Presentation delivered by Avril Edmond, Learning Technologist, Ayrshire College as part of the SMUG (Scottish Moodle User Group) Meet event on the 7th of June, 2019.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012
This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.
Principal’s Guide to Blended Learning for Elementary MathematicsDreamBox Learning
Blended learning – the powerful combination of real-time and online interaction – is being adopted across the country to improve math teaching and student learning. By implementing an online supplemental math program that utilizes intelligent adaptive learning™ technology, your school or district can easily and effectively provide personalized instruction in the classroom and at home for all students, regardless of level or ability. Jeff Piontek, PhD, Curriculum and Assessment President, Educational Consulting Services, LLC and Tim Hudson, Director of Curriculum Design for DreamBox Learning discuss how to get started with blended learning and the keys to successfully adopting this latest technology to improve achievement of your elementary math students. Topics include the importance and efficacy of blended learning, evaluating curriculum and blended learning model options, and the latest and most effective technology used in elementary-level mathematics.
The document summarizes survey results from the University of Regina regarding online learning. It shows that between 2004-2014 enrollment increased from 547 to 4362 students and courses increased from 22 to 112. The survey found that most students were satisfied with their online courses, though some felt instructors took too long to respond. Flexibility of location and time was the most important factor for students choosing online courses. The majority of students felt that a combination of quizzes and assignments was the best way to assess learning rather than a single final exam.
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...Kaitlin Walsh
This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...Blackboard APAC
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester.
To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content.
The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012
This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.
Principal’s Guide to Blended Learning for Elementary MathematicsDreamBox Learning
Blended learning – the powerful combination of real-time and online interaction – is being adopted across the country to improve math teaching and student learning. By implementing an online supplemental math program that utilizes intelligent adaptive learning™ technology, your school or district can easily and effectively provide personalized instruction in the classroom and at home for all students, regardless of level or ability. Jeff Piontek, PhD, Curriculum and Assessment President, Educational Consulting Services, LLC and Tim Hudson, Director of Curriculum Design for DreamBox Learning discuss how to get started with blended learning and the keys to successfully adopting this latest technology to improve achievement of your elementary math students. Topics include the importance and efficacy of blended learning, evaluating curriculum and blended learning model options, and the latest and most effective technology used in elementary-level mathematics.
The document summarizes survey results from the University of Regina regarding online learning. It shows that between 2004-2014 enrollment increased from 547 to 4362 students and courses increased from 22 to 112. The survey found that most students were satisfied with their online courses, though some felt instructors took too long to respond. Flexibility of location and time was the most important factor for students choosing online courses. The majority of students felt that a combination of quizzes and assignments was the best way to assess learning rather than a single final exam.
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...Kaitlin Walsh
This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...Blackboard APAC
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester.
To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content.
The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.
A Hybrid Model to Teacher Certification - HollarCOHERE2012
This document summarizes a hybrid teacher certification program at Central Washington University. It has three main components: a two-week summer academy, a year-long internship with a mentor teacher, and online coursework. The program aims to fill needs for certified teachers in high-need areas and rural schools in Washington state. It employs an online and hybrid instructional model to provide an efficient, low-cost way for students to earn certification while completing internships in their home communities. However, the program faces drawbacks like a lack of face-to-face interaction and challenges assessing teacher dispositions online. Moving forward, the program aims to improve rigor and balance between its components to better prepare teacher candidates.
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
The Secrets to Student Engagement & Compliance in Online Learning PresentationCirculus Education
Our first Industry Drinks Event of 2016 was held on the 19th of February, and was all about Student Online Engagement and Compliance. We are often asked countless questions around improving the student experience in online learning, so we've decided to answer all your questions! In this presentation, our Managing Director, Caroline Brock, shares the secrets of how to strike a balance between compliance, student outcomes, and business growth in online learning.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
The document summarizes a study comparing student outcomes and experiences in kinesiology courses delivered in blended or fully online formats. Quantitative data found no significant differences in student grades or retention between the two delivery modes. Qualitatively, some students preferred the flexibility of online learning while others felt they learned better with face-to-face interaction and instruction. Instructors found blended courses required more work but provided the benefits of both online and in-person learning. Overall, the study was unable to determine conclusively whether one delivery mode was more effective than the other for all students.
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
This document discusses best practice strategies for teaching online based on research. It provides an overview of research showing that hybrid courses combining online and face-to-face elements tend to have better learning outcomes than purely online or face-to-face courses. The document emphasizes the importance of active and interactive learning over purely expository content delivery. It provides examples of active learning strategies used in online courses, such as small group discussions, guest speakers, polling features, and student presentations. Challenges of online teaching discussed include the learning curve for new technologies, workload issues, and student support.
University of Texas-Arlington (April 2014) - K-12 Online Learning: What Do Be...Michael Barbour
Barbour, M. K. (2014, April). K-12 online learning: What do beginning educators need to know? A New Teacher Webinar for the University of Texas-Arlington.
Investigating blended learning in undergraduate educationCOHERE2012
This document summarizes a study investigating the blending of classroom instruction with the Moodle online learning platform in undergraduate education. The study involved courses across three faculties that used various blended learning models including fully online. Surveys of over 2,500 students found that models blending about 30% online time (Blend I) or a roughly 50-50 split between online and in-class time (Blend II) led to higher satisfaction and perceived learning than models with rotation between online and in-class components. Recommendations include emphasizing active learning and student engagement across both online and in-class environments.
Course Design on the Fly, Supporting a New Colloaborative Nursing Program (My...COHERE2012
This document discusses the challenges and responses involved in supporting a new collaborative Bachelor of Nursing program between multiple institutions. Key challenges included differing institutional cultures, systems, schedules, and unanticipated issues with videoconferencing across locations. Responses involved listening to different perspectives, identifying inter-departmental solutions, collaborative meetings, and staffing adjustments. The short startup timeline and need to integrate non-nursing courses also presented difficulties requiring instructional designers to take on fluid roles and accelerate online course development.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
The Penn State World Campus redesigned 30 traditional courses to be fully online and then further redesigned them to be blended courses. Research from the Schreyer Institute found that while most faculty and students adapted positively to blended formats over time, some students still struggled with preparation and expectations. The blended learning design process focuses on determining effective pedagogy, assessments, and accessing learning resources. Resources created through the Blended Learning Initiative are made available to faculty through various repositories.
Strategic e-learning questions:
Pure or blended online education?
Teacher driven or automatized services?
Individual, collaborative or cooperative learning?
Synchronous or asynchronous communication?
Paced or unpaced progression?
Fixed or flexible start-up?
This document outlines activities for an online course exploring open educational practices and resources about Cape honey bees. It includes:
- Four research questions about educator and learner confidence using open educational practices and resources before and after a course.
- A definition of open educational practices as collaborative practices using open educational resources, technologies, and social networks for interaction and knowledge sharing.
- Five hands-on activities for students to learn about Cape honey bee anatomy, food sources, communication, environment, and strategies for population recovery.
- Instructions for using cloud spaces like Google Docs for group work and sharing resources.
- Opportunities for students to discuss the perspective of different stakeholders in using open resources and collaborative online
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Blended learning combines elements of both traditional in-person instruction and online learning. It allows students to learn partially at school and partially online at home. This approach provides benefits from both models by letting students learn at their own pace online, while still allowing for interaction with teachers and peers in a classroom setting. Blended learning can take various forms, including students attending school part-time and learning virtually the rest of the week, or using computer labs at school for some online coursework with support from a facilitator.
Faculty as students: One model for faculty to develop and teach onlineKathy Keairns
Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course.
Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time.
Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
A Hybrid Model to Teacher Certification - HollarCOHERE2012
This document summarizes a hybrid teacher certification program at Central Washington University. It has three main components: a two-week summer academy, a year-long internship with a mentor teacher, and online coursework. The program aims to fill needs for certified teachers in high-need areas and rural schools in Washington state. It employs an online and hybrid instructional model to provide an efficient, low-cost way for students to earn certification while completing internships in their home communities. However, the program faces drawbacks like a lack of face-to-face interaction and challenges assessing teacher dispositions online. Moving forward, the program aims to improve rigor and balance between its components to better prepare teacher candidates.
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber
Visit DTL2014.wikispaces.com for more info
The Secrets to Student Engagement & Compliance in Online Learning PresentationCirculus Education
Our first Industry Drinks Event of 2016 was held on the 19th of February, and was all about Student Online Engagement and Compliance. We are often asked countless questions around improving the student experience in online learning, so we've decided to answer all your questions! In this presentation, our Managing Director, Caroline Brock, shares the secrets of how to strike a balance between compliance, student outcomes, and business growth in online learning.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
The document summarizes a study comparing student outcomes and experiences in kinesiology courses delivered in blended or fully online formats. Quantitative data found no significant differences in student grades or retention between the two delivery modes. Qualitatively, some students preferred the flexibility of online learning while others felt they learned better with face-to-face interaction and instruction. Instructors found blended courses required more work but provided the benefits of both online and in-person learning. Overall, the study was unable to determine conclusively whether one delivery mode was more effective than the other for all students.
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
This document discusses best practice strategies for teaching online based on research. It provides an overview of research showing that hybrid courses combining online and face-to-face elements tend to have better learning outcomes than purely online or face-to-face courses. The document emphasizes the importance of active and interactive learning over purely expository content delivery. It provides examples of active learning strategies used in online courses, such as small group discussions, guest speakers, polling features, and student presentations. Challenges of online teaching discussed include the learning curve for new technologies, workload issues, and student support.
University of Texas-Arlington (April 2014) - K-12 Online Learning: What Do Be...Michael Barbour
Barbour, M. K. (2014, April). K-12 online learning: What do beginning educators need to know? A New Teacher Webinar for the University of Texas-Arlington.
Investigating blended learning in undergraduate educationCOHERE2012
This document summarizes a study investigating the blending of classroom instruction with the Moodle online learning platform in undergraduate education. The study involved courses across three faculties that used various blended learning models including fully online. Surveys of over 2,500 students found that models blending about 30% online time (Blend I) or a roughly 50-50 split between online and in-class time (Blend II) led to higher satisfaction and perceived learning than models with rotation between online and in-class components. Recommendations include emphasizing active learning and student engagement across both online and in-class environments.
Course Design on the Fly, Supporting a New Colloaborative Nursing Program (My...COHERE2012
This document discusses the challenges and responses involved in supporting a new collaborative Bachelor of Nursing program between multiple institutions. Key challenges included differing institutional cultures, systems, schedules, and unanticipated issues with videoconferencing across locations. Responses involved listening to different perspectives, identifying inter-departmental solutions, collaborative meetings, and staffing adjustments. The short startup timeline and need to integrate non-nursing courses also presented difficulties requiring instructional designers to take on fluid roles and accelerate online course development.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
The Penn State World Campus redesigned 30 traditional courses to be fully online and then further redesigned them to be blended courses. Research from the Schreyer Institute found that while most faculty and students adapted positively to blended formats over time, some students still struggled with preparation and expectations. The blended learning design process focuses on determining effective pedagogy, assessments, and accessing learning resources. Resources created through the Blended Learning Initiative are made available to faculty through various repositories.
Strategic e-learning questions:
Pure or blended online education?
Teacher driven or automatized services?
Individual, collaborative or cooperative learning?
Synchronous or asynchronous communication?
Paced or unpaced progression?
Fixed or flexible start-up?
This document outlines activities for an online course exploring open educational practices and resources about Cape honey bees. It includes:
- Four research questions about educator and learner confidence using open educational practices and resources before and after a course.
- A definition of open educational practices as collaborative practices using open educational resources, technologies, and social networks for interaction and knowledge sharing.
- Five hands-on activities for students to learn about Cape honey bee anatomy, food sources, communication, environment, and strategies for population recovery.
- Instructions for using cloud spaces like Google Docs for group work and sharing resources.
- Opportunities for students to discuss the perspective of different stakeholders in using open resources and collaborative online
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Blended learning combines elements of both traditional in-person instruction and online learning. It allows students to learn partially at school and partially online at home. This approach provides benefits from both models by letting students learn at their own pace online, while still allowing for interaction with teachers and peers in a classroom setting. Blended learning can take various forms, including students attending school part-time and learning virtually the rest of the week, or using computer labs at school for some online coursework with support from a facilitator.
Faculty as students: One model for faculty to develop and teach onlineKathy Keairns
Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course.
Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time.
Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
E learning and its impact to educational institutionsEdenjoy Manuel
E-learning has several benefits for educational institutions. It increases access to students by breaking down geographical boundaries, allowing students to access content and faculty they wouldn't otherwise. E-learning also has the potential to significantly impact how higher education is designed and delivered. It provides universities an opportunity to stay competitive with new online education providers. For students, e-learning can provide a superior alternative to lectures by allowing flexible, self-paced learning. It also helps students become independent, lifelong learners.
This document discusses hybrid learning models, which combine online and in-person learning. It defines hybrid learning and outlines some key principles and teaching scenarios. The document notes that trends like disruption are driving a need for more responsive education models. It also summarizes research on schools' responses to COVID-19 and frameworks to help guide the shift to hybrid learning practices. Resources for planning and implementing hybrid learning are provided.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
1- What is distance education?
2- What are the advantages and disadvantages of distance education?
3- How can you evaluate your student in Distance Education?
4- What are the criteria to evaluate in Distance Education?
The document discusses the "Develop Me! Support Me! Retain Me!" approach used at the University of Bradford to support student retention and transition. It provides an overview of the various digital tools and resources used in the approach, including an online social network, surveys, and mobile guides. It also describes the Skills and Personal Reflective Activity (SaPRA) which students complete to reflect on their skills and confidence in areas like academic reading/writing. The approach aims to help students socially and academically integrate into university life from the start through various online and in-person activities and resources.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
Top Ten Things Learned From Ten Years of Online Statistics Teaching (Michelle...statisfactions
Here are the slides for Dr. Michelle Everson's presentation to the Winter 2014 Meeting of the American Statistical Association's Twin Cities Chapter, focused on statistics education. Dr. Everson is Senior Lecturer in the Department of Educational Psychology at the University of Minnesota—Twin Cities.
HE Blended Learning - Charles Darwin UniversityBlackboard APAC
This document discusses blended learning programs implemented at Centralian Senior College and Kormilda College in the Northern Territory of Australia. It aims to support secondary students so they complete Year 12 and transition to university, targeting low socioeconomic, indigenous, and remote/rural students. The programs provide students and teachers access to Charles Darwin University's online learning platform Learnline. Challenges in implementing blended learning included attendance issues, teacher time constraints, technology access, and measuring outcomes. Solutions involved online access to materials, paid teacher training/development time, laptop distributions, and surveys. The programs showed mixed results in addressing challenges and positively impacting student learning.
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Talis Elevate is a digital tool being piloted at the University of Lincoln and Anglia Ruskin University to support pedagogical development and make learning more visible. It was used by over 200 students across various disciplines at Lincoln and over 1000 students at ARU. The tool allows for discussion, annotation of resources, and analytics of student engagement. Initial findings found high levels of student engagement, improved attainment of distance learners, and insights into student preferences that enabled adjustments to teaching delivery. Challenges included some cohorts being less willing to openly discuss, but successes included facilitated student-student collaboration and co-creation of knowledge.
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...Syed Basha
This document discusses online learning, including its meaning, scope, and importance in education. It defines online learning as internet-based courses offered synchronously or asynchronously. The scope of online learning includes online courses, revisions, training, libraries, apps, and games. It is important as it provides increased flexibility of time and location, access to diverse resources, and develops digital literacy skills useful for today's world. Advantages include convenience, enhanced learning, and cost savings, while disadvantages include lack of human interaction and health issues from isolation.
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This document discusses the use of portfolios to support professional development. It begins by outlining how portfolios can be used for initial development through programs like a Postgraduate Certificate in Academic Practice, for continuous development through a flexible CPD program, and for open development by sharing work online. Examples are provided of how portfolios support reflection, feedback conversations, and the collection of evidence around academic CPD. Challenges of portfolios include issues of time and workload, as well as comfort with sharing work openly online. Overall, portfolios are presented as a way to develop reflective skills and habits to support teaching and research growth.
Blessings Inc. is an education technology company that has been operating since 2005. It offers over 100 online courses related to vocational skills, IT, and other topics. The company is managed by education industry professionals with over 100 combined years of experience. Blessings Inc. aims to provide quality education to youth globally using e-learning tools and a blended learning approach combining online courseware with in-person teacher instruction.
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This document discusses strategies for improving student engagement at community colleges. It notes that student engagement is critical for student success, retention and completion. Research shows that colleges that implement high-impact engagement strategies see overall improvements in these areas. The document then outlines various barriers to student engagement like financial stress and lack of interaction. It proposes strategies to minimize these barriers, such as using active learning methods over passive ones. Specific techniques discussed include creating an online learning community, using social media for learning activities, and emphasizing online teamwork and group work. Indicators of engagement include academic challenge, deep learning approaches, and connected learning.
Similar to Using MS Teams as an Alternative to Moodle to Help Engage Entry Level College Students (20)
As we all make the switch to online delivery, it’s important to make the online experience as accessible as possible to all of our students. Here are some tips around how you can make that delivery work for everyone.
Presentation delivered by Laura Hutton, Forth Valley College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=heL6z_CrsP4
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
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To join SMUG, subscribe to the mailing list at: www.jiscmail.ac.uk/smug
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Watch the video at: https://www.youtube.com/watch?v=KFxWIg45_XA
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
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Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
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Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
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Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
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Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
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Using MS Teams as an Alternative to Moodle to Help Engage Entry Level College Students
1. Using Teams as an alternative to Moodle to help
engage entry level college students
Dr. Avril Edmond, Learning Technologist
Avril.Edmond@ayrshire.ac.uk
Steven Fegan, Employability and Engagement Officer
Steven.Fegan@ayrshire.ac.uk
SMUG Scotland Meeting, 7th June 2019
2. Hope, Inspiration and Vision in Education
(HIVE)
• Bespoke learning space within Ayrshire College
• Focuses on preparing young people for life, learning and work
Programmes aim to develop Essential skills, Motivation and Self-confidence in an
innovative and engaging way.
3. HIVE Student Cohort
• Aimed at students with social, emotional or behavioural challenges.
• Already disengaged from education
- lack of positive education / life experiences
• May be a ‘final chance’ for many students
4. Key Indicators for these courses - RARA
Recruitment – students referred from schools, social work and can sign-up
Attendance – to maximise attendance at each class
Retention – to keep students engaging on the course
Attainment – for students to achieve
5. Engaging with these learners
Aim to deliver programmes in an innovative and engaging way.
• Aiming for a blended experience
- Engage students online within and beyond the classroom
- Create a ‘classroom community’
No Formal Assessments!!
- Students compile a portfolio of work
6. A bit of background
- Appeared to be a ‘step too far’
- Did not meet the needs of these students.
Meanwhile on MOODLE…
• Class trialled the use of Moodle
Questions
• Is Moodle just too formal?
• No assessments = no carrot?
7. Trialling MS Teams
• One HIVE class ‘Step into Youth Work’ (SCQF Level 4)
• 11 students / ages 16-19
Aims:
Use teams for communication (staff-student; student-student)
• Use teams to engage learners
- Share other online activities
- Share relevant resources
8. MS Teams
• A chat-based workspace
• Combines chats, meetings, notes and attachments
• Features to encourage more informal chat
• Desktop, online and app available
• Intuitive to use
9. Process (very simple!)
• Staff awareness of Teams (training)
• Introduced to students - online & app
• Students involved in the journey
- Honesty
- Opinions taken on board
- Go with the flow
“Life’s a journey, not a destination…”
STEVE TYLER (Aerosmith)
11. What happened?
Chat:
• Students contact staff directly
- queries about work / attendance
• Students contacting each other
Engagement:
• Within and OUTWITH class!
• Flexibility – accessing ‘on the go’
12. Staff Feedback
Improved:
• Student communication
• Engagement
• Student centred practice
Unintended benefits
• Method of engaging with students who miss a class
• Late students catch up on way in
13. Student feedback (collected on Teams!)
“I like teams because it’s easy to contact anyone in or out with the class to let
people know that I won’t be in that day or I woke late plus the tasks we do gets
sent to us if we’re in class or not so I think its good to get work done at home also it
helps us keep in touch after the course ends”
"Teams is great for sharing files or links to information/websites when researching
in class. Less formal so it doesn't feel as daunting to use"
"Teams is convenient for getting in touch with classmates and lecturers when
needing to pass on messages. For people without laptops/computers at home,
teams is helpful as it is accessible through mobile using the app. The teams setting
is user friendly especially with appearance, making it easier to interact with."
14. Teams encourages:
• Communication
• Collaboration
- Sharing resources
• Staying in touch
• Engagement
Accessibility
- App
- Ease of use
Summary
15. Conclusion
Teams can help achieve three of these four RARA aims
Recruitment
Attendance
Retention
Attainment
16. Where do we go from here?
Future applications / research:
• Increased use
- Embed use at the start of the semester
- Link to use of other Office 365 programmes
- Use of other features e.g. Class Notebook
• Use it in more HIVE programmes
Questions
• Could this be a first step towards using Moodle?
- Is that useful?
• Can this teach us anything about VLE design?
17. ThankYou! Dr. Avril Edmond, Learning Technologist
Avril.Edmond@ayrshire.ac.uk
Steven Fegan, Employability and Engagement Officer
Steven.Fegan@ayrshire.ac.uk
Editor's Notes
Maximum number of 16 per class is the official number.
How many hours a week are students in class? 3 days – 9am – 15:30
Continuous assessment approach - students compile a portfolio of work
How many hours a week are students in class?
Share relevant resources to add to learning experience eg. Websites, YouTube Videos and pdf files. This is between students and EEO lead.
Share relevant resources to add to learning experience eg. Websites, YouTube Videos and pdf files. This is between students and EEO lead.
Feedback would be, Improved learning and teaching, Improved student centred practice.
Currently working on a step to step guide for other EEOs in order to try and get the use throughout
A few questions I am interested in looking at is: