48 items | 129 visits
Resources used in the Sloan-C Certificate Program
Updated on May 08, 13
Created on Jan 05, 13
Category: Schools & Education
URL:
.01 Online Learning Communities: Connecting with Success
.02 Communication and Community
.03 What Creates a Sense of Community?
.04 Defining Online Community
.05 Online community in an educational context
.06 Media determinism
.07 Community Building in Online Education
.08 Membership
.09 Inlfuence
.10 Integration and Fulfillment of Needs
.11 Emotional Connection
.12 Conclusion
"The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements - social, cognitive and teaching presence. "
"Learning communities can emerge spontaneously when people find common learning goals and pursue projects and tasks together in pursuit of those goals. Bounded learning communities (BLCs) are groups that form within a structured teaching or training setting, typically a course. Unlike spontaneous communities, BLCs develop in direct response to guidance provided by an instructor, supported by a cumulative resource base. This article presents strategies that help learning communities develop within bounded frameworks, particularly online environments. "
"The Quality Matters Rubric is a set of 8 general standards and 41 specific standards used to evaluate the design of online and blended courses. "
"This site is designed to answer the question being asked: What does a high quality online course look like? It is ourhope that instructors and instructional designers will use this site to learn more about the Rubric for Online Instruction, and be able to view examples of exemplary courses that instructors have done in implementing the different components of the rubric."
"Research has shown that active learning methodologies actually help students retain more knowledge than traditional methods that focus solely on the acquisition of facts. Students are more likely to internalize, understand, and remember material learned through active engagement in the learning process. Thus the evidence clearly suggests changing (or at least enhancing) the models that are so common in college classrooms-primarily "teacher talk.""
6 Steps to Build an Effective Syllabus:
Identify the purpose of the course.
Develop learner-centered objectives.
Structure the course to serve learner-centered objectives - The Course Outline.
Structure the course to serve learner-centered goals - Building Lessons.
Develop a calendar.
Add support pieces.
Over 2000 tools for learning...
"A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes"
"In a face-to-face class, students have numerous opportunities to interact with their instructor and fellow students. Creating similar opportunities for collaboration in a web-based course is one of the biggest challenges of teaching online. Yet, opportunities for meaningful synchronous and asynchronous interaction are plentiful, provided you design and facilitate your online course in the correct manner and with the proper tools. "
Abstract: This paper introduces and demonstrates the creation of the
Interactive Course Syllabus. The interactive course syllabus is designed to
integrate learning, learning objectives, and learning objects into an
important document that is presently underutilized and unappreciated as
an instructional tool. The paper also summarizes the potential benefits of
the usage of the interactive syllabus for online instruction.
The challenge addressed in this article is how to achieve a win-win balance between
quality and workload for students and instructors participating in asynchronous online
discussions. A Discussion Guideline document including minimum requirements and best
practices was developed to address this need. The approach covers three phases:
design and development, setting up expectations, and launch and management. The
goals of the approach, based on a commitment shared by all full time and adjunct faculty,
are high quality of education as well as retention of both students and qualified
instructors.
"Enrollment in online and blended courses at institutions of higher education has grown dramatically over the past decade, and the profile of students has changed radically as well.
To address this, the UDI Online Project supported faculty members from several institutions in implementing UDI principles to promote access to learning in their online and technology-blended courses.
Survey responses from participating faculty and students indicate that digital learning can increase participation, assessment, and feedback, though the lack of face-to-face interaction remains a challenge.
Based on these experiences and extensive research, the project developed a UDI e-toolbox of instructional strategies and e-tools for use in digital education that encourages faculty to take a proactive approach."
Increasingly, online educators are faced with two key directives that are critical for student success and retention: increasing instructor presence and building a community of learners.
All too often, instructors with the best intentions try to implement these concepts by being hyper responsive, trying to maintain as close to a 24/7 presence in the online classroom as possible and responding to each student discussion posting, blog, or wiki. Such an approach, however, leaves instructors exhausted, burned out, or frustrated. Worse, too much instructor presence can actually impede students from taking more responsibility for their learning, prevent critical thinking, and downplay the value of student-to-student interaction.
After years of teaching face to face, many instructors are able to begin teaching a traditional, classroom-based course without having the entire course laid out ahead of time. This approach doesn't work very well in the online classroom where careful planning and course design is crucial to the success of online students.
"Whether designing a new course or preparing to adopt a standardized curriculum, you will find it helpful to begin your course preparation by clearly defining what you expect your students to have learned by the end of your course or section. You can then put together course materials, or select new ways of presenting course materials, that serve the learning outcomes you have chosen. "
Design a blended course: Conceptualize, Interaction, Assessment, Assignments, Quality
48 items | 129 visits
Resources used in the Sloan-C Certificate Program
Updated on May 08, 13
Created on Jan 05, 13
Category: Schools & Education
URL:
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