Skip to main content

Home/ UA DDS/ Group items tagged engagement

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
wlampner

Catchbox - World's First Throwable Microphone for Audience Engagement - 0 views

us.getcatchbox.com

microphone engagement audience tools

shared by wlampner on 27 Oct 16 - No Cached
  • wlampner on 27 Oct 16
     
    "The Throwable Microphone for Audience Engagement."
wlampner

Brandman University, CBE pioneer, offers advice on program development | Education Dive - 0 views

www.educationdive.com/...414968

CBE Faculty_Roles

shared by wlampner on 03 Mar 16 - No Cached
  • volving the role of faculty — Brandman has traditional faculty who build the curriculum as well as tutorial faculty who teach, another group who grades, and another, non-faculty, group responsible for monitoring student activity and engagement.
  • wlampner on 03 Mar 16
     
     evolving the role of faculty - Brandman has traditional faculty who build the curriculum as well as tutorial faculty who teach, another group who grades, and another, non-faculty, group responsible for monitoring student activity and engagement.
wlampner

The Backchannel - Help TodaysMeet - 0 views

todaysmeet.com/backchannel

tools backchannel

shared by wlampner on 23 Nov 15 - No Cached
  • TodaysMeet is the premier backchannel chat platform for classroom teachers and learners. Designed for teachers, TodaysMeet takes great care to respect the needs and privacy of students while giving educators the tools for success. Students join fast, easy to start rooms with no registration, and can immediately start powerful conversations that augment the traditional classroom.
  • odaysMeet helps harness the backchannel and turn it into a platform that can enable new activities and discussions, extend conversations beyond the classroom, and give all students a voice. Embracing the backchannel can turn it from distraction to engagement. Participants can learn from each other and share their insights, improving participation and deepening learning. TodaysMeet enables instant formative assessment, feedback, and much more.
  • wlampner on 23 Nov 15
     
    "The backchannel is the conversation that goes on alongside the primary activity, presentation, or discussion. TodaysMeet helps harness the backchannel and turn it into a platform that can enable new activities and discussions, extend conversations beyond the classroom, and give all students a voice. Embracing the backchannel can turn it from distraction to engagement. Participants can learn from each other and share their insights, improving participation and deepening learning. TodaysMeet enables instant formative assessment, feedback, and much more."
wlampner

Tips for college leaders to make online programs work | Inside Higher Ed - 0 views

www.insidehighered.com/...ders-make-online-programs-work

elearning TalkingPoints

shared by wlampner on 11 Feb 13 - No Cached
  • “Why are we doing e-learning?”  Is it to increase tuition revenue?  Decrease costs? Create greater access? Allow greater flexibility for our students? Experiment with new pedagogical approaches to teaching and learning, so as to better educate a different generation of students? All of the above?
  • ultimately the senior no-wake proponents on campus will delay and/or sabotage any meaningful e-learning strategy.
  • all must understand the risks of NOT advancing one.
  • ...11 more annotations...
  • key to succeeding is to incentivize faculty and senior staff.
  • sharing of tuition revenue generated from online courses and/or financial support for scholarly activities
  • same individuals must be engaged in defining and ensuring the highest level of quality of the online student experience
  • houghtful use of both internal and external resources, including independent marketing research
  • course development standards, teaching expectations, proper advisement and support services
  • measurable retention strategy
  • baseline for retention must be established
  • retention “dashboard” created to enable the provost to monitor all online programs
  • student-faculty engagement
  • careful use of third-party vendors and consultants to properly assess your institution’s market niche is typically a good expense.
  • more personalized, technologically advanced and affordable online degree program.
wlampner

Data on student engagement with an LMS is a key to predicting retention - 2 views

www.insidehighered.com/...t-lms-key-predicting-retention

LMS analytics UADDS_BP4TO retention

shared by wlampner on 13 Jun 16 - No Cached
  • ata accounted for two of the 10 top predictors for the retention of first-year students. Sometimes it was the No. 1 predictor.
wlampner

Beyond Videos: 4 Ways Instructional Designers Can Craft Immersive Educational Media | E... - 1 views

www.edsurge.com/...ft-immersive-educational-media

online videos retention

shared by wlampner on 31 Mar 17 - No Cached
  • Harvard reportedly spends $75,000-$150,000 building each new MOOC, most of which goes towards video production costs.
  • resourceful teachers and nonprofits like Khan Academy are still creating low-budget screencasts.
  • et, until we get the learning design right, these questions about production values are premature
  • ...22 more annotations...
  • makes little sense to convert your narrated PowerPoint into a 360 video if you’re still not sure whether students walk away having learned from the content.
  • This is where instructional designers come in
  • ven if an instructional designer can get an expert to explain a concept clearly, this sometimes has little effect on student understanding
  • students bring their own prior knowledge and misconceptions to educational media
  • ideo presents concepts in a clear, well-illustrated way, students believe they are learning, but they do not engage with the media on a deep enough level to realize that what has been presented differs from their own prior knowledge,
  • ou need a little friction in your educational media to actually modify the viewer’s understanding of the world and get the new understanding to stick
  • talk through the steps that people will need to take to apply their learning or complete an assignment
  • Relate” videos get the student to feel connected to the instructor. They seek to establish instructor presence. They also prompt students to reflect on their own prior experiences with the topic and reasons for taking the course.
  • arrate” videos share stories, anecdotes, or case studies that illustrate a concept or put the learning in context. They tap into the power of narrative to make learning sticky.
  • Demonstrate” videos illustrate how to do something in a step-by-step way.
  • “Debate” videos are perhaps the most important if you want students to actually change the way they think. These videos explicitly surface and address the misconceptions that students have about a domain and showcase competing points of view.
  • that social belonging interventions can be the key to helping students persis
  • coaching your experts to unfold their narratives in ways that will be riveting to an audience
  • A study by Columbia University School of Continuing Education found that videos in an online course that get the highest number of views have a direct connection to the course assignments
  • videos turn out best if I help the expert do four things: relate, narrate, demonstrate, and debate
  • focus on the places where people tend to make mistakes
  • gaps between novice understanding and expert knowledge
  • As the instructional designer, you should also be looking for controversies that might have surfaced about the expert’s work
  • minefields of misconceptions and asking the instructor to unpack them can yield rich pedagogical footage
  • o film a “debate” video, you can also invite someone else into the shoot—such as a colleague or a student—and have them discuss a topic with the instructor or receive feedback on a piece of work
  • alternative viewpoints or ways of doing things, you trigger higher cognitive load for viewers, but also prompt deeper engagement
  • tudents who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation
Steve Kaufman

PhET: Free online physics, chemistry, biology, earth science and math simulations - 0 views

phet.colorado.edu

elearning tools simulation

shared by Steve Kaufman on 08 Aug 16 - Cached
  • Steve Kaufman on 08 Aug 16
     
    Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.
wlampner

Brightspace system helps Deakin uni psych up students to perform | The Australian - 0 views

m.theaustralian.com.au/...story-e6frgakx-1227074233525

D2L brightspace engagement

shared by wlampner on 02 Oct 14 - No Cached
  • Using the platform, she employed 27 intelligent agents, automated notifications based on specific course performance criteria. The agents allow Dr Broadbent and her team to monitor student performance in ways previously not possible.
  • f they have done really well or if they are struggling they get sent an email
  • You can personalise it and put their name in and lots of students think that I have personally sat down and written them an email at that point in time, which is really great
  • ...5 more annotations...
  • verwhelmingly positive, with the ­retention rate in the unit now 90 per cent
  • student satisfaction averaged 4.44/5, which was well above the average at the university of 3.9/5.
  • features such as audio note and video note had made a difference to the quality and the amount of feedback
  • e have easily doubled the amount of feedback that students are getting, which is obviously really good for them
  • ESULT: Improved retention rates in the unit to 90 per cent, with greater student satisfaction, increased the feedback amount and quality
wlampner

Trump administration official describes plan to 'rethink' higher education through upco... - 0 views

www.insidehighered.com/...think-higher-education-through

online CBE federal_rules

shared by wlampner on 30 Jul 18 - No Cached
  • epartment wants to drop a standardized definition for academic course work, known as the credit hour, that the Obama administration rewrote in 2010 to curb credit inflation
  • re-examination of requirements for online education
  • faculty interaction and state authorization rules
  • ...8 more annotations...
  • evaluating rules for competency-based education and the outsourcing of academic programs to nonaccredited providers
  • ccreditors have clamored for the department to get rid of the credit-hour definition, complaining it is difficult for them to track. Officials from some colleges, particularly those offering competency-based programs, have argued that the standard makes it difficult to comply with federal aid requirements.
  • The credit hour probably interferes with innovation almost more than anything
  • biggest providers of nontraditional education today -- online colleges -- have far more data on faculty instruction and student engagement than any other type of institution. And accreditors, she said, would come up with new ways to evaluate academic workloads based on that data.
  • department will propose that negotiators discuss federal rules for the outsourcing of portions of academic programs to nonaccredited or noncollege providers
  • Currently, no more than half of a program can be administered by an outside entity, such as an online program management (OPM) company
  • uild on lessons being learned from an Obama-era experiment to allow such partnerships to receive federal aid, dubbed the EQUIP program
  • e department wants to put more of an onus on colleges to justify not taking transfer credit,
wlampner

Dartmouth Learning Fellows | Innovating education in the classroom - 0 views

sites.dartmouth.edu/learningfellows

elearning course_design students

shared by wlampner on 20 Apr 17 - No Cached
  • Learning Fellows are talented Dartmouth undergraduates interested in teaching and education. Learning Fellows work directly with Dartmouth professors to enhance and streamline classroom learning environments. In class, Learning Fellows help facilitate group problem solving sessions, lead small group dialogues, provide academic support to their peers during lectures and labs, and promote deeper engagement with course material. There are several “types” of Learning Fellows on campus, each trained to addressed specific needs of faculty and students.
1 - 11 of 11
Showing 20▼ items per page