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disneygal

Training design: First make sure training is the best solution! - 1 views

blog.cathy-moore.com/...y-the-answer-ask-the-flowchart

flowchart; is training necessary?

shared by disneygal on 07 Jun 16 - No Cached
  • disneygal on 07 Jun 16
     
    Determine if you need training with this flowchart.  Cathy Moore has a wonderful approach to learning via her work. 
jnewmanfd

Online Learning | Iowa Department of Education - 0 views

educateiowa.gov/...online-learning

moodle_iowa ollie_iowa

shared by jnewmanfd on 01 Oct 19 - No Cached
  • All courses are taught by Iowa licensed and appropriately endorsed teachers.
    • jnewmanfd
      jnewmanfd on 01 Oct 19
       
      So you have to be endorsed, but still not sure if you have to online endorsed to teach online classes
  • Online FlowchartOnline Frequently Asked Questions
    • jnewmanfd
      jnewmanfd on 01 Oct 19
       
      I like this basic flowchart on how the structure of online learning in our state is setup and the FAQ section provided some good points on how to go about preparing to teach online
emoses

Articles: Preparation - 1 views

moodlesw.aeapdonline.org/...view.php

shared by emoses on 10 Sep 15 - No Cached
  • connect with your audience.
    • scott fillner
      scott fillner on 10 Sep 15
       
      Connection is key when thinking about presentation, but I also believe balance is very important. In terms of content, I agree that there should not be a "data dump" I also believe that if you are planful in your presentation, you have a clear vision for what you want your audience to do with content.
  • simple
    • scott fillner
      scott fillner on 10 Sep 15
       
      When I see simple I think scaffold.  How are you scaffolding your content for your audience?
    • alberhasky
      alberhasky on 19 Sep 15
       
      Yes, scaffolding is such a key concept! What does your audience already know, what do they need to know, and what can you do as a teacher to get them there...to bridge the gap!
  • use a large whiteboard
    • scott fillner
      scott fillner on 10 Sep 15
       
      Another great way to outline your content is through conversation. I have put titles in slides almost like a flowchart just to spur conversation to guage if I have the makings of logical flow.
    • carolborchard
      carolborchard on 18 Sep 15
       
      Our pastor does this for his sermons. He has a huge whiteboard on the main wall of his office. It gets more and more full as the week goes along. Then Monday it's white again!
  • ...29 more annotations...
  • Humans are predisposed to remembering experiences in the narrative form; we learn best with a narrative structure. Humans have been sharing information aurally and visually far longer than we have been getting information by reading lists.
    • scott fillner
      scott fillner on 10 Sep 15
       
      This sure makes sense stepping back and thinking about why it is so hard to transform education.  If we are predisposed to narrative structure, it makes sense why it is so hard to change the way we teach and learn. I am curious with the advancement of technology is there has been a shift in this?
    • alberhasky
      alberhasky on 19 Sep 15
       
      I think teachers have always been telling compelling stories.
  • 10/20/30 Rule
    • scott fillner
      scott fillner on 10 Sep 15
       
      This is an interesting rule to consider.  I like that we are thinking about 10 slides or less.
  • it is useful to think of your entire 30 minute presentation as an opportunity to “tell a story.
    • micintosh
      micintosh on 16 Sep 15
       
      I think this is a great piece of advice.  It allows the speaker to have a more interesting delivery, but at the same time have a clear path to take the audience.
    • emoses
      emoses on 21 Sep 15
       
      I do think this is a good thing to do when you are presenting. It's just sometimes I find it hard to tell one of my stories and connect with the stories and notes I am presenting. But if I can't find a connection with them, my students will never find a connection to their lives. So I think this would be good practice for the future - let the students in to your life story.
  • you want to position the problems in the foreground and then show how you’ve overcome them,
    • micintosh
      micintosh on 16 Sep 15
       
      I find this to be very true as it seems my own children seem to listen better about a lesson I am trying to teach them when I tell them about my own struggles when I was their age instead of just telling them what to or not to do. 
    • carolborchard
      carolborchard on 18 Sep 15
       
      Definitely true! People want to know how to conquer the mountain!
  • Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
    • micintosh
      micintosh on 16 Sep 15
       
      I never put much thought about how each pair in Star Wars were so contrasting to each other until this example. Highlighting contrasts are definitely something I will try to include in my future storytelling.
  • include
  • Even if setup goes perfectly, people will arrive late and have to leave early. In a perfect world, you give your pitch in twenty minutes, and you have forty minutes left for discussion.
    • micintosh
      micintosh on 16 Sep 15
       
      I don't necessarily agree with this statement.  Working in the Tech Dept myself I know you can't expect technology to run perfectly, but to only dedicate 1/3 of your allotted time to your presentation and allowing a majority of your time to discussion seems like it would be a little disappointing to the audience.  
    • carolborchard
      carolborchard on 18 Sep 15
       
      I agree that people would be disappointed if they paid for an expert's presentation and got 1/3 of the time slot. However, I think it's great to allow for questions when I am trying to convince people to invest a lot of money in something!
    • alberhasky
      alberhasky on 19 Sep 15
       
      Yes, that won't work in a lecture hall at a university when technology is fine and students are on time 90% of the time!
  • If it is real, then it is in us.
    • micintosh
      micintosh on 16 Sep 15
       
      I have heard the phrase "fake it until you make it", but if you truly believe in what you are talking about then your audience will have better buy-in to what you are saying.
    • carolborchard
      carolborchard on 18 Sep 15
       
      These are good to remember!
    • alberhasky
      alberhasky on 19 Sep 15
       
      Yes, in the course on business communication I teach at ISU, our first rule is know your audience.
    • emoses
      emoses on 21 Sep 15
       
      Often times, I assume my audience is just going to be interested in what I say, and I don't take time to really put myself in their shoes. It would be nice to see it from their angle and see what it is like (perhaps follow them around for a day). How many boring presentations do they see in any given day? I do think making it more personal to them would help, but again, how do you make important information interactive without having them find the info themselves (and possibly not finding the right info)?
  • remember only three things
  • audience?
  • audience?
  • audience?
  • Visuals should be big, bold, clear, and easy to see.
  • Make your presentation—visuals and narration—participatory.
  • ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
  • ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • carolborchard
      carolborchard on 18 Sep 15
       
      I wish I could highlight the list or put some symbol by it so I could see it easier later.
  • find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
    • francysmaureen
      francysmaureen on 20 Sep 15
       
      Great tip for a font size!
  • with a pen and paper.
  • “so what?”
  • am talking about reality, regardless of the topic.
    • alberhasky
      alberhasky on 19 Sep 15
       
      I would argue (as many have before me) that reality does not present itself as unmediated, but rather that we make sense of the world only once we apply narrative (or other structural) principles. Thus, there is no "story" we pluck from the world, but only the story we create.
  • The key, then, is to aim to unite an idea with an emotion, which is best done through story.
  • Conflict is dramatic
  • The result is that you and the audience are out of synch.
    • francysmaureen
      francysmaureen on 20 Sep 15
       
      It is really important to be in synch with the audience
  • Is it to inspire? Are they looking for concrete practical information? Do they want more concepts and theory rather than advice?
  • A data dump — all too common unfortunately — is when a presenter crams too much information into the talk without making the effort to make the information or data applicable to the members of the audience.
    • emoses
      emoses on 21 Sep 15
       
      I am very guilty of this! I feel like I'm hoarding the information, and the only way they're going to get it is if they listen and pay attention! (insert evil laugh) I've mentioned before that I just give them my beautiful PowerPoints instead of presenting them because I can't find a fun way to do it! I wish I could get the info across and still keep them entertained!
  • We fear what we do not know.
    • emoses
      emoses on 21 Sep 15
       
      I am very guilty of this! This also plays into why my presentations are so boring - I haven't rehearsed them. I assume my rehearsal is the last time I gave the presentation - last year at that time! Of course it's going to be boring and mundane when I don't have anything to spice it up - or don't remember exactly what's on the page! If we teachers are acting, I suppose it helps to rehearse your lines every once in a while.
  • If the task is impossible for you, then you may want to think again and get your message down pat in your mind. This too is certainly something you do before you ever begin to open up PowerPoint (Keynote).
    • emoses
      emoses on 21 Sep 15
       
      The "task" that always sticks out in my mind is that they are being graded on this on an important test, so they have to know this. But why would I focus so much on just the grade of it all? Grades are stressful, and once you remove the numbers from the class, it can be quite enjoyable. My new task should be to teach them something interesting, and let them worry about the grade, not me.
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