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Fundamentals of Online Education: Planning and Application

Fundamentals of Online Education: Planning and Application
In this course you will learn about the fundamentals of online education. The emphasis will be on planning and application. In the planning phase, you will explore online learning pedagogy, online course design,privacy and copyright issues, online assessments, managing an online class, web tools and Learning Management Systems. In the application phase, you will create online learning materials. As a student enrolled in this course, you will have free access to selected chapters and content for the duration of the course. The class will consist of lecture videos, which are between 5 and 12 minutes in length. Related:  Enseigner/apprendre les languesConcevoir un parcours de formation FOADEnseigner avec le numérique

Encourager l'expression orale en classe de langue Je vais essayer ici de présenter dans leurs grandes lignes quelques activités d’expression que l’on peut mettre en place pour l’entraînement et l’évaluation (mais aussi auto-évaluation et inter-évaluation), en utilisant la fonction dictaphone de baladeurs numériques mp3. Les modalités de mise en œuvre ont été dictées autant par mes objectifs pédagogiques que par les contraintes techniques et logistiques imposées par mon environnement de travail. Vous trouverez donc peut être dans ce document des pistes de mise en œuvre mais pas un mode d’emploi forcément transférable à votre situation. A chacun de définir ses stratégies en fonction de ses besoins, de ses opportunités et de ses contraintes. Objectifs Retour en haut de la page Exemples d’activités enregistrées Monologue C’est la première étape. Cette activité peut être mise en place dans une salle de classe avec une configuration « normale » : il suffit juste que chaque élève dispose d’un peu de place autour de lui. Interview Tournante Remarques

E-Learning and Online Teaching E-learning and Digital Cultures About the Course E-learning and Digital Cultures is aimed at teachers, learning technologists, and people with a general interest in education who want to deepen their understanding of what it means to teach and learn in the digital age. The course is about how digital cultures intersect with learning cultures online, and how our ideas about online education are shaped through “narratives”, or big stories, about the relationship between people and technology. We’ll explore some of the most engaging perspectives on digital culture in its popular and academic forms, and we’ll consider how our practices as teachers and learners are informed by the difference of the digital. We’ll look at how learning and literacy is represented in popular digital-, (or cyber-) culture, and explore how that connects with the visions and initiatives we are seeing unfold in our approaches to digital education. This course will not be taught via a series of video lectures. Recommended Background

K-12 Blended & Online Learning About the Course The course is designed to introduce K-12 teachers and the community to blended and online learning. In the first 4 weeks of the course learners will gain introductory knowledge of K12 blended and online teaching and learning. During the last 4 weeks learners will use this new knowledge to start designing and developing effective K12 blended and online learning experiences for K12 students. Course PartnerThis course is offered to you in partnership by Kennesaw State University (KSU) and the Online Learning Consortium (OLC). Online Learning Consortium: The OLC is the leading professional organization devoted to advancing quality online learning providing professional development, instruction, best practice publications and guidance to educators, online learning professionals and organizations around the world. Course Syllabus Syllabus : K-12 Blended and Online Learning This course meets asynchronously online from January 13, 2015 to March 10, 2015 Course Description

Effective Strategy For Making Foreign Language Vocab Stick Effective Strategy For Making Foreign Language Vocab Stick G’day all. I’m so glad that this bloody Winter is almost over! Even though it’s still only 5 degrees celcius here I actually braved it and wore a t-shirt outside today (being the Queenslander that I am I’ve been impatiently waiting for the warm weather to hurry up and get here). The arrival of Spring means two things for me: it marks 5 months that I’ve been living in Korea on a challenge to become fluent in the language and it also means that I’ll be starting to venture out to explore the nooks and crannies of the country soon, sharing my experiences using Korean. As I said before, my aim is to demonstrate that fluency in a language like Korean is not the difficult Goliath people make it out to be (it’s placed in the most difficult category for English speakers by the FSI alongside Arabic). My Korean is reaching new heights every week which has been great (hard work pays off!) Think of it in this order: It’s tremendously useful.

Top 5 et Flop 5 du E-Learning 2.0 : avantages et leviers, freins et obstacles Il y a quelques années, de nombreux formateurs plaçaient leurs espoirs dans l’apprentissage en ligne. Pour certains, le E-Learning allait révolutionner l’apprentissage. Force est de constater que ces premières tentatives n’ont pas rencontré le succès escompté. Depuis l’avènement des médias sociaux, on constate pourtant une certaine évolution dans les dispositifs pédagogiques à distance : simple effet de mode ou réelle amélioration pour l’apprentissage ? Suite aux partages et échanges durant les ateliers d’initiation E-Leaning organisés par l’AWT – L’Agence Wallonne des Télécommunications – Xavier Van Dieren, formateur et concepteur de parcours en ligne chez NOW.be, a mis en évidence plusieurs éléments en faveur et en défaveur de ces dispositifs. Avec son aimable autorisation, je vous propose de parcourir ensemble plus en détails le Top 5 (avantages, leviers) et le Flop 5 (freins, obstacles) des dispositifs E-Learning 2.0 dans les entreprises : 1. 2. 3. 4. 5. 1. 2. 3. 4. 5.

Online Education and the Virtual Classroom Sometimes the best inventions happen by accident. One of the world's great storehouses of biological knowledge is the Animal Diversity Web. In 1995, University of Michigan biology professor Philip Myers decided to use the new medium of the World Wide Web to engage his students in producing the textbook he thought his course needed but did not exist. The tasks of researching, writing, checking, and posting information about animal species and their habitats could, Myers reasoned, not only teach students about animal diversity but also help them better understand the science involved. He was right. What he had not foreseen, however, was that ADW would spawn a set of overlapping worldwide communities. The most famous intramural project to burst beyond its original walls is Facebook. The Social Network, based on a 2009 book, by Ben Mezrich The Accidental Billionaires, points to the frequent connection on the web between accidental community formation and economic opportunity.

Learning to Teach Online About the Course Are you an educator? Have you ever wanted to understand more about how to design your course to make better use of educational technology – whether fully online or in blended contexts? Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. Watch interviews with the Course Instructors Simon McIntyre and Negin Mirriahi discussing the motivations behind the course. Announcement for US based teachers: Coursera and its partners are proud to offer eligible teachers in the United States free Verified Certificates for this course and other high-quality teacher professional development courses, through the ConnectED effort announced by President Obama. To participate in this opportunity, U.S. district leaders should approve Coursera MOOCs as teacher professional development by completing a brief form at: www.coursera.org/tpd. Course Syllabus

Introduction to French Linguistics I Introduction à la linguistique I 1.0 Définition de la linguistique 1.1 Description versus prescription 1.2 Grammaire et linguistique 1.3 Langue, langage et parole 1.4 Études synchroniques et diachroniques 1.5 Langue orale ou langue l’écrite? 1.6 Deux questions importantes 1.7 Références et lectures complémentaires 1.8 Exercices de révision 1.0 Définition du champ d'étude de la linguistique Ferdinand de Saussure, linguiste suisse considéré par plusieurs comme le « père » de la linguistique, a grandement contribué à l’établissement de la linguistique comme champ d’étude scientifique. Cette définition amène un certain nombre de commentaires: 1- Tout d’abord, la langue est considérée comme objet d'analyse scientifique en lui-même, hors de tout contexte social qui apporte souvent des jugements de valeur, comme le démontre la citation suivante de Martinet: En accord avec cette visée, un certain nombre de questions seront soulevées ou traitées par la linguistique et par d'autres sciences connexes :

Guide de formation et de soutien aux enseignants et formateurs en formation à distance Accueil > Formations et ressources > Liste des guides - manuels > Guide de formation et de soutien aux enseignants et formateurs en […] Recommander cette page à un(e) ami(e) Préparé en 2007 pour le REFAD par Mme Lucie Audet, "Pour franchir la distance" est un guide destiné aux praticien(ne)s de la formation, de tous les niveaux et contextes d’enseignement. Il présuppose une connaissance des problématiques éducatives et un intérêt pour la formation à distance et ses technologies. Il s’agit d’une introduction approfondie, qui sera utile à ceux qui débutent ou envisagent l’utilisation prochaine de la formation à distance dans leur contexte, qu’ils soient appelés à développer du matériel de formation à distance ou à donner du support aux étudiants qui l’utilisent. Les spécialistes du domaine y trouveront également des ressources complémentaires fort utiles. Niveau : Professionnel Sujets : Formation à distance Mots-clés : REFAD

My Open Learning: xMOOCs I participate frequently in MOOCs, both xMOOCs such as those offered through platforms edX and Coursera, and cMOOCs. cMOOCs offer a different learning experience; usually less structured where learning relies upon networked interactions using social media platforms. Click here for reviews on my completed cMOOCs. To read an in-depth article describing differences between the two types of MOOCs click here. I participate in MOOCs for different reasons that depend upon my learning goals and the amount of time I am able to commit to the course during its time frame. 1) Course auditor: Do not participate for the most part in course activities, discussions or assessments, though will read and review select course materials and discussion forums. 2) Active learner: Engage in the majority of activities, assignments and some discussions. ♦ Turn Down the Heat: Why a 4° C World Must Be Avoided, Coursera Course duration: January 27, 2014 – February 23, 2014 Participation level: Course Auditor

Performance Assessment in the Virtual Classroom About the Course Effective measures of performance and assessment are a crucial component of any virtual program. Teachers and administrators must understand both the myths and challenges of assessing performance virtually, administering standardized testing with geographical challenges, and complying with state and local requirements to make sure students are meeting requirements. This course will enable teachers to see the importance of communication and organization in managing virtual caseloads, and monitoring student learning remotely through the effective use of learning management system features. Course Syllabus Recommended Background The course is primarily for: Course Format This class will consist of short weekly lecture videos (with embedded quiz questions), totaling 1 to 2 hours of viewing. Will I get a certificate after completing this class? Will I receive university credit for this course? What resources will I need for this class?

gfen.langues Publication L'ouvrage du Collectif de Gilly-les-Cîteaux aux éditions Educagri et un article dans la revue Actualité de la formation permanente. Ces publications rendent compte des travaux et des résultats de la conférence de consensus qui a réuni en 2008 une douzaine d'experts de « terrain » et de « la recherche ». Elles constituent des ressources pour les enseignants, formateurs, chercheurs, étudiants, tout acteur de l'éducation et de la formation concerné par la question de l'individualisation. L'ouvrage du Collectif de Gilly-les-Cîteaux « La formation individualisée » sous la direction d'Anne-Françoise Trollat et Claire Masson de l'unité de recherche « développement professionnel et formation » de l'institut Eduter, vient de paraître chez Educagri éditions. Pour plus d'informations sur l'ouvrage, téléchargez le communiqué au format pdf lisible avec le logiciel Acrobat Reader. Un article d'Anne-Françoise Trollat : « La formation individualisée - Une conférence de consensus : comment ?

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