You Had Me at Hello.
How your learning Outcomes, Syllabus and Outline Effect Students.
Learn how to create student learning outcomes, a course syllabus and outline that attract students and improve their perceptions of your online course. Engage students and improve performance in your online courses
These are the slides from the OSU Innovate Conference session, "Canvas Adoption Panel" where my colleagues and I spoke about our use of the Canvas LMS during the OSU pilot evaluation phase. My portion begins on Slide 26.
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.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
These are the slides from the OSU Innovate Conference session, "Canvas Adoption Panel" where my colleagues and I spoke about our use of the Canvas LMS during the OSU pilot evaluation phase. My portion begins on Slide 26.
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.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
Getting started with your course re/designTanya Joosten
A workshop presented at St. Norbert College in De Pere, WI. Participants were re/designing tech-enhanced, blended, hybrid, flipped, and online courses.
See more at http://snc2015.wikispaces.com.
#t3atsnc
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
Developing a Blended Course: Why Quality MattersParisa Mehran
This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.
A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.
Global Travel & Tourism Partnership and NAF: Passport to World Curriculum (fo...NAFCareerAcads
Learn about the Global Travel & Tourism Partnership, NAF’s global counterpart, and the activities academies may join. This session will address how the curriculum and portfolio assessment are used to determine student learning, and how successful completion leads to an industry-validated certificate for students.
Presenters:
Attila Horváth,
Global Travel & Tourism Partnership
Nancy Needham,
Global Travel & Tourism Partnership
Andrew Rothstein,
National Academy Foundation
Using YouTube videos of anthropology of tourism pioneer Valene Smith to balan...momlinda
In light of the Venn diagram of sustainability, a meta-analysis of four popular undergraduate tourism textbooks revealed a content imbalance tipped in favor of economics, the business of tourism. In order to infuse the curriculum with more socio-cultural content, and due to their immediate accessibility, recently posted YouTube videos highlighting the four-decade long work of Valene Smith were added to the content of two undergraduate classes. The use of social media to address the imbalance was a well-received method and could be easily adopted.
Getting started with your course re/designTanya Joosten
A workshop presented at St. Norbert College in De Pere, WI. Participants were re/designing tech-enhanced, blended, hybrid, flipped, and online courses.
See more at http://snc2015.wikispaces.com.
#t3atsnc
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
Developing a Blended Course: Why Quality MattersParisa Mehran
This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.
A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.
Global Travel & Tourism Partnership and NAF: Passport to World Curriculum (fo...NAFCareerAcads
Learn about the Global Travel & Tourism Partnership, NAF’s global counterpart, and the activities academies may join. This session will address how the curriculum and portfolio assessment are used to determine student learning, and how successful completion leads to an industry-validated certificate for students.
Presenters:
Attila Horváth,
Global Travel & Tourism Partnership
Nancy Needham,
Global Travel & Tourism Partnership
Andrew Rothstein,
National Academy Foundation
Using YouTube videos of anthropology of tourism pioneer Valene Smith to balan...momlinda
In light of the Venn diagram of sustainability, a meta-analysis of four popular undergraduate tourism textbooks revealed a content imbalance tipped in favor of economics, the business of tourism. In order to infuse the curriculum with more socio-cultural content, and due to their immediate accessibility, recently posted YouTube videos highlighting the four-decade long work of Valene Smith were added to the content of two undergraduate classes. The use of social media to address the imbalance was a well-received method and could be easily adopted.
English Communicative Syllabus for Pre-service Flight AttendantsMillano Andretti
This thesis presents a study on pre-service flight attendants' needs of English. The results of the study are a set of communicative syllabus with lesson plans for pre-service flight attendant training.
Tourism is one of the world’s fastest growing industries. Graduates of Travel & Tourism work in their own country and the world. They are employed at travel agencies, airlines, cruise lines, & as ground operators, tour wholesalers. They make air reservations, book tours, calculate fares, issue airline tickets, give professional advice to travelers about sightseeing, sports, eatables & drinks, recommend best buys in the area, provide knowledgeable about health, customs & immigration requirements of a country, foreign exchange & identify languages & social norms. Tourism is an industry that will enable students to learn about and interact with people from a wide variety of cultures and lifestyles throughout the globe. A great advantage to this industry is that it uses the same standards all over the world. Abundant job opportunities exist in public sector and private sector enterprises. English is language of tourism & openness to outside world. Ability to speak & write English effectively has become an essential skill in travel and tourism.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
by Dr. Karen Swan
Dr. Swan will discuss tools and techniques of assessing the impact of technology on learning, beginning with asking the right questions. Good questions, she argues, specify not just outcomes, but also inputs and, most importantly, learning processes. Each of these will be discussed in terms of categories and measures for guiding assessment.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
How your learning Outcomes, Syllabus and Outline Effect Students.
1. You had me at hello.
How to construct learning outcomes, syllabus
and course outline for an online course.
Kimberly K. Klotz
University of Central Arkansas
2012
2. The first impression students have of your course comes
before the first assignment, the first synchronous session,
or first discussion posting.
It comes from your learning outcomes, course syllabus
and outline.
This is your opportunity to speak to the students and to
introduce them to the course and instructor.
Your learning outcomes, syllabus and course outline
must speak for you.
So, how do we make sure we have them at hello?
You had me at hello.
What does that mean anyway?
3. Learners will construct learning outcomes.
Learners will recognize the areas of an online
syllabus.
Learners will recognize the steps to structure an
online course from a course outline.
Learners will compare the learning outcomes of the
course to the learning outcomes of lessons and
sections.
How do we have them at hello?
Presentation Objectives
6. Learning Outcomes
How do we create learning outcomes?
1. Understand the levels of Blooms Taxonomy.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
7. Learning Outcomes
How do we create learning outcomes?
2. Use action verbs.
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
8. Learning Outcomes
How do we create learning outcomes?
3. Use the formula:
Vai, Sosulski, Essentials of Online
Course Design, pages 182-189
BEHAVIOR + CONDITION + MEASURABLE CRITERIA =
LEARNING OUTCOME
Be clear and concise when writing outcomes.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
10. Let's practice creating learning outcomes.
Go to:
http://wallwisher.com/wall/itec_ch9
Then post 3 learning outcomes.
(These can be on any topic you choose.)
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based
guide. New York, NY: Routledge.
Let's Practice Learning Outcomes.
11. Syllabi for online courses contain many elements of
traditional courses:
Course Title
Course Name
Course Description
Course Objectives
Evaluation Plan
Grading
Required Readings
Recommended Readings
Course Outline
Say Hello.
Creating a syllabus for an online course.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
12. Say Hello.
Creating a syllabus for an online course.
Elements specific to an online course syllabus:
Communication strategy
Description of course time frame & format
Guidelines for class participation
Technical requirements & support
Detailed course outline (with start & end dates)
For example, see:
http://www.marjorievai.com/B-Chapter_9.html
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
13. Say Hello.
Creating a syllabus for an online course.
Communication Strategy
Should contain:
Email
Phone
Chat
Time frame for returning communication
ie. office hours, time returning emails, etc.
It is important to have a clear communication strategy.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
14. Say Hello.
Creating a syllabus for an online course.
Description of course time frame & format
Should contain:
Format
Synchronous/Asynchronous/Hybrid
Time-Frame
Due Dates
Remember to include the Time Zone
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
15. Say Hello.
Creating a syllabus for an online course.
Guidelines for class participation
Should contain:
How students will participate- ie. discussion forums
Frequency of participation
Rubric for evaluation
For an example, see page 149 of the Vai & Sosulski text.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
16. Say Hello.
Creating a syllabus for an online course.
Technical requirements & support
Should contain:
How to access the course
Contact information for technical support
Course overview tutorials
How to access any other technologies needed for course
participation.
For an example, see page 150 of the Vai & Sosulski text.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
17. Course Outline
The course outline covers:
Class sessions
Due dates
Readings
Assignments
Activities
Any other deliverables for the course
For an example, see page 151 of the Vai & Sosulski text.
https://docs.google.com/document/d/1_PSbRjSBAPCTSO16cwKwrUaf8IqJNh5oi-
vii047yGQ/edit?hl=en#
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
18. Steps to structure your course:
Start by using your learning outcomes. Each unit should
contain a learning outcome.
Plan your assessments of learning outcomes.
Use the assessments to plan out modules to help
students succeed.
Putting it all together.
Creating a course from the course outline.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
19. Lessons and Sections
Units and lessons are really just organizing structures (Vai
& Sosulski, p. 155)
Learning Outcomes of lessons and units should contribute
to the learning outcomes of the course.
Units should have introductions and summaries. Students
should understand what they will be learning in the unit
and the learning outcomes of each lesson. Knowing
exactly what they will be learning will help them prepare.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
20. Let's Recap.
Student Learning Outcomes (SLO) are important to
course creation.
SLOs should be specific and measurable.
A course syllabus and outline is how you will introduce
students to the course. This must speak for the instructor.
A course outline should be specific and contain all dates
for all deliverables and class meetings.
To structure your course, start with the SLO and work
backwards using the course outline. All assessments units
and lessons should contribute to the SLO.
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
22. Resources
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
http://www.calstatela.edu/academic/english/assess.htm
http://www.go2itech.org/HTML/TT06/toolkit/design/outcomes.html
Lizano-DiMare, M. (2009). Best Practices for Online Instructional Communication.
Journal Of Instruction Delivery Systems, 23(3), 17-22.
Learning Outcomes Videos
http://youtu.be/2ihVQs5-Ipk
http://youtu.be/dcQCS9NBE2g
http://youtu.be/Sp5lZdi0OsE
http://youtu.be/Sp5lZdi0OsE
http://youtu.be/WWCaNzgwn9k
23. Resources
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge., pages 147-154
http://www.learningoutcomeassessment.org/TFComponentSLOS.htm
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
http://chronicle.com/blogs/profhacker/planning-a-class-with-backward-design/33625
http://www.marjorievai.com/B-Chapter_9.html
Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based
guide. New York, NY: Routledge