Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
This workshop brings together past recipients of Sloan-C’s Excellence in Online Teaching and Effective Practice awards to offer tips on online teaching and present specific techniques and strategies for organizing and facilitating online courses that have worked for them.
This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
This workshop brings together past recipients of Sloan-C’s Excellence in Online Teaching and Effective Practice awards to offer tips on online teaching and present specific techniques and strategies for organizing and facilitating online courses that have worked for them.
This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
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!
Open SUNY NDLW: Exploring Emerging Technologies for Lifelong Learning and Suc...Erin Maney
The State University of New York is currently transitioning a successful online faculty development project with a 5-year history into a MOOC that addresses the needs of ALL learners, including students, faculty, and professionals alike. This innovative professional development model enhances participant’s 21st-century skills, including communication, collaboration, critical thinking, and creativity. Established and emerging technology tools are necessary for lifelong learning and are a huge part of our lives for career and personal advancement in today’s digital age. Through the “Exploring Emerging Technologies for Lifelong Learning and Success” (#EmTechMOOC) learners gain a deep understanding of the value and implications of using established and emerging technology tools. An underlying principle of the MOOC promotes a growth mindset, a necessity to keep pace with technology change. This session provides an overview of the project’s history and a look into how the future iteration of the project will take shape.
Open SUNY NDLW: Using open source virtual-reality environments for community...Erin Maney
Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses.
Carol Beckley, faculty at Buffalo State College, takes participants through an interactive experience with project grading rubrics. Participants will be guided in an activity followed by a group discussion. This webinar is for those who use rubrics, those who don't, and those who have never heard of a rubric.
NDLW2016: COTE Showcase: Preparing Future Nursing Educators to Teach with Tec...Erin Maney
Tools and strategies for preparing future nursing educators to teach with and use technology in their practice.
*Posted with permission from presenter at SUNY Delhi as part of the Open SUNY COTE National Distance Learning Week Showcase
NDLW2016: COTE Showcase: Supporting Academic Honesty and Integrity in the Onl...Erin Maney
Supporting academic honesty and integrity in the online classroom from a course design and class culture perspective.
*Posted with permission from presenters at Stony Brook University as part of the Open SUNY COTE National Distance Learning Week Showcase
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Transitioning from Seated to Online Erin Maney, Instructional Designer Monroe Community College July 27, 2011
2. Agenda Why? Online Pedagogy How? Architecture and Design “Borrowing” the Wheel Q & A
3. ICE BREAKER REDWhat is your favorite candy? BLUE What have you tried and were simply not good at? WHITE What is the most common compliment people give you? YELLOW Where is the worst place you’ve ever been stuck waiting? GREEN Fill in the blank: When I dance, I look like __________. ORANGE What television channel do you watch most frequently?
4. So what does that have to do with building an online course? EVERYTHING! It’s about Community & Engagement
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6. High quality dialogue can be maintained because it is not restricted by a traditional classroom or time models
7. There is great access to a larger variety of quality resources
8. There is a level playing field for all learners, regardless of visual or physical handicap, location or learning scheduleWhat is different about learning online?
9. Benefits of Online Teaching & Learning Student Benefits Online learning is convenient: Students can access course material at any time from any place, and on a variety of devices. Online education is accessible to everyone, including students with disabilities who may have difficulty getting to class, or those with personal commitments. Online learning teaches students how to use cutting-edge technology. Online teaching tools can tailor course material to students with different learning styles. Instructor Benefits Online teaching encourages class discussion. Discussion can take place both synchronously and asynchronously, and is easy to quantify. Online tests can be easier to administer, secure, and grade than paper tests. Online teaching allows for a flexible schedule, and courses are accessible anywhere, at any time.
12. What can be done to promote interaction and presence online? There are four main components to consider when promoting interaction and presence as you transition your traditional face-to-face course to an online version:
13. Introductions What creative ways would you introduce yourself to your students? How might you have your students “meet”? Traditional Classroom Online Environment Students have a physical building in which to meet and see one another face-to-face. Students and instructor(s) take turns introducing themselves in the first class meeting. Create a discussion forum for students for introductions that students can access before the class officially starts. Provide an ice breaker question or activity with your response and include your photo. Ask students to do the same.
14. Organization Describe your level of comfort in using a course management system to organize your course. Traditional Classroom Online Environment Syllabus Class meeting schedule with due dates Office hours Required text(s) and readings Electronic version of syllabus, including schedule Hyperlinks to day/week’s announcements Links in multiple locations to Discussion Boards and Assignments (or separate tabs) Links to online readings “Virtual” office hours
15. Instruction How do you think your time commitment to teaching might change in facilitating an online class? Traditional Classroom Online Environment Assigned readings Instructor lectures Class discussions Break into small groups Assign homework Use of video Guest lectures Role playing Provide links to assigned readings and to websites Assign pairs of students to read opposing views on a topic (set up a debate) Design a virtual field trip that students can take via the Web Instructor designed discussion board questions Student led discussion threads monitored by instructor
16. Feedback What would need to change about your grading process to provide feedback to students in an online environment? Traditional Classroom Online Environment Tests Verbal feedback Meetings with students Written comments on submitted papers Quizzes via course management system Writing assignments Surveys/polls Email/audio comments Announcement pages and discussion board replies
17. ONLINE COURSE DESIGN Careful organization and design helps students achieve learning objectives and also creates a functional and intuitive course. You will need to rethink how you present content and structure it for the online environment.
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19. Do I have time to facilitate weekly discussions?
20. Can I use my course site to post materials that I would otherwise have to copy and distribute?
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22. What activities do you think could be redesigned for the online environment?
25. How will the learner demonstrate what he or she has learned?Tip: Create a visual map, flowchart, or storyboard to guide you in the course design process. This blueprint can help you see the overall organization of your course contents and activities and their relationship to one another. (Microsoft Word org charts, index cards, sticky notes, etc.)
52. Building Community in the Online Classroom Define expectations in course syllabus Know your IT resources Solicit feedback early Hold online office hours Use a webcam Create screencasts (Jing) Have a resources page with suggested reading list, websites, etc. Reward initiative Have a surplus of discussion topics Be patient Encourage individuals Hold online review sessions Seek out other online educators Give anonymous course evaluations Have fun! Source: http://www.guidetoonlineschools.com
53. Creating a Community of Inquiry Social Presence Cognitive Presence Teaching Presence SupportingDiscourse SettingClimate Learning SelectingContent
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55. Colored highlightersProcess: Consider the following . . . How do you approach planning a face-to-face course? What part of planning an online course are you most excited about? Most challenged by? Look over your course syllabus and identify specific elements that you would like to include in your online course. List each element separately on index cards. Examples:a quiz on learning styles, a reading on differentiated instruction, a discussion on the topic of universal design Organize your index cards into patterns that make sense to you. What reading goes with what discussion? What paper goes with what topic? Where does the quiz follow? Next, use the highlighter to mark any assessments or items that will have a date change in the future. This helps keep track of items that will need updating. These cards are the beginning of your planning process and can be used as an outline for your course. As you get further into course development, you can freely move the cards around as your thinking changes.