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COFA Online Gateway

COFA Online Gateway
Contact Us Home LTTO Episodes Learning To Teach Online Episodes context, planning and teaching case studies technical glossary context, planning and teaching Welcome to Learning to Teach Online What are the aims of the Learning to Teach Online project? COFA Online Cracks the MERLOT Learning To Teach Online, a video-based program from UNSW... 02 May 2012 Why is online teaching important? What role does online teaching have in our society? Conducting effective online discussions Strategies for creating and sustaining online interaction. 23 Feb 2011 Managing your time when teaching online How can you make the most of your time when teaching online? Learning management system or the open web? Key considerations about using an LMS or open social media. 26 Oct 2010 Integrating online resources into your teaching Benefit from using online educational resources. 10 Mar 2011 Planning your online class Important considerations for planning online curricula. 17 Jan 2011 Engaging and motivating students case studies

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Blended Learning Model Definitions The definition of blended learning is a formal education program in which a student learns: at least in part through online learning, with some element of student control over time, place, path, and/or pace;at least in part in a supervised brick-and-mortar location away from home;and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience. The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. 1. Rotation model — a course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning.

Top 5 Ways to Use Mind Maps for E-Learning Are you interested in improving your eLearning? These 5 techniques will help you leverage the power of Mind Maps and encourage you to utilize online Mind Maps in particular. Follow these tips to transform your eLearning using online Mind Maps. From evidence to action - it’s time to join the dots A new research report says it's time to 'join the dots' and scale up successful examples of flexible learning systems to meet the 21st Century education needs of all Australian school students. The Case, released by the Dusseldorp Forum, brings together the findings of national consultations, a review of research evidence, and a review of current education policy and practice. The independent philanthropic foundation highlights the fact that one in five high-school-aged students in Australia are currently not attending school. It adds although retention rates to Year 12 have increased, recent research shows 21 per cent of youngsters leave school in Australia without a Year 12 qualification. The foundation estimates more than 600 000 students in the high school age group could benefit from more flexible and inclusive learning approaches; and the good news is there are already plenty of examples of effective practice across the country to build on.

RISE Model - Peer Feedback - el Wray Design < Back to RISE Home "I like it!" How many times have you elicited feedback from students in the form of peer critiques and heard that superficial, vague response? Social media for schools: a guide to Twitter, Facebook and Pinterest • For advice on e-safety in schools, click here The use of social media in education continues to be something of a hot topic with arguments both for and against. So I carried out a small survey of 27 teaching professionals in order to create a baseline of understanding into the use (or not) of social networking in schools, and also any concerns over some of the e-safety risks.

You are a global educator. It's time to start thinking like one True online global collaboration takes place when students with different cultures and points of view gather information and co-create artifacts together, building knowledge and sharing with the world. Schools that foster this type of learning must have: Educators who participate in online global collaboration need professional support in understanding how to build engaging and successful relationships with others at a distance so that deeper global learning is realized. Online global collaboration features a number of typical or usual behaviors and actions, called norms, that are found in both synchronous and asynchronous modes. As a global educator and education leader, following these eight norms will likely ensure successful collaborations.

The Educator as a Design Thinker [Note: This was originally written for and posted in the Heinemann Digital Campus. Unlimited access to more articles like this, as well as video clips and full-length books are available on the Heinemann Digital Campus. Subscribe at: Information abundance, emerging technologies, broad ranging social connections via social media, and the ability to create, produce,and share original works of writing, art, inventions with authentic audiences have created a new age of learning, one that is qualitatively different than the 20th century. Tony Wagner, author of Creating Innovators: he Making of Young People Who Will Change The World, stated “”The world doesn’t care what you know, but what you can do with what you know.” Schools need to reflect these changes. Teaching English in Second Life Over the past few weeks I've been pretty busy teaching my first English students on a Business English course I have been developing for Second Life. The experience has been pretty daunting with myself and the students having to come to terms with the complexities of the user interface and I have felt at times that my fifteen years of 'real world' classroom experience and the subconscious habits and reflexes that I developed over that period have totally deserted me. The introduction of voice within SL has certainly made a huge difference, though there are still problems and bugs to be ironed out. Though to my surprise I did find myself drilling a group of advanced learners to help them with their word stress, something I rarely do in the 'real' language classroom. To my relief though, the number of students in the class seems to be steadily increasing rather than decreasing and they seem keen to come back for more. Best Nik Peachey

Networks, Networking and Network Literacy – Part One – Linking Learning As I continue my research into how teachers experience learning through Personal Learning Networks (PLNs), I am spending a lot of time learning about networks, networking and network literacy. Before the internet became almost ubiquitous in the developed world, to many people the idea of networking may have meant dressing in business clothes, and attending some type of function, making small talk and exchanging business cards. Conferences and functions such as this still occur, and certain industries still depend on having the right background and knowing the ‘right’ people.

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