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lovinget2

SP15-932C-3608: Green Group: "Moodles and Tools" - Alison Chouinard - Janesville, WI - 0 views

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    "Works Cited: "Mike Schmoker -Webinar". 4 March 2012. YouTube Video. 21 Jan.      2015. https://www.youtube.com/watch?v=XXsfuqHah4U."
Dennis OConnor

Enhancing the Quality of On-Line Discussions - 7 views

shared by Dennis OConnor on 20 Sep 14 - No Cached
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    Here's a research paper from 2002 that still applies in 2014. The technology has evolved, but the concepts and ideas remain fundamental. Especially interesting is the Note Starters concept that helps students scaffold their ability to disagree with each other in an online conversation.
anonymous

Online psychology can make you a leader - 1 views

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    If you are holding a leadership position in your work place, you must stay positive and encourage your team to perform well.
Messi karol

Earning a degree is now a mouse click away - 1 views

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    What if you get all the facilities of a full fledged campus study from your home? What if you get a golden chance to advance your study? Get the details here
Marie Cristobal

Effective Online Facilitation - 6 views

  • managing 'the communication of others online' (Coghlan 2001).
  • Collison et al. (2000, Chapter 5) divides skill sets for online facilitation into 'basic and general netiquette' to establish functional and effective online programs, and second level skills, that is the ability to employ 'advanced dialogue strategies' for deeper level learning and more effective outcomes.
  • Each stage calls for different e-moderating skills requiring participants to master certain technical skills and steps learners through a logical process of induction before deeper level interactions occur. Students learn through participation and engagement. Motivation is the key, and so is the provision of a conducive structure and environment.
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    I found this very interesting and provides a variety of resources for effective online facilitation.
Sheila Morris

Making Online Quizzes with Google Docs - Creating Quizzes | Training & E-Learning Zone ... - 0 views

  • ducators
  • t is a totally free,
  • rocessor, spreadsheet, presentation, and form application
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  • is also a fantastically useful way to create online quizzes for assessment. Here I will discuss the details
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    Since Google is a free site, I would recommend this site for creating quizzes. The only difficulty may be if your classroom has limited access to computers or set times in the computer lab and then having online quizzes may be difficult to implement.
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    tutorial using google documents that are free and will engage young learners
Sheila Morris

iNACOL guide to on line learning - 1 views

  • The majority of content on this site is intended for program administrators — the people that are either investigating the possibility of creating an online learning program or have already been assigned this task. The site also contains useful information for policy makers — state legislators, staff members at the state department of education, and district administrators who wish to establish a positive policy environment for online learning.
  • This website was created as a public resource to meet a growing need for information on starting online education programs in the United States. The website is sponsored by the International Association for K-12 Online Learning (iNACOL) and was developed by a project team of experts in the K-12 online education field.
  • About this Website This website was created as a public resource to meet a growing need for information on starting online education programs in the United States. The website is sponsored by the International Association for K-12 Online Learning (iNACOL) and was developed by a project team of experts in the K-12 online education field. Your Guide to K-12 Online Learning Starting an online program is a daunting task which often can be overwhelming. If you have come to t
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  • his web site, you probably already know this. The information and resources provided here have been compiled and organized to help you feel less overwhelmed.
  • The majority of content on this site is intended for program administrators — the people that are either investigating the possibility of creating an online learning program or have already been assigned this task. The site also contains useful information for policy makers — state legislators, staff members at the state department of education, and district administrators who wish to establish a positive policy environment for online learning.
  • here are many existing resources for K-12 online learning. For individuals who are just getting sta
  • rted with the process, the number of resources can be a challenge to navigate.
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    Starting your own online program. Advice annd resources from iNACOL
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    Resourse for schools that are looking to begin on line learning
Stephanie Vobornik

Advanced Survey - 1 views

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    An tool for creating, distributing and tracking online surveys. Allows to for a customized introduction page and a way to invite participants. This could be a good tool for doing a research based report or polling the Members of a course.
lovinget2

Assessing Student Learning - five practical guides - 4 views

  • Start small The basic advice here is, initially, aim for quality rather than quantity. A complete overhaul of the entire curriculum may not be the best place to start with introducing on-line assessment. Many academic staff have successfully started with an on-line assessment task that is a relatively minor proportion of the assessment for a subject. That way, any technical, educational or other difficulties that might arise can be resolved without the risk of seriously disadvantaging students. If might also be useful to start with formative rather than summative assessment on-line. Any efforts made towards this end will be useful in themselves in providing feedback to students and therefore assisting learning, as well as in providing a ‘trial run’ for the more ambitious objective of putting summative assessment
    • Jodie Bramel
       
      Three useful guiding principles when starting to use on-line assessmentStart with clear objectives; Start Small-use formative first; Start where success is most likely
  • While most students have access to computers at home, some do not – does the design of the task ensure that this latter group is not disadvantaged?
  • Does the on-line assessment assess anything that can’t be assessed as well (or more effectively) in a traditional format
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  • Has the highly valued and expected flexibility of time-of-day access, pace of work and time spent on task been incorporated
  • Is student learning related to subject content knowledge, understanding and skills being assessed rather than, or in addition to, ICT skills
  • If relevant, have opportunities for students to demonstrate creativity in their submissions
  • Where necessary, is the approach chosen to verify individual student performance/submission reliable
  • Has the opportunity to plagiarise been eliminated or at least minimised
  • Has the tendency, particularly where automated responses are incorporated, to focus on lower level cognitive skills been avoided or at least, supplemented with assessment of higher order learning
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the
  • Have practice on-line exams in the same format as the real exam been provided so students can prepare adequately
  • Are all answers able to be changed by the student up until the point where the test is submitted
    • Sandy Madelung
       
      Allowing learners to change an answer prior to submission.
  • Have dynamic on-line test questions that are in themselves learning experiences been provided, incorporating rich information and activities through the use of interactive images, sound and text
    • Sandy Madelung
       
      Use dynamic questioning on test.
    • tunstallmath678
       
      Many IEPs for Special Ed students contain requirements for word banks.  How could you ensure this modification is in place for only those students and in such a way as to keep this modification confidential?
  • Has student feedback (including on-line discussion boards) been used for reflection on the content and quality of the discussion, as part of examination of teaching practices
  • Where a range of computers and software packages are in use among students and staff, has the potential issue of compatibility and readability of files containing assignments that are submitted electronically been planned for
  • Have simple but time consuming matters, such as students forgetting to put their names on electronically submitted assignments, been planned for
  • Has the server containing the exam questions been isolated from the internet in order to maintain security
  • Where necessary, is the approach chosen to verify individual student performance/submission reliable
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the web
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the web ”
  • Are examples of model assignments/exam answers on the web for student access, consideration and discussion
  • Have practice on-line exams in the same format as the real exam been provided so students can prepare adequately ? Are all answers able to be changed by the student up until the point where the test is submitted
  • Have dynamic on-line test questions that are in themselves learning experiences been provided, incorporating rich information and activities through the use of interactive images, sound and text
  • Has the server containing the exam questions been isolated from the internet in order to maintain security
  • Start with clear educational objectives Start small Start where success is most likely
  • The subject objectives – what is being assessed? The needs, characteristics and situations of the learners
  • Table 1: Objectives, modes and learner characteristics of on-line learning If the goal or purpose is to: develop/assess… one might use… but in addition to learner access to and competence with technology, one may need to consider, for example… (objective) (mode) (learner characteristics) A body of knowledge An on-line exam The likelihood of cheating Learner autonomy An on-line quiz with formative feedback That some students’ ICT-related anxiety will dissuade them from using this mode Group work skills On-line study groups Learner comprehension of how to contribute effectively Learner understanding of group product/process assessment Varying learner commitment to collaborative learning Understanding of basic concepts Web-based, self-paced, interactive modules with automated responses and no recorded marks or grades for students Learner interest, motivation and engagement with modules/material given absence of marks/grades Effects on learners of heavy traffic at peak times Student problem-solving skills On-line ‘role-play’ where students adopt allocated roles and then solve a problem in role, with a minimum participation requirement only Learner comprehension of how to contribute effectively Learner interest, motivation and engagement with role play/material given absence of marks/grades Ability to think critically and articulate critical analysis On-line scenarios and information with accompanying prompts and a discussion board, with a minimum participation requirement Learner comprehension of how to contribute effectively Varying learner commitment to collaborative learning Possible variation in starting and completion times for distance and other students Learner ability to reflect Rhetorical, ethical or other questions and a web forum which learners must use to share their reflections, with a minimum participation requirement Learner comprehension of how to contribute effectively Varying learner commitment to collaborative learning Possible variation in starting and completion times for distance and other students
  • It is wise to design assessment tasks that require the students to integrate the material they have learned in the subject with their own interpretations of that material.
  • The use of on-line tools to assess learner progress toward subject objectives can take many forms including: Electronic submission of written assignments Parallel print and on-line assessment options where students are given the choice of whether and how they use on-line tools in assessment tasks Publication of documents on the web Labelling of on-line diagrams Manipulation of on-line graphs Completion of on-line quizzes Completion of short-answer and multiple choice questions On-line exams with monitored and controlled start and stop times Any formative or summative task carried out in a web-based environment.
    • Maggie Rouman
       
      examples
  • 34 strategies for developing effective on-line assessment Together these thirty-four strategies can be summarised into three checklists: An access and usage checklist A quality of teaching and learning checklist A technical and administrative checklist.
  • Access and usage checklist
  • Quality of teaching and learning checklist
  • Are mechanisms to enable rapid feedback both to and from the students included?
    • tunstallmath678
       
      Information and Communications Technology (ICT)
  • There is some evidence that on-line assessment, unless carefully planned, can encourage students to focus on lower level cognitive skills.
    • tunstallmath678
       
      Self checking assessments encourage some students to guess the answer then click new answers at  random until the correct answer is found.  
  • If the potential for the use of interactive resources has not been realised and the verification protection is set up so that there is little difference between taking an exam in paper-and-pencil format and taking it on-line, it may be difficult for students to see the point in on-line examinations.
  • Have greater opportunities been provided for students to practise their knowledge and skills than are available in traditional formats?
  • Have the opportunities for diagnostic, continuous, case-based and/or formative assessment of student learning been taken?
  • Have question banks and random selection of items been used, where appropriate?
  • ‘How will the on-line assessment add to the learning experience for students?’
  • The on-line assessment should also allow students to communicate their understandings and allow the provision of feedback to students on their efforts to these ends.
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    On-line assessment
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    34 essentials
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