Group items tagged

"1. Understand the Goal of the Course This the main reason why you are creating the course - it's the primary objective. Make sure everyone is on the same page as to the purpose of the elearning. 2. Collect Content Assess what content currently exists and map that against what needs to be created. The gaps you discover are what need to be covered in the course content. 3. Define the Learning Objectives Each course should have objectives, and those objectives should relate back to the overall goal of the elearning program as defined in #1. 4. Create Assessment Criteria What good is elearning without measuring its effectiveness? Before creating courses, you should define what you will measure, and how this data will be collected. 5. Use Templates Where Possible For your storyboard, and courses, you should use elearning templates to help speed-up content development. Templates also let you focus on the content instead of the design - perfect for tight timelines. 6. Choose a Design Model Certainly optional, but it is helpful to understand the lifecycle of your course development, and models like ADDIE or SAM can ensure everyone is on the same page as to development and delivery expectations. 7. Select Design Elements Are you going to rely on simulations, videos, graphics, and text? If so, define each of the elements in accordance to the material you are going to deliver. For example, software training via elearning often benefits from simulations. 8. Choose an Authoring Tool There are many out there (Articulate, Captivate, iSpring, etc.), so you'll want to do your research on which tool is ideal for your situation - including type of content, timeline, and budget."

"Using a Conversational Tone in your eLearning Courses Thursday, 02 October 2014 14:50 Written by Ruth McElhone In my last blog post, I explored the Modality Principle from the book Elearning and the Science of Instruction by Ruth Colvin Clark and Richard Mayer. In this post, I've decided to examine another principle in the book - the Personalisation Principle in Chapter 8. The chapter examines 3 types of personalisation principles but I'm just going to review the first principle. The first Personalisation Principle in this chapter supports using a conversational style of writing in our online modules. Using a conversational writing style can help explain the content in simple, plain English. "Based on cognitive theory and research evidence, we recommend that you create or select e-Learning courses that include some spoken or printed text that is conversational rather than formal." (Clark and Mayer, 2011) There has always been some debate that if we put content in a conversational or informal style, this can 'detract from the seriousness of the message'. Just because you are using an informal style does not mean that the content should be sloppy or use slang terms. It's all about keeping things simple. It should feel like a conversation, not a lecture while still feeling professional."

"Open Educational Resources (OER) are teaching and learning materials that reside in the public domain or have been released under an open license. These resources may be used free of charge , distributed without restriction , and modified without permission. In 2012, the Washington State Legislature passed Engrossed Second Substitute House Bill 2337 that directed the Office of Superintendent of Public Instruction (OSPI) to create a collection of openly licensed courseware aligned with the Common Core State Standards (CCSS) and conduct an awareness campaign to inform school di stricts about these resources. The Legislature saw this as an opportunity to both "reduce the expenses that districts would otherwise incur in purchasing these materials" and "provide districts and students with a broader selection of materials, and materi als that are more up - to - date." As a part of th is legislative mandate , OSPI conducted a review of OER in high school mathematics and English Language Arts (ELA) that built on the work of the 2013 WA OER R eview . Teams evaluated full - course Geometry/Integrated Math 2 and units in 9 th - 10 th grade ELA. In addition, an OER Algebra 1 course unavailable for review in 2013 was examined. The review process, conducted durin g February and March , 201 4 , made use of existing review instruments designed to gauge alignment with the C CSS and overall OER quality . Minor revisions to the 2013 process were informed by feedback from the first cohort of reviewers. The results from this r eview enable educators and content developers to tap into the most powerful feature of OER : the ability to freely adapt and redistribute materials ."

iNACOL Standards for Quality Online Courses. Thanks Liz.. Do they have a newer version?

This is the latest version

General, but like the section on Complete Student Experience.

Ensuring that you've crossed off every item, this "to-do" list will allow you to create and implement successful, effective, informative, and practical eLearning courses for learners in both educational and professional settings.

Yowza! Great resource, Betsy.

"Knowledge knows no boundaries We're a global online learning community where educators collaborate, share resources and showcase accomplishments. Project Share is a collection of Web 2.0 tools and applications that provides high quality professional development in an interactive and engaging learning environment. Project Share leverages existing and new professional development resources for K-12 teachers across the state and builds professional learning communities where educators can collaborate and participate in online learning opportunities. The mission of Project Share is to provide an interactive and engaging learning environment that offers opportunities for: Communicating and disseminating information from state, region, and district levels. Creating or joining common interest networks to increase teacher-to-teacher collaboration, conversations with experts, and communication with students in a secure online environment. Accessing state-adopted and approved materials, including electronic textbooks and other materials developed through TEA partnerships. Accessing educational resources through McDonald Observatory StarDate, PBS Digital Learning Library, Texas PBS, and many others. Accessing Texas Education on iTunes U to explore the history and cultures of Texas, view educational tutorials, and download resources for personalized learning. Collaborating on the development, dissemination, and evaluation of online professional development sessions and courses. Highlighting individual accomplishments through the development of ePortfolios. Developing and sharing ideas and resources."

This article discusses the basics of selecting multimedia that will draw in the learners and will provide them with the best possible eLearning experience, without taking away any from the value of the core content itself.

Well, check out the co-author on the second piece, our very own Liz Glowa! Liz, apart from your piece, of course, any other documents here important for us to read?

Actually, I wrote the paper and Susan wrote the Introduction . I bookmarked the research data base and will bookmard a SREB pub that I think is important for PD.

"Designing for Deeper Learning: How to Develop Performance Tasks for the Common Core Instructors: Raymond L. Pecheone, Professor of Practice at the Graduate School of Education at Stanford University and Executive Director of the Stanford Center for Assessment, Learning and Equity (SCALE) Daisy Martin, Director of History/Social Studies Performance Assessment at SCALE Ruth Chung Wei, Director of Assessment Research and Development at SCALE You can take this course for free! Starting September 08, 2014 "

Recordings of 11 webinars offered by NCAT in 2013 and 2014 are available below. Each features an NCAT Redesign Scholar, the project leader of a highly successful course redesign, describing the redesign project with a particular focus on its distinguishing characteristics. "

LOVE this. Liz, do you recommend any of these to watch first, either because you know the presenter or any other reason?

Shared by Britt Neuhaus. Links to full report on blended learning and the role humans play in it.

Shared by Liz. Liz, are there particular pages, content, or design elements that we can take from them/this?

This is locked but I wanted to post it here for my use. See me if you want to access.

My login email is mweinraub@schools.nyc.gov. Will share password under separate cover.

Ovum recommendations for choosing an LMS, found on D2L / Brightspace website

Intel Case Study with Ed Tech Leaders Online Barbara Treacy suggested I read this and consider sharing it with prospective DOE collaborators as an investment tool. More later.