Highlights from the MnSCU Captioning Assessment ProjectD2L Barry
Highlights from the MnSCU Captioning Assessment Project, Lesley Blicker – Minneapolis Community and Technical College, Maran Wolston – Minneapolis Community and Technical College, and Rita Resendiz-Abfalter – Anoka Ramsey Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Presentation for academics on the flipped classroom approach. It includes information about benefits and challenges, and practical implementation tips.
Highlights from the MnSCU Captioning Assessment ProjectD2L Barry
Highlights from the MnSCU Captioning Assessment Project, Lesley Blicker – Minneapolis Community and Technical College, Maran Wolston – Minneapolis Community and Technical College, and Rita Resendiz-Abfalter – Anoka Ramsey Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Presentation for academics on the flipped classroom approach. It includes information about benefits and challenges, and practical implementation tips.
Facilitating student-led teaching and content creation through technology: Us...RichardM_Walker
User-led design reflects a paradigm shift in pedagogic practice, re-envisioning the role of students as producers rather than consumers of learning. Implicit in this design approach is an acknowledgement that students have the skills and capability to engage in collaborative knowledge creation activities and to develop their learning as producers of content.
Through a presentation of case examples, we report on how user-led principles have been applied to the design of blended learning courses at the University of York (United Kingdom), with learning technology employed to support active learning opportunities for our students. The blended courses each incorporated activities encouraging participants to develop their own learning and teaching resources, engaging them in the mastery of key skills and concepts. We present an engagement model for active learning derived from the case examples, and use this as a stimulus for a broader discussion on effective design approaches to support student-led teaching and content creation activities.
We then go on to discuss the instructional responsibilities associated with the successful delivery of student-led activities within blended courses. Research tells us that instructional support for online learning requires differing strategies to facilitate effective group learning and participant-led activities and can lead to instructors assuming different roles in their online interactions with students. Reflecting on the case studies, we discuss common challenges that instructors may face in the design of student-led activities and present strategies for the effective delivery of student-led teaching and content creation activities, based on a five-stage blended delivery model that has been used to guide academic staff at the University of York.
Wightman Director of Architecture Greg Monberg presented this at LearningSCAPES 2017 in Atlanta, GA. The presentation focused on how design thinking can jump start the creative process in planning for innovative learning environments.
Reports on a pilot study to develop collaborative projects at a distance through an online format. Students researched and developed field-based science projects; delivered them to students and other teachers through websites & wikis; and presented them through their own pod in a virtual world. Careful scaffolding of the work; required weekly reports; and shared development efforts created interesting, student-engaging projects (in most cases).
The Art of Technology and Teaching: Training for the Whole Campus CommunityD2L Barry
The Art of Technology and Teaching: Training for the Whole Campus Community, Amy Jo Swing – Lake Superior College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
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.
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
A presentation of many screen shots of our Blackboard 9.1 environment aimed at raising staff awareness of the new environment. Focusses on the changes and improvements from V8.
Presentation on massive open online courses, created for Global Learn 2016, Limerick, Ireland
It shows the administrative side of MOOCs, including their conceptualisation, planning, design, development, delivery and evaluation.
Facilitating student-led teaching and content creation through technology: Us...RichardM_Walker
User-led design reflects a paradigm shift in pedagogic practice, re-envisioning the role of students as producers rather than consumers of learning. Implicit in this design approach is an acknowledgement that students have the skills and capability to engage in collaborative knowledge creation activities and to develop their learning as producers of content.
Through a presentation of case examples, we report on how user-led principles have been applied to the design of blended learning courses at the University of York (United Kingdom), with learning technology employed to support active learning opportunities for our students. The blended courses each incorporated activities encouraging participants to develop their own learning and teaching resources, engaging them in the mastery of key skills and concepts. We present an engagement model for active learning derived from the case examples, and use this as a stimulus for a broader discussion on effective design approaches to support student-led teaching and content creation activities.
We then go on to discuss the instructional responsibilities associated with the successful delivery of student-led activities within blended courses. Research tells us that instructional support for online learning requires differing strategies to facilitate effective group learning and participant-led activities and can lead to instructors assuming different roles in their online interactions with students. Reflecting on the case studies, we discuss common challenges that instructors may face in the design of student-led activities and present strategies for the effective delivery of student-led teaching and content creation activities, based on a five-stage blended delivery model that has been used to guide academic staff at the University of York.
Wightman Director of Architecture Greg Monberg presented this at LearningSCAPES 2017 in Atlanta, GA. The presentation focused on how design thinking can jump start the creative process in planning for innovative learning environments.
Reports on a pilot study to develop collaborative projects at a distance through an online format. Students researched and developed field-based science projects; delivered them to students and other teachers through websites & wikis; and presented them through their own pod in a virtual world. Careful scaffolding of the work; required weekly reports; and shared development efforts created interesting, student-engaging projects (in most cases).
The Art of Technology and Teaching: Training for the Whole Campus CommunityD2L Barry
The Art of Technology and Teaching: Training for the Whole Campus Community, Amy Jo Swing – Lake Superior College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
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.
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
A presentation of many screen shots of our Blackboard 9.1 environment aimed at raising staff awareness of the new environment. Focusses on the changes and improvements from V8.
Presentation on massive open online courses, created for Global Learn 2016, Limerick, Ireland
It shows the administrative side of MOOCs, including their conceptualisation, planning, design, development, delivery and evaluation.
The Relationship between Reading Purpose and Presentation Format for Optimize...Florida State University
Conference Presentation
Lim, T. (2010, November). The relationship between reading purpose and presentation format for optimized cognitive load. Concurrent session presentation at the meeting of the 4th International Cognitive Load Theory Conference, Hong Kong.
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.
Putting it all Together: Designing a Great BlackBoard CourseStaci Trekles
This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
In the era of shared educational resources and increased open access publications, the use of Institutional Repositories is becoming more and more relevant. Whether course materials, textbooks, syllabi, video lectures and conferences, educational resources can be shared with a community of on-campus and off-campus students, and can be made available to a global audience as well. The potential of institutional repositories to help foster change within the academy is significant. Join us for a presentation and discussion of Otterbein’s Institutional Repository- Digital Commons @ Otterbein! You will learn and brainstorm with our peer faculty on how to make use of this tool to enhance teaching, learning and research.
Learner-Centred Course Design - a role for learner-centred models and frameworks. This is a presentation that Alan Masson delivered at the University of Greenwich, related to curriculum development and the Viewpoints project.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Presentation by MOOC Task Team at Centre for Innovation in Teaching and Learning, Centre for Higher Education Development, University of Cape Town to inform discussion of MOOCs in the UCT Course provision landscape.
Distance Teaching and Learning in a Time of CrisisVanessa Dennen
Presentation for Florida Distance Learning Research Consortium Webinar (April 14, 2020). I was asked to present for 15 minutes about issues related to educational practice and research amid the COVID-19 crisis.
Avoiding Drama: Student and Teacher Positioning within a School's Social Medi...Vanessa Dennen
Presentation at Social Media & Society 2018.
by Vanessa P. Dennen, Stacey A. Rutledge, Lauren M. Bagdy, Jerrica T. Rowlett & Shannon Burnick
For more info on our project visit http://studentssocialmediaschools.com
Teens and Social Media: A Case Study of High School Students’ Informal Learni...Vanessa Dennen
Presentation at Social Media & Society 2018.
by Lauren M. Bagdy, Vanessa P. Dennen, Stacey A. Rutledge, Jerrica T. Rowlett & Shannon Burnick
For more info on our project visit http://studentssocialmediaschools.com
Exploring adolescent social media use and high schools: Tensions and compati...Vanessa Dennen
Poster presented at Social Media & Society 2018 (Copenhagen).
Authors: Rutledge, Dennen, Bagdy, Rowlett & Burnick
for more info on our project see: http://studentssocialmediaschools.com
Transitions in Social Media Use Between High School and College:Vanessa Dennen
Poster presented at Social Media & Society 2018 (Copenhagen).
Authors: Dennen, Bagdy, Choi, Rice & Smith
for more info on our project see: http://studentssocialmediaschools.com
Social Networking Sites, Teen Identity, and High Schools: Unregulated Social ...Vanessa Dennen
2018 AERA presentation slides; Dennen, Rutledge, Bagdy, Rowlett, Burnick & Grace.
For more info on our project see: https://studentssocialmediaschools.com
Discussion Practices in Online Courses: An Online Survey of InstructorsVanessa Dennen
Discovery Session at OLC '17 (Vanessa Dennen, Tami Im)
This presentation just covers a small portion of the data from our survey. Contact the authors for additional information.
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.
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
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.
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
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Home assignment II on Spectroscopy 2024 Answers.pdf
The MOOC-within-a-course
1. 11/6/14
1
THE
MOOC-‐WITHIN-‐A-‐
COURSE
Designing
a
Professional
Development
MOOC
as
Part
of
a
Graduate
Level
Course
Experience
Vanessa
P.
Dennen
Jiyae
Bong
Instructional
Systems
&
Learning
Technologies
Florida
State
University
OVERVIEW
MOOC-‐within-‐a-‐course:
• MOOC
co-‐developed
by
students
in
a
graduate-‐level
course
and
offered
to
the
general
public
Topics
Covered
• Design
process
for
course
• Design
and
development
process
for
MOOC
• Implementation
of
MOOC
• Assessment
of
students
in
course
2. 11/6/14
2
THE
BACKDROP
2012
–
NY
Times
declares
the
“Year
of
the
MOOC.”
Top
universities
have
jumped
in.
MOOC
platforms
have
emerged.
A
sustainable
model
has
not
emerged.
WHEN
ARE
WE
GOING
TO
DO
A
MOOC?
My
2012-‐13
academic
version
of
“Are
we
there
yet?”
3. 11/6/14
3
ABOUT
THE
COURSE:
BACKGROUND
INFO
Special
Topics
Seminar
(Open
Learning
&
MOOCs)
3
credit
hours,
Spring
2014
Offered
to
graduate
students
in
Instructional
Systems
&
Learning
Technologies
@
FSU
ABOUT
THE
MOOC:
BACKGROUND
INFO
Topic:
Social
Media
for
Active
Learning
Length:
4
weeks
Focus:
Professional
Development
Platform:
Blackboard
Coursesites
Format:
Weekly
modules,
complementary
but
not
cumulative
Video
lectures
,
webinars,
discussions,
quizzes,
assignments
End
of
module
badges
+
end
of
course
certificate
Curation
Social
Media
Lessons
Personal
Learning
Networks
Privacy
&
Ethics
4. 11/6/14
4
ABOUT
THE
MOOC:
RELATIONSHIP
TO
THE
UNIVERSITY
The
MOOC
was
an
independent
offering
FSU
does
not
officially
design
and
deliver
MOOCs
Online
courses
and
degree
programs
are
popular
at
FSU
MOOCs
have
been
considered
outside
the
scope
of
the
university’s
mission
The
MOOC
did
not
rely
on
university
administrative
or
technology
resources
All
instructional
tools
were
free,
offered
online
by
third
parties
The
MOOC
provided
an
authentic
instructional
design
and
facilitation
experience
for
FSU
students
FSU
COURSE
SCHEDULE
Weeks
1-‐8
• Foundations
and
MOOC
building
Weeks
9-‐11
• Finish
MOOC
preparations
Weeks
12-‐15
• Run
the
MOOC!
Week
16
• Debrief
5. 11/6/14
5
FOUNDATIONS
(FOR
FSU
STUDENTS)
Open
learning
–
definitions
/
concepts
MOOCs
–
brief
history
and
current
exploration
Course
management
issues
Facilitation
issues
Intellectual
property
issues
Assumption:
prior
ISD
course/experience
DESIGN
PROCESS
(INSTRUCTOR
PERSPECTIVE)
2
Terms
Prior
Secure
permissions
Get
course
listed
1
Term
Prior
Create
MOOC
Outline
Make
topic
and
media
decisions
2-‐10
weeks
prior
Guide
student
designers
Refine
templates
Engage
in
QA
Develop
Facilitation
Plan
Promote
MOOC
1
week
prior/During
Develop
videos
Finalize
webinar
slides
Continuous
QA
6. 11/6/14
6
MODULE
DESIGN
&
DEVELOPMENT
Students
in
small
teams:
Flesh
out
content
Script
videos
and
webinar
and
prepare
slides
Design
discussion
prompts
Identify
resource
and
tool
links
Develop
a
module
project
Quality
assurance
reviews
Accuracy,
usability,
style,
intellectual
property
Revisions
MODULE
DESIGN
&
DEVELOPMENT
Final
module
development:
Instructor
and
Lead
TA
completed
development
Create
module
checklists
and
overview
videos
Record
and
edit
videos
Double-‐check
all
student
work
QA
team
did
a
final
check
7. 11/6/14
7
MODULE
DESIGN
REVISIONS
Due
to
time
constraints
and
the
need
for
accuracy,
consistency
across
modules,
and
appropriateness
for
context,
in
some
cases
student
designs
were
heavily
revised
by
the
instructor
/
TA.
For
the
students,
this
was
a
learning
process.
Students
were
provided
feedback
about
the
changes
that
were
made
between
their
design
and
the
final
design.
OTHER
COURSE
ELEMENTS
Other
course
elements
were
developed
by
the
instructor,
lead
TA,
and
student
volunteers.
Promotional
materials
Syllabus
Badging
system
Communication
systems
(including
social
media)
8. 11/6/14
8
IMPLEMENTATION:
IT
TAKES
A
TEAM
Greeters
Email
Social
Media
Webinar
Assessment
Tech
Support
Quality
Assurance
Archivists
The
SMOOC
Facilitation
Team
IMPLEMENTATION:
STUDENT
TASKS
Primary
facilitation
(e.g.,
discussion
boards):
own
module
Webinar
guest
speaker:
own
module
Plus
2-‐3
other
implementation
task
9. 11/6/14
9
COURSE
ASSIGNMENTS:
FSU
STUDENTS
MOOC
Critique
Research
Brief
Management
Plan
Module
Design
&
Development
QA
Review
Facilitation
Portfolio
Reflection
Paper
Directly
related
to
MOOC
PORTFOLIO
ASSIGNMENT
Your
portfolio
will
include
a
combination
of
written
description
and
artifacts/examples
of
your
work.
You
should
document:
typical
work
and
the
work
about
which
you
are
most
proud.
Include
5-‐7
examples
of
work
you’ve
done.
Just
some
ideas:
An
exchange
in
the
discussion
forum
Tweets
An
email
exchange
with
a
participant
A
technical
problem
you’ve
solved
(captioning,
badge
awarding)
For
each
example,
briefly
describe
it
and
explain
why
you’ve
chosen
that
example.
Is
it
something
you’re
proud
of?
Representative
of
your
typical
work
in
the
MOOC?
Something
from
which
you
learned
to
do
something
new?
10. 11/6/14
10
STUDENT
SAMPLE:
BEST
DISCUSSION
FORUM
CONTRIBUTION
Had
a
satisfying
intellectual
exchange
about
Curation
and
Bloom’s
Taxonomy
of
Learning
Objectives
REFLECTION
ON
THE
PROCESS
A
unique
and
empowering
experience
for
graduate
students
…
and
me!
If
I
were
to
do
it
again:
Have
a
design
group
engaged
in
revisions
/
design
on
top
of
the
current
design
Find
a
way
to
have
a
longer
design
and
debrief
process
(2-‐
term
sequence?
Course
+
practicum?)
11. 11/6/14
11
THANK
YOU!
ANY
QUESTIONS?
Contact:
Vanessa
Dennen
-‐
vdennen@fsu.edu
-‐
@vdennen
Jiyae
Bong
–
jb11ab@my.fsu.edu
Slides
will
be
posted
at:
http://slideshare.net/vanessadennen