This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
Learn the best practices for adapting blended learning to your classroom. It isn't elearning it isn't really face to face - it is both. You can do this.
A handout for our (Jo&Anita) seminar held on 31st May, 2013.
Unfortunately, the links towards the end are not working, so you have to type them into your browser. We've made a shorter version of the link to the spreadsheet so that you don't have to type a very long URL.
Any comments, ideas are welcome! :)
Reinventing Writing: Create Successful Writing CommunitiesVicki Davis
Writing has been reinvented. Here are some ways it has, by the author of the book, Reinventing Writing, Vicki Davis. Use cloud tools like Google Docs, Office 365, Diigo, Evernote, One Note and other tools with your classroom to write collaboratively. Collaborative Writing is different from other forms of writing. The classroom pedagogy is different.
Simple Steps to Blended Learning #ucet15Vicki Davis
As students move to online spaces, here are some of the simple steps of managing a blended learning classroom that I"ve learned through the #inflip method of teaching that I've been using for more than 2 years. I hope these suggestions for blending, flipping, and presenting online help you take your student online and blend your classroom.
Technology Driven Differentiated Instruction: March 2016Vicki Davis
In this updated version of the popular Technology Driven Differentiated Instruction, Vicki Davis @coolcatteacher shares the pain points of teachers and how differentiated instruction can help them reach every child. With practical examples of how to solve problems, this presentation helps teachers understand not only what to do but how to do it in an everyday classroom setting.
Learn the best practices for adapting blended learning to your classroom. It isn't elearning it isn't really face to face - it is both. You can do this.
A handout for our (Jo&Anita) seminar held on 31st May, 2013.
Unfortunately, the links towards the end are not working, so you have to type them into your browser. We've made a shorter version of the link to the spreadsheet so that you don't have to type a very long URL.
Any comments, ideas are welcome! :)
Reinventing Writing: Create Successful Writing CommunitiesVicki Davis
Writing has been reinvented. Here are some ways it has, by the author of the book, Reinventing Writing, Vicki Davis. Use cloud tools like Google Docs, Office 365, Diigo, Evernote, One Note and other tools with your classroom to write collaboratively. Collaborative Writing is different from other forms of writing. The classroom pedagogy is different.
Simple Steps to Blended Learning #ucet15Vicki Davis
As students move to online spaces, here are some of the simple steps of managing a blended learning classroom that I"ve learned through the #inflip method of teaching that I've been using for more than 2 years. I hope these suggestions for blending, flipping, and presenting online help you take your student online and blend your classroom.
Technology Driven Differentiated Instruction: March 2016Vicki Davis
In this updated version of the popular Technology Driven Differentiated Instruction, Vicki Davis @coolcatteacher shares the pain points of teachers and how differentiated instruction can help them reach every child. With practical examples of how to solve problems, this presentation helps teachers understand not only what to do but how to do it in an everyday classroom setting.
This workshop aims to demonstrate what has been a successful model for teacher leadership of the Digital Education Revolution in secondary schools. Through informal discussion and demonstration of specific software and Web 2.0 applications, participants will be introduced to a variety of strategies that have been used to overcome barriers to success that confront teachers.
The aim of this presentation is to facilitate discussion and provide participants with a toolbox of strategies to bring about a 21st Century shift in pedagogy, learning styles and learning environments. Both presenters are leaders of DER within their schools and have collaborated on a number of inter-school projects promoting the innovative integration of technology into the 21st century classroom.
TECHNOLOGY-ENHANCED LEARNING WITH THE IPADMadden-a
In 2015, Kanda Institute of Foreign Languages’ EIC Department (English for International Communication) introduced iPads into the curriculum. iPads were distributed to over 100 EFL teachers and over 1800 students. Embracing technology-enhanced learning has led to many benefits.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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.
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
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. A Collaborative Project from ELRN 792: Teaching Online Methodology A 12 week pilot course in D2L for course developers and teachers who teach online at Northern State University and in the E-Learning Center in Aberdeen, SD.
3. Our Challenge… How to train course developers and online instructors (some may be adjunct) in a timely fashion! Tool of our choice: Desire 2 Learn since we already have it available to use. Excellent internal training tool as well. Can pick and choose what features to use.
4. “I started to write a handbook of how to design an online course and when I discovered the Waterhouse text I thought, well, this is just exactly what I wanted to cover! The feedback on the book has been very positive! She also has great tutorials on her website! “ by Wendy Stubbs Instructor of ELRN 792
6. Goal of the class: to learn how to teach online using D2L
7. Secondary Goal: Teach Teachers the experience of being an online student – most had NOT taken a class online before!
8. Projects we worked on: Multimedia project using a software tool you perhaps had not used yet. PowerPoint with hyper linking, audio link and visuals. Syllabus Discussion questions Rubrics Sample Quizzes Learning new elearning tools
9. How we communicated: Discussions – sometimes lively Email – received frequently and at all times of day and night Elluminate – web conferencing Chat – at assigned times
10. We experienced… *Many D2L Tools we had not tried *Plus new Elearning Tools – some of which we had not heard of before OR tried yet!
11. We looked at top 100 tools site:www.c4lpt.co.uk/recommended/top1002008.html
17. We discussed…….. L. Dee Fink of Creating Significant Learning Experiences, states: "Every year in the United States alone, more than five hundred thousand college teachers prepare to teach classes, and more than fifteen million students come to learn. Most of us teach four to eight courses a year. As we engage in this task, we have two options. We can continue to follow traditional ways of teaching, repeating the same practices that we and others in our disciplines have used for years. Or we can dare to dream about doing something different, something special in our courses that would significantly improve the quality of student learning. This option leads to the question faced by teachers everywhere and at all levels of education: Should we make the effort to change, or not?"
18. We shared info about D2L “Students need access to excellent resources, whether that be PowerPoints, video, audio or documents. The Content component of D2L gives students 24-7 access to my file cabinet and all of its resources. For me, it has been best to master a few tools well, adding slowly, but very purposefully to my repertoire. To worry about being a jack of all trades will result in being a master of none.” By Karen R. (Clip art from Animation Factory)
19. We shared software tips “I enjoyed learning to use Audacity. It was easy to download and easy to use. I was able to quickly add audio comments to my PowerPoint slides. Thus, it was simple to provide real-world examples in an online course which is very similar in format to my face-to-face lectures. In fact, the online format may be more effective, because the audio files can easily be re-recorded for accuracy by the instructor and the volume can be adjusted by individual students, to better meet their listening needs. Additionally, students can listen to the lecture multiple times if they feel they didn’t grasp all of the material the first time through.” By Sharon P.
20. And used Groups “I found the use of Groups in D2L to be very beneficial. It was easy to set up ‘group’ discussions, drop boxes, chat rooms, and lockers that only members of the group could access. The D2L grade book is linked to the drop box, so the feedback and grade applied to a group is automatically applied to each member of the group. At the same time, it is simple to override individual grades and provide individual feedback, if deemed necessary. Thus, I found it very easy to assign group work in an online format when using D2L.” By Sharon P.
21. We tried Elluminate… “A new eLearning tool that I recently learned about is Elluminate. It will not only help me interact with students but also provide direct laboratory instructions while conducting virtual dissections.” By Alyssa K.
22. Shared D2L Thoughts… “Desire2Learn has taken some time for me to learn, but I am finding that it provides tools that will be useful in online instruction. For example, the Dropbox feature provides an easy mechanism of assignment tasks and submittals and the Discussion feature provides a communication network between students and the instructor. Both of these tools will likely prove useful and informative for the students and instructor and promote two-way communication in the online course I plan to teach.” BY Alyssa K.
23. We pondered….. “I think when I consider what has struck me most as I'm learning about the world of online education, I have been most impressed with the YouTube videos people have been finding and sharing that send the message from today's youth. That message has come across loud and clear to me, that society is nowhere near the same as it was even just 20 years ago, so it makes sense that education is also continually evolving. I feel like I am in that "in-between" gray area... not so out of touch that I can't start a computer or send a text, but just out of touch enough that podcasting and HTML sound like something to be afraid of. But I want to learn, because I feel it's important to meet my students where they are at, not make them come to my comfort zone, educationally speaking.” By Krista C.
24. We shared ideas on… Using ITunesU Flip Cameras Tablet PC’s Podcasting Learning Styles How to use Web 2.0 tools
25. Some explored teaching online… “My honest reaction to the statement posted for us is that if we don't dream we are going to be stuck in the mud and never grow. I never thought I would enjoy taking an online course but now I want to actually teach one because of all that there is to utilize and energize students with. This statement is so fitting for my reason for taking this class. I dared to dream and have taken the first step in realizing that dream and making it happen. It is my hope that this course will help me to gain the confidence needed to believe I can be a great teacher in an online format. I am counting on all you teachers to provide me with a wealth of information and some tips and tricks of the trade. I am looking forward to this course because I am ready to make a change.” By Carmen J.
26. We shared what we learned “First, I am excited about the opportunities available with Camtasia. While I am familiar with PowerPoint, Camtasia provides increased opportunities to record your messages onto the PowerPoint presentation. Since PowerPoint is intended to be quick bullets about a topic, Camtasia allows you more of a face-to-face classroom feel by allowing you to add commentary to your presentation. I think this is an invaluable tool for teaching online. My second observation is to "assume nothing". Even though I feel that I am technologically savvy when it comes to computers, I have been having an interesting time learning D2L. There are so many spots for things to "hide". I need to make sure that all my presentations, assignments, tests, instructions are easy to find and directions are clear. Nothing will turn a student off faster than not being able to find what they need. That, in turn, will increase my workload because I will receive continuous emails about the same thing if I don't make my course site easy to navigate.” By Susan B.
27. We offered Teaching Tips 1. To be a good online teacher you need to be a good face-to-face teacher. 2. Have a plan B in case there is a technology glitch. 3. Be organized. Remember your course is open to your students 24/7. It seems they expect you to be too. Don't be afraid to tell them when you will be online. 4. Keep up with technology as there are many things out there that will make your job easier. 5. Never forget that you are a teacher first!!! By Jacki O.
28. We reflected what we learned….. “Two features I like: the most of a typical LMS: Flexibility of time: To both student and the instructor, they can work on their own schedules and paths. I usually set up the whole course in D2L ahead of time, and then I will fine tune it from time to time through the whole semester. I put all course materials and links in a consolidated place, the “Content” module in D2L, for easy access to the students, use the page as a portal. I find the release conditions for the content, quizzes, and other functions in D2L are very convenient. It allows me to design, plan, and schedule the course ahead of time. It also allows the instructor to control the path, the speed of the course through the semester. At the same time, it makes the student interface relatively more concise, easy to use and follow. Records keeping: Most of the activities and accesses in D2L are time tagged. It’s so easy for the instructor to keep track the process of each student as well as the whole class. The grading scheme in D2L is a good example.” By Ding L.
29. As we continue to learn… Source: http://www.flickr.com/photos/mcleod/3105191883/
30. We had fun… “I had a lot of fun learning new applications for a program (Elluminate) I have used for 2 years.” By Jacki O.
31. “Your elearning goal should be to improve teaching and learning. When pedagogy drives instruction, elearning can bring about powerful changes in the way you interact with students.”Waterhouse, S. (2005). The power of eLearning: The essential guide for teaching in the digital age. P.9. Boston, MA: Allyn & Bacon, Inc.