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Instructional Strategies for Online Courses-Mozilla Firefox

Instructional Strategies for Online Courses-Mozilla Firefox
Instructional Strategies for Online Courses Effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Because learners have different learning stylesor a combination of styles, online educators should design activities multiple modes of learning in order to provide significant experiences for each class participant. In designing online courses, use multiple instructional strategies. Teaching models exist which apply to traditional higher education learning environments, and when designing courses for the online environment, these strategies should be adapted to the new environment. Traditionally, in a teacher-centered classroom, instructors control their environment because they have a monopoly on information. Online learning environments permit a range of interactive methodologies. Learning contracts connect educational needs to individual student needs. The discussion group Guided design Role playing Games The panel

Creating Courses - Instructional Design-Mozilla Firefox Strategies for Online Teaching Online teaching is increasingly common at many types of higher education institutions, ranging from hybrid courses that offer a combination of in-person and online instruction, to fully online experiences and distance learning. The following resources provide guidelines for creating an online course, best practices for teaching online, and strategies for assessing the quality of online education. CRLT Occasional Paper #18: Online Teaching (Zhu, Dezure, & Payette, 2003) This paper explores key questions to consider when planning an online course and provides guidelines for effective instructional practices. Instructional Design (Illinois Online Network) An ever-changing collection of articles related to teaching online (including Tip of the Month), basic resources, and spotlight issues. As this site is well-maintained, it is worth occasionally checking in to see if new material has been added. The site provides a summary of instructional strategies for online course.

Storyboards for eLearning SumoMe Many people who are new to eLearning want to know how to create a storyboard. Should they use a professional tool? Should they create a template from scratch? What should they put into the template? Coach: What is an eLearning storyboard? Coach: At what point in the ISD process would one start to storyboard? Coach: Is storyboarding important? Coach: Before we get into the specifics, is there just one way to create a storyboard? Coach: How do you go about creating a storyboard? Create a template in Word (in landscape mode) and let each page represent one screen.Create a template in PowerPoint and let each slide represent one screen.Create a template in a commercial storyboarding application. Coach: What do you put into the storyboard template? Coach: Then how do you fill in the template? Title Area: Add the unit, module, lesson or topic name.Screen Number Area: Enter a unique identifier for each screen. Coach: Why does a storyboard seem to shrink as you fill it in?

Four Types of Discussion Forums » The Online Learning Curve Forums are a useful tool that can engage all participants of your online classroom. Deciding which type of forum to apply can affect the flow of your discussion. Each forum type has different posting parameters that can require students to answer a single question without first reading what others have posted or allow students to freely express themselves by creating new threads. Standard Forum for General Use: This format is the type of forum that is most familiar to instructors and students. Single Simple Discussion: An instructor posts a topic into the forum, and this is the only topic to which students can respond. Q&A Forum: Similar to the simple discussion but with one catch: when an instructor posts a question within this forum, other students’ replies to the question are not visible until the student responds in the forum. Each Person Posts One Discussion: Once an instructor posts the forum instructions, each student can then start one thread in response.

Best Practices in Designing Online Courses-Mozilla Firefox Best Practices in Designing Online Courses Las Positas College This document, along with the accompanying examples, was created to help LPC faculty design online courses that are instructionally and pedagogically sound. The best practices are a synthesis of strategies, activities, design techniques, organizational tips, etc., that have been successful in higher education. To discuss any of the best practices, log into Blackboard, go to the BOLT course, and post to the Discussion Board forum called Best Practices (LPC). Important: In addition to the best practices below, instructors are highly encouraged to create an information page for their course. I. I. II. III. Sources for information on best practices: Guidelines for Good Practice: Technology Mediated Instruction, The Academic Senate for California Community Colleges Distance Learning Manual, Accrediting Commission for Community and Junior Colleges Rubric for Online Instruction, CSU Chico

5 Common Visual Design Mistakes I was working with a student intern the other day. We reviewed his first attempt at a rapid elearning course. For this review, we focused on the course’s visual design. Overall, he did a great job, especially for someone just starting out. However, he made some mistakes that are common to many of the courses I see. I thought I’d do a quick rundown of what they are and provide some tips on how to prevent them. 1. Good elearning design is as much about visual communication as it instructional design and learning theory. When I learned video production years ago, we were always told that everything in the frame means something. Look at a company like Apple. In the same sense, your course is a story. It’s not about just making the screen look good. 2. Your course has a central idea or objective and the visual design should be built around that. Many web designers will use a grid structure to map out the page design. 3. The second rule is to use graphics that belong together. 4. 5.

Brain-based learning, ideas, and materials Navigating the Two Kinds of Online Discussion Forums Navigating the Two Kinds of Online Discussion Forums was originally written for the EdTech Researcher Blog published by Education Week. Over the weekend, edX announced some changes to the features in their discussion forums, and the changes illuminate some interesting issues in student behavior, pedagogy, and instructional design. On the one hand, discussion forums are often seen as central to massive open online courses because in many courses it's really the only space where students can speak back to professors or one another. One of the fundamental problems with discussion forums is that the same technology is used to support several different types of conversations, two of which we might call "authoritative" and "discursive." As a platform, edX has some built in biases towards the authoritative, which perhaps makes sense given it's origins as a learning management system for teaching electrical engineering.

Business English, Legal English, English for Academic Purposes, etc. - English for Specific Purposes World-Mozilla Firefox Sarjit Kaur English Studies Section School of Humanities Universiti Sains Malaysia Printing version Abstract This paper examines the English language needs of 15 Malay administrative staff in two departments in Universiti Sains Malaysia in an ESP course. Introduction The experience of planning and designing an appropriate course that suits target ESP groups can be very challenging especially for new instructors. Concern about quality ESP courses is always of paramount importance in all educational contexts. Issues in ESP Course Design The work that has been done in the field of ESP has generally followed the assumption that if a group of learners English language needs can be accurately specified, then this identification can be used to determine the content of a language programme that will meet these needs (Munby, 1978). as what the learner wants to do with the language (goal-oriented definition of needs) which relates to terminal objectives or the end of learning; and The Present Study

Designing for Learning Allison BrownMurdoch University Introduction How do online courses differ from traditional university courses? These were the questions explored in a collaborative course design project involving an economics lecturer and the instructional designer at Murdoch University. This paper describes the pedagogical rationale of the design template. Aims of the design project The economics lecturer could see the enormous potential of the WWW as an extremely rich information source. This was seen to be an innovative teaching idea absolutely suited to the medium of the new communications technologies. The instructional design aim was thus to explore ways in which developments in the communications technologies could be used to enhance teaching and learning in economics. Early online formats Megarry (1989:50) suggests a different view of the relationship between information and knowledge: Knowledge is not merely a collection of facts. Hypertext and learner activity Advantages of online discussion

Brain-Friendly Teaching (1): Putting Brain-Friendly Strategies To Work How can the findings of current brain research be applied in the classroom to help students perform best on standardized tests? Marilee Sprenger details seven steps to move information from sensory memory to long-term memory. "In the United States, most schools prepare for standardized tests by spending a large amount of time a few months prior to testing on review," observes brain expert Marilee Sprenger. "Although that has been known to raise test scores in comparison to schools that do not follow that process, it does not put information into long-term memory. Because working memory can hold information for just days or weeks, most of the time, the information is forgotten after the test." According to Sprenger, meaning and emotion are key to placing information into long-term memory. "Within those two laws are four central ideas; therefore, there are four bits of information. For Sprenger, step one in this process is to reach students. No clear and present dangers.

Técnicas para cursos en línea by hortensiajd Sep 2