Presentation titled "Teaching Online 101, Online Faculty Professional Development" by Kevin Forgard - Instruc(onal Design Consultant at UW Colleges Online. Nov. 14, 2014 at the Brightspace Ignite regional forum in Waukesha, Wisconsin
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
The rapid expansion of online teacher training raises a number of questions: How should we model student-centered, communicative teaching, incorporate a teaching practicum, and best accommodate students in a diverse, international context? This year-long critical analysis of a university-based TEFL certificate program offers insights and recommendations for teachers and administrators.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
10 principles-of-effective-online-teachingGenia Smith
This document outlines 10 principles of effective online teaching based on research from Penn State's World Campus. It discusses the need to establish clear performance expectations and best practices for online instructors. Some of the key principles include: showing up and teaching in the online classroom, proactively managing the course, establishing patterns of course activities, planning for the unplanned, providing timely responses to students, maintaining quality and security standards, and actively engaging with students to keep them progressing. The goal is to help instructors understand how to structure their online courses and interactions for successful student learning.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
The rapid expansion of online teacher training raises a number of questions: How should we model student-centered, communicative teaching, incorporate a teaching practicum, and best accommodate students in a diverse, international context? This year-long critical analysis of a university-based TEFL certificate program offers insights and recommendations for teachers and administrators.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
10 principles-of-effective-online-teachingGenia Smith
This document outlines 10 principles of effective online teaching based on research from Penn State's World Campus. It discusses the need to establish clear performance expectations and best practices for online instructors. Some of the key principles include: showing up and teaching in the online classroom, proactively managing the course, establishing patterns of course activities, planning for the unplanned, providing timely responses to students, maintaining quality and security standards, and actively engaging with students to keep them progressing. The goal is to help instructors understand how to structure their online courses and interactions for successful student learning.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
This document provides best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
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.
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012
This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
An overview of blended learning principles prpf. marysilvancea
This document summarizes a webinar on blended learning principles for e-learning facilitation. The webinar covered the TPACK framework of technology, pedagogy and content knowledge. It discussed the Community of Inquiry framework and its three presences of teaching, social and cognitive. The presentation demonstrated the UP ClickuP learning management system and provided examples of course orientation, templates and a sample Module O. Blended learning models and configurations were defined, and the benefits of using open educational resources in blended learning were explained. The webinar concluded that blended learning can increase access to affordable quality education when well-planned and implemented.
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
In this document, three case studies are presented where students generated learning materials.
1) Interactive screen experiments were developed by physics students to help overcome anxiety in labs for other students.
2) Fourth year physics students created outreach materials like lesson plans, videos and games to teach astronomy concepts.
3) Foundation students collaboratively developed an online glossary to define technical terms in chemistry and physics.
In each case, student developers gained skills while students using the materials benefited from more engaging resources. The projects enriched learning for all students and strengthened community in their departments.
Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012
This document summarizes a study on the accessibility of e-learning environments. The study found that applying principles of Universal Design for Learning (UDL) can increase accessibility for all students. Specifically, the study found that an online course that provided multiple means of representation, action and expression, and engagement was equally accessible to students with and without learning disabilities. The study concluded that accessibility is highly individualized and relevant to diverse learners.
Making On-line Teams Work (Jane Barrett)COHERE2012
This document discusses research into online teamwork among Open University students. It describes a study where 13 student volunteers were divided into online teams to complete collaborative tasks. Only 7 of the students actively participated by posting in forums and completing assignments. The moderator observed that team composition is important, as not all groups were able to work well together asynchronously. Students reported learning about both the benefits and challenges of online collaboration, but greater engagement from all students is needed. Effective online teamwork requires support from moderators to encourage participation and resolve issues.
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...Kaitlin Walsh
This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
One of the hottest topics in education is blended learning – a disruptive innovation that is changing both teaching and learning. Don’t miss one of its foremost experts, Michael Horn, Executive Director of Education at the Innosight Institute, for a conversation about the present and future of blended learning.
Attend this web seminar to learn the benefits of the blended learning disruptive model, get up-to-date on current trends in blended learning technologies, and learn the key elements to consider when evaluating blended learning models, technology and solutions.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
The document summarizes a study comparing student outcomes and experiences in kinesiology courses delivered in blended or fully online formats. Quantitative data found no significant differences in student grades or retention between the two delivery modes. Qualitatively, some students preferred the flexibility of online learning while others felt they learned better with face-to-face interaction and instruction. Instructors found blended courses required more work but provided the benefits of both online and in-person learning. Overall, the study was unable to determine conclusively whether one delivery mode was more effective than the other for all students.
1) An instructional designer and professor collaborated on designing a professional development course called Teaching Online 101 for faculty new to online teaching.
2) The course was designed using an instructional design process that involved regular meetings between the designer and professor to map out content, activities, and assessments across 5 modules.
3) The course modules followed a consistent structure and included overview videos, readings, discussions, and deliverables to help faculty learn about online pedagogy and apply concepts to their own course design.
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.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
This document provides best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
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.
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012
This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
An overview of blended learning principles prpf. marysilvancea
This document summarizes a webinar on blended learning principles for e-learning facilitation. The webinar covered the TPACK framework of technology, pedagogy and content knowledge. It discussed the Community of Inquiry framework and its three presences of teaching, social and cognitive. The presentation demonstrated the UP ClickuP learning management system and provided examples of course orientation, templates and a sample Module O. Blended learning models and configurations were defined, and the benefits of using open educational resources in blended learning were explained. The webinar concluded that blended learning can increase access to affordable quality education when well-planned and implemented.
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
In this document, three case studies are presented where students generated learning materials.
1) Interactive screen experiments were developed by physics students to help overcome anxiety in labs for other students.
2) Fourth year physics students created outreach materials like lesson plans, videos and games to teach astronomy concepts.
3) Foundation students collaboratively developed an online glossary to define technical terms in chemistry and physics.
In each case, student developers gained skills while students using the materials benefited from more engaging resources. The projects enriched learning for all students and strengthened community in their departments.
Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012
This document summarizes a study on the accessibility of e-learning environments. The study found that applying principles of Universal Design for Learning (UDL) can increase accessibility for all students. Specifically, the study found that an online course that provided multiple means of representation, action and expression, and engagement was equally accessible to students with and without learning disabilities. The study concluded that accessibility is highly individualized and relevant to diverse learners.
Making On-line Teams Work (Jane Barrett)COHERE2012
This document discusses research into online teamwork among Open University students. It describes a study where 13 student volunteers were divided into online teams to complete collaborative tasks. Only 7 of the students actively participated by posting in forums and completing assignments. The moderator observed that team composition is important, as not all groups were able to work well together asynchronously. Students reported learning about both the benefits and challenges of online collaboration, but greater engagement from all students is needed. Effective online teamwork requires support from moderators to encourage participation and resolve issues.
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...Kaitlin Walsh
This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
One of the hottest topics in education is blended learning – a disruptive innovation that is changing both teaching and learning. Don’t miss one of its foremost experts, Michael Horn, Executive Director of Education at the Innosight Institute, for a conversation about the present and future of blended learning.
Attend this web seminar to learn the benefits of the blended learning disruptive model, get up-to-date on current trends in blended learning technologies, and learn the key elements to consider when evaluating blended learning models, technology and solutions.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
The document summarizes a study comparing student outcomes and experiences in kinesiology courses delivered in blended or fully online formats. Quantitative data found no significant differences in student grades or retention between the two delivery modes. Qualitatively, some students preferred the flexibility of online learning while others felt they learned better with face-to-face interaction and instruction. Instructors found blended courses required more work but provided the benefits of both online and in-person learning. Overall, the study was unable to determine conclusively whether one delivery mode was more effective than the other for all students.
1) An instructional designer and professor collaborated on designing a professional development course called Teaching Online 101 for faculty new to online teaching.
2) The course was designed using an instructional design process that involved regular meetings between the designer and professor to map out content, activities, and assessments across 5 modules.
3) The course modules followed a consistent structure and included overview videos, readings, discussions, and deliverables to help faculty learn about online pedagogy and apply concepts to their own course design.
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.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
The document discusses a faculty training program for blended learning at a university. It describes a 3-year grant-funded project to engage faculty in developing effective blended courses and assessment practices. The training program includes online and in-person sessions to help faculty design blended courses and develop assessment plans, with support from instructional designers and peer mentors. Assessment of blended courses focuses on comparing student outcomes to traditional courses.
Professional Development Module Outline - Standard AClaire Arabie
This professional development module is designed to help teachers understand the iNACOL Standards for Quality Online Learning, specifically Standard A on effective online instruction. The module guides teachers through the key concepts of Standard A and provides resources and activities. It includes objectives, introductory content, six concepts about best practices and strategies, global collaboration, instructional delivery models, pedagogy, subject area knowledge, and professional responsibility. Teachers complete a discussion forum activity and design an online lesson plan applying the concepts.
This document provides guidance on effective elements of online instruction. It discusses initial course planning, including checklists and student contact information. It also covers course design considerations like accessibility, simplicity, consistency, and instructional models. Factors affecting online course quality like design, content, and learner readiness are addressed. The document then discusses learning objectives, feedback rubrics, flipped classroom approaches, student engagement ideas, and available media services for faculty.
The document discusses best practices for moving instruction from face-to-face to fully online environments. It emphasizes the importance of (1) building on a foundation of planning and development, (2) considering how students will interact with instructors and peers, and (3) using a modular approach to focus on student engagement and interactions. When developing online courses, instructors should consider students' needs, develop a timeline and plan, identify resources, incentives, and ownership of intellectual property, and design modules that provide clear goals, objectives, content, interactions and assessments.
A Blended Approach to Facilitating Professional DevelopmentCOHERE2012
This document describes the blended approach used in a course design program at the Taylor Institute for Teaching and Learning. The program uses a combination of in-person sessions and online work. Sessions are held over three days, with participants working online in between to complete assignments like writing learning outcomes and developing assessment strategies. The blended format allows for rich discussions during sessions while also providing feedback and interaction online. Learning outcomes are aligned with both in-person and online content to provide a coherent experience for participants.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Getting started with blended, University of TampaTanya Joosten
Blended learning combines online and face-to-face instruction. The document discusses considerations for transforming a course to the blended model. It provides definitions of blended learning and outlines steps to redesign a course, including determining what content, interactivity, and assessments work best online or in-person. The tips emphasize integrating online and face-to-face activities, managing expectations, and avoiding an excessive workload for students in a blended format.
How Teaching Online Enhances Your Pedagogical ToolkitKathy Keairns
This document discusses how developing skills for online teaching can positively impact and enhance classroom teaching. It describes common faculty development workshops that prepare instructors for online and blended courses, and shares feedback from faculty who found the training increased their understanding of learner-centered teaching and improved their use of technology and communication in all courses. The document advocates for all instructors to participate in effective online teaching preparation to transform their teaching practice and benefit students.
Flipping Out: Concepts of Inverted Classrooms for Teaching and TrainingPaul Brown
1. The document discusses flipping the classroom, which involves moving lectures outside of class time through videos and using class time for active learning activities like discussions and problem-solving.
2. Examples are provided of how to flip both a graduate education course and a student conduct training. For the course, lectures were moved to pre-class videos and class time involved activities like quizzes and group projects. For training, components like reviewing policies and incident reports were made into pre-work videos.
3. The document reviews research supporting flipped learning and lists potential barriers for faculty like extra time needed and concerns about assessing student work done outside of class. It also profiles common technologies used in flipped settings like blogs, wikis and podcast
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
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
This document summarizes a presentation about leveraging assessments and technology for continuous course improvement. The presentation discusses using open educational resources (OER) to improve student success by increasing affordability and access. It promotes applying backward design principles to align outcomes, assessments, and content. The presentation also provides examples of active learning techniques like problem-based learning and role playing to engage students. Finally, it discusses using technology and learning analytics to continuously improve courses.
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.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
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 proposes a certificate program called "Preparing to Teach Online" to provide faculty development for online teaching at the University of Illinois Springfield. The program would consist of three required courses that teach best practices for online pedagogy, communication, assessment, and technology use. Faculty would complete self-paced training modules and earn a digital badge upon fulfilling the requirements, which include developing an ePortfolio. The goal is to establish a common foundation for effective online instruction and recognize faculty innovation in online teaching.
Similar to Teaching Online 101 - 2014 Brightspace Ignite Wisconsin (20)
Ask Not What AI Can Do For You - Nov 2023 - Slideshare.pptxD2L Barry
This document discusses the potential roles of artificial intelligence (AI) in education. It begins with a survey asking readers about their role, experience with distance education and AI tools. It then discusses how AI could be used to assist educators by automating certain repetitive tasks like writing quiz questions, lesson plans, letters of reference, and grading assignments. This would allow educators to focus on relationship building and creative thinking. The document also discusses concerns about AI and argues it is best used to enhance rather than replace human roles. It shares D2L's views that learning is a human experience that can be supported by technology.
Designing Competency Structures and Learning ObjectivesD2L Barry
Title: Designing Competency Structures and Learning Objectives.
For a presentation April 21 at Georgia State University.
By Theresa Butori, Univ of North Georgia
This document discusses ChatGPT and other large language models (LLMs). It begins with an agenda that outlines discussing what LLMs are and how they are trained, ways educators can use ChatGPT, and limitations of ChatGPT. It then explains that ChatGPT is not the first chatbot but one of the first widely used. It discusses how LLMs are trained using next-token prediction and masked language modeling. The document considers both optimistic and pessimistic views about the importance of advanced AI. It provides examples of how ChatGPT could be used to help with teaching but also limitations, such as not being good at math, plagiarism detection, or very recent events. It acknowledges other emerging AI systems
Custom Pathways Resources - Kristin Randles.pdfD2L Barry
Presentation by Kristin Randles at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Resources:
Carnegie Mellon: https://www.cmu.edu/teaching/designteach/teach/classroomclimate/strategies/choice.html
Cult of Pedagogy: https://www.cultofpedagogy.com/udl-equity/
Novak Education: https://www.novakeducation.com/hubfs/Resources/UDL_FlowChart.pdf
C-BEN: https://www.cbenetwork.org/
Presentation by Denise Huff of Spartanburg Community College at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Brightspace Creator +, Content Creation Platform for Engaging Interactives an...D2L Barry
Creator+ is a content creation platform that streamlines content creation for engaging educational experiences. It provides templates, interactive elements, and integrated video tools to help educators create courses faster and with less technical skills. Ready-made templates, interactive elements like tabs and accordions, practices for assessing comprehension, and screen recording tools allow anyone to create high-quality content easily. The consistent design features also ensure a unified look across all institutional content.
E-Learning Mythbusters Revisited - ITC 2022.pptxD2L Barry
Original presentation was at ITC's eLearning conference in February 2008.
This presentation takes an updated look at some of those e-learning myths in 2022.
Five Important Things You Won't Find in a Course Quality Rubric - Barry DahlD2L Barry
Currently available course design rubrics can be very valuable tools. However, these rubrics do not address several very important issues related to course quality. We’ll examine five additional areas that should be considered when working to improve the quality of online courses.
Office Documents: Making Word™ and PowerPoint™ Docs AccessibleD2L Barry
The document discusses making Word and PowerPoint documents more accessible. It covers using proper headings, adding alt text to images, and using the accessibility toolbar in Word. For PowerPoint, it recommends using accessible templates, properly structuring data tables, checking the reading order of elements, using unique and descriptive slide titles, and the outline view. The resources provide guidance on evaluating and improving the accessibility of Office documents.
Video Captions and Transcripts Made Easy , or at least easierD2L Barry
The document discusses various methods for creating captions and transcripts for videos. It defines captions and subtitles, and covers finding videos with existing captions on YouTube. Methods are presented for editing automatic captions generated by YouTube, creating transcripts, and using the .vtt file format for captions. Keyboard shortcuts for YouTube captions are also listed. The overall goal is to make video accessibility easier.
Video Captions and Transcripts Made Easy, or at least easierD2L Barry
This document discusses making video captions and transcripts easier. It covers finding videos with good captions on YouTube, editing captions in YouTube, creating video transcripts, keyboard shortcuts for captions, and the .vtt file format for captions. The goal is to provide accessible video content and help people learn how to make their videos more accessible through captions and transcripts.
D2L as a Training Platform for Faculty: Lessons LearnedD2L Barry
Webinar:
Date:Apr 7, 2020
Time:3:00 PM ET
Duration:1 hour
Presenters:
Archie L. Williams, Ph.D., Sharee’ Lawrence, Denise Sutton, Dr. Tamara Payne; all of Fort Valley State University
Handout: YuJa, post to a discussion from a mobile deviceD2L Barry
Handout for presentation by Joan Anderssen, Arapahoe Community College at the D2L Connection: 2020 Colorado Edition.
A day of learning, sharing, and fun at Red Rocks Community College in Arvada, Colorado.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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
1. Teaching
Online
101
TOL
101
Online
Faculty
Professional
Development
Kevin
Forgard
–
Instruc(onal
Design
Consultant
kevin.forgard@uwc.edu
@kforgard
2. A few leading questions
What
special
skills
should
on
online
instructor
have
in
order
to
teach
online?
What’s
the
difference
between
online
and
face-‐to-‐face
teaching
and
learning?
Should
online
faculty
professional
development
(how
to
teach
online)
focus
on
technical
training,
pedagogic
training,
or
both?
What
influences
the
design
raNonale…
3. Changing
Roles
of
the
Online
Educator:
Some
recent
thoughts
• Increased
structure
of
online
courses
• Increased
organizaNon
in
course
management
• Increased
teaching
presence
• Restructured
student
and
teacher
roles
Baran
et
al.
(2013)
4. Changing landscape of distance educa2on
• eLearning
design
and
delivery
requires
a
partnership
between
individual
faculty,
academic
departments,
instrucNonal
design
staff,
and
technical
support
staff
• Learning
is
becoming
less
locaNon
dependent
(blended,
hybrid,
100%
online,
mobile,
MOOC,
etc.)
• Competency-‐based
educaNon
(CBE)
Image
Credit:
MarNn
Falbisoner
[CC-‐BY-‐SA-‐3.0],
via
Wikimedia
Commons
5. Useful frameworks for online educators and
faculty professional development designers
Community
of
Inquiry
(Garrison,
Anderson,
&
Archer,
2000)
TPACK
(Mishra
&
Koehler,
2006)
The
UW
Colleges
Online
context…
6. UW Colleges Online Course Design and Delivery
Leads
to
flexibility
in
design…
7. “Core Course Content”
Core
Course
Content
Learning
objecNves
Overall
structure
Course
sequence
Readings
Discussions
Homework
Exams
Course
is
ready
to
be
used
“off
the
shelf”
Other
Content
may
be
added
Instructor
communicaNons
FormaNve
assessment
Other
discussion
forums
AddiNonal
readings
MulNmedia
addiNons
Add
content:
Media
or
text
8. Photo
Credit:
"2010
mavericks
compeNNon"
by
Shalom
Jacobovitz
CC
2.0
via
Wikimedia
Commons
What
now?
Instructor skills
Professional development
9. Teaching
Online 101
Photo
Credit:
Hillebrand
Steve,
U.S.
Fish
and
Wildlife
Service
10. TOL 101: Overview
• 5-‐week
online
faculty
professional
development
course
• ReflecNve
learning
environment
• For
both
new
and
experienced
online
instructors
• Delivered
through
the
Brightspace
• Developed
with
assistance
from
Dubear
Kroening
11. TOL 101: Competencies
• UNlize
tools
available
in
the
Brightspace
environment
in
order
to
pracNce
quality
course
delivery
in
a
UW
Colleges
Online
course
• Create
course
content
that
builds
on
a
core
course
design
in
order
to
assist
in
the
facilitaNon
of
learning
in
the
Brightspace
environment
• Apply
assessment
strategies
for
acNviNes
or
assignments
created
in
Brightspace
or
core
course
assignments
• Support
student
success
through
an
understanding
a
UW
Colleges
Online
learner
and
interpreNng
basic
standards
of
accessibly
in
course
delivery
• Engage
in
online
reflecNve
pracNce
both
in
TOL
101
and
in
future
professional
development
acNviNes
12. TOL 101: Organiza2on
Pre-‐learning
AcNvity
Discussion
quesNons
related
to
module
theme
to
engage
learners
in
the
topic.
Examples
include:
• What
to
do
when
you
are
handed
an
online
course
last
minute
• Reviewing
the
design
of
a
MOOC
and
extracNng
ideas
13. TOL 101: Organiza2on
ObjecNves
and
Tasks
NavigaNon
page
staNng
the
module’s
objecNves
and
learner
tasks
for
that
module.
14. TOL 101: Organiza2on
Content
PresentaNon
Short
reading
and
others
Background
informaNon
and
recommended
readings
using
this
scale:
• WADE
–
readings
to
introduce
the
module
topic
• SWIM
–
key
empirical
literature
on
the
module
topic
• DIVE
–
theoreNcal
literature
on
the
module
topic
15. TOL 101: Organiza2on
Content
PresentaNon
Short
reading
and
others
Background
informaNon
and
recommended
readings
using
this
scale:
• WADE
–
readings
to
introduce
the
module
topic
• SWIM
–
key
empirical
literature
on
the
module
topic
• DIVE
–
theoreNcal
literature
on
the
module
topic
16. TOL 101: Organiza2on
ReflecNve
Discussions
QuesNons
focused
on
applicaNon
of
the
content
to
the
design
and
delivery
of
a
UW
Colleges
Online
course.
These
discussions
are
community-‐based
as
both
instructors
and
parNcipants
share
ideas.
17. TOL 101: Organiza2on
Module
Deliverable
Something
learners
create
and
share
with
community.
Both
TOL
101
instructors
and
parNcipants
provide
individual
feedback.
19. Example
Module:
Pre-‐learning
Case
Study
You
are
assigned
to
teach
a
course
secNon
48
hours
before
it
begins.
It
is
organized
into
15
modules
(5
in
3
units).
There
is
a
midterm
and
final
scheduled
at
weeks
7
and
15.
Each
module
has
a
reading
and
discussion
acNvity.
Grades
are
based
on
discussions
(30%),
short
essay
(10%),
and
2
tests
(60%)
• Has
higher
than
average
withdrawals
• Poor
parNcipaNon
on
discussions
20. Example
Module:
Discussion
Instructor
videos
As
research
has
shown,
using
a
video
to
augment
a
course
increases
the
teaching
presence
in
a
course.
Ideas
of
use
include,
course
introducNons,
lesson
or
unit
introducNons,
or
student
feedback.
Use
the
following
quesNons
to
frame
your
responses
related
to
instructor
videos.
• How
might
an
instructor
video
moNvate
students?
• A
criNque
of
instructor
videos
is
that
students
end
up
watching
the
video
and
not
doing
the
course
readings.
Is
there
a
way
to
prevent
this
behavior
while
using
videos?
• In
your
opinion,
what
makes
an
instructor
video
effecNve
as
a
learning
tool?
• What
makes
an
instructor
video
effecNve
in
promoNng
learning
in
an
online
course?
21. Example
Module:
Deliverable
The
deliverable
involves
creaNng
an
instructor
video
using
one
of
the
tools
presented
in
the
Step-‐by-‐step
guide
to
creaNng
videos
secNon
(See
Step-‐by-‐step
guide:
YouTube
or
Other
Video
OpNons.)
• Create
a
short
video
for
your
online
course
(or
an
online
course
you
might
be
teaching
in
the
future).
The
video
could
be
a
course
introducNon,
a
module
introducNon,
or
a
personal
introducNon.
Videos
should
be
about
5
minutes
long.
• Once
you
finished
the
video
post
a
copy
of
it
to
this
discussion
board.
You
may
either
asach
the
video
to
the
discussion
posNng,
share
the
YouTube
link,
or
embed
the
video
into
the
discussion.
The
instrucNonal
video
on
the
Step-‐by-‐Step
guide:
YouTube
walks
through
the
steps
on
how
to
do
this.
• Please
comment
on
one
or
more
other
videos
submised
by
your
colleagues.
22. EvaluaNon
Data
Highlights
• Enrollment
(4
cohorts
since
May
2014
–
39
parNcipants/22
completes/
25
currently
enrolled)
• Most
prefer
to
have
scheduled
delivery
(n=12)
• Prefer
balanced
content
(theory
and
pracNce)
• Majority
indicated
(agree
or
somewhat
agree)
interest
in
discussions
and
was
able
to
gain
useful
informaNon
• Module
2
(video)
is
the
most
popular
• Majority
felt
they
met
course
outcomes
(competencies),
but
have
more
to
learn
24. Concerns:
TOL
101
Delivery
RetenNon
• TOL
101
has
about
a
50%
retenNon
rate
• Most
drop-‐off
by
the
third
module
• Many
sign
up
but
only
log
in
once
Community
Engagement
• Fewer
voices
means
only
a
few
are
acNve
• Large
class
size
(25+)
or
keep
smaller
(15)
25. References and Recommended Readings
• Baran,
E.,
Correia,
A.,
Thompson,
A.
(2013).
Tracing
successful
online
teaching
in
higher
educaNon:
Voices
of
exemplary
online
teachers.
Teacher
College
Record,
115(3),
1-‐41.
• Bass,
R.
(2012).
DisrupNng
ourselves:
The
problem
of
learning
in
higher
educaNon.
Educause
Review,
March/April.
• Garrison,
D.
R.,
Anderson,
T.,
Archer,
W.
(2000).
CriNcal
inquiry
in
a
text-‐based
environment:
Computer
conferencing
in
higher
educaNonmodel.
The
Internet
and
Higher
Educa(on,
2(2-‐3),
87-‐105.
• Mazoue,
J.
(2014).
Beyond
the
MOOC:
Changing
educaNonal
paradigms.
Educause
Review,
November/December.
• Mishra
Koehler
(2006).
TPCK:
A
Framework
for
Teacher
Knowledge.
Teachers
College
Record,
108(6),
1017-‐1054.
• Reigulth,
C.
(2009).
InstrucNonal
theory
for
educaNon
in
the
informaNon
age.
Instruc(onal
Design
Theories
and
Models
V.
III.
Routledge:
New
York.
26. Thanks! Kevin
Forgard
–
Instruc(onal
Design
Consultant
kevin.forgard@uwc.edu
@kforgard