Report
Share
Recommended
Hello
This document outlines questions for a workshop participant about their expectations, experience, questions, and potential obstacles related to applying the skills learned. The participant is asked to describe how they will use the skills gained, their relevant education and experience, any questions about workshop objectives or topics, and obstacles to applying the concepts.
Des modeles et des environnements pour Apprendre
Présentation pour la journée d'étude " recherche en education"
Best summaries 2
Weekly topics in online courses aim to achieve a single learning objective through various components. These components include an objective, title, introduction, content that teaches new skills or information, a summary, and assessment. Together, these elements are designed to help learners absorb new knowledge, practice skills, and demonstrate they have met the overall learning goal stated in the objective.
Interaction
Learning activities combine absorb, do, and connect activities. Absorb activities focus on gaining knowledge, do activities allow for practice, and connect activities tie the learning to real life and work experiences. Effective learning activities include all three types of interaction - absorb, do, and connect.
Ground Suggestions
This document provides ground rules suggestions for meetings, including arriving, starting, and finishing on time, practicing mindfulness by embracing joy and cooperation, practicing open-mindedness by being open to new ideas and the possibility of being incorrect, considering all opinions valid by sharing fully without withholding information, agreeing to disagree by avoiding judgment of others' views, not taking oneself too seriously, trying new things, and having fun.
Primary objectives
This document provides guidance on writing primary learning objectives for teaching. It explains that objectives should have three components: 1) Teach - what will be taught, such as to do, decide, or create; 2) To - the target learner, which are always the students; 3) Who - the prerequisites or starting knowledge and skills of the learner. It provides examples of objectives and emphasizes objectives should be specific to the skills and knowledge being taught to the specific students.
Task3 Goodman Walker
This document discusses scenarios-based learning (SBL) and its implementation in an online technical writing course. SBL aims to actively engage students through problem-based scenarios that mirror real-world experiences. The technical writing course used SBL by establishing students as employees in a fictional business where they collaborated on projects. While this engaged some students, others struggled with the online format and independent nature of the work. The document also outlines scenarios for designing an online course using SBL, including creating course structure, experiential learning activities, and authentic assessments. Faculty participating in this seminar designed online course modules, with most choosing to further develop their courses online.
Best summaries 1
The document discusses the seven components of an online course topic: title, topic, objective, introduction, overview, activity, and assessments. It also includes a sample course schedule laying out the weekly assignments, discussions, projects, tests and their due dates and point values over a 16 week period. The schedule aims to help learners stay on track and avoid getting lost within the online course.
Recommended
Hello
This document outlines questions for a workshop participant about their expectations, experience, questions, and potential obstacles related to applying the skills learned. The participant is asked to describe how they will use the skills gained, their relevant education and experience, any questions about workshop objectives or topics, and obstacles to applying the concepts.
Des modeles et des environnements pour Apprendre
Présentation pour la journée d'étude " recherche en education"
Best summaries 2
Weekly topics in online courses aim to achieve a single learning objective through various components. These components include an objective, title, introduction, content that teaches new skills or information, a summary, and assessment. Together, these elements are designed to help learners absorb new knowledge, practice skills, and demonstrate they have met the overall learning goal stated in the objective.
Interaction
Learning activities combine absorb, do, and connect activities. Absorb activities focus on gaining knowledge, do activities allow for practice, and connect activities tie the learning to real life and work experiences. Effective learning activities include all three types of interaction - absorb, do, and connect.
Ground Suggestions
This document provides ground rules suggestions for meetings, including arriving, starting, and finishing on time, practicing mindfulness by embracing joy and cooperation, practicing open-mindedness by being open to new ideas and the possibility of being incorrect, considering all opinions valid by sharing fully without withholding information, agreeing to disagree by avoiding judgment of others' views, not taking oneself too seriously, trying new things, and having fun.
Primary objectives
This document provides guidance on writing primary learning objectives for teaching. It explains that objectives should have three components: 1) Teach - what will be taught, such as to do, decide, or create; 2) To - the target learner, which are always the students; 3) Who - the prerequisites or starting knowledge and skills of the learner. It provides examples of objectives and emphasizes objectives should be specific to the skills and knowledge being taught to the specific students.
Task3 Goodman Walker
This document discusses scenarios-based learning (SBL) and its implementation in an online technical writing course. SBL aims to actively engage students through problem-based scenarios that mirror real-world experiences. The technical writing course used SBL by establishing students as employees in a fictional business where they collaborated on projects. While this engaged some students, others struggled with the online format and independent nature of the work. The document also outlines scenarios for designing an online course using SBL, including creating course structure, experiential learning activities, and authentic assessments. Faculty participating in this seminar designed online course modules, with most choosing to further develop their courses online.
Best summaries 1
The document discusses the seven components of an online course topic: title, topic, objective, introduction, overview, activity, and assessments. It also includes a sample course schedule laying out the weekly assignments, discussions, projects, tests and their due dates and point values over a 16 week period. The schedule aims to help learners stay on track and avoid getting lost within the online course.
Hello slide AOL
This document outlines questions for participants in an authentic learning cohort and project about their expectations, experience, questions, and anticipated obstacles. Participants are asked what they hope to gain, what relevant education or experience they have, what questions they have about authentic learning and developing activities, and what challenges may arise in creating authentic learning activities.
Zip Codes with Leading Zeroes in Excel
This document discusses how Excel removes leading zeros from zip codes by default and provides steps to format cells as zip codes to retain the leading zeros. It explains that a leading zero is a zero at the beginning of a number, but not after a decimal point, and gives examples of zip codes with leading zeros. It then demonstrates formatting a cell containing the zip code 02181 as a zip code to keep the initial zero.
école en transitions
Support pour la session "école en transitions" du Forum des usages coopératifs Brest 2016 du 6 au 8 juillet:
intro cours master humanités et médiation numériques en mode classe renversée
Introduction à un cours renversé, ou l'étudiant va devenir professeur.
Selon l'approche décrite icic : www.17marsconseil.fr/jai-renverse-la-classe-inversee/
Work-Life Balance
Two-Earner Families on the Rise documents the increasing prevalence of two-earner families in the United States. Data from 2011 and 2012 shows that over 58% of married-couple families have both parents employed. This represents a dramatic shift from 40 years ago, when far fewer women worked outside the home. The time pressures of dual-earner families are associated with parents spending less time with their children and spouses compared to 1960 levels. The concept of "spillover" is introduced, where stress, conflict, and pressures from work can negatively impact parenting and family life, while positive experiences at home may improve work life. However, research also indicates that challenging, varied work can correlate with warmer, more responsive parenting
What is motivation
This document discusses motivation and different types of motivation. It defines self motivation as coming from internal factors like interests and curiosity, where the activity itself is rewarding. Other motivation comes from external forces like social pressure or punishment. Examples of self motivation include personal growth and fulfillment of values and beliefs. Social pressure and punishment are examples of other motivation. The document provides an assignment to watch a video and answer questions about what motivates students and whether it is self or other motivation. It then lists the main things that motivate mankind as money, punishment, and love of work.
Task debrief
This document asks three questions to reflect on a past event or experience: What went well? What didn’t go well? What new knowledge or skills need to be developed?
Workshop debrief
The workshop aimed to teach new procedures and skills, but anticipated obstacles in implementing them and support needed for effective application, with follow up activities suggested to reinforce learning.
Criteria and rubrics
Rubrics are tools that outline the criteria and levels of performance for evaluating and scoring students' work. A rubric contains the essential criteria for a task and levels of performance, such as poor, good, and excellent. Developing rubrics helps make expectations clear to students, allows for more consistent grading, and provides feedback to help students improve.
Chapter 1
This document provides an overview of health care agencies, including their purposes, types, organization, nursing teams, nursing care patterns, methods of payment, and standards. The main purposes of health care agencies are health promotion, disease prevention, detection and treatment of disease, and rehabilitation. Agencies are organized with a governing body, administrator, department heads, and interdisciplinary teams. Nursing teams are led by directors of nursing and include registered nurses, licensed practical/vocational nurses, and nursing assistants. Agencies must meet standards for licensure, certification, accreditation, and regulatory surveys.
Absorb activties
The document discusses different types of activities that can be used for e-learning, including presentations, storytelling, readings, field trips, and guided tours. Each activity is described in terms of when it should be used, such as presentations to demonstrate procedures or storytelling to humanize a subject. Examples and variations of each activity type are also provided.
Sharing Small Wins: A Fictional Case Study
This document describes a case study of a fictional university assessing student expectations and satisfaction with career services. As a small win, the university developed and administered a survey to students to identify gaps between desired and actual career services. Analysis found that resume/cover letter writing and online career resources needed most improvement. By publicizing the survey results, the university aims to better align services with student needs and fulfill its mission of student success. This small win assessment of career services will inform next steps under the university's three-part strategy to improve student outcomes.
Techlogic presentation walker
The document discusses guidelines and an evaluation process for online courses at a community college. It outlines 3 keys to success: 1) A Distance Education Committee that creates and revises guidelines and evaluations, 2) Distance Education faculty and lecturers who undergo peer evaluations and are eligible for an innovative teaching award, and 3) Distance Education students who provide feedback through course evaluations and a satisfaction survey. The guidelines cover assessment, interaction and collaboration, course design, and learner support. Evaluations and surveys assess how well courses meet these guidelines to ensure high quality online learning.
Connect activities
This document discusses different types of reflection activities and job aids that can be used for learning. It describes checklists that record steps or components, reference summaries that recap crucial information concisely, and glossaries that define terms. Calculators are also mentioned as performing calculations to eliminate memorization of formulas. Electronic job aids like glossaries, calculators, and e-consultants that dispense advice are highlighted.
Innovation pédagogique panorama
Première version pour « Journée sur l’évolution des pratiques pédagogiques » du collège Formation du RFI Atlanstic 2020 6/10/2016
http://atlanstic2020.fr/actualites/decouvrir-de-nouvelles-pratiques-pedagogiques/
mis à jour avec les termes issus de la salle pour qualifier l'innovation pédagogique
Services intelligents pour le web social et l'internet des objets intro 2017
cours d'introduction FIP CO321A
Ma première séance à IMT Atlantique :-)
Authentic assessment steps 1 4
Here are some tips for writing good descriptors:
1. Descriptors describe what is expected of students at each level of performance for each criterion.
2. Descriptors help students and teachers by:
a) Telling students more precisely what performance looks like at each level and how their work may be distinguished from others.
b) Helping teachers more precisely and consistently distinguish between student work.
3. Practice writing descriptors and refine them over time as you gain experience using the rubric. Don't expect descriptors to be perfect on the first try.
The goal is for descriptors to clearly communicate expectations so students know what is required to meet the criterion at different performance levels, and for teachers to be able to reliably assess
Postcard to a friend
The document describes a scenario where a friend emailed asking for advice on getting the most out of an upcoming training session. It prompts the reader to imagine responding via a postcard with 1-2 highlights from the past week and 2 pieces of advice for the friend. Then it asks teams to share their postcards and write a joint note in a Google Doc to the imaginary friend, before reviewing other teams' notes.
Authentic tasks
An authentic task is an assignment given to students to assess their ability to apply knowledge and skills to real-world problems. Authentic tasks are used both for assessing students and integrating assessment into the learning process. They require students to construct new understanding rather than simply recall information.
Authentic assessment
Authentic assessment encourages integrating teaching, learning, and evaluation. It involves an authentic task for students to perform and a rubric to score their performance. Developing authentic assessment involves four steps: 1) identifying learning outcomes, 2) selecting an authentic task, 3) identifying criteria for successful task completion, and 4) creating a rubric to measure student performance against the criteria.
More Related Content
Viewers also liked
Hello slide AOL
This document outlines questions for participants in an authentic learning cohort and project about their expectations, experience, questions, and anticipated obstacles. Participants are asked what they hope to gain, what relevant education or experience they have, what questions they have about authentic learning and developing activities, and what challenges may arise in creating authentic learning activities.
Zip Codes with Leading Zeroes in Excel
This document discusses how Excel removes leading zeros from zip codes by default and provides steps to format cells as zip codes to retain the leading zeros. It explains that a leading zero is a zero at the beginning of a number, but not after a decimal point, and gives examples of zip codes with leading zeros. It then demonstrates formatting a cell containing the zip code 02181 as a zip code to keep the initial zero.
école en transitions
Support pour la session "école en transitions" du Forum des usages coopératifs Brest 2016 du 6 au 8 juillet:
intro cours master humanités et médiation numériques en mode classe renversée
Introduction à un cours renversé, ou l'étudiant va devenir professeur.
Selon l'approche décrite icic : www.17marsconseil.fr/jai-renverse-la-classe-inversee/
Work-Life Balance
Two-Earner Families on the Rise documents the increasing prevalence of two-earner families in the United States. Data from 2011 and 2012 shows that over 58% of married-couple families have both parents employed. This represents a dramatic shift from 40 years ago, when far fewer women worked outside the home. The time pressures of dual-earner families are associated with parents spending less time with their children and spouses compared to 1960 levels. The concept of "spillover" is introduced, where stress, conflict, and pressures from work can negatively impact parenting and family life, while positive experiences at home may improve work life. However, research also indicates that challenging, varied work can correlate with warmer, more responsive parenting
What is motivation
This document discusses motivation and different types of motivation. It defines self motivation as coming from internal factors like interests and curiosity, where the activity itself is rewarding. Other motivation comes from external forces like social pressure or punishment. Examples of self motivation include personal growth and fulfillment of values and beliefs. Social pressure and punishment are examples of other motivation. The document provides an assignment to watch a video and answer questions about what motivates students and whether it is self or other motivation. It then lists the main things that motivate mankind as money, punishment, and love of work.
Task debrief
This document asks three questions to reflect on a past event or experience: What went well? What didn’t go well? What new knowledge or skills need to be developed?
Workshop debrief
The workshop aimed to teach new procedures and skills, but anticipated obstacles in implementing them and support needed for effective application, with follow up activities suggested to reinforce learning.
Criteria and rubrics
Rubrics are tools that outline the criteria and levels of performance for evaluating and scoring students' work. A rubric contains the essential criteria for a task and levels of performance, such as poor, good, and excellent. Developing rubrics helps make expectations clear to students, allows for more consistent grading, and provides feedback to help students improve.
Chapter 1
This document provides an overview of health care agencies, including their purposes, types, organization, nursing teams, nursing care patterns, methods of payment, and standards. The main purposes of health care agencies are health promotion, disease prevention, detection and treatment of disease, and rehabilitation. Agencies are organized with a governing body, administrator, department heads, and interdisciplinary teams. Nursing teams are led by directors of nursing and include registered nurses, licensed practical/vocational nurses, and nursing assistants. Agencies must meet standards for licensure, certification, accreditation, and regulatory surveys.
Absorb activties
The document discusses different types of activities that can be used for e-learning, including presentations, storytelling, readings, field trips, and guided tours. Each activity is described in terms of when it should be used, such as presentations to demonstrate procedures or storytelling to humanize a subject. Examples and variations of each activity type are also provided.
Sharing Small Wins: A Fictional Case Study
This document describes a case study of a fictional university assessing student expectations and satisfaction with career services. As a small win, the university developed and administered a survey to students to identify gaps between desired and actual career services. Analysis found that resume/cover letter writing and online career resources needed most improvement. By publicizing the survey results, the university aims to better align services with student needs and fulfill its mission of student success. This small win assessment of career services will inform next steps under the university's three-part strategy to improve student outcomes.
Techlogic presentation walker
The document discusses guidelines and an evaluation process for online courses at a community college. It outlines 3 keys to success: 1) A Distance Education Committee that creates and revises guidelines and evaluations, 2) Distance Education faculty and lecturers who undergo peer evaluations and are eligible for an innovative teaching award, and 3) Distance Education students who provide feedback through course evaluations and a satisfaction survey. The guidelines cover assessment, interaction and collaboration, course design, and learner support. Evaluations and surveys assess how well courses meet these guidelines to ensure high quality online learning.
Connect activities
This document discusses different types of reflection activities and job aids that can be used for learning. It describes checklists that record steps or components, reference summaries that recap crucial information concisely, and glossaries that define terms. Calculators are also mentioned as performing calculations to eliminate memorization of formulas. Electronic job aids like glossaries, calculators, and e-consultants that dispense advice are highlighted.
Innovation pédagogique panorama
Première version pour « Journée sur l’évolution des pratiques pédagogiques » du collège Formation du RFI Atlanstic 2020 6/10/2016
http://atlanstic2020.fr/actualites/decouvrir-de-nouvelles-pratiques-pedagogiques/
mis à jour avec les termes issus de la salle pour qualifier l'innovation pédagogique
Services intelligents pour le web social et l'internet des objets intro 2017
cours d'introduction FIP CO321A
Ma première séance à IMT Atlantique :-)
Viewers also liked (18)
intro cours master humanités et médiation numériques en mode classe renversée
intro cours master humanités et médiation numériques en mode classe renversée
Services intelligents pour le web social et l'internet des objets intro 2017
Services intelligents pour le web social et l'internet des objets intro 2017
More from EMC-DE
Authentic assessment steps 1 4
Here are some tips for writing good descriptors:
1. Descriptors describe what is expected of students at each level of performance for each criterion.
2. Descriptors help students and teachers by:
a) Telling students more precisely what performance looks like at each level and how their work may be distinguished from others.
b) Helping teachers more precisely and consistently distinguish between student work.
3. Practice writing descriptors and refine them over time as you gain experience using the rubric. Don't expect descriptors to be perfect on the first try.
The goal is for descriptors to clearly communicate expectations so students know what is required to meet the criterion at different performance levels, and for teachers to be able to reliably assess
Postcard to a friend
The document describes a scenario where a friend emailed asking for advice on getting the most out of an upcoming training session. It prompts the reader to imagine responding via a postcard with 1-2 highlights from the past week and 2 pieces of advice for the friend. Then it asks teams to share their postcards and write a joint note in a Google Doc to the imaginary friend, before reviewing other teams' notes.
Authentic tasks
An authentic task is an assignment given to students to assess their ability to apply knowledge and skills to real-world problems. Authentic tasks are used both for assessing students and integrating assessment into the learning process. They require students to construct new understanding rather than simply recall information.
Authentic assessment
Authentic assessment encourages integrating teaching, learning, and evaluation. It involves an authentic task for students to perform and a rubric to score their performance. Developing authentic assessment involves four steps: 1) identifying learning outcomes, 2) selecting an authentic task, 3) identifying criteria for successful task completion, and 4) creating a rubric to measure student performance against the criteria.
Do activties
The document recommends that learners spend at least 50% of their time, and ideally 90%, engaged in "do" activities like student-content, student-student, and student-instructor interactions. It notes that developing games and simulations can be difficult, time-consuming, and expensive, and suggests using existing games or a design team for assistance. Finally, it prompts the reader to brainstorm practice, discovery, and game/simulation activity examples for their online course aligned with objectives.
Learning activities
The document discusses different types of learning activities including absorb, do, and connect activities. Absorb activities involve acquiring knowledge passively, such as through readings, presentations, or field trips. Do activities require active participation, such as practice activities, games, simulations, and discovery activities. Connect activities help students relate what they learn to real life experiences through activities like asynchronous discussions, original work, research, and job aids. The ideal learning approach incorporates all three types of activities.
Primary objectives
This document provides guidance on writing primary learning objectives for teaching. It explains that objectives should be written in three parts: 1) Teach - what will be taught, such as to do, create, or decide; 2) To - the target learner, which are always the students; 3) Who - the prerequisites or starting knowledge and skills of the learner. It provides examples of objectives and emphasizes that the objective should be rewritten for the specific course and students. Objectives should clearly articulate what students will learn to do, create, or decide.