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Dennis OConnor

Online Professional Development Courses | University of Wisconsin - Stout - 0 views

    "E-learning and Online Teaching Courses and Certificate You may enroll in individual courses for professional development or to renew a license or complete all five courses if you are pursuing the E-Learning and Online Teaching Graduate Certificate. The courses are approved electives in the Master of Science in Education and the Master of Science in Career and Technical Education degree programs. EDUC 760 E-learning for Educators  3 graduate credits Summer: June 10 - August 2, 2019 Fall: September 9 - November 1, 2019 Register EDUC 762 Assessment in E-learning  3 graduate credits Fall: October 21 - December 13, 2019 Register EDUC 763 Instructional Design for E-learning  3 graduate credits Fall: October 21 - December 13, 2019 Register EDUC 761 Collaborative Communities in E-learning - Online Facilitation Skills  3 graduate credits Summer: June 24 - August 16, 2019 Fall: September 23 - November 15, 2019 Register EDUC 764 E-learning Practicum  3 graduate credits Note: The practicum may only be taken after all other courses for the Certificate in E-Learning and Online Teaching are completed. Prerequisite: Consent of Instructor Fall: September 9 - December 13, 2019 Register"

With so many institutions raging in the country, EducationInsta makes your experience h... - 0 views

    Featuring the Best Colleges for Engineering in India, Best Colleges for commerce in India, Best colleges for Law
Julie Golden

Have you taught online? Your opinion is needed! - 4 views

  • Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you. Please know that I will pay your kindness forward to another doctoral student in need and will send warm thoughts out into the universe for you. Thank you for your consideration and for passing this on to eLearning faculty!
DeZyre Academy

10 Ways the Big Data Wave Is Changing Your Job - 0 views

    The headlines suggest data scientists now have the coolest jobs and career paths. But how did we arrive at this point? Here are the factors and the ways your job is set to change -- even more.

Questioning as Facilitating Strategies in Online Discussion - 0 views

    Research article on the importance of questioning in online facilitation.
Giovanna Doll

Avoiding Conflict Online - 0 views

    The article includes "five key attributes of online communication to take into consideration" and "four tips to avoid online misunderstandings."

How Students Learn: Thoughts from a Favorite Author - Faculty Focus | Faculty Focus - 1 views

  • When you are as old as I am, you come to accept that there are few new things under the pedagogical sun and there is a certain agelessness about many good teaching ideas.
  • “First, students learn best to the extent that they are actively involved with the material, in our case history, reading, interpreting, touching, listening to, feeling, role playing and manipulating it. Second, students learn best when they are confronted with a compelling human historical problem, decision, or personal question. It is best to put the problem into a larger context … that connects with problems, questions, and themes in their own lives. Third, learning occurs in a context of frequent and caring (or lovingly challenging) feedback and occasions for reflection, especially with others. Therefore, small groups. The fourth, and perhaps most important, principle is that every learner makes his or her own meaning by reworking prior learning and experiences in terms of new ones. This means we must find ways of connecting what’s already inside their heads with the concepts, ideas, themes, and yes, even the names, dates, and facts we want them to know.”

ORID - strategic questioning that gets you to a decision | PacificEdge - 2 views

  • O — Objective questions The O questions identify objective facts relevant to the topic. The key question is: what do we know about this?
  • R — Reflective questions The R questions are about how people feel about the topic. They are about subjective perceptions. The key question is: how do we feel about this?
  • D — Decisional questions Based on information coming from the three previous stages of questioning, this is the stage at which a decision is produced. The key question at the decisional stage is: What are we going to do?
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  • I — Interpretive questions These questions have to do with meaning. The key question of the interpretive stage is this: what does it mean for me/you/the organisation etc?
  • In all four sages, the phrasing of the questions and statements by the facilitator are critical to the maintenance of focused discussion.
    ORID - Objective Questions - What do we know?              Reflective Questions - How do we feel about this?              Interpretive Questions - What does it mean to me?              Decisional Questions - Where do we go from here?  What are we going to do about it?

Using Reading Prompts to Encourage Critical Thinking | Faculty Focus - 2 views

  • “Students can critically read in a variety of ways: When they raise vital questions and problems from the text, When they gather and assess relevant information and then offer plausible interpretations of that information, When they test their interpretations against previous knowledge or experience …, When they examine their assumptions and the implications of those assumptions, and When they use what they have read to communicate effectively with others or to develop potential solutions to complex problems.” (p. 127)
  • The purpose of these reading/writing prompts is to facilitate personal connection between the undergraduate student and the assigned text. The prompts are simply questions used to orient students with a critical reading stance and to guide their thinking as they read.” (p. 128) Her goal in using the prompts is to help students identify the big ideas rather than just “mine” the text for facts and details. She’s not anti facts and details, but she thinks that’s mostly what students read for and the big ideas are what prompt the reflection and analysis typical of those who read deeply and think critically.
  • Identification of problem or issue—This “lens” is used to create a “need to know” viewpoint for readers. (pp. 129-130) What problem is the author identifying? Who does the problem relate to? For whom is this topic important and why? Making connections—These prompts helps students think critically about course content, what they are reading, and their own knowledge. The goal is to get students to integrate their experiences with what they are reading. How is what I am reading different from what I already know? Why might this difference exist? What new ideas are here for me to consider? Why am I willing or not willing to consider them? Interpretation of evidence—These prompts are best used when students have been assigned a case study, have viewed a video clip, or are reviewing each other’s work. What inferences can I make from the evidence given in the reading sample? What relevant evidence or examples does the author give to support his or her justification? Challenging assumptions—The goal of these prompts is to encourage students to identify and critique assumptions. What kind of assumptions is the author making? Do I share these assumptions? What information builds my confidence in the author’s expertise? If the opportunity arose, what questions would I pose to the author? Making application—Here students are challenged to use what they have learned. What advice could I add to this reading selection? On what basis do I give this advice? Looking toward where I want to be in two years, what suggestions from the reading make the most sense to me?
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  • Taking a different point of view—Students develop critical perspectives when they are encouraged to consider diverse ideas. What would I point out as important about this topic to others who either question or disagree with my point of view?
  • respond by asking clarifying questions
  • Tomasek instructs students not to worry about grammar, punctuation, or paragraph structure. What students are being asked to prepare is not a writing assignment,
  • When students submit their responses, the feedback provided is limited and the papers are not graded. However, Tomasek does keep track of students’ responses, seeing that they are doing the reading and responding thoughtfully.
Juan Garcia Araez

Puzzlemaker - 1 views

    A site to create many different puzzles, crosswords and other games for the classroom.

Archive of Learning Design Insrtuctinal Guides - 5 views

    Module 3 - Introduction to Crafting Questions for On-line Discussions. This guide from Penn State leads you through an excellent tutorial on how to use questions to promote critical thinking. *Study this resource. You'll be asked to apply these ideas to create your own discussion prompt. (Bookmark this site with Diigo!)
    This guide from Penn State leads you through an excellent tutorial on how to use questions to promote critical thinking.

How To Teach Music And Art Online | Edudemic - 1 views

  • the student market has changed as well.
  • Think about prerecorded vs. live video chat
  • what you need and what is best for you to set up your online classroom/studio
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  • everal videoconferencing software’s out there (such as WebEx by Cisco) features extended tools such as simultaneous document sharing that you can make real time notes to
  • Courser
  • Think about the big picture with online education and yourself as a freelance educator.
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