Group items tagged practice - SUNY Online Teaching Community Resources

alexandra m. pickett on 10 Nov 13

"Praxis is the contextualisation of theory within action. It can, and should pervade every aspect of our professional practice and identity as an educator."

<div class="cArrow"> </div><div class="cContentInner">"Praxis is the contextualisation of theory within action. It can, and should pervade every aspect of our professional practice and identity as an educator."</div>

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Reducing Transactional Distance: Engaging Online Students in Higher Education - 1 views

evolllution.com/...e-students-in-higher-education

tltProfDev onlinelearning #twitterfavorites ID ID-research quality course-quality continuous improvement trnsactional-distance EffectivePractices effective practices effective practices-for OSCQR website

shared by alexandra m. pickett on 11 May 18 - No Cached

alexandra m. pickett on 11 May 18

Faculty participating in quality course reviews have the added benefits of learning from others' course design and teaching practices. Translating their findings from a review of their own courses and others, with expert advisement from an instructional designer, they can put into practice design and facilitation modifications to reduce online students' experiences of transactional distance.

<div class="cArrow"> </div><div class="cContentInner">Faculty participating in quality course reviews have the added benefits of learning from others' course design and teaching practices. Translating their findings from a review of their own courses and others, with expert advisement from an instructional designer, they can put into practice design and facilitation modifications to reduce online students' experiences of transactional distance.</div>

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The Impact of Identity Disruption and Participation in Communities of Practice on Facul... - 2 views

Study participants are needed for a research project regarding online faculty satisfaction, faculty identity, and communities of practice. https://www.surveymonkey.com/r/VHKJRN2 Please consider...

web2.0 education research resources collaboration assessment community of practice faculty higher online learning E-Learning satisfaction

started by Julie Golden on 19 Aug 15 no follow-up yet

Best Practices in Designing Online Courses - 2 views

lpc1.clpccd.cc.ca.us/...best_practices

best practices onlinelearning-bestpractices instructional design best practices-onlinefac

shared by alexandra m. pickett on 04 Dec 12 - No Cached

Faculty Usage of Library Tools in a Learning Management System - 0 views

crl.acrl.org/...crl13-459.abstract

faculty learning management systems library resources integrated objects

shared by Helen Lane on 22 Oct 13 - No Cached

In order to better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and non-users within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.
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Helen Lane on 22 Oct 13

In order to better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and non-users within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.

<div class="cArrow"> </div><div class="cContentInner">In order to better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and non-users within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.</div>

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eLearn: Best Practices - 10 Things I've Learned About Teaching Online - 0 views

elearnmag.org/subpage.cfm

best practices best practices-onlinefac

shared by alexandra m. pickett on 09 May 14 - Cached

Student Parents and Online Learning-- Challenges and Best Practices | The Sloan Consortium - 0 views

sloanconsortium.org/ebinar_student_parents_apr2012

best practices-onlinefac studentparents best practices sloan-c webinar marygatta alexandrapickett

shared by alexandra m. pickett on 09 May 14 - No Cached

Practicing Learner-Centered Teaching: Pedagogical Design and Assessment of a Second Lif... - 0 views

www.allbusiness.com/...13120735-1.html

facultydevelopment learner-centered Resources learner

shared by alexandra m. pickett on 19 Jun 10 - No Cached

alexandra m. pickett on 19 Jun 10

"Weimer, M. (2002), Leamer-Centered Teaching: Five Key Changes to Practice, Jossey-Bass."

<div class="cArrow"> </div><div class="cContentInner">"Weimer, M. (2002), Leamer-Centered Teaching: Five Key Changes to Practice, Jossey-Bass."</div>

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Education Article :: 5 Powerfully Positive Teaching Practices - 0 views

www.teachhub.com/...489

teaching practice powerful effective practices

shared by alexandra m. pickett on 18 Mar 11 - Cached

Best Practices: Implementing an Online Course Development & Delivery Model - 2 views

www.westga.edu/...outlaw_rice183.html

onlineteaching online-instructionaldesigners instructional design

shared by alexandra m. pickett on 01 Dec 15 - No Cached

alexandra m. pickett on 01 Dec 15

" Instructional design is generally executed by instructional designers. According to scholars, instructional designers are typically educators, trained in emerging technologies and pedagogy, who possess specialized skills (Steven, 2013). They must be able to conduct needs assessments, write objectives, and choose content, method, instructional strategies, and best practices (Schwier & Wilson, 2010). Professionally, instructional designers should be able to build interpersonal and trust-worthy relationships, communicate clearly, motivate, solve problems, manage projects and deadlines, outsource, train, and adapt. In addition, instructional designers should be intuitive, supportive, encouraging, organized, persuasive, flexible (Schwier & Wilson, 2010), capable, energetic, pragmatic, and helpful (Stevens, 2013). "

<div class="cArrow"> </div><div class="cContentInner">" Instructional design is generally executed by instructional designers. According to scholars, instructional designers are typically educators, trained in emerging technologies and pedagogy, who possess specialized skills (Steven, 2013). They must be able to conduct needs assessments, write objectives, and choose content, method, instructional strategies, and best practices (Schwier & Wilson, 2010). Professionally, instructional designers should be able to build interpersonal and trust-worthy relationships, communicate clearly, motivate, solve problems, manage projects and deadlines, outsource, train, and adapt. In addition, instructional designers should be intuitive, supportive, encouraging, organized, persuasive, flexible (Schwier & Wilson, 2010), capable, energetic, pragmatic, and helpful (Stevens, 2013). "</div>

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