ifficult to obtain materials such are readings, complex charts, and graphs

course logistics (a particularly important element as we include more group work and out of class experiences)

standards and procedures for evaluation

clear statement of intended goals and student outcomes

instructor's role and responsibility to the students

Building your First Syllabus

Planning Your Course

Step 4. Arrange Course Content

an introductory course for prospective majors

Step 1. Define Your View of the Purposes of Education

Ideally, students enrolled in an online course need to be competent in using computers and navigating the Internet.

It is advisable that faculty first integrate technologies into face-to-face courses and become familiar with the online teaching environment before taking on the challenge of teaching mostly or totally online (Palloff & Pratt, 2001

new opportunities to build collaboration and creativity into the teaching and learning process

M5 Successful Instruction

OBJECTIVES ASSIGNMENTS

OVERVIEW

Blocking In the Still Life Drawing with Christine Frerichs

Beginning Drawing Atelier #7: Blocking in Still Life

wildcat strike

Share a video, app or website that helps you

Peer-to-Peer Chapter Review Assignment BIOL 1304

Introductory Videos

writing intensive course (department designated)

covers theorie

CJ 3301 Criminology

Last Name Gehring First Name Krista

rely on in the redesign of my course is the Writing & Reading Center

1984: bell hooks

Furthermore, Haddix (2009) argued, deficit framings unfairly place the onus on individual Black males to succeed academically, without disrupting the institutional structuresthat shape their experiences in schools

ethnographic

South Korea’s national college entrance exam has a notoriously difficult English section, a reflection of the extent to which the country’s economy is organized by US strategic and financial interests.

IMF in the aftermath of the 1997 Asian Financial Crisis

Nearly half of South Korea’s workforce are irregular workers

As Korea’s present colonizer, the United States is implicated throughout Parasite.

compradors

chauvinism

ACTIVITY 5: SYLLABUS DRAFT & COURSE WEBSITE DESIGN PLAN

2. Select one production or creation tool that allows you to create the material. Introduce briefly about the tool.  Is it easy to create an instructional or learning material? How does this tool contribute to designing your material? How could this tool be used in your specific context other than creating this material? What would you add or omit to enhance this tool?

In Part 2 of Discussion 2, you will discuss both material and technology to create the material

nderstanding visual design principles and multimedia theories, and testing materials for any errors in different platforms are all very crucial. 

Materials themselves without an instructor should engage learners/trainees and support learning.

him or herself

lease do read Chapter 8 from the textbook to gain more ideas on  material design and visualization.

“It’s a touchstone,” said Brendan McGillicuddy, 39, who teaches in the cultural studies department at the University of Minnesota. “At my workplace, everyone listens to it, even if you don’t like it.

Over the summer, the “Chapo Trap House” message board, which has nearly 153,000 members who chat about the news and memes of the day, was censured by Reddit, which hosts it. The page now has limited reach and is in a sort of digital purgatory, where it remains.

one for free and one for the nearly 38,000 people who pay $5 a month through the crowdfunding site Patreon.

Dirtbag Left

nother whose name cannot be printed

“Chapo Trap House,” the Pied Pipers of the candidate’s online movement.

Former Mayor Pete Buttigieg is “a bloodless asexual.”

By Nellie Bowles

Politesse, civility, even pleasure

Novices need some guidance and structure to begin with. The teacher must act as a designer of the learning activities and the environment then guide the students in the use of wikis (Lund, 2006). The teacher should set the stage, trigger, initiate interactions, stimulate, monitor and guide online as well as offline activities conducive to learning (Lund, 2006; Lamb, 2004).

When introducing wikis the launch activity should be motivating, easy and quickly achievable, with little emphasis on the quality of the writing (Notari, 2006). A good place to start is with Who’s Who page where students create their own home-page within the course site to introduce themselves to their peers (Guzdial et al., 2001, p. 22). This can function as a non-threatening way to introduce the technology and at the same time begin community building

Teaching with any CSCL environment such as wikis, requires a cultural shift for everyone involved. It is important for the teacher to build trust in people and trust in the collaborative process (Fountain, 2006). The formation of social networks and a sense of connectedness comprise what has become known as social capital.

Brown & Campione had introduced the concept of a community of learners in 1990 and Lave & Wenger had used the term community of practice in 1991. By the 1990s Computer Supported Collaborative Learning (CSCL) had emerged

The move toward social constructivist pedagogical models, initiated by researchers such as Piaget and Vygotsky, makes the wiki a potentially useful educational tool. The wiki can provide the medium by which learners communicate and negotiate in their efforts to reach a shared understanding of a problem (Bruns, 2005).

The wiki can be used as a semantic networking tool, a way to construct meaningful connections between topics, ideas or concepts. A semantic network is composed of nodes (such as wiki pages ) with meaningful links (hyperlinks) connecting them. A semantic network of wikis can help learners to organize their ideas and to convey that organisation of ideas to others (Jonassen et al, 1999, p.165)

The wiki can be used as a networking program allowing the students to actively participate in the construction of a collective knowledge repository.

A Wiki is a freely expandable collection of interlinked Web “pages”, a hypertext system for storing and modifying information – a database, where each page is easily editable by any user with a forms-capable Web browser client. (Leuf & Cunningham, 2001, p. 14)

Formatting text is done with wiki markup (a simplified version of HTML) such as an extra blank line for a new paragraph, _underlined_, ’’emphasized text’’, ’’’strong text’’’, —- horizontal rule, etc. A word with embedded capitals (CamelStyle) saved in an existing wiki page will create a link to a form for creating a new page. Adding pictures, movies or sounds can be achieved by including the URL of the file.

Mind tools are computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher order learning. (Jonassen, 2000, p.9)

Learning and Teaching with Wikis

ikis are collaboratively authored, searchable docu ments linked internally and externally. For class room purposes, wikis are designed to be created by more than one student

ikipedia, the online encyclopedia (www .wikipedia.org), is the most famous example of a wiki. But today, teachers and students are beginning to engage with this technology more and more, creat ing a variety of wiki types (see Table 1).

The project in volved students researching topics of their choice and creating online multimedia reports using the wiki technology to enhance collaboration between student peers, the classroom teacher, and the college students

Such a system only works with users serious about collaborating and willing to follow the groupconventions and practices. Of course, Wiki sites, like any pages on the Web, can be secured withpassword protection or other means, but wikis have built-in safeguards against malicious behavior (pagechanges are logged, page deletions must be seconded to take effect). The goal of Wiki sites is to become ashared repository of knowledge, with the knowledge base growing over time.

there is anothercollaborative environment which is more naturally suited for collaborative on-line projects,WikiWikliWeb (wiki wiki is Hawaiian for "quick") or wikis. Like blogs, wikis have been around for sometime and are popular among technology buffs.

After reviewing the synchronous communication tools, you will engage in Discussion 2-1 - which asks you to explore a new technology. Here is what I expect from you: 1. Select ONE async or sync tool from Module 4 to test and report on its use. Do pick the one that is new to you. If you already know all of them, then find a completely new one!

ACTIVITY 3: SYNCRHONOUS COMMUNICATION TOOLS

ACTIVITY 2: ASYNCHRONOUS COMMUNICATION TOOLS

ACTIVITY 1: TECHNOLOGIES FOR DISTANCE EDUCATION

Job Aid for Screen Recording Using QuickTime Player

Infographics, Online, Learning, Engagement, Visual

Infographics: In Support of Online Visual Learning

Online faculty should aim to present course content succinctly and in a variety of modalities to support independent and diverse learning needs.

Consider, that more data has been created in the past two years than in the entire previous history of humans (Marr, 2015) and infographics are valuable tools for condensing and managing volumes of complex information (Conner, 2017).

visual are processed 60,000 times faster in the brain than text and visual aids in the classroom improve learning up to 400 percent. Ideas presented graphically are easier to understand and remember than those presented as words, (Kliegel et al., 1987).

In 1983, psychologist Howard Gardner introduced his book, Frames of Mind. Dr. Gardner’s book presented his theory on multiple intelligences, the theory that people possess multiple types of intelligence and can learn through these various modalities. Among the seven intelligences, Gardner identified visual-spatial intelligence.

References

Figure2: Generated steps of the process of designing an infographic

participantsidentifiedaspecificideaanddecidedtheirobjectiverelatedtotheirinfographic.Theyalsoevaluatedthemessagetheywantedtoportraytotheiraudience.Participantsalsoaddressedthemainconceptsthatwereincludedintheirinfographicalongwiththesourcestheywereusing.

studentsoutlinedthevaluableandimportantinformationalongwiththevisualsketchoftheinfographic.

Figure1: Theoretical Model for Infographic Design (Pettersson, 2009

Thedevelopmentofstudents’cognitiveabilitiesthroughinternalizationandinterpretationalsopromotesself-dependenceandcreativitywithinstudentsandlearners.Thesequalitiescanbepromotedbyinfographics(Damyanov&Tsankov,2018)

“Similartoatraditionalresearchessay,aninfographicassignmentchallengesthe studenttovisuallycommunicateathesis,supportedbycitationsandstatisticssourcedfromscholarlyliterature...studentsmustdesignaninformationvisualizationtoillustratetheirargument”

Lazard andAtkinson (2015) paper reported that learners’skills and knowledge develops with their exposure to the infographic in the learning practices. Therefore, there exists a need for the educational institute to utilize innovativestrategies for progressing the students’learning and improving their academic achievement.

TheDesignProcessandPerceptionofanInstructionalDesigner

Infographicisrecognizedasthevisualizationofdata,whichexhibitscomplexinformationinaneffectiveandclearmanner.

I would explore all of the resources this center has to offer during the design period

classroom to have face to face interactions to discuss concepts and provide examples, but an online environment can prove challenging to do this.

designated). Student writing is assessed through various written assignments, online discussions, and reflection journals

classes

NURS 4210 - Information Management and Health Informatics

I have tinkered with the idea of using VoiceThread, but I am not yet comfortable enough with the software to make assignments for it

. Finally, I provide a specific group activity that takes 15-20 minutes and lets them try out the analytic exercise without my guidance. I'm not entirely sure how to replicate that strategy online

patterns

A Spectre in Every Street: George Oppen and the Poetics of Communism

Smithsonian Open Access

Learn - Managed Hosting (US)

At the very least, it allows teachers and, more importantly, students to make connections across disciplines, creating an opportunity for greater depth and complexity.

By Any Media Necessary The New Youth Activism

The Digital Edge How Black and Latino Youth Navigate Digital Inequality

Not quite. New Mexico is now suing Google over Chromebooks

But underpinning all of this is a foundational issue: the steady creep of technology into every aspect of the classroom. 

The software came first. Initially, the effort was led by Jonathan Rochelle,now CPO at Zapier, who was in charge of product management for Google Drive Docs. Google rolled out Drive apps specifically tailored towards college students, which no one else was doing at the time. 

What they did was then bypass administrators and talk to teachers directly, a ready audience, who led to wider adoption across schools for GSuite, as this very good New York Times article from 2017 describes, 

Integrating twenty-three case studies

Hanging Out, Messing Around, and Geeking Out, Tenth Anniversary Edition

Connected learning thrives in a socially meaningful and knowledge-rich ecology of ongoing participation, self-expression and recognition. In their everyday exchanges with peers and friends, young people fluidly contribute, share and give feedback.

Connected learning prizes the learning that comes from actively producing, creating, experimenting and designing because it promotes skills and dispositions for lifelong learning and for making meaningful contributions to today’s rapidly changing work and social conditions.

Interests foster the drive to gain knowledge and expertise. Research has repeatedly shown that when the topic is personally interesting and relevant, learners achieve much higher-order learning outcomes.

“For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards

Connected Learning

this approach leverages new media to broaden access to opportunity and meaningful learning experiences.[1][2]

What Are The Common Infographic Sizes?

The infographic

On the other hand, mastery-oriented environ-ments reduce cheating naturally by reinforcingstudents’motivations to learn and developingtheir meta-cognitive skills, that is their self-awareness of the knowledge they have, the knowl-edge they need, and how they can develop newknowledge (Ambrose, Bridges, Lovett, Dipietro,&Norman,2010; Day, Hudson, Dobies, &Waris,2011;Lang,2013; Palazzo, Lee,Warnakulasooriya, & Pritchard,2010)

Multiple means of representation: Give learners various ways of acquiring information and knowledge

Ginger Fisher and Susan Keenan (University of Northern Colorado, Greeley) write about making the syllabus more responsive to first-generation college students.

It turns out if they have a say in deciding some things about the course, their commitment to it increases.

All the essential content is still included but the syllabus reads like an invitation to an interesting learning experience

I’ve really enjoyed looking at sample syllabi that were submitted.  I also reviewed some online syllabus collections—many of our professional association websites now host syllabus repositories.

The syllabus—most of us use them, many of our students don’t read them. 

Revisiting the Syllabus

For example, a live online session is likely the best way to help students learn how to solve a novel and challenging problem for which the course content has given the tools, but collaboration with other students and/or guidance from the professor is needed to understand or “see” how to apply the tools.

Adding a Live Online Class to Your Course

M3 UMT

Key Terms

Note final frames for continuity, log shot details (identification, duration), and label the recording

8HowVideoUsageStylesAffectStudentEngagement?..

users’engagement

usagestyles

Anotherimportantfactthatvideoproducersandinteractiondesignersshouldconsideristhatmanytimes,shortvideosarenotusedconsistently,resultinginloweradoption.Hence,althoughshortvideoshavemanyuses,studentengagementismanytimeslow.

Overhalfoftheusers(60%)werewatchingthefullvideolecture,whiletheremainders(40%)werewatchingspecificpartsofthevideo

Fortystudentswhohadusedhow-toandlecturevideosfromtwodifferentvideoplatformsresponded,basedontheirlongitudinalexperience.Oftherespondents,87.5%weremalesand12.5%werefemales,andallwereagedbetween20and23years(M=21.7,SD=1.12),withtheexceptionofone25yearsold.

amplingThemethodologycomprisedaquestionnaireconductedattheendofafullsemestervideoexperience

nothernoteworthyfindingisthatseventypercentoftheusersmentionedthatvideosshouldhavebeenconnectedtoaFacebookgroup.

DaleandPymm[8]haveindicatedtheimportanceofrewinding,skipping,andothersimilaraffordancestonavigatevideocontent.Althoughresearchhasmen-tionedseveraldifferentwatchingintensitytypesandnavigation,thedifferencesbetweenthetwomainwatchingintensitytypes,userswhowatchthefullvideoandthosewhowatchonlypartofit,areyettobeexplored.Hence,inourresearch,wewanttoexaminewhetherthewatchingintensityaffectsusers’engagement.

Althoughvideosforlearning/traininghavebeenemployedintheindustryandeducationformanyyears,severalfactorsregardinglearners’engagementwithanduseofvideoshavechanged.Forexample,learnerscaninteractwiththecontentinvariousways,videorepositorieshaveadvanced(e.g.,iTunes,YouTube),andotherinteractiveandsmartvideo-basedsystemshaveappeared(MOOCs,InteractiveTV).

The optimal video length is 6 minutes or shorter — students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen: For instance, on average students spent around 3 minutes on videos that are longer than 12 minutes, which means that they engaged with less than a quarter of the content.

Optimal Video Length for Student Engagement

Embed videos in a context of active learning by using guid-ing questions, interactive elements, or associated homework assignments.

Use signaling to highlight important ideas or concepts.

Use audio and visual elements to convey appropriate parts of an explanation; consider how to make these elements complementary rather than redundant

Use Guiding Questions

One observation from their analysis of Khan Academy videos was that videos that offered the greatest benefits to students were highly relevant to associated exer-cises. This result is supported by results observed in a “teach-ing-as-research” project at Vanderbilt University

ncorpo-rating prompts for students to engage in the type of cognitive activity necessary to process information—to engage in active learning—can help them build and test mental models, explic-itly converting video watching from a passive to an active-learn-ing event.

(Guo et al., 2014).

The first and most important guideline for maximizing stu-dent attention to educational video is to keep it short.

Integrate questions into videos with HapYak or Zaption, as described by Obodo and Baskauf (2015)Follow short videos with interactive questions within an LMS,

Active learningConsider these strategies for promoting active learning:Packaging video with interactive questions

How to Speak

Two Instructors Share Their Perspective At the Instructor Insights page for 7.341 The Microbiome and Drug Delivery: Cross-species Communication in Health and Disease, you can find a video interview with the course’s instructors, Dr. Ali Beyzavi and Dr. Miguel Jimenez.

The goal is for the students to be the ones actively propelling the discussion, with the instructor serving primarily as a facilitator and factual resource.  

Class sessions are designed to be as interactive as possible.

The class size is limited to eight students to ensure as much interaction as possible between student and instructor. And the instructors for the seminars are typically postdoctoral research scientists with a strong interest in teaching; they’re thus uniquely qualified to help their students learn to read research articles and evaluate the strengths and weaknesses of the experiments presented.

Release Notes for Ally for LMS

Library reference A Library Reference could already be provided by instructors for scanned documents and untagged PDFs as a way to provide additional metadata for files where the instructor doesn’t have access to an original and has no other means of improving the accessibility of the file. Ally 1.36 introduces the ability for instructors to provide a Library Reference for all other PDFs.

Usage Reports

Typically, HTML content is much more accessible in nature. This is especially true for WYSIWYG content in the LMS, as they are usually small and simple HTML fragments. Splitting out the scores in this way allows for a better distinction between content that tends to be more accessible in nature and content that tends to be less accessible in nature, allowing for a better understanding of the overall accessibility score and allowing for more informed training and remediation strategies to be identified.

Accessibility Scoring

Specific software applications are covered in Chapter 7, “Design Resources.”

Signature Pedagogies

Business Film BoothSubscribe1.3KSubscribed1.3KShareInclude playlistAn error occurred while retrieving sharing information. Please try again later.Switch camera0:001:330:31 / 1:33LiveScroll for details How and why to add timestamp links to your videos description

Adding Quizzes to a Mediasite Presentation

This settlement was reached four years after this litigation began in 2015, when it was filed in the U.S. District Court for the Western District of Massachusetts as a class action lawsuit. The lawsuit was prompted by the recognition that, notwithstanding the description of MIT’s online resources as “open and available to the world,” many of its videos and audio recordings lacked captions or used inaccurate captions. MIT had no published policies in place to ensure these learning tools were accessible to people who are deaf and hard of hearing. In the United States alone, there are approximately 50 million deaf and hard of hearing people. 

MIT, one of the most celebrated academic research institutes in the world, has agreed to provide industry standard captioning for publicly-available online content, including video and audio content posted on MIT.edu as well as MIT’s YouTube, Vimeo, and Soundcloud pages, certain live-streaming events and online courses such as Massive Online Open Courses (MOOCs), MITx and MIT OpenCourseWare. 

The Agile ADDIE Framework

Reading Colonialism in "Parasite"

Shame | ContraPoints

Canceling | ContraPoints

I Annotate 2017 Day 1 Panel: Annotation in Journalism and Fact Checking

First, I state each principleand its corollaries including a short descriptorfor each principle or corollary.

Table 4:

Table 3

Table 2:

Table 1: Design Principles for Learning Tasks

Instructional methods for part-task prac-tice aim at the strengthening of cognitive rules by extensive repetitive practice. Strengthening is a basic learning process that ultimately leads to fully automated cognitive schemas (Anderson, 1993

Procedural information (in Figure 1, the yellow beam with arrows pointing upwards to the learning tasks) helps students with performing the routine aspects of learning tasks, that is, aspects that are always per-formed in the same fashion.

sup-portive information in Figure 1 is not con-nected to individual learning tasks but to levels of complexity; it can be presented be-fore learners start to work on the learning tasks (under the motto ‘first the theory and only then start to practice’) and/or it can be consulted by learners who are already working on the learning tasks (under the motto ‘only consult the theory when needed’)

Sup-portive information (indicated by the blue L-shaped forms in Figure 1) helps students with performing the non-routine aspects of learning tasks

This feedback stimulates learners to critically compare their own mental models and cognitive strategies with those of others, including experts, teachers and peer learners

Addie-Kemp Comparison

* Information-Processing Analysis : about the mental operations used by a person who has learned a complex skills