Scott Warnock, director of the Freshman Writing Program at Drexel University, wrote about his experience developing an online writing program in 2004. He emphasizes placing pedagogy before technology by developing tasks that facilitate the intersection of student-centered learning and technology. Warnock provides advice for new online teachers such as developing an approachable online persona, using a learning management system like Blackboard effectively, and providing redundancy to communicate due dates and instructions clearly to students.
This is one of my orientation eLectures I designed with PowerPoint and LecShare Pro. This allows me to create eLectures with my notes in the PowerPoint notes section.
This is one of my orientation eLectures I designed with PowerPoint and LecShare Pro. This allows me to create eLectures with my notes in the PowerPoint notes section.
ALT-C 2010 Presentation Supporting the Transition from the Physical to the Vi...Darren Gash
Presentation entitled Supporting the Transition from the Physical to the Virtual Classroom, presented at the Leeds ALT-C conference in 2010 by Darren Gash and Ian Gardner
As museums increase access to collections through Web-based digitization projects and create accompanying educational activities, it is important to consider the success of these as teaching tools in classrooms. This paper examines the pedagogical integration of museum Web resources through teacher surveys, focus groups, classroom observations and a case study from the Museum of London. This variety of qualitative sources, coupled with Web site statistics, helps build a picture of classroom practice. Understanding how teachers use digital assets and interactives in planning and instruction provides useful insight when developing resources for school audiences. An example of how these considerations were put into practice is explored through the Museum of London's development of the Great Fire of London Web site (www.fireoflondon.org.uk) .
Using Cloud-based statistics applications to enhance statistics educationsmackinnon
Slides to accompany my 2019 presentation at the CPA. Discusses my approach to teaching statistics using online applications and active learning workshops.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
ALT-C 2010 Presentation Supporting the Transition from the Physical to the Vi...Darren Gash
Presentation entitled Supporting the Transition from the Physical to the Virtual Classroom, presented at the Leeds ALT-C conference in 2010 by Darren Gash and Ian Gardner
As museums increase access to collections through Web-based digitization projects and create accompanying educational activities, it is important to consider the success of these as teaching tools in classrooms. This paper examines the pedagogical integration of museum Web resources through teacher surveys, focus groups, classroom observations and a case study from the Museum of London. This variety of qualitative sources, coupled with Web site statistics, helps build a picture of classroom practice. Understanding how teachers use digital assets and interactives in planning and instruction provides useful insight when developing resources for school audiences. An example of how these considerations were put into practice is explored through the Museum of London's development of the Great Fire of London Web site (www.fireoflondon.org.uk) .
Using Cloud-based statistics applications to enhance statistics educationsmackinnon
Slides to accompany my 2019 presentation at the CPA. Discusses my approach to teaching statistics using online applications and active learning workshops.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Digital Textbooks: Needs Assessment & Implementation on CampusLaura Pasquini
iPads & eReaders: Tips to Implementing Digital Textbooks on Campus
Higher Ed Hero Webinar - July 21, 2011 http://www.higheredhero.com/1QF/0
Shared Google Doc of Resources: http://bit.ly/n5mpy7
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.
This is a brief introduction to Lauren Myracle and her book Shine. The presentation includes a link to the book trailer. While dealing with mature subject matter, I highly recommend this text as thoughful and relevant.
This presentation is made up of pictures of mostly popular celebrities. The students are told to list what qualities they admire about the picture. The final slide encourages discussion about masculinity and femininity.
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
Embracing GenAI - A Strategic ImperativePeter 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.
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!
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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?
2. The Author, Scott Warnock
PhD from Temple University
Director of the Freshman Writing Program
at Drexel University
Hired in 2004 to create an online writing
program.
3. In the introduction,
Warnock quotes
Nietzsche: “If you
have your why for
life, then you can
get along with
almost any how.”
This quote refers to
the subtitle for the
book because the
author often
repeats that the
“why” of your
teaching should
proceed the
“how” of your
teaching.
4. For me, this
means placing
pedagogy
before
technology.
Warnock notes,
“find points
where
pedagogy and
Discussion Boards are a good
technology example of how technology
meet and serves the writing teacher at
develop tasks the intersection of student
centered learning and
that facilitate technology.
such a union.”
5. Developing Your Online Personality
Warnock says that much like
your f2f persona, you also
develop an online teaching
persona. He encourages all
new online teachers to think
about what “type” of
teacher they would like to be
online.
Some personas to avoid:
unapproachable sage,
apathetic drone, chum, fool,
harsh critic.
6. Have an icebreaker
Much like we did in this class, Warnock encourages the online
writing teacher to welcome the students to class and have
them introduce themselves.
He includes his sample welcome to the students, so the reader
can see his teaching persona and what topics he is asking the
student to refer to when introducing themselves.
In the text, Warnock is having students submit their
introductions in discussion boards on a CMS (course
management system) such as Blackboard.
7. Online or Hybrid?
The author is a fan of HYBRID courses, especially for
teachers new to online teaching. He argues that the
move to online teaching is best done gradually.
Also, Warnock notes that freshman are also better
served by a hybrid class as an introduction to a fully
online class. He made this decision after comparing
the 8% drop rate of his onsite class to the 44% drop
rate for his online freshman composition class.
8. The Importance of Communication
Teaching online requires
a rethinking of your
communication style.
If you are a teacher with
a big personality, some
of your affect maybe
lost in an online class.
If you are a teacher
who pulls students aside
for added help, this type
of communication
requires more foresight
in a online environment.
9. Tech Tools & Strategies: Use Only
What You Need
Warnock says, “Don’t be any more
complicated technologically than you
have to be. The foundation of your
class, even in the most high tech
environment, is still your own personal
teaching ability and imagination.”
Some relief from
the high tech for
newbies like me!
10. Avoid technology overload
Warnock recommends
what could be
paraphrased as “Keep
it simple, Stupid.” He
tells the new online
teacher to use the
predesigned tools,
such as Blackboard as
much as possible and
adapt the
management system
to the course
outcomes.
11. More practical
advice for the
teacher:
Know your CMS, course
management system; for
most of us, this would be
Blackboard. The author
stresses that once the
semester beings, the
teacher does not have
time to learn how to use
Blackboard.
12. Writing Course Design
Message Boards-A perfect place for
students to do informal writing
Writing journals kept on student’s page,
similar to our blogs on Ning.
Peer-review of drafts
Three writing projects—graded holistically
in a writing portfolio
13. Teaching
online
Warnock shows the pros
and cons of whether to
writing with
use a real book or to use
online resources, such as a RL book.
an e-book. He does
point out that if students
do not have access to a
bookstore, they need to
know about the text
ahead of time.
14. Redundancy is crucial
Warnock recommends providing
information to our students through
multiple means.
For example:
Put due date on syllabus
Put due date in specific instructions
Provide weekly plan each week list all
activities and (you guessed it!) DUE DATES.
15. Much like a RL classroom
Interestingly, Warnock sounds like a mentor
teacher working with a new teacher in a real
life classroom. His advice, like repeat the
same information over and over is practiced
most teachers in a RL classroom.
Which makes me wonder, do students display
similar behaviors online as they do in real
time? What is the online equal of texting in
class?