Group items tagged

If you've embedded a form created with a Google Apps account, people attempting to submit to the form from outside of your domain will encounter a Google Apps sign in page. You can make these forms publicly accessible by removing the following portion of the form's URL: a/yourdomain.com

"In this tutorial I'll show you how to: * Style Google Forms so that they fit into your site's look and feel. * Replace that dull Google confirmation page with your own custom 'Thank you' page. Don't be scared of all the steps. I've broken it all down into bite size pieces so it is easier to follow. If you've already got a Google form ready to style you can skip straight to Step 6."

In this tutorial I'll show you how to: Style Google Forms so that they fit into your site's look and feel. Replace that dull Google confirmation page with your own custom 'Thank you' page.

List of Google forms templates

One of the best, most concise explanations of why the antipathy to technology in education.~JB The conflict between computers and schools is really a conflict between educational paradigms. The traditional and dominant paradigm is rooted in the book and the pedagogy is one of transmission. Teachers, who have presumably read more books than their students and listened to more scholarly lectures, transmit what they've learned to their students in a similar fashion. The students who do best within this system are those who can capture the transmission - as unfiltered as possible - and mirror back to the teacher what they have delineated. Within this model, digital technology can provide improvements, but they are cosmetic. Teachers can enhance their lectures with presentation software, videos and other forms of multimedia, but the methods stay the same. For teachers who don't understand how these new tools can enhance what they are teaching, then technology can be a distraction. Within this system of learning, (Inquiry based and student centered) there is real value in having the widest range of technological tools for not only consuming information in all its multimodal forms, but for creatively demonstrating what one has learned.

This document is a code of best practices designed to help those preparing OpenCourseWare (OCW) to interpret and apply fair use under United States copyright law. The OCW movement, which is part of the larger Open Educational Resources (OER) movement, was pioneered in 2002, when the Massachusetts Institute of Technology launched its OpenCourseWare initiative, making course materials available in digital form on a free and open basis to all. In 2005, MIT helped to organize with the support of the William and Flora Hewlett Foundation a group of not-for-profit organizations interested in following the OpenCourseWare model and standardizing the delivery of OCW material. This group of institutions, known as the OCW Consortium (OCWC), has grown into a concern of more than 200 universities worldwide promoting universal access to knowledge on a nonprofit basis. The mission of OCWC is "to advance formal and informal learning through the worldwide sharing and use of free, open, high-quality educational materials organized as courses."

This will be a great resource as we help faculty/students put more content online. "This document is a code of best practices designed to help those preparing OpenCourseWare (OCW) to interpret and apply fair use under United States copyright law. The OCW movement, which is part of the larger Open Educational Resources (OER) movement, was pioneered in 2002, when the Massachusetts Institute of Technology launched its OpenCourseWare initiative, making course materials available in digital form on a free and open basis to all. In 2005, MIT helped to organize with the support of the William and Flora Hewlett Foundation a group of not-for-profit organizations interested in following the OpenCourseWare model and standardizing the delivery of OCW material. This group of institutions, known as the OCW Consortium (OCWC), has grown into a concern of more than 200 universities worldwide promoting universal access to knowledge on a nonprofit basis. The mission of OCWC is "to advance formal and informal learning through the worldwide sharing and use of free, open, high-quality educational materials organized as courses."

Over time, though, the hashtag has evolved into something else - a form that allows for humor, darkness, wordplay and, yes, even poetry. 

There are several widely-accepted rubrics (Quality Matters, the ION one in Illinois, etc.), but in my opinion, they focus on course design, not on teaching the course. When I was at Black Hawk College, we created a Best Practices for Exemplary Online Teaching set of standards based on the Chickering and Gamson's "7 Principles of Good Practice for Undergraduate Education" meta-analysis. Individual best practices for online teaching were pulled from the literature and listed as possibilities under each of the 7 principles, and an 8th was added with some of the course design elements not already mentioned in the first 7. In other words, we created a local document that could assist faculty in doing self-assessment, peer evaluations of each other's courses, and potentially institutional review of online courses. However, our instrument was not used for institutional assessment because it was not approved as part of the faculty [union] contract. It is important for a document like this to be shared with the faculty ahead of time so that they know how their courses are going to be evaluated. I also think it is helpful to have several people evaluate various aspects of online courses, such as someone who is an expert in online education who can evaluate the learning experiences and course design elements of the course, someone from the faculty member's department who can evaluate the quality and accuracy of the course content, as well as the administrator whose job it is to evaluate teaching. If the institution uses a type of rubric or assessment document when evaluating face-to-face teaching, it needs to be vetted by online experts to determine if it emphasizes appropriate, comparable variables in the online environment. For example, if activities to promote student engagement is on that form...what does that look like online? Not all administrators or faculty who have not taught online would know what to look for as indicators of student engagement.

umw dkc Assignment Prospectus FORM

After a whirlwind nine months that has witnessed a rapid rebirth of online education at elite U.S. universities in the form of massively open online courses, or MOOCs, Harvard University has thrown its hat into the ring - along with the largest investment yet in technology aimed at bringing interactive online education to hundreds of thousands of students at a time for free.

One of the great benefits of digital publishing is its flexibility and the capability for ebooks to bring something for every reader. Like Amazon's Kindle Singles or Atavist's shorts, these ebooks are generally in the range of 5,000 to 30,000 words and are reviving interest in a variety of short form literature

book publisher W.W. NORTON & CO originally created this blog for students and teachers of sociology, and it is informative and quite accessible for those familiarizing themselves with this field. Visitors will find its pledge to "keep things interesting" refreshing. The pledge is accomplished by ensuring that "all of the posts on this site will pass the 'so what?' test that some academic research frankly does not." The blog entries are written mainly by those individuals who have doctoral degrees in sociology, along with a smattering of posts by sociology students. Visitors who prefer to get their daily dose of sociological thought in video form should check out the "Video" tab to watch sociologists speak on a range of news stories and other timely topics. The videos are generally just a few minutes long, and have recently covered such topics as "Commodifying the 'Ghetto'", "Communities Becom[ing] Poverty Traps" and "Fears about Halloween Candy Poisoning

A couple of infographic résumé sites, vizualize.me and re.vu, sprouted up that use your LinkedIn data to show your career stats. Just create an account, connect it to LinkedIn, and you get some graphs that show when and where you worked. It's a visual form of your LinkedIn profile with a goal to replace the "old" and "boring" résumé that uses just text.

The content here is created with a passion for documentary films, the site is in open form and it is allowing readers to add comments about documentary films they like or dislike.

PDFs Course Materials from the October 2011 PDF document training sessions by Terrill Thompson: Accessible PDF Documents Presentation (Video with closed captions) - October 2011 Accessible PDF Forms Presentation (Video with closed captions) - October 2011 PDF Accessibility Key Points, Tips, & Resources Making PDFs Accessible powerpoint slides  Open Forum PowerPoint - June 2010

The Modern Language Association likes to keep up with the times. As we all know, some information breaks first or only on Twitter and a good academic needs to be able to cite those sources. So, the MLA has devised a standard format that you should keep in mind. Its form is:

The instructional design staff supporting faculty developing online courses historically focused primarily on faculty receiving a course release for one semester for which their department was compensated under an award from the Provost's office. The goal was to complete development within this one semester. Unfortunately, that was a rare occurrence. As a result, many course development projects lingered, funds were encumbered, and online courses were taught without being completely developed and reviewed for quality assurance. In the Spring of 2013, the approach changed. we invited faculty receiving awards to join a community focusing on the practice of developing high-quality online courses. We adopted a cohort approach to project-based professional development in the form of an online course.

The developing themes have influenced the design and strategy of media production at SCE, including: Strategizing videos to tie directly to course assignments and/or assessment Advising faculty members to use conversational language in production; also encouraging them to use humor and draw on past experiences Adding audio/visual elements to the video that supplement the content; the videos should not convey information that students could just read as text Producing high-quality videos (despite mixed findings related to production values, elements such as professional sound, lighting, and graphics are considered important when creating high-quality media) Keeping the four-minute view time as a design consideration, especially when producing longer-form content lectures that can be broken up into shorter segments

This guide avoids some of the obvious things, like using Google Docs for collaborative writing, and instead focuses on some of the lesser-used Google tools options like publishing an online quiz using Google Docs. In all there are 33 pages containing 21 ideas and how to instructions for creating Google Maps placemarks, directions creating and publishing a quiz with Google Docs forms, directions for embedding books into your blog, and visual aids for accessing other Google tools.