Session 5 summary

Aug 19, 20100 likes293 views

The document discusses tools and activities for online teaching. It includes reflections on previous sessions, considerations for online learners and teaching methods, case studies of online teachers Lisa and Keith, and potential tools for courses. The document also lists post-session activities and announces the topic for the next session will be AQTF and online courses.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

Welcome Write your name in a box and your preferred learning style. Take the test at
http://www.wright.edu/~carole.endres/learnstyles.htm to find out your preferred learning style.

Page 1.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

Reflections on Session 4

Page 2.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

Online Teaching Delivery

Page 3.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

The Online Learner

Page 4.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

One Size Fits All

Page 5.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

What are some tools and activities we could include in an online course?

Page 6.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

What should we consider when choosing which tools and activities we will use?

Page 7.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

Case study 1 Lisa Kuhne

Page 8.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

What tools and activities could Lisa use?

Page 9.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

Case study 2 Keith Knight

Page 10.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

What tools and activities could Keith use?

Page 11.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

Conclusion

Page 12.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

Search for Resources

Page 13.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

Post session activity

Page 14.

Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM

Next Session AQTF & Online Courses

Page 15.

This document discusses the rise of Twitter use among legal professionals. It notes that lawyers have increased their Twitter presence over the last 6 months. It then outlines various ways that the author uses Twitter, including keeping up-to-date on big legal cases, engaging with the legal community, promoting their work, and gathering expertise. The author finds Twitter to be an engaging way to communicate and connect with a wider community.

Grammar In Actioncwozniak

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The document provides an overview of a grammar and rhetoric unit for ACT preparation presented by Anne and Carrie Wozniak. It outlines the unit's organization, which is based on ACT College Readiness Standards and includes test samples, additional grammar support, and classroom activities like cut and paste exercises, online practice, and scanning activities. The unit aims to help students with the English, writing, and social studies sections that make up most of the ACT score.

Unitat 01pguestd538a4

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Session 3Lynn Huguenin

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This document discusses organizing an online course. It covers choosing a course platform, structuring the content into learning modules, and the teacher's role in facilitating the online experience. Tips are provided for online facilitation, such as maintaining a regular schedule, setting clear expectations, and using tools like calendars and delayed emails. The goal is to explore how to set up a successful online course through good organization and instructional design.

Session 5Lynn Huguenin

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Snap-Upload-Collaborate con verge11Lynn Huguenin

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This document discusses using photo sharing tools like Flickr for teaching and learning. It describes how a teacher at GippsTAFE set up a Flickr account and group for their students to share photos of their painting and decorating work. Over 40 apprentices participated, with some adding photos regularly and others only when prompted. The photo sharing allowed students to document and reflect on their learning, see peers' work, and reduced repetition. It also benefited teachers by providing authentic examples and increasing student engagement. Employers could see workshop activities and it improved their understanding of the training.

Session 7Lynn Huguenin

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The document summarizes an online teaching session that covered case studies, applied research on using images online and building online communities, showcasing examples of using virtual worlds and podcasting, and developing action plans to continue innovating online teaching delivery. Participants were encouraged to reflect on their journey so far in online teaching and identify next steps to further the work through action planning. Contact details were provided for continuing the discussion.

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The document outlines Mozilla's student representative program and provides guidance for student reps. It discusses what student reps are, how many there are worldwide, and their communication channels. It encourages participants to get involved by joining student reps, attending or organizing events, and sharing ideas. The document provides many ideas for events and tips for organizing, promoting, and tracking the success of events. It also lists resources and details for how student reps can get in touch with Mozilla for help or support.

Media Literacies, AfricaAlan Taylor

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Fcc nov 4 2010ebrownorama

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The document appears to be a presentation about building a framework for a classroom. It discusses research-based teaching practices like project-based learning and cooperative learning. It emphasizes the importance of professional development for teachers and intentionally using technology to enhance instruction. Several slides showcase examples of a "Classroom Car" framework and engaging students in assembling their own framework to guide classroom practices. The presentation stresses building the framework around principles that are already known to be effective.

01.encontro sobre podcasts pal portugal_200609_d1Echirley

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The document discusses the IMPALA (Informal Mobile Podcasting And Learning Adaptation) project. It investigates the impact of podcasting on student learning and develops models and exemplars of podcasting in higher education. IMPALA partners include universities in the UK, Portugal, South Africa, and Australia. The project examines uses of podcasting in various subjects. It also discusses technology, pedagogy, research methods, and how podcasting can support student learning through various formats and tools. An example is described of podcasts created for an undergraduate engineering course that complement other teaching activities. Feedback from students indicates that the podcasts help engage them and provide useful course information.

UTA Info Sessionsdp64

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The document is an information session about becoming an Undergraduate Teaching Assistant (UTA) for physics courses at Cornell University. It summarizes the role of a UTA as helping facilitate physics learning sessions and meetings, describes the eligibility and pay, and outlines the teaching seminar course. It promotes the opportunity to gain teaching experience and discusses financial aid available for students interested in becoming physics teachers.

A 21st century classroommurcha

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1. The document discusses strategies for 21st century classrooms, including connecting students globally using virtual classrooms, videoconferencing, and collaborative projects. 2. Key skills discussed include digital literacy, communication literacy, and using multimedia tools to transcend language barriers. 3. Specific examples are provided of students collaborating with peers in other countries on blogs, wikis and Voicethreads to share experiences and learn from each other.

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The document summarizes several funding presentations and announcements from the Engineering Council general meeting on April 28, 2010. It discusses funding received by societies such as SHPE, Chi Epsilon, EWB, and ANS to attend conferences like the ACI Convention, RLDC, EWB International Conference, and the American Nuclear Society Student Conference. It also summarizes roundtable research meetings from GESO and the Krug Lecture hosted by Alpha Chi Sigma.

Open Education Community Call Jan 19 & 20, 2016Open Education Global (OEGlobal)

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This document outlines the agenda for an Open Education Consortium community meeting held on January 20, 2016. The agenda included discussions on Open Education Week (March 7-11, 2016), a 2015 year in review, highlights from community members, planning for the 10 year anniversary of the Cape Town Declaration, the Open Education Awards for Excellence, and a question/comment period. The meeting was intended to last approximately one hour with participation encouraged through microphone and chat functions.

Kevin McCaughey - Virtual Class ManagementEnglish Language Teachers' Association - ELTA Serbia

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The document discusses cooperation between the US Embassy and ELTA (English Language Teachers' Association) over several years. It mentions the Embassy's support for ELTA conferences since the first one, the Access Program since 2015, and a US election project with high schools. The Embassy has also supported ELTA with teacher trainings. The rest of the document appears to be a presentation about the ELTA 2020 conference, discussing topics like activity design for both in-person and virtual learning, effective online activities, and future changes to learning in light of lessons from COVID-19.

Web1 supporting studentsLynn Huguenin

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This document discusses ways to support students in an online learning environment. It recommends introducing students to the online course environment and providing orientation activities to familiarize them with tools. It also stresses the importance of ongoing support such as written instructions, help guides, forums for questions, timely feedback, and regular communication. The goal of supporting students online is to enhance their learning experience and increase the chances they will complete their course.

Webinar photo sharingLynn Huguenin

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The document discusses using online photo-sharing tools like Flickr for teaching and learning purposes. It introduces photo-sharing and Flickr, provides examples of how Flickr has been used to showcase painting and decorating work as well as support online learning. The document suggests ways photo-sharing could be used for teaching and learning and provides contact information for people wanting to know more about using these tools.

Literature reviewLynn Huguenin

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GippsTAFE conducted a literature review to identify strategies for successful online teaching. The review found that online teachers require strong communication, organization, and flexibility skills. Specifically: 1) Teachers must engage and interact with students to create online communities, not just provide content. 2) Teachers need to adapt resources and provide feedback, communication, and motivation to support online learners. 3) Organizing content, activities, and timelines while providing individualized feedback are important. The literature identifies best practices for online teaching that rely on these three skills. GippsTAFE aims to support its online teachers' development of communication, organization, and flexibility.

Session 6Lynn Huguenin

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The document discusses requirements for online course delivery to comply with the Australian Quality Training Framework (AQTF). It addresses labeling courses, tracking students' progress, using grading forms, and providing information to students. Faculty are asked to review their own online courses and identify any changes needed to meet AQTF standards in areas such as policies, documentation, and course descriptions.

Session 4Lynn Huguenin

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This document summarizes an online teaching session that discusses moving face-to-face courses to an online environment. It compares the similarities and differences between face-to-face and online delivery. The session engages participants in online discussions and synchronous activities each week. Facilitators provide discussion summaries and notes. The document poses questions about learner-generated activities and their value. Participants then break into small groups and reflect on their priorities and next steps in developing their online courses.

Session 2 summaryLynn Huguenin

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This document discusses communicating effectively online as an instructor. It covers several communication tools like discussion forums, email and video conferencing. It emphasizes that instructors should respond promptly, use clear language, address any issues, and foster community. The role of the instructor is to encourage participation, ensure technology works properly and record sessions for later viewing. Attendees are asked to consider one new online practice they could implement, such as improving how they currently communicate with students.

Session 1 SummaryLynn Huguenin

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The document summarizes key points from an online teaching session about what makes a good online teacher. It identifies good teaching practices like being responsive, having clear expectations and feedback, and engaging students. It also notes important teacher characteristics such as being creative, passionate, and having strong communication and technology skills. The document outlines fears of online teachers like not being adequately paid or not meeting student needs. It concludes by listing what participants want to get out of the program, such as improving online teaching skills and strategies.

Literature reviewLynn Huguenin

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QuickBooks Desktop to QuickBooks Online How to Make the MoveTechSoup

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If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you. Key Questions: * When is the best time to make the shift to QuickBooks Online? * Will my current version of QuickBooks Desktop stop working? * I have a really old version of QuickBooks. What should I do? * I run my payroll in QuickBooks Desktop now. How is that affected? *Does it bring over all my historical data? Are there things that don't come over? * What are the main differences between QuickBooks Desktop and QuickBooks Online? * And more

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APM event hosted by the South Wales and West of England Network (SWWE Network) Speaker: Aalok Sonawala The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APM’s Thames Valley Regional Network and also speaks to members of APM’s PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance. Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence. PMO’s within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams. For further information about the event please click here.

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Session 5 summary

1. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM Welcome Write your name in a box and your preferred learning style. Take the test at http://www.wright.edu/~carole.endres/learnstyles.htm to find out your preferred learning style. Page 1.

2. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM Reflections on Session 4 Page 2.

3. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM Online Teaching Delivery Page 3.

4. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM The Online Learner Page 4.

5. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM One Size Fits All Page 5.

6. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM What are some tools and activities we could include in an online course? Page 6.

7. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM What should we consider when choosing which tools and activities we will use? Page 7.

8. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM Case study 1 Lisa Kuhne Page 8.

9. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM What tools and activities could Lisa use? Page 9.

10. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM Case study 2 Keith Knight Page 10.

11. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM What tools and activities could Keith use? Page 11.

12. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM Conclusion Page 12.

13. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM Search for Resources Page 13.

14. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM Post session activity Page 14.

15. Elluminate Live! - 2010 ONLINE TEACHING DELIVERY 18/08/2010 1:24:35 PM Next Session AQTF & Online Courses Page 15.

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Session 5 summary

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