The document summarizes key aspects of online education at UEBS, including:
1) The online programmes team focuses on culture change to make online education aspirational through collaborative work, high quality modules, training tutors in online pedagogy, and sharing best practices.
2) Modules are designed with active, participative learning in mind inspired by educational research, encouraging social learning and interaction.
3) Working with module developers differs from on-campus modules, with developers using digital tools and media to create asynchronous learning materials with consistent structure and style.
4) Feedback from educators and students praises the highly interactive coordination process and resources created, noting the team's professionalism and dedication.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
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.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
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.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
5-Step Guide to Develop Effective and Engaging Courseware for Online Learning...saikumarmba2023
Invest in success and cultural connection! Our seven-step guide streamlines eLearning content translation, showcasing your commitment to inclusivity. Apply these practices to deliver globally resonant content for an engaging, effective learning experience.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Collaborating with colleagues to provide a scaffolded VLE for a flipped learn...Gareth Bramley
Slides presented at ESLTIS conference in July 2017 (Sheffield) on working with TEL colleagues on a scaffolded VLE for a flipped learning undergraduate law module
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
5-Step Guide to Develop Effective and Engaging Courseware for Online Learning...saikumarmba2023
Invest in success and cultural connection! Our seven-step guide streamlines eLearning content translation, showcasing your commitment to inclusivity. Apply these practices to deliver globally resonant content for an engaging, effective learning experience.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Collaborating with colleagues to provide a scaffolded VLE for a flipped learn...Gareth Bramley
Slides presented at ESLTIS conference in July 2017 (Sheffield) on working with TEL colleagues on a scaffolded VLE for a flipped learning undergraduate law module
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
The good the bad and the ugly.pptx
1. The Good, the Bad and the Ugly
of Online Education:
Our EduExe “resource pack”
Facilitated by Lisa Harris, Lisa Grover, Katie Steen and Susan Reh, UEBS
2. Basic background
• UEBS “Online programmes” are currently run by a small team largely
based around MSc International Business
• We meet weekly via Teams to progress our work and share ideas
• Modules are each 10-12 weeks long, they run asynchronously and
with 3 start dates per year
• We will become part of the emerging “Centre for Online Learning” via
a number of key appointments over spring/summer 23
• It will deliver new programmes, micro credentials and other related
products in 23-24 in line with the University’s Digital Strategy and
2030 Strategy.
3. Who we are…
• Lisa Harris, Director of Digital Learning UEBS
• Lisa Grover, Programme Director, International Business MSc
• Katie Steen, Digital Producer, UEBS
• Sarah Paddock, Education Advisor, TQAE
• Susan Reh, Responsible Leadership Module Leader
4. We are focused on culture change – aiming to
make online education aspirational
• We work together as a multi-disciplinary team focused on:
• Maintaining a friendly and welcoming working environment
• Producing modules of high academic and production quality
• Training new tutors in online pedagogies and how to best engage with
students online
• Sharing examples of good practice between modules and programmes
• Proposing new strategic developments based on our collective experience
over many years
• In short we want people to queue up to work with us
5. Pedagogy
• We ask our Educators to re-think traditional approaches to learning
and experience the value of an active, participative and collaborative
approach to both module development and teaching
• We are inspired by the ground breaking educational research of Diana
Laurillard, Gilly Salmon, Mike Sharples and Alejandro Armellini
• In summary this means encouraging active social learning – a key
facilitation role for the Educator throughout the module
6. Module Build Design Aims
"student interaction with
asynchronous learning
resources is tied directly to
their perceptions of what
resources will be helpful in
completing
assessments"(Murray et al (2012)
Provide opportunities for
learners to create scaffolds
within which they can make
sense of new information
Create a learning community
that is based on a high
degree of interaction and
sense of cooperation (Active
Learning)
Ensure that synchronous
communication tools (for
example, posts by tutor in
Student Discussion Forum),
coincide with the content, in
particular assignments
Build feedback mechanisms
into the course
View the online instructor's
role as that of a facilitator
Provide adequate, accessible
technical support
1 min Video click here 30 sec video click here
1 min video click here
7. Module Design: Outcomes
• Increase in student numbers of 400% from 1st to current Module
• Student Feedback via Accelerate end of Module Survey:
• 100% Module Content was the right balance between content and activities
• 83% Prepared me for assessment
• Student Feedback: 92% Enjoying the Module
The content is really
interesting. I particularly
like looking at real world
examples
I like that I am able to
get through the work at
my own speed
there was a video
which gave a recap of
key definitions. That
was brilliant and
helped enrich my
notes.
8. Working with Module Developers- what's
different to “on-campus” modules?
Module
Descriptor and
Assessment
Module Map
Weekly
Session Plan
TEL -Education
Advisor -
Instructional
Design
Developer/TEL
Review
Module Build
(TEL – Online
Learning
Developers
QA and sign
off
Key Difference: Developer Text and Images used to create
learning experiences and materials for asynchronous
acquisition and application of knowledge and skills-
with full range of digital tools, consistent structure
and style.
9. Instructional Design: experts build content on ELE
Adding scaffolding and
interactive opportunities
using H5P:
E.g. Chapter indicators and
interactive Key Questions at
Pause Points, supported by
research into the way that
students interact with
recordings, (Kurzweil et al
2020)
e.g. Content Text
brought to life by
Powtoon animation
2 min video click
here
10. Role of video/animation
• Increase student engagement- "live" meet and greet sessions/ recorded
feedback videos (building community spirit for students and staff)
• Bringing in external “voice” to modules through videos by in-house
academics – building sense of being a part of UoE and promoting its wealth
of knowledge
• Feedback from students on current module that students
particularly enjoyed "the videos [by academics] with embedded questions"
• Staff training resources etc – helping to change mindsets by hearing and
seeing positive examples of good practice from fellow colleagues
• Slow and steady approach towards digital upskilling!
11. Role of the programme director
- Chat with the module coordinator at key
points to review how the module is going,
give group feedback, and tips for
assignments
- 'Fireside chat' style Q & A in areas of
expertise
Creating connection between faculty and students
12. Feedback from educators and students
• Highly interactive process of module coordination
• Learning on the fly
• Live session with students
• Videos with Dr. Lisa Grover
• Constant exchange with all stakeholders
• “During my introduction to online module development and presentation, I
was met and assisted by a small group of highly competent, studious and
inspired visionaries, who, despite tight deadlines and ever tighter resource
constraints, had enabled me to create an offering I am truly proud of. In
short, their collective professionalism and dedication had consigned all my
fears and misgivings re online curricula to the void. And, notwithstanding
many postponements, frustrations and delays, this working group’s endurance
has remained remarkably durable. I salute you.”
(Mario du Preez, Environmental Economics Educator)
13. Next steps
• Contribute to the strategic development of the new Centre for Online
Learning
• Input to development of design principles and promotion of
microcredentials
• Generate synergies from integrating content development for new
open courses, MCs and programmes
• Expand our educator training in online pedagogies
• Align to the emerging Curriculum for Change
Editor's Notes
From Strategy 2030:
We will offer a diverse in person and online educational portfolio, enabling lifelong learners from allbackgrounds to gain the experiences and qualifications they need, in flexible ways.We will expand short courses to support learners at all stages of their careers.Students from all backgrounds will be able to access our education at any time;Our students will learn and share experiences with others across the world
Student Interaction with Online Course Content: Build It and They Might Come
Meg Coffin Murray; Pérez, Jorge; Geist, Debra; Hedrick, Alison. Journal of Information Technology Education. Research; Santa Rosa Vol. 11, (2012): 125-140. DOI:10.28945/1592
Student Interaction with Online Course Content: Build It and They Might Come
Meg Coffin Murray; Pérez, Jorge; Geist, Debra; Hedrick, Alison. Journal of Information Technology Education. Research; Santa Rosa Vol. 11, (2012): 125-140. DOI:10.28945/1592
could use the video walkthough here
Kurzweil D, Marcellas K, Henry B, et al. Evidence-Based guidelines for recording slide-based lectures. Med Sci Educ 2020; 30: 1611–1616.