Paper presentation at the annual Virtual School Symposium, Denver, CO.
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...Peter Windle
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
The Good, the Bad and the Ugly of digital competency developmentSharon Flynn
This document discusses digital competency development and the use of learning technologies. It notes that while learning technologists are busy, it is important that their work makes a real difference and embeds good practices. The document explores different types of technology users, from techno-romantics to techno-luddites. It also shares feedback from academics who participated in a module on learning technologies, finding that it helped them experiment, reflect on student experience, and get over fears of technology. Overall, the document examines the impact and effectiveness of efforts to develop digital competencies through learning technologies.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
Lessons from tacos and pizza: The importance of 24/7 access for studentsStephanie Richter
This document discusses the importance of 24/7 access to course materials and support for students. It provides examples of how Northern Illinois University supports 24/7 engagement through Blackboard tools. Blackboard is used by over 98% of students and 82% of faculty at NIU. Faculty rely heavily on Blackboard and tools like Blackboard Collaborate are used for both teaching and non-teaching purposes. NIU provides extensive training, documentation, and technical support to both faculty and students to ensure 24/7 access to course content and learning resources.
Lessons we are learning through pivoting quickly to fully online learning; Bu...Charles Darwin University
For those institutions who have been specialising in distance education for some time, although they may have had to make some changes, the last few months have not been overly problematic. But for the remaining majority of institutions, there has been a monumental upheaval in how they are now required to conduct business, both for staff and students. Those who have fared better seem to be those who have reasonably mature frameworks in place to mediate their technology-enabled learning (TEL) offerings. That is, they have well established processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within the COL TEL Benchmarks, that can provide an institution with clear guidelines as to what things need to be in place to ensure a robust and consistent approach to teaching with technology. This presentation will first highlight many of the lessons currently being learned across the higher education sector, it will also ask you to share what you have learned and then we will look at how some of these issues are contained within the COL TEL Benchmarks. Lastly it will make a case for investigating more fully how to use this tool to help your institution ready itself for success in the future.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
The document summarizes Dorothea Lemke's experience transitioning information literacy courses at the Technical University of Munich to a webinar format. It describes two scenarios for previous webinar experiences, then outlines the university's motivation to offer webinars across its four campuses. Lemke details the webinar setup, emphasizing engagement of participants through interactive elements like polls, questions, and exercises. The summary concludes by noting over 75 webinars have been conducted, reaching over 1,100 participants, demonstrating the positive impact of adapting courses for an online format.
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
1. eLearning Services at EWU provides resources like eLearning platforms, media tools, and design/development services to support online and technology-enhanced learning.
2. They aim to enhance existing eLearning resources, introduce new technologies, and offer more mobile, messaging, and social applications to create a virtual campus environment with more options for EWU students.
3. The department helps instructors transition content online through workshops, consulting, and design/development services, while maintaining a foundation of robust technologies and common standards for online instruction.
Cultivating Information Literacy Among Students: Lessons Learned from UCF’s I...Kelvin Thompson
This document summarizes Dr. Kelvin Thompson's presentation on information literacy modules developed at the University of Central Florida. The modules are short, self-contained online lessons that teach information literacy skills and can be assigned by instructors or completed voluntarily by students. Over the past 8 years, over 200,000 assessments have been completed by 37,000+ students across 15 module topics. UCF piloted "badging" completed modules to recognize student achievement, with over 40,000 badges issued so far. While funding cuts have paused new development, the existing modules continue to be maintained and updated annually.
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
This document discusses virtual learning and e-learning. It defines virtual learning as using electronic methods for teaching and communication, including online learning resources and interactive learning processes. E-learning can include exploring and explaining content, as well as simulating real-world situations. A virtual learning environment (VLE), also known as a learning management system (LMS), can distribute course content and resources, enable communication and collaboration, include assessments, and manage students. VLEs aim to provide a valuable learning experience through discussion, self-assessment, rich media content, and enhanced applications.
Sustaining innovation in curriculum delivery Gus Cameron (University of Bristol), Marion Manton (University of Oxford) and Phil George (Kingston College) Facilitated by Simon Walker.
Jisc conference 2010.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The document summarizes an online workshop for faculty development on integrating technology into classroom pedagogy. A pre-workshop survey found that while faculty were comfortable with basic technology uses, they lacked training on student-centered applications. The 4-week workshop used hands-on exercises in the institution's online platform. Participants who completed both surveys showed increased technology integration and more positive attitudes. The workshop model was deemed effective and recommendations included expanding immersive workshop topics and assessing student learning outcomes.
Take a look at how Cheadle and Marple prepared to make the switch to Moodlerooms. It will visit what was successful and why, results from student feedback on the project ad what happens next. It will also share insight into how their innovative teaching techniques encourage their students to better engage with their LMS.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
- Seneca College received an $84,000 grant from HP to purchase 21 tablet PCs to enhance teaching and learning, allowing them to test the technology's impact.
- Surveys found that the tablets increased student engagement and attendance, improved note-taking skills, and enhanced participation and application of concepts.
- Challenges included potential distractions from websites and slow internet connections, which the college is working to address.
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...sondramilkie
The document discusses one program's use of distance learning technologies to provide conservation professional training. It describes how the Conservation Professional Training Program (CPTP) decided to use distance learning to address challenges like broad geographic distances, limited budgets, and diverse training needs. The CPTP transitioned some trainings online using tools like Basecamp, a custom-built registration website with Ruby on Rails, Moodle for online course delivery, and Drupal for a course portal site. The program evaluates its process and impact using online evaluations and quizzes. The presentation demonstrates how these tools meet the program's needs and allows personalized, non-traditional learning while building successful partnerships across multiple states.
This document summarizes a study on postgraduate students' experiences taking wrapped MOOCs at a South African university. The study found that (1) having an in-person facilitator to provide context and clarify concepts was important for students, as the facilitator replaced the absent online instructor. (2) Students preferred face-to-face interactions where they could ask questions and discuss with peers. (3) Students reported applying what they learned to their own research and gaining new skills, though (4) independent learning outside of facilitated sessions proved difficult, with many students struggling with workload and dropping out. Logistical factors like session length and group size also impacted the experience.
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.
Ensuring quality in blended and online: D2L FusionTanya Joosten
The UWM Learning Technology Center provides faculty development programs to help instructors design effective online and blended courses. These programs teach pedagogical strategies through blended formats and experiences. To evaluate quality, UWM uses peer and student evaluations, certification programs, and communicating results to stakeholders. The goal is to foster innovation while maintaining high standards in course design and delivery.
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
Lessons from tacos and pizza: The importance of 24/7 access for studentsStephanie Richter
This document discusses the importance of 24/7 access to course materials and support for students. It provides examples of how Northern Illinois University supports 24/7 engagement through Blackboard tools. Blackboard is used by over 98% of students and 82% of faculty at NIU. Faculty rely heavily on Blackboard and tools like Blackboard Collaborate are used for both teaching and non-teaching purposes. NIU provides extensive training, documentation, and technical support to both faculty and students to ensure 24/7 access to course content and learning resources.
Lessons we are learning through pivoting quickly to fully online learning; Bu...Charles Darwin University
For those institutions who have been specialising in distance education for some time, although they may have had to make some changes, the last few months have not been overly problematic. But for the remaining majority of institutions, there has been a monumental upheaval in how they are now required to conduct business, both for staff and students. Those who have fared better seem to be those who have reasonably mature frameworks in place to mediate their technology-enabled learning (TEL) offerings. That is, they have well established processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within the COL TEL Benchmarks, that can provide an institution with clear guidelines as to what things need to be in place to ensure a robust and consistent approach to teaching with technology. This presentation will first highlight many of the lessons currently being learned across the higher education sector, it will also ask you to share what you have learned and then we will look at how some of these issues are contained within the COL TEL Benchmarks. Lastly it will make a case for investigating more fully how to use this tool to help your institution ready itself for success in the future.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
The document summarizes Dorothea Lemke's experience transitioning information literacy courses at the Technical University of Munich to a webinar format. It describes two scenarios for previous webinar experiences, then outlines the university's motivation to offer webinars across its four campuses. Lemke details the webinar setup, emphasizing engagement of participants through interactive elements like polls, questions, and exercises. The summary concludes by noting over 75 webinars have been conducted, reaching over 1,100 participants, demonstrating the positive impact of adapting courses for an online format.
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
1. eLearning Services at EWU provides resources like eLearning platforms, media tools, and design/development services to support online and technology-enhanced learning.
2. They aim to enhance existing eLearning resources, introduce new technologies, and offer more mobile, messaging, and social applications to create a virtual campus environment with more options for EWU students.
3. The department helps instructors transition content online through workshops, consulting, and design/development services, while maintaining a foundation of robust technologies and common standards for online instruction.
Cultivating Information Literacy Among Students: Lessons Learned from UCF’s I...Kelvin Thompson
This document summarizes Dr. Kelvin Thompson's presentation on information literacy modules developed at the University of Central Florida. The modules are short, self-contained online lessons that teach information literacy skills and can be assigned by instructors or completed voluntarily by students. Over the past 8 years, over 200,000 assessments have been completed by 37,000+ students across 15 module topics. UCF piloted "badging" completed modules to recognize student achievement, with over 40,000 badges issued so far. While funding cuts have paused new development, the existing modules continue to be maintained and updated annually.
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
This document discusses virtual learning and e-learning. It defines virtual learning as using electronic methods for teaching and communication, including online learning resources and interactive learning processes. E-learning can include exploring and explaining content, as well as simulating real-world situations. A virtual learning environment (VLE), also known as a learning management system (LMS), can distribute course content and resources, enable communication and collaboration, include assessments, and manage students. VLEs aim to provide a valuable learning experience through discussion, self-assessment, rich media content, and enhanced applications.
Sustaining innovation in curriculum delivery Gus Cameron (University of Bristol), Marion Manton (University of Oxford) and Phil George (Kingston College) Facilitated by Simon Walker.
Jisc conference 2010.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The document summarizes an online workshop for faculty development on integrating technology into classroom pedagogy. A pre-workshop survey found that while faculty were comfortable with basic technology uses, they lacked training on student-centered applications. The 4-week workshop used hands-on exercises in the institution's online platform. Participants who completed both surveys showed increased technology integration and more positive attitudes. The workshop model was deemed effective and recommendations included expanding immersive workshop topics and assessing student learning outcomes.
Take a look at how Cheadle and Marple prepared to make the switch to Moodlerooms. It will visit what was successful and why, results from student feedback on the project ad what happens next. It will also share insight into how their innovative teaching techniques encourage their students to better engage with their LMS.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
- Seneca College received an $84,000 grant from HP to purchase 21 tablet PCs to enhance teaching and learning, allowing them to test the technology's impact.
- Surveys found that the tablets increased student engagement and attendance, improved note-taking skills, and enhanced participation and application of concepts.
- Challenges included potential distractions from websites and slow internet connections, which the college is working to address.
The Roadmap to Distance Learning Technology: Retooling Traditional Outreach b...sondramilkie
The document discusses one program's use of distance learning technologies to provide conservation professional training. It describes how the Conservation Professional Training Program (CPTP) decided to use distance learning to address challenges like broad geographic distances, limited budgets, and diverse training needs. The CPTP transitioned some trainings online using tools like Basecamp, a custom-built registration website with Ruby on Rails, Moodle for online course delivery, and Drupal for a course portal site. The program evaluates its process and impact using online evaluations and quizzes. The presentation demonstrates how these tools meet the program's needs and allows personalized, non-traditional learning while building successful partnerships across multiple states.
This document summarizes a study on postgraduate students' experiences taking wrapped MOOCs at a South African university. The study found that (1) having an in-person facilitator to provide context and clarify concepts was important for students, as the facilitator replaced the absent online instructor. (2) Students preferred face-to-face interactions where they could ask questions and discuss with peers. (3) Students reported applying what they learned to their own research and gaining new skills, though (4) independent learning outside of facilitated sessions proved difficult, with many students struggling with workload and dropping out. Logistical factors like session length and group size also impacted the experience.
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.
Ensuring quality in blended and online: D2L FusionTanya Joosten
The UWM Learning Technology Center provides faculty development programs to help instructors design effective online and blended courses. These programs teach pedagogical strategies through blended formats and experiences. To evaluate quality, UWM uses peer and student evaluations, certification programs, and communicating results to stakeholders. The goal is to foster innovation while maintaining high standards in course design and delivery.
The document discusses ensuring quality in blended courses through faculty development and engagement at the University of Wisconsin-Milwaukee. It provides an overview of the Learning Technology Center (LTC) which offers faculty development programs, technology training, and research support for various course delivery modes including blended learning. The LTC helps instructors make pedagogical decisions for content delivery, interactivity, and assessment in different modes. The document also outlines UWM's faculty development program for blended teaching which uses a blended format and aims to help instructors start redesigning courses, develop skills, and get feedback. It discusses challenges and lessons learned from the program as well as efforts to develop an online community of blended practitioners.
This document summarizes research on online learning. It discusses student preferences for online education, including demographics of online students and preferences for course format and field of study. Research findings on student satisfaction with online learning are also presented. The document proposes rubrics for course design evaluation and highlights synchronous tools like Elluminate that can increase student interaction. Examples of how Elluminate has been used effectively for online instruction are provided.
The UW-Milwaukee Learning Technology Center (LTC) provides faculty development programs and pedagogical consultation to guide instructors in various course delivery modes including tech-enhanced, blended, online and traditional. The LTC helps with content creation, implementing interactivity, and designing assessments for different modes. The faculty development program uses a blended format and aims to help instructors start redesigning courses, develop teaching skills, and experience blended learning as students. The program outcomes include developing course redesign plans and materials.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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
Survey says! Uncovering faculty support needs #DTL13
1. Survey says! Uncovering
faculty support needs and
instructional technology
preferences.
Tanya Joosten and Amy Mangrich
University of Wisconsin Milwaukee
LTC.uwm.edu | LTC@uwm.edu
4. TechEnhanced
Blended
Online
Traditional
Self-paced
MOOCs
Flex
Faculty development
programs and pedagogical
consultation
Technology training and
support
Evaluation and research
The LTC provides faculty
development and pedagogical
consultation, technology training
and support, and evaluation and
research of an array of course
delivery modes, including tech
enhanced, blended, and online.
Delivery modes
What we do?
6. Delivery modes
TechEnhanced
Blended
Online
Traditional
Self-paced
MOOCs
Flex
Content
• Text
• Images
• Audio
• Video
Interactivity
• Discussions
• Groups
• Feedback
Assessment
• Written and oral examination
• Discursive
• Portfolio
Pedagogical considerations
For each delivery mode, there are
pedagogical considerations to be made
with regard to content delivery,
interactivity, and assessment.
The UWMLTC faculty development
program and pedagogical consultations
with our team guide instructors in
making decisions about these
considerations.
7. Content
• Text
• Images
• Audio
• Video
Text with
images
Voiceover
PowerPoint
Video
capture,
edit, and
distribution
Synchronous
lecture
Lecture
capture
Open
textbook
authoring
Open
education
resources
D2L Content, iSpring, Pinnacle,
MediaSpace, D2L Online Rooms, BB
Collaborate, Camtasia Relay,
Delicious/Diigo, Pinterest, YouTube,
Vimeo, Flickr, and many open
resources
8. Interactivity
• Discussions
• Groups
• Feedback
Asynchronous
Discussion
Video Chat
Text-based
Chat
Document
Collaboration
Blogs and
Microblogs
Student
Response
Systems
Social Media
D2L Discussions, D2L Groups, D2L
Online Rooms, BB Collaborate,
TurningPoint Clickers, Twitter,
Blogger, Facebook, Google Docs,
Google Hangouts
9. Assessment
• Written examination
• Oral examination
• Discursive
Blueprints
Exam
Development
Item Writing
and
Development
Criterion-
referenced
testing
Discursive
Reflection
Production
D2L Quizzing, D2L ePortfolio, D2L
Dropbox, D2L Rubrics, D2L
Competencies, Learn@UW Import
Tool Respondus, iPad Assignment
Grader, SPSS, Winsteps
19. Please identify any other means in which you would like to
receive support for a learning technology.
• “Email”
• “I’m a telephone person as I am off campus—when I use LTC it because I
need point-in-time “walk through” of setting up new technology…”
• “My preference is to seek out help when needed. My needs have always
been met”
• “I like the workshops you offer the faculty—they are very helpful”
• “Online text- or screen-shot based guides”
• “Help sheets written specifically for UWM instructors (rather than those
generated by the company that makes the software)”
• “This was my first time teaching online, and would have liked to have live
online, or at least delayed video access, to the in-person introductory D2L
classes that are offered”
• “Chat activities—audio or video”
• “Could people access particularly good examples of classes to see how they
look and work?”
21. Implications of findings: Receiving support and training
• Narrative comments indicated instructor interest in synchronous
online (video, audio, text, etc.) communication
• The LTC is currently exploring the use of synchronous
communication (e.g., Google Hangouts) for instructor support.
• Narrative comments also indicated instructor interest in having
online versions of the current face-to-face workshops.
• The LTC has released online videos where instructors can gain the
skills they would have if they had taken the “D2L: Just the Basics”
face-to-face workshop.
• The LTC is currently designing online opportunities for instructors to
gain pedagogical and technical information regarding
content, assessment, and interactivity.
23. Implications of findings: Use of course technologies
• These findings coupled with the LMS Task Force findings influence
what should be included in our workshops
• D2L Basics redesign looks to investigate focusing on
Content, Dropbox, and Discussions
24. Contribute
25%
26%
37%
41%
54%
0% 10% 20% 30% 40% 50% 60%
Narrated PowerPoint
Video presentation
Digital Docment
Online Discussions
F2F Preso
Very/Likely
Very/Likely
25. Implications of findings: Instructor resource sharing
• There was a high level of interest in seeing examples of
what other instructors might be doing in their courses.
• With this in mind, the LTC is creating a Virtual Teaching
Lounge which will include:
– interviews with instructors using technology in innovative
ways in their courses.
– examples of assignments and pedagogical
interventions, supplied by instructors.
– information on opportunities for instructors to explore
scholarship of teaching related to learning technologies.
– information on opportunities to present on innovative
teaching strategy.
27. Implications of findings: Supporting interest in online
content creation
• Instructors showed interest in a number of learning technologies:
– narrated presentations,
– learning management system tools,
– lecture capturing,
– editing tools (e.g., video, audio, images, etc.),
– screencasting,
– and webconferencing.
• LTC is developing online workshops and tutorials focusing on the
development of media rich content.
• The LTC also offers documentation on tools found in the LMS and
Online Rooms (i.e., webconferencing) on our support blog.
• Through this survey, lecture capturing, and cloud-based media
editing and screencasting tools have been identified as areas to be
researched for allocation.
34. • “The fact that I can call and talk to someone at the LTC and they can walk
me through an aspect of D2L is priceless … thank you!!! Your staff is
excellent and I appreciate the knowledge they bring to every question.”
• “I really appreciate your responsiveness – its speed is wonderful. I also
appreciate the number of common questions and solutions that you have
archived in a way that can be found quickly and easily…”
• “The LTC staff are THE BEST! Really, every time I have called, every course
I have taken, every need I have had, there is ALWAYS someone who can
help me, they are excellent, I never feel dumb asking a question…you get
the idea. The LTC is one of the best uses of campus funding we have! My
gratitude to all.”
• “I think you folks are great, and doing the right thing to keep us focused on
using the pedagogical advantages of online work; it is the most stimulating
interchange we have here about how to improve teaching. I very
appreciate the quick and helpful response you’ve given when the musical
examples in my quizzes go wonky! Bravo for your high-
quality, pedagogically oriented work. “
• “They are a shining star at this university. I want some of their Kool-Aid.”
• “Thank you for your constant assistance and on-going research into the
capacities of technology to improve the quality of education as it is
experienced by students.”
35. Contact us
Tanya Joosten and Amy Mangrich
University of Wisconsin Milwaukee
LTC.uwm.edu | LTC@uwm.edu
http://tinyurl.com/UWMLTCFacultySurvey
Editor's Notes
Supporting instructors who teach online, blended, technology-enhanced face-to-face courses in their use of technology is an integral aspect of the university’s mission to provide high quality courses and programming. To assist in this mission, the LTC provides support to instructors to create their high quality online, blended, and technology-enhanced courses.
Data driving our decisions…Their overall satisfaction with the support structure provided by the LTCIdentify the learning technologies faculty are using and the technologies they want to learn about in the near future. Explore faculty perceptions of support needs related to established and new learning technologies.The survey was distributed during the Spring 2012 semester to UWM instructors who were using the campus LMS.
Identify the learning technologies faculty are using and the technologies they want to learn about in the near future. How instructors use technologies in their coursesWhat technologies instructors might be interested in learning more about and using in their coursesOpenMOOCs, OERYouTube, Social MediaGoogleResources at our finger tips, in a instantEveryone has access to these techologies, to thee coursesStatus levelingDemocratizing
Explore faculty perceptions of support needs related to established and new learning technologies.How instructors like to receive support from the Learning Technology Center (LTC)How instructors like to receive training for new learning technologiesAnytime, AnywhereUbiquitousMobileAccessBandwidthPhones, tablets, laptopsPush – instant – info, support, etcAll instructional materias -- ACCESS
The survey had both closed and open-ended questions allowing for statistical and narrative analyses of the reported data. Open-ended questions were used in a follow-up fashion to allow for respondents to give further detail on close-ended choices.Instructors from all UW-Milwaukee schools and colleges were represented in the survey responses
A majority of the responses were from females (63%) and from the 40-59 (53%) age range
There was a spread of responses from different ranksLecturers (25%)Associate Professors (20%)Academic Staff (15%), Assistant Professors (13%)Teaching Assistants (12%)Full Professors (10%)
Instructors require email, phone, and face-to-face support depending on their preference. Instructors showed a small interest in receiving web meeting, instant messaging, and texting support. As this may be indicative of a changing instructor pool the LTC will investigate options and ramifications of adopting these practices for instructor support.
Instructors like to experiment with new technologies, be able to meet with staff one-on-one, attend face-to-face workshops, and review online videos and paper manuals. With this in mind the LTC will continue to:provide opportunities for individual meetings (by phone, email, and in person) with instructors, offer face-to-face workshops, create online video tutorials, and how-to documentation that can live on the support blog and be printed off by instructors for hard copy.
open textbook authoring applications (e.g., iBooks, WordPress), m=2.99mobile devices (e.g. iPad, iPhone, Android) , m=2.96video sharing sites (YouTube, Vimeo), m=2.94eText applications, m=2.79Implications of findings: Supporting interest in accessible course materialsInstructors showed interest in a number of learning technologies:open textbook authoring applications (e.g., iBooks, Wordpress)eText applicationsmobile devices (e.g. iPad, iPhone, Android)video sharing sites (YouTube, Vimeo)The LTC received grant funding to explore the use of mobile technologies on student learning.An eText pilot study took place during the Fall Semester of 2012 and the LTC is piloting GinkoTree for open textbook authoring and the collection and distribution of open educational resources.