Presentation for first meeting of Barwon/South Western ACE providers participating in ementor programme. yum's Michael Gwyther is the Barwon/SW ementor.
Assessment & feedback for learning module inductionNeil Currant
This document outlines an assessment module that uses a problem-based learning (PBL) approach. It includes the following:
- The module focuses on assessment and feedback theories and practices in higher education.
- Students will participate in 3 PBL scenarios over the semester in small groups facilitated by a tutor.
- Assessment includes two group reports analyzing PBL scenarios and an individual report and reflection.
- The PBL process involves 5 steps: exploring the problem, discovering knowns/unknowns, research, application, and presentation.
- Scenarios provide an introduction and issues for groups to research and propose solutions for in their reports.
This document outlines the topics to be covered in a Computer Assisted Language Learning (CALL) lecture, including:
- Theories of CALL such as behaviorist, communicative, and integrative CALL and how they relate to language learning.
- Stockwell's research on distributed cognition and situated learning theories in CALL.
- Assignments for students including a group presentation, website evaluation report, and creating an online portfolio and webquest for language learners.
The document outlines an agenda for a student representation workshop. The workshop aims to give participants an opportunity to use a reflective tool called "Viewpoints" to consider how to design and deliver their academic programs from the student perspective. The workshop involves groups working through tasks using worksheets, prompts, and examples to identify challenges and develop plans to address them. The goals are to promote effective curriculum design and learner engagement through a reflective process.
This document provides information about formative assessment for a university module. It discusses that the emphasis is on learning rather than teaching, and that skills develop through practice, feedback, and reflection. The module format includes lectures, activities to develop knowledge and skills, research, assignment introduction and criteria, and receiving feedback to reflect on performance. An assessment preparation activity involves working in pairs to research and communicate findings to the group on an allocated question, with peer evaluation and reflection. A scenario tasks pairs with advising new students, researching using three sources and developing a script on an allocated question on an assigned wiki page. The objectives are to work as a team, develop research skills, improve communication skills, and acknowledge benefits of peer evaluation and reflection.
The document summarizes a workshop that aimed to encourage creativity and reflection in curriculum design using Viewpoints, a series of reflective tools. Participants were split into groups to address scenarios relating to assessment, information skills, or creativity using worksheet prompts. They mapped principles to a student timeline, selected implementation ideas, and discussed tailoring solutions. Groups then shared their key outputs. The presenters concluded by discussing next steps to refine the workshop format, develop an online tool, and disseminate examples.
This document outlines 8 steps for instructors to take to prevent plagiarism in their classes. It recommends defining plagiarism and the research process (Steps 1-2). It also suggests focusing on the writing process by providing feedback and collecting work throughout the semester (Steps 3-4). Additionally, it advises requiring personal reflection, reading papers thoroughly, relating topics to class material, and utilizing writing resources (Steps 5-8). The overall summary is that this document provides a 8 step approach for instructors to combat plagiarism through clear expectations, ongoing feedback, and support for students.
Presentation for first meeting of Barwon/South Western ACE providers participating in ementor programme. yum's Michael Gwyther is the Barwon/SW ementor.
Assessment & feedback for learning module inductionNeil Currant
This document outlines an assessment module that uses a problem-based learning (PBL) approach. It includes the following:
- The module focuses on assessment and feedback theories and practices in higher education.
- Students will participate in 3 PBL scenarios over the semester in small groups facilitated by a tutor.
- Assessment includes two group reports analyzing PBL scenarios and an individual report and reflection.
- The PBL process involves 5 steps: exploring the problem, discovering knowns/unknowns, research, application, and presentation.
- Scenarios provide an introduction and issues for groups to research and propose solutions for in their reports.
This document outlines the topics to be covered in a Computer Assisted Language Learning (CALL) lecture, including:
- Theories of CALL such as behaviorist, communicative, and integrative CALL and how they relate to language learning.
- Stockwell's research on distributed cognition and situated learning theories in CALL.
- Assignments for students including a group presentation, website evaluation report, and creating an online portfolio and webquest for language learners.
The document outlines an agenda for a student representation workshop. The workshop aims to give participants an opportunity to use a reflective tool called "Viewpoints" to consider how to design and deliver their academic programs from the student perspective. The workshop involves groups working through tasks using worksheets, prompts, and examples to identify challenges and develop plans to address them. The goals are to promote effective curriculum design and learner engagement through a reflective process.
This document provides information about formative assessment for a university module. It discusses that the emphasis is on learning rather than teaching, and that skills develop through practice, feedback, and reflection. The module format includes lectures, activities to develop knowledge and skills, research, assignment introduction and criteria, and receiving feedback to reflect on performance. An assessment preparation activity involves working in pairs to research and communicate findings to the group on an allocated question, with peer evaluation and reflection. A scenario tasks pairs with advising new students, researching using three sources and developing a script on an allocated question on an assigned wiki page. The objectives are to work as a team, develop research skills, improve communication skills, and acknowledge benefits of peer evaluation and reflection.
The document summarizes a workshop that aimed to encourage creativity and reflection in curriculum design using Viewpoints, a series of reflective tools. Participants were split into groups to address scenarios relating to assessment, information skills, or creativity using worksheet prompts. They mapped principles to a student timeline, selected implementation ideas, and discussed tailoring solutions. Groups then shared their key outputs. The presenters concluded by discussing next steps to refine the workshop format, develop an online tool, and disseminate examples.
This document outlines 8 steps for instructors to take to prevent plagiarism in their classes. It recommends defining plagiarism and the research process (Steps 1-2). It also suggests focusing on the writing process by providing feedback and collecting work throughout the semester (Steps 3-4). Additionally, it advises requiring personal reflection, reading papers thoroughly, relating topics to class material, and utilizing writing resources (Steps 5-8). The overall summary is that this document provides a 8 step approach for instructors to combat plagiarism through clear expectations, ongoing feedback, and support for students.
This document discusses an action research project that aimed to determine college students' knowledge of and difficulties with Microsoft Word and PowerPoint. It identified problems like low initial knowledge of the programs and difficulties using specific features. The researcher implemented peer tutoring interventions over multiple sessions to familiarize students with Word and PowerPoint parts, functions, and hands-on practice activities. Rubrics assessed students' skills before and after, finding improved knowledge and abilities in using the programs. The researcher concluded peer tutoring was effective for hands-on learning and addressing students' needs.
Students who use problem-based learning models become better systematic and analytical problem solvers and more self-aware thinkers as they solve problems. They learn skills of self-regulation as they fill out forms, learn about the e-learning environment and their tasks, construct robots, and get familiar with programming to help reflect on their experiences working in teams to make mockups and present outcomes.
This document discusses different types of CALL (computer-assisted language learning) tools including dedicated language learning software, websites, and Web 2.0 applications, and examines how students and teachers use these resources. It also defines evaluation in CALL as investigating resources to determine appropriateness, effective implementation, and success. Finally, it outlines common approaches to CALL evaluation such as checklists, methodological frameworks, SLA-based criteria, and action research.
This document outlines an activity for reviewing and discussing key concepts related to reading, vocabulary, and computer-assisted language learning (CALL). It includes:
1. Instructions for group discussions and presentations on connections between readings on CALL and implications for vocabulary and reading pedagogy.
2. An overview of vocabulary teaching strategies and programs, including the use of technology-assisted tools.
3. Steps and strategies for computer-assisted vocabulary learning.
4. A review of topics to be covered on Test 2, including teaching with corpora, asynchronous/synchronous CMC, and reading/vocabulary with CALL.
This lesson plan aims to improve advanced students' listening comprehension skills through various activities. The plan includes an introductory matching activity to identify different listening strategies, a pre-listening activity to categorize texts by listening type, an individual post-listening activity where students develop their own interpretations, and an evaluation listening test from an online resource. Students are also assigned to transcribe a podcast as follow-up work.
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
The document proposes a Learning Enhancement Support System (LESS) to provide testing services, remedial learning support, and student tracking through an interactive system connected to experts. It suggests using a learning object strategy consisting of digital resources like text, audio, video and graphics to support learning. These learning objects would include content, assessments, and metadata to identify, share and track them. The system would require skills in web design, multimedia, programming and more from a team to develop the interactive portal connecting learners, teachers and content.
A short presentation delivered as part of an interactive workshop session, at the CAMEL meeting between University of Ulster, Strathclyde and Open University. It demonstrates how the workshop session would work, using the Assessment and Feedback and Information Skills strands
This presentation informs students what is expected of them in regards to their demonstrative speeches. It also informs students by which criteria their speeches will be graded.
ThelmaSarpong conducted a skills audit at the beginning of her A2 course. She rated her abilities in filming, editing, researching and analyzing media texts, planning coursework projects, and evaluating her own work. For each skill area, she identified targets for improvement over the course of her A2 studies, such as learning new software, improving sound selection, implementing feedback, and adding theoretical analysis to her essays. Her goals were to strengthen her technical, research, planning, and evaluation skills in order to produce higher quality moving image coursework.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
This document summarizes a workshop aimed at using "Viewpoints" tools to help course teams design their programs for revalidation. It outlines the session agenda which included an introduction to Viewpoints, examples of past outputs, group work using Viewpoints worksheets and cards to identify objectives and plan improvements, and sharing outputs. Course teams were asked to discuss their programs and modules using Viewpoints to consider areas like assessment, learner engagement, and innovation from the student perspective.
The document discusses the advantages and disadvantages of using team projects in online classrooms. It argues that team projects promote student communication and interaction, reinforce learning processes, and allow students to review each other's work. However, team projects can result in uneven workloads and conflicts. The document provides solutions like progress reports and team meetings. It also outlines structures for team projects, including group size, meetings, project length, reviews, and evaluations.
This document outlines an online training session on needs assessment. It discusses a framework for needs assessment that includes presentation, observation, function, and diagnostics. Participants reflect on how their current processes fit within this framework. They discuss in breakout groups the aspects of needs assessment they feel most and least comfortable with. Key skills and capabilities for learning are also identified. The document then lists and describes various factors that can affect learning, such as writing, reading, communication, memory, and mobility. It concludes by advertising the topic of the next training session.
Assessment can be difficult, especially when designing new and different types of assignments such as presentations and problem-based projects. This session is designed to help you get a handle on assessment at all levels in order to help you update your courses with more confidence.
An introduction to Classroom Suite by IntelliTools and IntelliKeys. A research-based software solution for K-5 and beyond. Engage students in curriculum aligned reading(focus on phonics and phonemic awareness), math (focus on automaticity), writing and early learning activities. Accessible for students with physical disabilties.
This document summarizes an online session about professional networking and critical reflection. It discusses covering ideas from Reader 3 on networking and how it relates to reflective practice. Participants provided examples of how networking relates to personal networks like Facebook and the need to start new networks when in a new place. The discussion summarized telling others about what was learned from synthesizing the three parts of Module 1 on professional practice. Participants were told to use ideas from Reader 3 and other readings to discuss what was learned, and could include extracts in appendices to illustrate learning.
The document summarizes key points about electronic discussions from a chapter in a workshop presentation. It defines electronic discussions as two-way communication tools that allow interactive learning. Forums are asynchronous while chats are synchronous. Electronic discussions promote critical thinking, active learning, and higher-order cognitive skills. The document outlines benefits and challenges of discussions, as well as best practices for facilitating successful discussions through planning, clear instructions, and establishing policies. It provides examples of different types of discussion topics and formats used by instructors.
1) Gmail can be set up by going to google.com and clicking on the Gmail link to create an account, which gives access to Gmail and other Google services.
2) Gmail has benefits over folders like allowing emails to be in more than one location through labels, and has a powerful search and priority sorting features.
3) Google Documents allows creating, sharing, and editing documents online in real-time with others, and has features for uploading, downloading, and publishing documents.
The document discusses using video and audio in training. Some key points include:
- Video and audio can be used to illustrate concepts, demonstrate processes, and support different learning styles. They make information more engaging.
- There are many free and low-cost tools for recording, editing, and sharing video and audio content, including smartphones, screen recording software, and hosting platforms.
- When creating video or audio content, it's important to plan the message, lighting, sound quality, and format/delivery to optimize the learning experience. Interactive elements can also be added.
The document discusses using technology and learning design to gather quality assessment evidence. It covers various topics related to online and blended learning assessments including virtual classrooms, decision making trees, case studies, peer review, and using industry knowledge. Tools that can be used to create online assessments and scenarios are also presented.
This document discusses an action research project that aimed to determine college students' knowledge of and difficulties with Microsoft Word and PowerPoint. It identified problems like low initial knowledge of the programs and difficulties using specific features. The researcher implemented peer tutoring interventions over multiple sessions to familiarize students with Word and PowerPoint parts, functions, and hands-on practice activities. Rubrics assessed students' skills before and after, finding improved knowledge and abilities in using the programs. The researcher concluded peer tutoring was effective for hands-on learning and addressing students' needs.
Students who use problem-based learning models become better systematic and analytical problem solvers and more self-aware thinkers as they solve problems. They learn skills of self-regulation as they fill out forms, learn about the e-learning environment and their tasks, construct robots, and get familiar with programming to help reflect on their experiences working in teams to make mockups and present outcomes.
This document discusses different types of CALL (computer-assisted language learning) tools including dedicated language learning software, websites, and Web 2.0 applications, and examines how students and teachers use these resources. It also defines evaluation in CALL as investigating resources to determine appropriateness, effective implementation, and success. Finally, it outlines common approaches to CALL evaluation such as checklists, methodological frameworks, SLA-based criteria, and action research.
This document outlines an activity for reviewing and discussing key concepts related to reading, vocabulary, and computer-assisted language learning (CALL). It includes:
1. Instructions for group discussions and presentations on connections between readings on CALL and implications for vocabulary and reading pedagogy.
2. An overview of vocabulary teaching strategies and programs, including the use of technology-assisted tools.
3. Steps and strategies for computer-assisted vocabulary learning.
4. A review of topics to be covered on Test 2, including teaching with corpora, asynchronous/synchronous CMC, and reading/vocabulary with CALL.
This lesson plan aims to improve advanced students' listening comprehension skills through various activities. The plan includes an introductory matching activity to identify different listening strategies, a pre-listening activity to categorize texts by listening type, an individual post-listening activity where students develop their own interpretations, and an evaluation listening test from an online resource. Students are also assigned to transcribe a podcast as follow-up work.
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
The document proposes a Learning Enhancement Support System (LESS) to provide testing services, remedial learning support, and student tracking through an interactive system connected to experts. It suggests using a learning object strategy consisting of digital resources like text, audio, video and graphics to support learning. These learning objects would include content, assessments, and metadata to identify, share and track them. The system would require skills in web design, multimedia, programming and more from a team to develop the interactive portal connecting learners, teachers and content.
A short presentation delivered as part of an interactive workshop session, at the CAMEL meeting between University of Ulster, Strathclyde and Open University. It demonstrates how the workshop session would work, using the Assessment and Feedback and Information Skills strands
This presentation informs students what is expected of them in regards to their demonstrative speeches. It also informs students by which criteria their speeches will be graded.
ThelmaSarpong conducted a skills audit at the beginning of her A2 course. She rated her abilities in filming, editing, researching and analyzing media texts, planning coursework projects, and evaluating her own work. For each skill area, she identified targets for improvement over the course of her A2 studies, such as learning new software, improving sound selection, implementing feedback, and adding theoretical analysis to her essays. Her goals were to strengthen her technical, research, planning, and evaluation skills in order to produce higher quality moving image coursework.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
This document summarizes a workshop aimed at using "Viewpoints" tools to help course teams design their programs for revalidation. It outlines the session agenda which included an introduction to Viewpoints, examples of past outputs, group work using Viewpoints worksheets and cards to identify objectives and plan improvements, and sharing outputs. Course teams were asked to discuss their programs and modules using Viewpoints to consider areas like assessment, learner engagement, and innovation from the student perspective.
The document discusses the advantages and disadvantages of using team projects in online classrooms. It argues that team projects promote student communication and interaction, reinforce learning processes, and allow students to review each other's work. However, team projects can result in uneven workloads and conflicts. The document provides solutions like progress reports and team meetings. It also outlines structures for team projects, including group size, meetings, project length, reviews, and evaluations.
This document outlines an online training session on needs assessment. It discusses a framework for needs assessment that includes presentation, observation, function, and diagnostics. Participants reflect on how their current processes fit within this framework. They discuss in breakout groups the aspects of needs assessment they feel most and least comfortable with. Key skills and capabilities for learning are also identified. The document then lists and describes various factors that can affect learning, such as writing, reading, communication, memory, and mobility. It concludes by advertising the topic of the next training session.
Assessment can be difficult, especially when designing new and different types of assignments such as presentations and problem-based projects. This session is designed to help you get a handle on assessment at all levels in order to help you update your courses with more confidence.
An introduction to Classroom Suite by IntelliTools and IntelliKeys. A research-based software solution for K-5 and beyond. Engage students in curriculum aligned reading(focus on phonics and phonemic awareness), math (focus on automaticity), writing and early learning activities. Accessible for students with physical disabilties.
This document summarizes an online session about professional networking and critical reflection. It discusses covering ideas from Reader 3 on networking and how it relates to reflective practice. Participants provided examples of how networking relates to personal networks like Facebook and the need to start new networks when in a new place. The discussion summarized telling others about what was learned from synthesizing the three parts of Module 1 on professional practice. Participants were told to use ideas from Reader 3 and other readings to discuss what was learned, and could include extracts in appendices to illustrate learning.
The document summarizes key points about electronic discussions from a chapter in a workshop presentation. It defines electronic discussions as two-way communication tools that allow interactive learning. Forums are asynchronous while chats are synchronous. Electronic discussions promote critical thinking, active learning, and higher-order cognitive skills. The document outlines benefits and challenges of discussions, as well as best practices for facilitating successful discussions through planning, clear instructions, and establishing policies. It provides examples of different types of discussion topics and formats used by instructors.
1) Gmail can be set up by going to google.com and clicking on the Gmail link to create an account, which gives access to Gmail and other Google services.
2) Gmail has benefits over folders like allowing emails to be in more than one location through labels, and has a powerful search and priority sorting features.
3) Google Documents allows creating, sharing, and editing documents online in real-time with others, and has features for uploading, downloading, and publishing documents.
The document discusses using video and audio in training. Some key points include:
- Video and audio can be used to illustrate concepts, demonstrate processes, and support different learning styles. They make information more engaging.
- There are many free and low-cost tools for recording, editing, and sharing video and audio content, including smartphones, screen recording software, and hosting platforms.
- When creating video or audio content, it's important to plan the message, lighting, sound quality, and format/delivery to optimize the learning experience. Interactive elements can also be added.
The document discusses using technology and learning design to gather quality assessment evidence. It covers various topics related to online and blended learning assessments including virtual classrooms, decision making trees, case studies, peer review, and using industry knowledge. Tools that can be used to create online assessments and scenarios are also presented.
This document discusses an assessment task involving designing an eLearning concept. It provides instructions for students to interview for their final assessment project, design a concept that includes learning strategies, delivery methods, teaching strategies and evaluation methods. It also prompts students to pitch their learning activity idea and resources to peers for feedback and support.
Julia, a social worker at the Youth Centre, wants to launch a website for National Youth Week to connect with the local youth. She proposes linking the website to social media platforms like Twitter and Facebook to spread information about events, activities, and allow discussions. Julia tasks the assistant with researching popular social sites and creating a plan for the website, which should include video, audio, images, and text, to present within a week.
The document discusses an assessment task that involves interviewing students about their proposed eLearning projects. It provides information about what will be recorded during interviews, pitching project ideas to peers, and using tools like Picasa, Rapid eLearning software, and ARED to develop multimedia content and activities for the eLearning resources.
The document discusses the use of Web 2.0 tools like RSS readers, wikis, and social networks to facilitate personal learning networks (PLNs) and knowledge sharing. It notes that these tools allow learners to actively create and participate in information instead of just consuming it. The document also outlines several principles of effective knowledge sharing, including the importance of communities of practice, storytelling, and balancing online and offline interactions.
The document provides information about an e-learning induction program including program introductions and objectives, mentor training, project deliverables, planning meetings and dates, models of e-learning content and delivery, and how to develop content that follows standards for accessibility, file formats, and client platforms. Participants are instructed on developing learning objects and packaging content, and encouraged to visit online repositories of learning objects.
Acpet eLearning Program 2013 Webinar 4 - Facilitating WebinarsYum Studio
This document summarizes an online facilitation session that covered:
1) The use of webinars and online discussions for blended learning, including examples like group projects, Q&As with experts, and peer review of work.
2) Tools for online facilitation like virtual classrooms, video conferencing, and platforms like Google Hangouts.
3) Challenges of online facilitation like engaging learners and preparing content, and tips for running webinars like allowing time for lag and using questions to refocus.
Strategies for keeping the eLearner engagedYum Studio
PowerPoint for session conducted for ACPET eLearning Public Workshops - "Strategies for keeping the eLearner engaged" by Michael Gwyther, yum productions
ACPET Mentoring Programme 2010 Online Session 4Yum Studio
The document discusses an online session for an eLearning mentor programme on November 10. It provides information on the programme and instructions for presentations, including defining problems eLearning could help address, discussing courses developed for flexible delivery, the design process used, and results from trials with learners. Participants are asked to discuss lessons learned and future plans for embedding eLearning at their institutions.
This document discusses blogs, including what they are, different types of blogs, and how to start and maintain a successful blog. It provides examples of top blogs, advice from blogging experts, recommendations for blogging platforms like WordPress and Tumblr, tips for finding your voice and encouraging feedback, and resources for learning more about blogging.
Daisy-chaining Robots - A Social Media MasterclassYum Studio
This masterclass is about developing an online communication strategy for creative & cultural industries and businesses wanting a creative edge. Of course you'll already need to have a presence of sorts, it is advanced after-all.
We will aim to develop an online communication strategy using case studies & practical activities the session will cover:
the importance of personality online
harnessing new style marketing
using dashboards to automate
image is content royalty
control your copyright
mailing list use & security
team & guest blogging
This session has been generously supported and subsidised by the City of Ballarat and by Yum Studio. This session took place at the Art Gallery of Ballarat on Monday 17th June, 10 am-4 pm.
Quick intro to blended learning for participants in the Community Colleges Australia Victorian networking project. Developed and presented by Michael Gwyther
The document outlines the tasks and requirements for an online course. It discusses presenting an eLearning design plan to peers for feedback. Students must then demonstrate delivery of the plan through an online platform like Moodle or blog. This involves preparing course content and assessments, as well as trialing and documenting the delivery process. Next, students are asked to submit a report on their monitoring, support activities and technical issues across the course delivery. Finally, students will review the eLearning delivery based on learner evaluations.
Viewpoints Assessment and Feedback workshops at the Ulster eLearning Conference 2010 - helping practitioners creatively reflect on their assessment and feedback practice, considering the student perspective.
1) The document summarizes a workshop on curriculum design creativity and innovation. The workshop used activities and prompts to encourage reflection on curriculum design.
2) Participants worked in groups to identify challenges and objectives, choose strategies from cards, and develop plans to address their objectives. Examples addressed improving assessments, engagement, and information skills.
3) Feedback was positive, and next steps include refining the workshop format and developing an online version to promote curriculum design tools.
The document describes a workshop activity aimed at encouraging reflection and creativity in assessment and feedback practices. The workshop uses cards with best practices in assessment and feedback and has participants work in groups to develop an assessment and feedback strategy for a Master's dissertation module by selecting cards and ideas, tailoring them to their objective of improving standards, engagement, methods, peer feedback, or collaborative learning. Participants then briefly present their group's proposed strategy.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Task This is a group presentation. Each group will consist o.docxssuserf9c51d
Task
This is a group presentation. Each group will consist of four students. Groups can formed by the lecturer or by the students
themselves. Each group will select a topic from the topic list provided below. Inform your lecturer about the topic you
selected at least a week before your presentation date.
The presentation is meant to be brief (10 minutes), but formal -- demonstrating skills in presenting to a business or
management audience. It should concisely and effectively convey the theme of the topic for an audience that does not have
any special expertise in your chosen topic. Each student should employ the best techniques they find available to reach
their audience.
Each presentation must include:
• 10 minutes of presentation time
• Visual aids, such as presentation software like PowerPoint, Prezi, Keynote, PowToon etc.
• Participation in roughly equal measure by each group member
• Well-supported argument interpreting the significance of the topic presented
• APA (6th version) referencing style
• Succinct presentation of in-depth research of the topic
• Attention to questions raised by audience about any subject matter of the topic
Guidelines for Presentations
Equal Participation
Each team member should contribute equally. Teams will compile a list of major areas to be covered in their presentation,
and assign one to each member to research and present. Each member should speak for approximately two and a half
minutes. The presentation can reflect the diversity of viewpoints of the presenters. Designate one team member as the
team leader. This person will be responsible for introducing the presentation as a whole, and each presenter. The team
leader will also summarize the presentation at its conclusion, and lead a class discussion.
Format
Some students may elect to use PowerPoint. There are numerous types of presentation software available, and a group
may use any one of them.
Class Presentation
Talk to the class, don't read. You may use notes when you make your presentation, but you may not read from a fully
written out text.
Here is one way to make a successful presentation:
1 Do plenty of reading and research. Explore the topic as fully as possible. Make notes.
2 Read over your notes, and think over the results of your reading.
3 Discuss your results with your team members. Tentatively plan the presentation in its general outline.
4 On your own again, and setting notes aside, brainstorm and write down all the interesting ideas that you have come
up with.
5 Organise these ideas into a coherent sequence. Return to your notes and add any information relevant to your major
ideas which will illustrate or explain them.
6 Add an introduction, which tells what you will talk about, and a conclusion which sums up what you have discussed
and learned. Cut out any irrelevant or uninteresting materials.
7 Meet with your team members to organize and streamline the pres ...
This presentation was delivered on the 11th June 2010 as part of a workshop for Economics in the University of Ulster
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
The document outlines a Viewpoints workshop about using curriculum design tools to promote effective course development. The workshop includes an introduction to Viewpoints, which provides reflective tools using a learner timeline. Participants work through tasks to select principles, map them to a timeline, and identify implementation ideas to achieve objectives like retention or graduate qualities. The goals are to establish shared meanings, facilitate discussions, and collaboratively develop workshop outputs. Benefits include forming the basis for assessment strategies and providing resources for future planning.
ACPET eLearning Mentor Program - Online Session 1Yum Studio
This document provides an overview of an online session for an e-learning program. It includes templates and guidance for drafting a course design and delivery plan, with sections on project scope, content planning, features, interactions, and peer review. Participants are asked to describe their proposed unit of competency, multimedia use, teaching methods, and learner interactions for feedback. Future workshop dates on using audio and podcasting are also listed.
This presentation is part of an interactive workshop session delivered at the 3rd CAMEL meeting between University of Ulster, University of Strathclyde and Open University. It gives a taster of the Viewpoints Information Skills and Assessment and Feedback workshop sessions.
1. The document summarizes a workshop on curriculum design, assessment and feedback that used interactive activities and worksheets to prompt reflection and discussion.
2. Participants worked in groups to identify objectives and map principles from prompt cards onto a student timeline to develop plans for addressing assessment and feedback.
3. Groups then shared their outputs and plans with the whole workshop, providing examples of objectives and ideas around dissertation standards, feedback methods, and student engagement.
The document outlines an introduction to the Viewpoints project, which aims to promote effective curriculum design through a series of reflective tools. It then describes activities for a workshop introducing the Viewpoints resources, which focus on learner engagement, information skills, assessment and feedback, and creativity and innovation. Participants work in groups using the Viewpoints principles and resources to address scenarios and share their outputs. The benefits of the Viewpoints approach are discussed, including how the resources and workshop process can help build effective course teams and facilitate discussions.
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
Explain why this study is important to the school and the students. ( two to three sentences)
Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
PowerPoint Template
as a guide to help create a high quality presentation.
Alternate:
If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should also ensure participants leave with immediately applicable takeaways. The document offers tips for preparing, such as framing the session around problem-centered adult learning and developing thought-provoking discussion questions. It also provides guidance on structuring the class flow and leveraging online tools to maximize participation and interaction.
EDUC5102G Adobe Connect Session 1 (W18)Robert Power
This document outlines the course overview for an educational technology and communication course. It includes details about topics covered, assignments, and schedule. The course examines theories of communication and learning and their application to instructional technology. It emphasizes innovative ways to enhance educational communication. Assignments include a case study on addressing a communications issue using technology, and a group presentation and online resource page on a major communications theory.
This presentation was delivered on the 28th May 2010 as part of the School of Law First Year Review.
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course, in particular to help them redesign one module so that it fits better with the other modules and helps students with the transition to University.
The document discusses using a hybrid learning model to enhance the student experience. It introduces the hybrid model, which combines the 8 learning event model and learning verbs. The model includes eight learning events - receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. It provides examples of how to apply the model, including describing a learning activity using the events and verbs. The goal is to design an ideal program using the hybrid model as a framework.
The document discusses using a hybrid learning model to enhance the student experience. It introduces the hybrid model, which combines the 8 learning event model and learning verbs. The model includes eight learning events: receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. It provides examples of how to apply the model, including describing a learning activity using the events and verbs. The goal is to design an ideal program using the hybrid model as a framework.
How to design Collaborative learning activitiesMETIS-project
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
This workshop has been created by the METISProject (http://metis-project.org/), and it is one of three workshop structures that heave been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project (Brasher & McAndrew, 2015) .
References
-----------------------------
Brasher, A., & McAndrew, P. (2015). METIS deliverable D3.4: Final workshops packages: workshops for different educational levels and education contexts
This document provides information about an e-learning presentation session taking place on July 4th. It outlines that there will be a 15 minute presentation slot for each of the 8 students listed, with a 5 minute turnover period in between each. It also mentions that feedback will be collected via a Google form. Finally, it indicates that the facilitation session and journals are due on specific dates in July as part of Assessment 3.
The document provides an overview of facilitating online teaching and learning. It discusses synchronous and asynchronous learning, the role of the facilitator in online discussions, and different tools that can be used to engage learners such as Kahoot, polling, brainstorming, and virtual classrooms. The facilitator's role is to promote interaction between learners, provide guidance and feedback, and ensure learners are applying the content through activities.
What makes a great blended learning trainer and academic?Yum Studio
This document discusses what makes a great blended learning trainer and academic. It covers facilitating social and collaborative communication, teaching using virtual classrooms and synchronous tools, understanding e-assessment options, and accessing cloud-based storage. The outcomes include evaluating skills for various teaching modes and applying blended learning strategies through professional development. It also discusses auditing staff capacity to implement blended learning.
This document provides guidance on creating engaging video content for education and training. It discusses using video to illustrate processes, depict real-world scenarios, and enhance learning through activities, quizzes and interactive elements. Tips are provided on video production, including filming techniques, editing software, file formats and delivering video to learners. Effective uses of video include demonstrations, assessments, and supporting group projects. Overall the document aims to showcase how video can be integrated into education to improve learner engagement, identification with course material, and cater to different learning preferences.
This document discusses implementing and using Moodle as a learning management system (LMS) for blended learning. It covers:
- Options for delivering content both online and face-to-face using different modes like self-paced and facilitated online learning.
- Common activities, resources, and tools available in Moodle like forums, wikis and assignments that can be used for teaching and assessment.
- Best practices for applying different blends of modes and tools depending on the type of course, like using social learning tools for soft skills.
- Considerations for hosting, content development, staff support, and integrating an LMS with other systems.
Designing Teaching and Learning Activities for Blended LearningYum Studio
This document discusses designing blended learning activities. It defines e-learning and blended learning, noting that blended learning combines online and face-to-face delivery. The document provides tips for implementing blended learning and addresses common myths. It discusses different blended learning models including various combinations of face-to-face, self-paced online, and facilitated online delivery. Examples are given for different types of courses. Infrastructure needs and assessment considerations for blended models are also covered.
This document discusses embedding and manipulating third party content in Moodle courses. It provides examples of embedding content from YouTube, Slideshare, Scribd and other sites using iframe tags or embed codes. The document also covers multimedia plugins, file formats, and settings for embedding content in Moodle.
This document provides an overview of a workshop on building eAssessment. The workshop agenda includes defining e-assessment, facilitating webinar and discussion forum-based assessments, group work projects, tools for mobile evidence capture and student productivity. It discusses principles for developing self-paced assessment tasks. The document outlines various e-assessment methods like quizzes, webinars, mobile evidence, discussion forums, and trends in areas like simulation, questioning and placement reporting. It provides examples of using these methods and addresses issues around identity, cheating and skills assessment in an online environment.
Social media tools for training: Facebook and Google+ Yum Studio
The document discusses using social media tools like Facebook and Google+ for training purposes. It provides an overview of setting up accounts and pages on these platforms and using groups and communities to connect with learners, engage them in discussions, and share content and resources. The document also discusses measuring performance on Facebook, creating different types of posts, and using tools on both platforms for training activities, knowledge building, and facilitating online learning events.
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
This document provides an overview of online facilitation best practices. It discusses the benefits of online facilitated learning, including blended learning options. It also addresses some common challenges facilitators may face, such as keeping participants engaged and managing technology issues. The document recommends using a variety of synchronous tools and activities to encourage participation. These include breakout groups, polling, peer review, and action learning. It emphasizes the importance of preparation, limiting lectures, and providing multiple ways for learners to contribute. The overall message is that online facilitation requires actively engaging learners and promoting discussion.
This document discusses using Moodle's Lesson tool to create rapid eLearning content. It describes features of the Lesson tool like adding content, assessments, branching, and multimedia. It provides examples of content types like demonstrations, scenarios, and knowledge checks. It also discusses storyboarding, planning lessons, and using narratives and characters to engage learners. The document recommends developing a simple practice activity using choices, quizzes, or content modules in the Lesson tool.
CCA eLearning Presentation 3 Create and edit Video on your smart phone and Ta...Yum Studio
This document discusses using video in training. Some key points covered include:
- Video is good for demonstrations, illustrations, and showing concepts and examples. It can be supported by text, images, descriptions, etc.
- The cost of video production has decreased significantly over time.
- Learners can create their own videos which enhances interaction and personalization compared to just viewing others' videos.
- Short videos can replace lengthy text for explaining detailed processes.
- Videos can be used for scenarios, case studies, interviews, demonstrations, and enhancing active learning through quizzes and problem solving examples.
- Video promotes identification with job roles and supports visual and reflective learners.
CCA eLearning Presentation 2 How to use social media for marketing and networ...Yum Studio
This document provides an overview of how to use social media for marketing and networking. It discusses popular social media platforms like Facebook, Twitter, LinkedIn, YouTube and their features. It also describes how to use these platforms for networking, marketing a business, training and creating online communities. Specific tips are provided on setting up profiles, pages and groups, engaging audiences, blended learning approaches, online facilitation, measurements and policies.
Learn Local Moodle Webinar #3 - Course formating ideasYum Studio
-Moodle plug ins that can extend course formatting options and how to install them.
-How to exploit Moodle section, resource and activity links to create custom navigation inside your Moodle course from text or icons.