This document discusses ways to increase student engagement in online learning through the use of an LMS. It recommends using discussion forums, interactive tools like audio/video, and collaborative activities to promote active learning. Specific tips are provided, such as structuring discussion questions to avoid yes/no answers and require reflection. The role of the instructor is also addressed, emphasizing the need to create an interactive environment through consistent feedback and a sense of community. A variety of tools within the LMS like chats, polls and whiteboards can further enhance student motivation and engagement in self-directed online learning.
FLEXspace - Flexible Learning Environment Exchange - Version 2.0 DesignBennett King
FLEXspace 2.0 Presentation from UBTech Conference, June 17. Document outlines the process and principles of the new FLEXspace tool, along with samples from the product prototype. Project was created by Konrad+King team members Chris Wood, Dane Storrusten and Bennett King with guidance from FLEXspace team members Dr. Rebecca V. Frazee (SDSU) and Dr. Lisa Stephens (SUNY Buffalo).
The Flexible Learning Environments eXchange – FLEXspace – is an open-access repository populated with examples of learning spaces to help campuses save time, money, and effort and improve the way they plan, design, document, and promote their projects. It contains high resolution images and related information that describes detailed attributes of these spaces from institutions across the globe.
FLEXspace - Flexible Learning Environment Exchange - Version 2.0 DesignBennett King
FLEXspace 2.0 Presentation from UBTech Conference, June 17. Document outlines the process and principles of the new FLEXspace tool, along with samples from the product prototype. Project was created by Konrad+King team members Chris Wood, Dane Storrusten and Bennett King with guidance from FLEXspace team members Dr. Rebecca V. Frazee (SDSU) and Dr. Lisa Stephens (SUNY Buffalo).
The Flexible Learning Environments eXchange – FLEXspace – is an open-access repository populated with examples of learning spaces to help campuses save time, money, and effort and improve the way they plan, design, document, and promote their projects. It contains high resolution images and related information that describes detailed attributes of these spaces from institutions across the globe.
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...Plamen Miltenoff
How much of the class interaction belongs to Twitter and Facebook and how much to LMS (e.g. D2L)? Where do students’ and instructors’ preferences lie when choosing between LMS and social media and how to be reconciled? What are the advantages of using social media as communication channel to the advantages of using LMS?
Learning Management - A Step-By-Step Guide to Schoology (BYOD) January 2015TAEDTECH Sig
The presentation is a hands-on workshop that introduces the audience to Schoology - a learning management system (LMS) whose popularity among teachers is on the rise. The presenter will start by discussing the benefits of this LMS to both students and instructors. In the main, he will guide the participants through the process of setting up an account, courses, and groups. He will also demonstrate the use of Schoology tools such as online assignments, assessments and discussions. These together with the option of group settings provide opportunities for differentiated learning, student-teacher and student-student interaction, and timely feedback to students.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
This is a presentation with the intension of persuading the audience (school district) about the benefits of using the open source software Moodle to enhance classroom learning in an online environment.
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...Plamen Miltenoff
How much of the class interaction belongs to Twitter and Facebook and how much to LMS (e.g. D2L)? Where do students’ and instructors’ preferences lie when choosing between LMS and social media and how to be reconciled? What are the advantages of using social media as communication channel to the advantages of using LMS?
Learning Management - A Step-By-Step Guide to Schoology (BYOD) January 2015TAEDTECH Sig
The presentation is a hands-on workshop that introduces the audience to Schoology - a learning management system (LMS) whose popularity among teachers is on the rise. The presenter will start by discussing the benefits of this LMS to both students and instructors. In the main, he will guide the participants through the process of setting up an account, courses, and groups. He will also demonstrate the use of Schoology tools such as online assignments, assessments and discussions. These together with the option of group settings provide opportunities for differentiated learning, student-teacher and student-student interaction, and timely feedback to students.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
This is a presentation with the intension of persuading the audience (school district) about the benefits of using the open source software Moodle to enhance classroom learning in an online environment.
Web 2.0 Technologies: Tools for Teaching EnglishAimee Maron
This presentation provides an introduction to Web 2.0 technologies and examples of how these tools can support Teaching English as a Foreign Language, with specific examples.
A workshop presented at the Sandhurst Diocese Education Conference
This workshop will focus on the “New” read-write web and look at the many opportunities to use these web tools in your classroom.
The support bog can be found at http://sandhurst.edublogs.org
Η Διερευνητική Μέθοδος στη διδασκαλία των μαθημάτων των φυσικών επιστημώνNikos Papastamatiou
The Pathway to Inquiry-Based Science Teaching. Περισσότερα εδώ, http://www.pi-schools.gr/programs/pathway/, εδώ, http://www.slideshare.net/npapastam/pathway-22296804 κι εδώ, http://www.slideshare.net/npapastam/ss-23452080
I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press. I believe that we cannot even begin to imagine the changes that are going to take place as the two-way nature of the Internet begins to flower, and that even those of us who have spent time imagining this future will be astounded by what happens. I’m going to identify ten trends in this regard that I think have particular importance for education and learning, and then discuss seven steps I think educators can take to make a difference during this time.
The 5 core competencies of an effective instructor (todd cherches nyu)douglaslyon
Todd Cherches is the CEO and cofounder of BigBlueGumball, a NYC-based consulting firm specializing in leadership development, public speaking, and executive coaching. He is also a three-time award-winning Adjunct Professor of leadership in the Human Capital Management master's program at NYU, and a Lecturer on leadership at Columbia University. Todd is also a TEDx speaker (“The Power of Visual Thinking”), and the author of
"VisuaLeadership: Leveraging the Power of Visual Thinking in Leadership and in Life" (Post Hill Press/Simon & Schuster, 2020).
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Using the LMS to increase student engagement in self-directed learningKristin Bird, PrincipalSevenstar AcademyJackie Mangieri, Teacher/Peer CoachUniversity of Phoenix/MVPS
10. Create active learners http://www.njc.edu/titleiii/faculty.html
11. What is Student Engagement? An engaged student is one who is intrinsicallymotivated to learn—that is, motivated from a desire for competence and understanding, or simply from a love of learning, rather than a desire for a good grade, a teacher's approval, or acceptance into a good college. http://www.ascd.org/publications/newsletters/infobrief/feb02/num28/Motivating_Students_to_Learn.aspx
12. What Increases Student Engagement? According to education researchers, children have certain basic needs and are most likely to become engaged in the learning process when the learning environment is compatible with those needs. Can online learning do that? If so, how? (Newmann, Wehlage, & Lamborn, 1992; McCombs, n.d.)
13. Student Engagement “I felt most engaged when I was doing a experiment. The activity was making Rain in the kitchen with steam and a mirror in my science class. I think this activity really helped my understanding of the rain cycle. It also was putting fun into the subject. It brought out the detail in the way rain works and helped me learn it better.” 7th grader
14. Student Engagement “I think I learned better as a result of being engaged in the active learning, opposed to lecture. Being in a lecture, you only get what the teacher gives you. In online classes, you can go explore outside of the course, and learn more than you ever would if you were sitting through a lecture.” 10th grader
15. Student Engagement “When I'm engaged in active learning I learn the material better because I am more challenged to apply them. This encourages me to learn the concepts more in depth. I feel I am taking more ownership over my education. When I listen to a lecture I may forget some of what the teacher says. I remember the concepts better by reading the content.” 12th grader
17. Active learning increases effectiveness of teaching/learning INPUT- from multiple sources through multiple senses (hearing, seeing, feeling, etc.) PROCESS- interacting with other people and materials, accessing related schemata in the brain, stimulating multiple areas of the brain to act. OUTPUT- requiring students to produce a response or a solution or some evidence of the interactive Learning that is taking place.
18. The type of “active learning” we hope our students are not involved in… http://technologyactivelearning.pbworks.com/
19. The role of the Instructor To create a dynamic and academically effective learning environment Palloff and Pratt (2001) state “the key to success in our online classes rests not with the content that is being presented but with the method by which the course is being delivered” (p. 152).
24. Steps to Adding Interaction Decide on goal/purpose Decide how you will meet that goal What methods will you use? What tools will be required? Add the interaction into the courses only if it is more benefit than “harm”
25.
26. Where do we start? Start in your learning environment Think: What tools do I have in the LMS that will help me increase interaction with my students and create a better learning experience for them?
27. Interaction Tools in the LMS Question: What is the #1 tool in every LMS that is used for interaction? Answer: Discussion Forums
28. Discussions You must decide: Why you want them to use online discussions (explore new ideas, review concepts, compare experiences …) What you want them to base their discussion on (readings, in-class discussion, personal opinion …) How you expect them to use it (when, how often, types of postings: original vs. response …)
29. Tips for Discussions Require students to participate Grade their effort Involve learning teams Build a structure into the discussions Pose questions/scenarios that require students to use their own experience Make questions relate to research they have done ahead of time Relate the discussion to course objectives
30. Discussion Questions that involve Interaction Ones that avoid asking yes/no questions DB’s that aren’t based on purely factual answers DB’s that ask for reflection, interpretation, problem-solving, analysis Questions that solicit personal experience and/or opinion Ones that require engagement with other class members (require students to “talk” to each other and respond to each other) Questions that require connections to be made between previous and present course material
31. Take discussions to the next level… Insert audio, video, and collaboration tools in the LMS to increase student engagement
39. What other LMS tools can be used to increase Motivation? Live Chats Live Office Hours Whiteboard Sessions Polls and icebreakers Specific feedback from instructor Class Lounge where they can interact with each other socially OTHERS?
Editor's Notes
Scott
My point here is more about finding the MEANING in all the tools available and knowing how they help you make connections through your course content. I’d like to share an example of Southwest Airlines finding their core message of “THE low-fare airline.” That simple message steers the actions of everything that company does at every level. If a VP of marketing comes to the CEO and says, “Our research shows that people on our Dallas to Las Vegas flight would like a small chicken salad on their flight.” The CEO responds, “Will this chicken salad help us to become THE low-fare airline? And if not, then we’re not serving any chicken salad!”