Multimedia Principles and PowerPoint - CATL Teaching Resources. Research on Multimedia Richard E.
Mayer (in collaboration with many others) has done extensive research and writing on cognitive load theory, the effect of multimedia on retention and transfer of learning. Cognitive load represents the amount of mental resources required by working memory to process information at a single point in time. Any data not absolutely needed for sense making is extraneous and consequently leads to an overload condition.
Essential to cognitive load theory are three underlying assumptions: Guides and Tutorials – Center for Advancing Teaching and Learning (CATL) 10 Online Teaching Tips (PDF) Consider these 10 essential suggestions for teaching an awesome online course, prepared by CATL instructional designers.Alignment of Outcomes and Assessments (Web) This guide, with examples, describes the process of aligning course outcomes, assessments and learning activities.
Guides and Tutorials – Center for Advancing Teaching and Learning (CATL) Welcome – CATL Teaching Guides. Welcome to the Teaching Guides websites prepared by the staff at the Center for Advancing Teaching & Learning at UW - La Crosse.
The teaching guides are intended to help instructors prepare for courses and improve their teaching and student learning. The Syllabus Guide provides instructors with information about the goals and purposes of the syllabus, along with downloadable templates for UWL that include recommended statements, components, and policies. Tools for Critical Reflection: Course Design Rubrics for Distance Education - Teaching Resources - Teaching Excellence. Webexample. Instructional Design refers to the analysis of learning needs and the systemic approach of developing an online course in a manner that facilitates the transfer of knowledge and skills to the learner through the use of a variety of instructional methods, which relate to multiple learning styles, strategies, and preferences.
A. Structure 1. Sequence Content is sequenced and structured in a manner which enables learners to achieve the stated goals. Quality Online Course Initiative. ION and the Illinois Virtual Campus have taken the lead to develop a quality online course rubric and evaluation system in the state of Illinois.
The goal of this project is to help colleges and universities to improve accountability of their online courses. The main objectives of this project were to: Middle Tennessee State University. Introduction Responsibilities Getting Started Course Development Course Approval Course Development Fees Scheduling Faculty Hiring and Required Training Instructional Resources Instructional Best Practices Testing MTSU faculty may propose development of online courses for the TN eCampus which is an educational collaborative initiated by the Tennessee Board of Regents (TBR) with the purpose of providing a central resource for exploration of online undergraduate and graduate courses and programs developed by the system’s thirteen two-year community colleges and six universities.
All information about online programs and courses offered by each institution is found at the TN eCampus website. TN eCampus uses a Master Course model in which a single course is developed and may be taught by multiple instructors from multiple institutions. Only approved (University Curriculum Committee or Graduate Council) courses are eligible for TN eCampus online course development. Faculty Course Developer. Course Developer Manual. We are here to provide full support and assistance as you: Integrate the required TN eCampus course design standards into your course designIdentify where to locate TN eCampus policies, guidelines, and standards for course developmentApply TN eCampus course design standards by performing a self-assessed course reviewReflect on the academic research base for TN eCampus design standards and their impact on studentsPerform the actions necessary to develop a course using D2L tools and widgetsUse feedback on course development progress The Course Developer Manual (link is external) addresses: Course Development StandardsAccessibility Standards and GuidelinesServices and SupportD2L Learning Management SystemDigital Media in CoursesInstructional Design/Pedagogy.
Tools for Critical Reflection: Course Design Rubrics for Distance Education - Teaching Resources - Teaching Excellence. A Compact Instructional Design Review Checklist - eLearning Industry. 12 Alternatives to GoAnimate. Moovly, Online Software to Create Animated Videos and Presentations. Educational Models. DOCENCIA+TIC. Project Based Learning. Respuestas OSH: Gu�a para Redactar una Declaraci�n de Pol�tica OHS. Manual Diseño Curricular. RELOAD Project. Content Packaging. IMS Content Packaging v1.2 Public Draft v2.0 specification describes data structures that can be used to exchange data between systems that wish to import, export, aggregate, and disaggregate packages of content.
IMS content packages enable exporting content from one learning content management system or digital repository and importing it into another while retaining information describing the media in the content package and how it is structured, such as a table of contents or which web page to show first. The IMS Content Packaging Specification focuses on the packaging and transport of resources but doesn’t determine the nature of those resources. This is because the specification allows adopters to gather, structure, and aggregate content in an unlimited variety of formats. Content Packaging v1.2 is undergoing standardisation by ISO/IEC. Using Google Tools in Project-Based Learning Infographic. Teacher Infographics Using Google Tools in Project-Based Learning Infographic Using Google Tools in Project-Based Learning Infographic Project-based learning is a dynamic approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge.
Project-based learning should be student-driven, with a real-world connection.
Rúbricas. E-learning. Educación basada en proyectos.