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Best Practice Models

Best Practice Models
Are you thinking about using technology to support learning and teaching? Do you want to get the best out of Blackboard to support your students? The Best Practice Models for e-Learning are designed to support practitioners when planning, designing and delivering learning using technology. Principles The Best Practice Model embeds a number of pedagogic principles for learning that have been selected for e-Learning design: E-Learning is designed in timed chunks that emphasises time on task and expectationsE-Learning is assessed using a range of types (self/peer/tutor) and options/choicesE-Learning includes a variety of interactions between student/ tutors/ peers/ externalsE-Learning is accessible, activity-led, collaborative and designed in phases that support, scaffolds and increases learner independence Best Practice Models for e-Learning The models are all based on a set of principles above and include: Related:  e-learningOU engagement

(11) Using e-Learning To Facilitate 21st Century Learning Designing for Participant Engagement with Blackboard Collaborate The JISC e-Learning Programme together with JISC Advance makes use of Blackboard Collaborate (previously named Elluminate Live) for project support online events, meetings and also as part of our annual online conference, Innovating e-Learning1. The e-Learning Programme worked with Peter Chatterton to produce a good practice guide on the use of Elluminate Live, Designing for Participant Engagement with Elluminate Live2: A good practice guide to using Elluminate Live to support teaching, learning and assessment, co-operative working and conferences (April 2011) Peter Chatterton has updated and revised this guide to reflect the changes to Blackboard Collaborate and produced a set of guidance materials: Designing for Participant Engagement with Blackboard Collaborate: A good practice guide to using Blackboard Collaborate to support teaching, learning & assessment, co-operative working and conferences (May 2012). This Guide therefore has the following objectives:

5 pasos para implementar un sistema de e-learning en las aulas Aunque los alumnos tienen asumidas las nuevas tecnologías al cien por cien en su vida cotidiana, el e-learning es todavía algo a lo que no se le ha sacado el partido que merece. Las nuevas tecnologías son muy atractivas para el aprendizaje, pero si no establecemos unos objetivos y una planificación a la hora de implementar un plan de e-learning no conseguiremos que nuestros alumnos aprovechen esta tecnología. Mientras el profesorado está cada vez más al día de las oportunidades que ofrece el e-learning, es necesario motivar a los alumnos y mostrarles todo lo que la formación online les puede ofrecer. A continuación te exponemos 5 pasos para implementar con éxito un método de enseñanza e-learning: Utiliza recursos atractivos Lo bueno de las nuevas tecnologías es que tienen tal multitud de soportes y tipos de contenidos que es casi imposible que resulten aburridos. Motiva al Alumno. Es importante crear necesidades a la hora de enseñar. Dosifica la información y valora su utilidad

The 10 Biggest Myths About Synchronous Online Teaching (EDUCAUSE Quarterly Key Takeaways Reaching agreement on the convenience of online classes is easy, but arguing in favor of a synchronous learning experience in a virtual classroom is harder. Debunking the top 10 myths about synchronous online teaching helps refute the arguments against it, while the transformational nature of online teaching can convert skeptics into supporters. With adequate support for their online efforts, would-be online educators can embark on their own synchronous online teaching adventures — and fly! Come to the edge. We might fall. Roseanna DeMaria: Despite the obvious convenience of synchronous online courses, why take the live, on-site, face-to-face experience online? Ted Bongiovanni: We view our work at the NYU SCPS Office of Distance Learning as a collaboration with faculty to transform courses for online teaching. Introduction Podcast: Introduction and Background for Roseanna DeMaria's Move to Online Teaching Myth 1: Online learning delivers an impersonal learning experience.

27 Moodle Tutorials on Youtube  Welcome to A resource site for all Moodle-related news, tutorials, video, course content information and original resources. If you're new here, you may want to subscribe: RSS feed| Weekly Email Newsletter | Moodle News Twitter Thanks for visiting! Here are 27 new Moodle tutorials created by EducationPublic on Youtube Each of the 27 tutorials covers a different aspect of Moodle editing or configuration from the teacher perspective. Check out the whole channel at the link above or view the “Add Label Resource” video below. Rules of Engagement; or, How to Build Better Online Discussion | Online Learning All participation is not equal. Digital media prompt us for comments, but in an academic setting we should harness this cultural habit to teach the difference between expressing opinion and authentic engagement. Professors often feel unfulfilled by poorly designed peer review exercises with their students. They complain: “The students don’t offer anything helpful. They just write things like ‘I like this part,’ or ‘this doesn’t make any sense,’ or ‘good paper!’” In an Intro to Psychology course, you might build an online discussion prompt that asks students to compare or contrast the differences between two competing theories. Let’s take a step back to lively class discussion that happens in a brick-and-mortar class. Divide students into staged groups that rotate with different assignments. Sometimes I see that students who excel at face-to-face get affirmation from other students, and then they begin to do better online. [Photo by Joost J.

Five Techniques for Improving Student Attendance June 25, 2012 By: Rick Sheridan in Effective Teaching Strategies The general consensus among most faculty members is that regular class attendance helps students learn and retain the course content more effectively. According to Park & Kerr (1990), research demonstrates that the lack of attendance was statistically significant in explaining why a student received a poor grade. In this article I focus on some of the practical techniques that faculty can use to increase the attendance in their classrooms. 1. 2. 3. 4. 5. My 14 years of college teaching experience has convinced me that maintaining a high level of student attendance has significant benefits to both the student and the faculty member. What are some of the tactics you use to ensure students come to class? Reference Park, K. & Kerr, P., Determinants of Academic Performance: A Multinomial Logit Approach, The Journal of Economic Education, Spring, 1990. Dr. Tags: should professors take attendance, taking attendance

Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning | McBrien J. Lynn McBrien and Phyllis Jones University of South Florida, USA Rui Cheng Nazareth College, USA Abstract This research study is a collaborative project between faculty in social foundations, special education, and instructional technology in which we analyze student data from six undergraduate and graduate courses related to the use of a virtual classroom space. Keywords: Distance learning; synchronous online learning; transactional distance theory; virtual classroom Introduction Rapidly developing technology has facilitated distance education in all disciplines, and it has proven to be popular among students for various reasons, such as convenience and equal opportunity. The use of synchronous conferencing techniques can offer opportunities for social interaction in a virtual classroom space. One study by Ng (2007) reported the use of a synchronous e-learning system (Interwise) for online tutoring offered by Open University of Hong Kong. Theoretical Framework E! Research Design Results

Edmodo vs Blogging When introducing transformative teaching practices involving technology, you have to be careful not to overload the senses of the tech novices on your staff. What took über geeks like me a couple of hours to master can take a life time for others. This year at my school we’ve begun to dip our toes into the waters of online communication (some staff are already swimming while others are still sitting on the edge thinking they’ll drown without support). We’ve introduced both Edmodo and blogging to varying degrees this year. Grade 6 embraced Edmodo from the start and used it in many ways, following in the footsteps of a trial program I began with some of the current teachers last year. The Grade 6s have taken to blogging this term, although more as private digital portfolios rather than true blogging with a global audience. In a nutshell, I see Edmodo as an all encompassing classroom management/teaching and learning/collaboration system.

How a Bigger Purpose Can Motivate Students to Learn Jane Mount/MindShift A few years ago, psychologist David Yeager and his colleagues noticed something interesting while interviewing high school students in the San Francisco Bay Area about their hopes, dreams and life goals. It was no surprise that students often said that making money, attaining fame or pursuing a career that they enjoyed were important to them. Given this information, Yeager and his colleagues wanted to know: could such a bigger sense of purpose that looks beyond one’s own self-interests be a real and significant inspiration for learning? They recently explored purposeful learning in a series of four studies and put their intervention to the test against one of the banes of learning: boredom. Can Drudgery Be Eliminated from Learning? The idea of drudgery in schoolwork is anathema to many progressive educators these days. It’s complicated, though. The Potential of a Purposeful Mindset How Does It Work? Such a payoff can be hard to believe. Finding Meaning in Schoolwork

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