Blooms Taxonomy Table of 176 verbs Stanny 2016. Commitment to Civility and Diversity. A distinguishing characteristic of Western New England University is a commitment to civility and diversity. Western New England University expects that each member of our community will be treated with civility, respect, and dignity. If a disagreement occurs between individuals and/or groups, we expect that the merits of opposing positions will be discussed without resort to insult, personal attack, or bias. Behavior or conduct that is biased or harassing will not be tolerated. Our learning community celebrates the diverse traditions, life circumstances, birth origins, ethnicities, and cultural beliefs of all members. We believe that education should enable and empower community members to live, learn, and work in an environment sensitive to diversities in cultural tradition, ethnicity, gender or gender expression, geographic origin, physical or intellectual ability, political inclination, race, religion, sexual orientation, and socio-economic status.
Planning map all on one page. UbD Overview.
A Scholarly Approach to Teaching & Learning. The scholarship of teaching and learning (SoTL, pronounced “sō-tul” in the US) is a synthesis of teaching, learning, and research in higher education that aims to bring a scholarly lens—the curiosity, the inquiry, the rigor, the disciplinary variety—to what happens in the classroom (brick-and-mortar, virtual, co-curricular, et al.). SoTL involves asking meaningful questions about student learning and about the teaching activities designed to facilitate student learning,answering those questions by first making relevant student learning visible as evidence of thinking and learning (or mis-learning), and then systematically analyzing this evidence, andsharing the results of that analysis publicly to invite review and to contribute to the body of knowledge on student learning in a variety of contexts, andaiming to improve student learning by strengthening the practice of teaching (one’s own and others’).
"Scholarship of Teaching and Learning vs. Next → Activators and Summarizers. Example Blank Template for UbD. A Practical Guide to Alternative Assessment.
Course Workload Estimator. Aaronson, Doris, and Steven Ferres. “Lexical Categories and Reading Tasks.” Journal of Experimental Psychology: Human Perception and Performance 9, no. 5 (1983): 675–99. doi:10.1037/0096-1523.9.5.675. Acheson, Daniel J., Justine B. Wells, and Maryellen C. MacDonald. “New and Updated Tests of Print Exposure and Reading Abilities in College Students.” Carrillo, Lawrence W., and William D. Carver, Ronald P. ———. ———. Dehaene, Stanislas. Grob, James A. Hausfeld, Steven. Jay, S., and Patricia R. Just, Marcel A., and Patricia A. Love, Jessica. McLaughlin, G. Parker, Don H. Perry, John, Michael Bratman, and John Martin Fischer. Rayner, Keith, Elizabeth R. Robinson, F., and P. Siegenthaler, Eva, Pascal Wurtz, Per Bergamin, and Rudolf Groner. Torrance, Mark, Glyn V. Underwood, Geoffrey, Alison Hubbard, and Howard Wilkinson. Wolf, Maryanne. Preparing To Teach – CELT. Preparing to step into the classroom at the beginning of a semester requires instructors to consider a plethora of issues that impact both the teaching approach and learning activities of a course.
Example considerations include: how to develop course content; organizing content in a manageable way for effective teaching and student learning; choosing teaching and learning strategies that will align assessment and evaluation methods with course objectives; determining how to make learning accessible to all students in the course; writing well-constructed assignments and exams; and creating a syllabus that conveys the right message about the course including what students can expect.
It is also important to consider how you will build rapport with students and support their learning starting on the first day of class. A useful and comprehensive resource used in CELT programming is A Practical Handbook for Educators: Designing Learning (2011) by Liesel Knaack. The Ultimate Guide to Mobile eLearning. Update 7/20/2017: We’ve updated this article to provide you the most up-to-date information on mobile eLearning.
“Mobile learning” is fast becoming another eLearning buzzword. It’s got its own esoteric terminology (“BYOD,” “augmented learning,” “geo-aware”), its own abbreviations (“mlearning,” “ARGs”), and its own wildly inflated predictions about future usefulness. Though maybe we shouldn’t laugh off old articles. After all, they didn’t know any better, and now that we have several years of mobile eLearning implementation, we have a much better idea of what it entails. While mobile is undeniably important—almost 1.5 billion smartphones shipped in 2016—it’s hard to cut through the hype to get to the core of just what mobile learning is, let alone how, or whether, to pursue it within your own organization. The world of mobile learning has had explosive growth in the past few years.
Want to learn more about implementing a mobile eLearning strategy? What is mobile Learning? The types: 1. 2. 3. Design: Goals and Objectives. For Teachers. The Four-door Model: Rapid eLearning Design. SumoMe In this interview, I discuss the Four-door Design Model with Russ Powell, who worked with its creator, Dr. Sivasailam Thiagarajan, a.k.a. Thiagi, several years ago. This is a two-part interview. COACH: Before we get into the Four-door Model, can you give me a little background on its origination? RUSS: I worked closely with Thiagi several years ago and during that time I picked up a saying of his that goes something like this, “In any given instructional project the person who learns the most is not the student, but the instructional designer.
It’s the instructional designer who’s combing through all the content, parsing and sorting as he or she goes, deciphering the often poorly written material and trying to figure out what’s important and what’s not. COACH: What is the Four-door Model? COACH: Would you explain each of the components? The Playground contains fast-paced frame-games that provide practice in recalling and applying the content from the library. Post-Course Evaluations for E-Learning: 60+ Questions to Include.
Course Design Resources | Center for Educational Innovation.