Intro synchronous

•

0 recomendaciones•276 vistas

M Large

Introductory slides for Leading Edge Certification Cohort 1 at RIMS CTAP

Educación Tecnología

Leading Edge Certification RIMS CTAP Cohort 1 8/23/11 7:00 pm

Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object]

What is LEC? ,[object Object],[object Object],[object Object],[object Object]

Need ,[object Object],[object Object],[object Object],[object Object]

Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Program ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Portfolio Assignments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Workload ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Haiku ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Más contenido relacionado

La actualidad más candente

“Out of intense complexities, intense simplicities emerge.”: Assessment and t...

EDEN Digital Learning Europe

A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way. Jisc conference 2012

Projects policy and digital literacy

Jisc

Organisational transformation and curriculum change: turning things

Jisc

OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.

Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...

ePortfolios Australia

Finalchapter

shelldaynight

University of the Highlands & Islands - Effective Practice with e-Portfolios ...

Joan Walker

Embedding Digital Literacy at Leeds Metropolitan University:resourcing the cu...

Academic and Research Libraries Group Yorkshire & Humberside

With the increasing focus on graduate employability within higher education, ePortfolio activities present an opportunity to work with students on reflective practice and digital fluency for lifelong learning. However, universities must invest in building teachers’ capacity to confidently embed portfolio activities through the use of technologies. In this presentation, we will describe how we designed trials of two new ePortfolio platforms to build staff capacity, by incorporating these trials into courses for teaching staff and educational designers. We will also discuss the opportunities and challenges presented by such innovation projects through the lens of staff development.

Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie Adachi

ePortfolios Australia

Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.

SLICCs – A flexible framework to deliver reflective experiential learning and...

ePortfolios Australia

Learning Design at Columbus State

Rich James

Quality Does Matter at Minnesota D2Lignite

D2L Barry

Online teaching skills narrated presentation

cd123

Text matching - Carrot or Stick approach

Dublin City University

Matching Up Learning Styles With Learning Objects: What's Effective?

University of Illinois at Urbana Champaign

Blended Learning Workshop

Gail Matthews-DeNatale

Carpe diem gcu feb2015

L_Creanor

Best practice strategies for online teaching cswe apm 2010

Jo Ann Regan

Teaching as Inquiry for Moodle KnowledgeNet Presentation

Claire Amos

Michigan Talk

Brian Dixon

Manhattanville ePortfolio 2010

edukatetodd

La actualidad más candente (20)

“Out of intense complexities, intense simplicities emerge.”: Assessment and t...

Projects policy and digital literacy

Organisational transformation and curriculum change: turning things

Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...

Finalchapter

University of the Highlands & Islands - Effective Practice with e-Portfolios ...

Embedding Digital Literacy at Leeds Metropolitan University:resourcing the cu...

Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie Adachi

SLICCs – A flexible framework to deliver reflective experiential learning and...

Learning Design at Columbus State

Quality Does Matter at Minnesota D2Lignite

Online teaching skills narrated presentation

Text matching - Carrot or Stick approach

Matching Up Learning Styles With Learning Objects: What's Effective?

Blended Learning Workshop

Carpe diem gcu feb2015

Best practice strategies for online teaching cswe apm 2010

Teaching as Inquiry for Moodle KnowledgeNet Presentation

Michigan Talk

Manhattanville ePortfolio 2010

Similar a Intro synchronous

2014 fsi presentation

Carrielevin

User-led design reflects a paradigm shift in pedagogic practice, re-envisioning the role of students as producers rather than consumers of learning. Implicit in this design approach is an acknowledgement that students have the skills and capability to engage in collaborative knowledge creation activities and to develop their learning as producers of content. Through a presentation of case examples, we report on how user-led principles have been applied to the design of blended learning courses at the University of York (United Kingdom), with learning technology employed to support active learning opportunities for our students. The blended courses each incorporated activities encouraging participants to develop their own learning and teaching resources, engaging them in the mastery of key skills and concepts. We present an engagement model for active learning derived from the case examples, and use this as a stimulus for a broader discussion on effective design approaches to support student-led teaching and content creation activities. We then go on to discuss the instructional responsibilities associated with the successful delivery of student-led activities within blended courses. Research tells us that instructional support for online learning requires differing strategies to facilitate effective group learning and participant-led activities and can lead to instructors assuming different roles in their online interactions with students. Reflecting on the case studies, we discuss common challenges that instructors may face in the design of student-led activities and present strategies for the effective delivery of student-led teaching and content creation activities, based on a five-stage blended delivery model that has been used to guide academic staff at the University of York.

Facilitating student-led teaching and content creation through technology: Us...

RichardM_Walker

Educational Technology Integrated Project Presentation on Conversion of a Pro...

Vickie Maris

Educational Technology Integrated Project - Converting a course in Program Ma...

guestdacbf3

Strategies 4 Quality

Susan Clark

Avoiding Shovelware

gkaminsk

Blended learning experiences – A case in Hong Kong

paula hodgson

Strategies4quality

Susan Clark

In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14

Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses

Jason Rhode

Important Tips for Developing a Quality Online Course

mjrobertson

Soft Launching An Institutional ePortfolio Initiative

Kenneth Ronkowitz

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

Designing Exemplary Online Courses in Blackboard

Jason Rhode

University of Washington Global Health E-Learning

camcgee

Teaching Online 101 - 2014 Brightspace Ignite Wisconsin

D2L Barry

The MOOC-within-a-course

Vanessa Dennen

During this session on November 21, 2013 at the 19th Annual Sloan Consortium International Conference on Online Learning, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online teaching training via self-paced modules as an initial phase of comprehensive online faculty certification. An overview of the program will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts.

Designing Self-Paced Training Modules as the Foundation of Online Faculty Cer...

Jason Rhode

Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law. Slides from the University of Liverpool Learning and Teaching Conference 2009. To consider and reflect on integrating e-learning into module delivery in a 'traditional', professionally accredited subject, and to share examples of good practice and consider some of the enablers and risks involved in integrating e-learning methods into delivery.

Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Exp...

Educational Development Division, University of Liverpool

From onsite to online learning contexts

annagara

2010 Steering the Course

WCET

Evaluation of Online and Blended

Tanya Joosten

Similar a Intro synchronous (20)

2014 fsi presentation

Facilitating student-led teaching and content creation through technology: Us...

Educational Technology Integrated Project Presentation on Conversion of a Pro...

Educational Technology Integrated Project - Converting a course in Program Ma...

Strategies 4 Quality

Avoiding Shovelware

Blended learning experiences – A case in Hong Kong

Strategies4quality

Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses

Important Tips for Developing a Quality Online Course

Soft Launching An Institutional ePortfolio Initiative

Designing Exemplary Online Courses in Blackboard

University of Washington Global Health E-Learning

Teaching Online 101 - 2014 Brightspace Ignite Wisconsin

The MOOC-within-a-course

Designing Self-Paced Training Modules as the Foundation of Online Faculty Cer...

Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Exp...

From onsite to online learning contexts

2010 Steering the Course

Evaluation of Online and Blended

Más de M Large

ACSA Women's Leadership Network: Connected Leadership

M Large

Universal Design for Learning (UDL) overview

M Large

This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency. This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.

Content acquisition process

M Large

CUE 2013: Collaborating with VoiceThread

M Large

Cabe 0213 webtools

M Large

eS: Language Development with Web 2.0 tools

M Large

Más de M Large (6)

ACSA Women's Leadership Network: Connected Leadership

Universal Design for Learning (UDL) overview

Content acquisition process

CUE 2013: Collaborating with VoiceThread

Cabe 0213 webtools

eS: Language Development with Web 2.0 tools

Último

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

Esquimalt MFRC

Application orientated numerical on hev.ppt

RamjanShidvankar

How to setup Pycharm environment for Odoo 17.pptx

Celine George

Salient Features of India constitution especially power and functions

KarakKing

Accessible Digital Futures project (20/03/2024)

Jisc

ICT Role in 21st Century Education & its Challenges.pptx

AreebaZafar22

The basics of sentences session 3pptx.pptx

heathfieldcps1

How to Give a Domain for a Field in Odoo 17

Celine George

On National Teacher Day, meet the 2024-25 Kenan Fellows

Mebane Rash

NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...

Amil baba

80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...

Nguyen Thanh Tu Collection

Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...

pradhanghanshyam7136

FSB Advising Checklist - Orientation 2024

Elizabeth Walsh

Holdier Curriculum Vitae (April 2024).pdf

agholdier

Python Notes for mca i year students osmania university.docx

Ramakrishna Reddy Bijjam

Key note speaker Neum_Admir Softic_ENG.pdf

Admir Softic

𝐋𝐞𝐬𝐬𝐨𝐧 𝐎𝐮𝐭𝐜𝐨𝐦𝐞𝐬: -Discern accommodations and modifications within inclusive classroom environments, distinguishing between their respective roles and applications. -Through critical analysis of hypothetical scenarios, learners will adeptly select appropriate accommodations and modifications, honing their ability to foster an inclusive learning environment for students with disabilities or unique challenges.

Understanding Accommodations and Modifications

MJDuyan

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

Nguyen Thanh Tu Collection

Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University of Engineering & Technology, Jamshoro

Wellbeing inclusion and digital dystopias.pptx

Jisc