This online Certified Professional Development Course encourages delegates to engage, reflect and interact with (at least) 6 presentations during (or after) the conference, considering the impact the showcase could have on your own professional practice.
NOTE - Everyone is their own individual and bring a lot to your class. The more you know about them, the better chance you can find out how to motivate them.
The researchers also asked students whether it mattered to them that the instructors knew their names, and more than 85 percent of them said it did
because making good use of the full physical space of a classroom is one of the most straightforward ways to keep both professor and students attentive.
NOTE - I taught from the back. We showed a lot of videos and did demonstrations. So, it was easy to "teach" from the back.
ON ZOOM - how do you teach from the back of the class?
One advantage of the Zoom classes that many of us are teaching right now is that the names are all right there on the screen
Speak to all corners of the room
They bring their unique life stories and experiences, which can help provide new perspectives on familiar questions and challenges.
NOTE - Notoriety means power or maybe at least the power to capture their attention.
She encourages children first to recognize and write their own names and then to compare the letters and syllables in their own names with those of the other names on the grid
Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
Close — and I mean really close — reading.
in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
Tell about it.
asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
pointed out anomalies and inconsistencies, and wondered
What? For the first step, students spend time just observing the object and taking notes.
So what? Students write down questions based on their observations and share them with one another.
Now what? The final stage shifts into more whole-class and teacher-centered discussion
Attention through assessments.
For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
As schools and organisations move to remote education, there are potential gaps in our professional learning of which we should be aware. While many of us are discovering fresh opportunities for online and remote professional learning through podcasts, webinars and online courses, one of the most significant aspects of our professional learning has been curtailed thanks to social distancing.
I recommend starting with one sentence: "After the course ends, I hope my students will __________________________." The learning goals can come from there.
Ten Steps Toward Universal Design of Online Courses
Implementing the principles of universal design in online learning means anticipating the diversity of students that may enroll in your course and planning accordingly. Designing a course with principles of universal design in mind is an ongoing and creative process. One does not achieve the level of usability aspired to with a simple checklist, but with an open mind and a commitment to making design and inclusion a priority.
There are a few elements, though, that if taken into consideration, can enhance access and usability greatly. Knowing and incorporating these elements on the front end of the design process can save hours down the line.
More and more schools, colleges and universities are using online educational tools that students are required to use to obtain course syllabi, access lectures and associated material, participate in class discussions, read course material, and receive grades and feedback from instructors. These popular tools, such as Blackboard, can frequently pose significant barriers to students with vision loss because they do not work well, if at all, with computer programs commonly used by students who are blind or visually impaired to access content displayed on the computer screen. For example, screen reading software reads the contents of the screen aloud. Screen magnification software enlarges text and graphics displayed on the computer screen in a customized way.
A look at Portland Community College's web accessibility guidelines and how supporting students with disabilities is a shared responsibility across the college. Video includes stories from students whose education is impacted by inaccessible web content and ways faculty and staff can improve online course materials to make course content more accessible. This is an OER (Open Educational Resourse).
In recent years, online degree programs have become a widely accepted modality for many learners who seek a college degree. Most often, students who choose the flexibility of online college courses have family or work obligations that inhibit their ability to be placed in a traditional classroom. Online learning is a great choice for a student who is a self-motivated, and who is an independent learner.
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I point to some key findings in the newest annual National Survey of Student Engagement.
I share readers' feedback on how they have reformed their gateway courses.
I ask whether your college or department has developed alternatives to teaching evaluations.
The Universal Usability site houses an unabridged, online version of Access by Design: A Guide to Universal Usability for Web Designers, by Sarah Horton, published in 2005 by New Riders Press. You'll find the complete text and illustrations from the printed book here under Access by Design Online. The online version also offers links to texts and tutorials that support and expand on the concepts covered in the book. Visit About the site to learn about the purpose and process of posting the book online.
"This article examines the use of both game-based learning (GBL) and gamification in tertiary education. This study focuses specifically on the use of games and/or simulations as well as familiarity with gamification strategies by communication faculty. Research questions concentrate on the rate, frequency, and usage of digital and non-digital games and/or simulations in communication courses, as well as instructor familiarity with gamification. A survey was constructed with questions emerging from the game-based learning and gamification literature. It was distributed to communication faculty at public institutions of higher education in a southern state. In this context, the author argues that while the term gamification is novel, the approach is not. Based on the results, current gamification strategies appear to be a repackaging of traditional instructional strategies."