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livvyfox

Moving from Face-to-Face to Hybrid Delivery Using Moodle - 0 views

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    " Participation in a hybrid course can be a tricky thing. If you plan on using participation as a portion of the students' grade, make sure you are clear as to what participation entails and for which part of the course, online or face to face. When students meet during class time, it's a great opportunity for group work, debate, case studies, or other active learning strategies. Time is precious and we never seem to have enough without reinventing the wheel each semester. Therefore, try using existing resources as a starting place for course content rather than creating all new online content yourself. You can always create your own content as needed. Take advantage of the training offered by your institution. You may have the opportunity to learn new skills or refresh existing ones like using the Joule Gradebook, Joule Reports, adding resources and activities. For more in-depth instruction on course "
livvyfox

Structure and Expectations Improve Participation in Online Discussions | Faculty Focus - 0 views

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    Improving participation in online discussions
livvyfox

Michelle Moore - Teaching with Moodle: Best Practices in Course Design - YouTube - 0 views

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    Don't use more than 3 font styles per page - this includes colour and size. More than 3 fonts increases cognitive load for your students. Don't use course page to deliver your content. Use it as a launch page You should be able to see at least one topic without having to scroll. Don't be the one doing all the work - get students to design the practice quizzes. (Question creator role) Do let students participate and collaborate. Use forums, wikis Don't make users scroll side to side (centre banners makes it difficult to see outer blocks) Do make sure your content fits (on the course page irrespective of browser) Don't forget the value of the logs. (When a link is done from a label or assignment or HTML page you lose the logging capability you would get if you added it as a resource) Don't overdo the activity names - causes breadcrumb to wrap (use a label to provide the explanation) Do use labels to guide students Don't be afraid of white space (use indent and labels) Keep topic summary succint Don't force users to scroll and scroll (Avoid lots of images and content in topic 0_ Do use images Do simplify delivery (build it all in Moodle - lessons, book and pages) Don't be afraid to branch out (try something new!) Think about how you can use completion tracking effectively
livvyfox

3D - Stian Reimers - Gamifying.pdf - 0 views

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    * Practice Testing - Rather than recapping previous material, informally test students on it - Require students to actively participate in learning (cf. partnerships) * Distributed Practice - Better to get students to recall material over time rather than have a single revision session - Make revision an integral part of a course, throughout its delivery
livvyfox

PDF.js viewer - 1 views

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    "The level of „ fidelity ‟ underpinning simulation is gover ned not only by the technology used, but predominantly by the way faculty staff actively participate, either as tutors, actors, or abstain from taking part in the simulated scenario."
livvyfox

Student Motivation: Moving Beyond "Leading a Horse to Water" | Faculty Focus - 0 views

  • Students need clear, consistent directions and guidance to respond correctly.
  • timely and clear answers to questions
  • feedback and grading is consistent
  • ...2 more annotations...
  • Consider formally posting what you expect from your students and what they can expect from you. I suggest including a late policy, required level of participation, use of outside resources, format and structure, and degree of expected originality.
  • The instructor is available.
livvyfox

Int Learning Design Challenge - Wk 3 - Thoughts | Andy's Blog - 1 views

  • Firstly, the use of a peer group discussion pyramid. This tries to overcome people who may lurk within discussions, ensuring they all contribute, but does acknowledge an individual’s participation is influenced by a number of factors. The use of a pyramid model, involves, stage 1 – personal reflection on the question stage 2 – create a group, with two people, they discuss the question stage 3 – create a group by combing two stage 2 groups, and they discuss the question stage 4 – create a group by combining two stage 3 groups, and they discuss the question
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    online pyramid model for online activities
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