Michael Gwyther presented on online facilitation techniques for live webinars. Some key points:
1) Webinars can be used for online workshops, tutorials, lectures, software demonstrations, and to bring in industry experts or have learners present their work.
2) When facilitating webinars, presenters should limit lectures to 7 minutes and include participant activities to keep learners engaged.
3) Common challenges for webinar facilitators include monitoring participation, starting on time, handling questions, and getting learners to work together remotely. Activities and assessments can help address these.
4) Preparing for webinars requires practicing, having backup plans, engaging learners before and
An observation on the over reliance on powerJames Zaworski
Many educators rely too heavily on power point presentations, and do so often at the expense of their teaching and at the expense of student's interest, and ability to learn.
CONUL T&L 2021 Speaking into the void (Roisin Guilfoyle)ldore1
Speaking into the Void… Reflections of a teaching librarian during Covid
An overview of reflections on the highs and lows of teaching during COVID. The ideas that worked and didn’t, and the workarounds that helped. With a look at new techniques and practices that will stay after a return to campus.
An observation on the over reliance on powerJames Zaworski
Many educators rely too heavily on power point presentations, and do so often at the expense of their teaching and at the expense of student's interest, and ability to learn.
CONUL T&L 2021 Speaking into the void (Roisin Guilfoyle)ldore1
Speaking into the Void… Reflections of a teaching librarian during Covid
An overview of reflections on the highs and lows of teaching during COVID. The ideas that worked and didn’t, and the workarounds that helped. With a look at new techniques and practices that will stay after a return to campus.
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.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Presentation held at the Intensive Course, Weizmann Institute of Science, Tel Aviv, October 24-25, 2018. iPEN European project (Innovative Photonics Education in Nanotechnology).
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
Learn Local Moodle Webinar #3 - Course formating ideasYum Studio
-Moodle plug ins that can extend course formatting options and how to install them.
-How to exploit Moodle section, resource and activity links to create custom navigation inside your Moodle course from text or icons.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. Give me
the pills
I am
starting
to believe
Sparks
out of
ears
Hitting
the wall
Use the text tool to
record your current
mood state
On top
of the
world
4.
5. Straw Poll
A I regularly attended webinars
B I attend webinars & teach in webinars
C I have not been in a webinar
27. Online facilitated Pedagogy
• Online workshops & tutorials
• Assessment Task presentation
• Group Work
presentations &
peer review
• Learner support
(one on one or Group)
• Catch up with other learner
groups
28. Facilitated online examples
• Group research projects
• QnA of industry experts/past learners
• Online lectures
• Assessment task pitch & presentation
• Peer Review of learners’ work
• Role play
• Software demonstration
• Group problem solving
• Remote trainee/third party assessor catch up
• Assessment verification and moderation
• RPL
• Meetings
• Supervision
29. Some facilitation issues…
• Who is listening actively?
• How do I start on time?
• How to deal with questions?
• How will I present content?
• How do I get learners working
together?
• What preparation is required?
• Scripting V Dot points?
• Where are my
links, URLs, applications and
opening and closing
paragraphs?
31. During your presentation…
• Slow things down – remember Lag!
• Watch for responses
• Practice, practice, practice
• If you have a brain fog moment ask a question.
• Divert so you can collect your thoughts
• Encourage the use of emoticons for quick
feedback
• Pump up, stand up, smile, tell stories, project
your voice!
32. And in the end…
• Follow up questions with info by email or
phone call
• Distribute whiteboard brainstorms
• Distribute follow up resources/readings/videos
• Forward recording link
• Catch up with lurkers, quiet people etc
• Get out in the sunshine
33. Synchronous Infrastructure
• Virtual Classrooms
• Telephone & Video
Conference Systems
• VOIP (Skype, Lync)
• Google Hangouts
• Microsoft Lync
• WizIQ
• Adobe Connect
• Blackboard Collaborate
• GoToMeeting
35. Online facilitated Assessment
• Body Language
• Mix of activities in
session
• Peer Review
• Assessment
Presentations
• Problem solving
• Action learning
36. • Develop a rubric with learners
• Check for mapping
• Distribute back to learners as
marking guide
• Rehearse the marking guide
• Conduct presentations
(summative)
• Collect peer review
• Redraft and resubmit
• Share and assess
Peer Review
37. Webinar Preparation Good Practice
Consider a pre webinar activity
Pick and promote a title for your webinar that frames the
educational objectives from your learners perspective.
Make registration easy and remind participants 24 hours
out
Initially use a Moderator or Technology steward to support
learners IT, deal with QnA and chat, running polls etc
38. Webinar Preparation Good Practice
Have a back up plan, computer, internet
connection, headset and test them all in advance
Keep SMS and or email contact of all participants handy
for instant contact in the event your technology fails.
Have a warm up activity to lead the presenter into the
webinar
39. Webinar Good Practice
Keep lecturing to a minimum. Use the group to work
through scenarios and problems. Promote discussion and
the sharing of perspectives.
Provide peer review opportunities for learners to feed back
on each others projects, placements, issues at work etc.
Give learners multiple ways of participating –
voice, discussions, white board, brainstorming, break out
rooms, polling, video as stimulus for discussion.
40. During your presentation
Slow things down – remember Lag!
Watch for responses
Practice, practice, practice
If you have a brain fog moment ask a question.
Divert so you can collect your thoughts
Encourage the use of emoticons for quick feedback
Most virtual classroom products include:live audio and text communication between trainers and learners. Participants use headsets to communicate through audiographic material like PowerPoint slides which is broadcast to all participants.Capacity to run polls to gain input or feedback from themCapacity for the presenter share an application (e.g. Word or Excel) running on their desktop so that the group can work together collaboratively on a document or other resource. The presenter can often hand over application sharing to another member of the groupa shared whiteboard space for text and drawingcan browse the Web and conduct web toursAbility to share files with the participants.Capacity for all users to display live video from a web camPotential to bring in an online guest presenter from anywhere in the worldA “break out” rooms that enable small group work onlineTools to archive or record to enable later reviewing of a trainer led session.can be integrated into a learning management to automate sessions set ups, links and recording play back access by learners (for example Blackboard, Moodle).
There are two modes of delivery using Online Facilitated learning:Synchronous learning refers to a group of people learning the same things at the same time in the same place. Asynchronous learning refers to a student-centered teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people (e.g. students, workers, hobby enthusiasts, etc) Asynchronous learning is based on a student-centered approach that emphasises the importance of peer-to-peer interactions.Lets first look at Online Facilitated approaches using Synchronous learning.Photo Credit: http://www.flickr.com/photos/trekkyandy/1511951150/sizes/l/in/photostream/ trekkyandy
e-learning can use a variety of delivery methods to learners includingFlexible, Self Paced, Trainer or computer assessedBlended Facilitated onlineInformal networks based on knowledge sharingThere is no one size fits all with e-learning. Like all training the final model depends on the RTO’s capacity to respond to Industry, Employer and Trainee needs and preferences.Photo Credit: "http://www.flickr.com/photos/18282040@N00/55134202/ Licensed under a creative commons license
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
We often think of sign ups to courses as Induction, the enrolment process, government paper work, facilities tours etc. With online learning we have to consider a wider induction, made up of 4 distinct introductionsTechnology – Each learning technology you are using should be introduced in an activity that isnt directly connected to assessment or learning activites. Use these are getting to know you opportunities while the learners get to know the technology:Post an introduction to your forumUpload an image of themselves to the LMSDiscuss their job role and overall personal aimsComment and build on insights shared by othersTime Management – suggested strategies for taking responsibility for understanding deadlines. Made more critical is some learning is to be self paced. Consider regular email reminders, directed personal emails to stragglers or those clearly not coping/participating. Collaborative – will your students being working together in some form of group project? Many learners struggle to work in teams in face to face situations. The weight of sifting ideas, reflecting, adjusting information and opinions, fighting to get their point included can be very difficult once these activities move online.Peer Review activities are the perfect way to introduce learners to collaborative learning. Group work has to be carefully supported by the trainer to be successful.Organising Information – most elearning courses still contain access to handout material – be it powerpoint, word documents, PDFs, sound files etc. We’ve all seem learners whose face to face folders are a shambles of unorganised paper and handouts. Same goes for digital learners. Support learners to build their digital literacy skills by modelling the organisation of information particularly for:-storing filesSaving URLs and web addressFollowing Industry blogsCreating and building networks
e-learning uses electronic media to deliver flexible vocational education and training. It does not include: email dissemination of course information email communication between a teacher/trainer and learner on a single learning issue online administration of learning activities. online repository of filesThese are considered support rather than learning events.Photo Credit: http://www.flickr.com/photos/44124404848@N01/150068537/
For each course we can determine the best mix of delivery modes according to:Infrastructure available to deliver in each modeCapability of our organisation and our learners to teach and learn in each modeStrategic choices about how to package courses for blended learningThe types of content we will need to deliveryLearning activitiesAssessment methods and potential for assessment submission.
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Some examples of how RTOs facilitate online learning interaction includesGroup research projectsQnA of industry experts/past learnersOnline lectureAssessment task pitch & presentationPeer Review of learners’ workRole playGroup problem solvingRemote trainee/third party assessor catch upAssessment verification and moderationRPL
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
Typical synchronous learning events facilitated online in a mature blended learning approach may include:Online workshop, tutorial or underpinning knowledge training program conducted online using a Virtual Classroom. Trainers deliver content through lecture, PowerPoint, share whiteboard, web quests, guest speakers, assessment task presentations and video underpinned by group discussions using inbuilt voice and text facilities. Trainers deliver content through lecture, PowerPoint, smart board, web quests, guest speakers, assessment task presentations and video underpinned by group discussions.learners communicating on course work using instant messaging systems such as Google Chat, Facebook chat, Twitter or SMSIndividual or group student support provided by a trainer using voice over internet tools such as Skype or Google ChatPhoto Credit http://www.flickr.com/photos/88758748@N00/3758519690/
During synchronous online tutorials, the absence of body language removes one critical cue a trainer relies upon in face-to-face classes to continually monitor understanding of and engagement with the course material. There can be a steep learning curve for some learners to confidently and comfortably contribute vocally to sessions. Good trainers overcome this by ensuring online sessions of no more than an hours duration that include a lively mix of lecture, brainstorming, group work (learners can be added to break out rooms in virtual classrooms), student presentation, polling, quizzing, video presentations, web tours and resource sharing.Online tutorials provide a peer review forum for:Group problem solving (Case Studies & Scenarios)BrainstormingAssessment task pitching for review assistance by peersRole plays for communication events encountered on the jobAssessment presentationsLets now look at Online Facilitated approaches using Asynchronous learning.
Course content is essentially resources to support the engagement with the problem solving process. When presenting a problem, “content” can be provided in a variety of forms using video, audio and some text:. This gives more depth to typical “quiz” based assessment which test memory rather than understanding, problem solving and consequences on the job of decision making.Some examples of engaging content includes:Video demonstration of a workplace process or communicationAn “Ask my Co Workers” audio presentation with suggestions on how to approach the task Specific learning materials to address the knowledge and skills central to the decision making treeThe Standard Operating Procedures that might apply to this process or communication Progression through the problem can be through a decision making tree. Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices. The process of finding the solutions to the problems is more important than the solutions themselves. These can be developed using rapid elearning software. These designs don't have to be overly complicated. Well-designed case studies, decision-making trees, problems or scenarios can create a need for the learners to pull the information. Developers and subject matter experts need to be guided by concepts of workplace character and narrative to present workplace problems as a series of stories that depict problems at work that need to be addressed using the available knowledge and skills demonstration models presented in the elearning resource. Practitioners who advocate this model of elearning content design include Cathy Moore and Tom Kuhlmann.Links to paste in for participants:Cathy Moore - http://blog.cathy-moore.com/Tom Kuhlmann - http://www.articulate.com/rapid-elearning/building-scenarios-for-e-learning/Photo Credit: http://www.flickr.com/photos/28430474@N05/4376443940/
Course content is essentially resources to support the engagement with the problem solving process. When presenting a problem, “content” can be provided in a variety of forms using video, audio and some text:. This gives more depth to typical “quiz” based assessment which test memory rather than understanding, problem solving and consequences on the job of decision making.Some examples of engaging content includes:Video demonstration of a workplace process or communicationAn “Ask my Co Workers” audio presentation with suggestions on how to approach the task Specific learning materials to address the knowledge and skills central to the decision making treeThe Standard Operating Procedures that might apply to this process or communication Progression through the problem can be through a decision making tree. Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices. The process of finding the solutions to the problems is more important than the solutions themselves. These can be developed using rapid elearning software. These designs don't have to be overly complicated. Well-designed case studies, decision-making trees, problems or scenarios can create a need for the learners to pull the information. Developers and subject matter experts need to be guided by concepts of workplace character and narrative to present workplace problems as a series of stories that depict problems at work that need to be addressed using the available knowledge and skills demonstration models presented in the elearning resource. Practitioners who advocate this model of elearning content design include Cathy Moore and Tom Kuhlmann.Links to paste in for participants:Cathy Moore - http://blog.cathy-moore.com/Tom Kuhlmann - http://www.articulate.com/rapid-elearning/building-scenarios-for-e-learning/Photo Credit: http://www.flickr.com/photos/28430474@N05/4376443940/
Course content is essentially resources to support the engagement with the problem solving process. When presenting a problem, “content” can be provided in a variety of forms using video, audio and some text:. This gives more depth to typical “quiz” based assessment which test memory rather than understanding, problem solving and consequences on the job of decision making.Some examples of engaging content includes:Video demonstration of a workplace process or communicationAn “Ask my Co Workers” audio presentation with suggestions on how to approach the task Specific learning materials to address the knowledge and skills central to the decision making treeThe Standard Operating Procedures that might apply to this process or communication Progression through the problem can be through a decision making tree. Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices. The process of finding the solutions to the problems is more important than the solutions themselves. These can be developed using rapid elearning software. These designs don't have to be overly complicated. Well-designed case studies, decision-making trees, problems or scenarios can create a need for the learners to pull the information. Developers and subject matter experts need to be guided by concepts of workplace character and narrative to present workplace problems as a series of stories that depict problems at work that need to be addressed using the available knowledge and skills demonstration models presented in the elearning resource. Practitioners who advocate this model of elearning content design include Cathy Moore and Tom Kuhlmann.Links to paste in for participants:Cathy Moore - http://blog.cathy-moore.com/Tom Kuhlmann - http://www.articulate.com/rapid-elearning/building-scenarios-for-e-learning/Photo Credit: http://www.flickr.com/photos/28430474@N05/4376443940/
Course content is essentially resources to support the engagement with the problem solving process. When presenting a problem, “content” can be provided in a variety of forms using video, audio and some text:. This gives more depth to typical “quiz” based assessment which test memory rather than understanding, problem solving and consequences on the job of decision making.Some examples of engaging content includes:Video demonstration of a workplace process or communicationAn “Ask my Co Workers” audio presentation with suggestions on how to approach the task Specific learning materials to address the knowledge and skills central to the decision making treeThe Standard Operating Procedures that might apply to this process or communication Progression through the problem can be through a decision making tree. Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices. The process of finding the solutions to the problems is more important than the solutions themselves. These can be developed using rapid elearning software. These designs don't have to be overly complicated. Well-designed case studies, decision-making trees, problems or scenarios can create a need for the learners to pull the information. Developers and subject matter experts need to be guided by concepts of workplace character and narrative to present workplace problems as a series of stories that depict problems at work that need to be addressed using the available knowledge and skills demonstration models presented in the elearning resource. Practitioners who advocate this model of elearning content design include Cathy Moore and Tom Kuhlmann.Links to paste in for participants:Cathy Moore - http://blog.cathy-moore.com/Tom Kuhlmann - http://www.articulate.com/rapid-elearning/building-scenarios-for-e-learning/Photo Credit: http://www.flickr.com/photos/28430474@N05/4376443940/
Typical asynchronous learning events in a mature blended learning approach may include: Discussion based activities accompanied by short readings or resources that elicit learners application of skills and knowledge to the workplace contextSharing of ideas and learning resources through discussion forum, social bookmarks or TwitterBlog or Wiki diary posts by learners to support work placement assessment, including participation and verification by third party or workplace assessorUse of social network tools such as social bookmarks, RSS Feeds, Blogs to collect and share electronic resourcesGroup work projects using combination of discussion forums, SMS, Blog or Wiki post, Google DocumentsPhoto Credit: http://www.flickr.com/photos/71088059@N00/3050204663/
Questions from the FloorProvide Links to ACPET PD Programhttp://www.acpet.edu.au/services/professional-development/ Victorian Providers remind of ementor program
Questions from the FloorProvide Links to ACPET PD Programhttp://www.acpet.edu.au/services/professional-development/ Victorian Providers remind of ementor program