Florida Online Academy Overhaul

Overview:Knowles' theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader.Scope/Application:Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for "soft skill" domains such as management development).Example:Knowles (1984, Appendix D) provides an example of applying andragogy principles to the design of personal computer training:1. There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.)2. Instruction should be task-oriented instead of memorization -- learning activities should be in the context of common tasks to be performed.3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.4. Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.(See computers for further discussion of this topic).Principles:1. Adults need to be involved in the planning and evaluation of their instruction.2. Experience (including mistakes) provides the basis for learning activities.3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.4. Adult learning is problem-centered rather than content-oriented.References:Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

Overview:Knowles' theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader.Scope/Application:Andragogy applies to any form of adult learning and has been used extensively in the design of organizational training programs (especially for "soft skill" domains such as management development).Example:Knowles (1984, Appendix D) provides an example of applying andragogy principles to the design of personal computer training:1. There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.)2. Instruction should be task-oriented instead of memorization -- learning activities should be in the context of common tasks to be performed.3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.4. Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.(See computers for further discussion of this topic).Principles:1. Adults need to be involved in the planning and evaluation of their instruction.2. Experience (including mistakes) provides the basis for learning activities.3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.4. Adult learning is problem-centered rather than content-oriented.References:Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

Daytona State College pledges nondiscrimination, equal access, equal educational opportunity and equal employment opportunity to all persons regardless of race, ethnicity, religion, national origin, age, gender, disability, marital status, veteran status, ancestry or political affiliation. Our pledge covers recruitment, admission, registration, financial help, counseling, advising, course offerings, extracurricular programs, facilities, health services, athletics, employment and its privileges and benefits.

Existing Learning Outcomes for FLONLMS IntroObjectives and Learning OutcomesThis 30 minute module introduces the Florida Online Academy and explains: • What EVERY Daytona State College course must have• How training materials are presented• Use of your Practice Shell• How you can be successful at this trainingUpon completion of this module, you will have a better understanding of the mechanics of taking this course and of what is expected of you as an instructor-student. Conclusion Congratulations!This concludes the 'Introduction to LMS Training' module of the Florida Online Academy. You should now have a solid understanding of the following concepts: • Terms Of Use • Practice Shell and Homework Requirements• Minimum Content Requirements for all Courses• How to succeed at the LMS Training• Discussion Requirements• How to access Additional Resouces areas• How to take a Quiz• Obtaining your CertificateIntro to LMS100Benefits:Upon completion of this module, you will have a solid understanding of the following: • How the viewer reads onscreen vs. print• Electronic media vs. print• How to make your material easier to read and comprehend• Reaching for excellent content layout and design• Important presentation tipsIn LMS 100 Part 13. Course ObjectivesBy completing this course you will recognize thecontrast between how printed text is read versus online text and be able to create acceptable text for electronic delivery.LMS100 ConclusionYou should now have a solid understanding of the following concepts: • How the viewer reads onscreen vs. print• Electronic media vs. print• How to make your material easier to read and comprehend• What to do for excellent content layout and design• Important presentation tips LMS101Benefits: Upon completion of this module, you will have a solid understanding of the following: • The differences between the Manage Files and Manage Content Areas. • The ease of managing content, folders, and topics within a secure, single point of administration. • How to create, organize and manage folders. • How to upload content in the Manage Files area. • How to create, organize and manage modules. • How to add and manipulate topics in the Manage Content area. • How to create news items for your course Home Page. • How to set release conditions. LMS101: ConclusionYou should now have a solid understanding of the following concepts: • Differences between Manage Files and Manage Content areas• How to upload files• How to create topics• How to link files• Benefits of using HTML editor• Organizing files and topics• Setting Release ConditionsIntro to LMS102 – The Grades ToolBenefits:Upon completion of this module, you will have a solid understanding of the following: • The ease of automating the grading process via the Grades Tool • How to setup the Grades Tool and course grading system • How to manage grades with the Grades Tool • How to enter and release the Final Grade LMS102: ConclusionThis concludes the LMS102 'Grades Tool' module of the Florida Online Academy. You should now have a solid understanding of the following concepts: • Setting up the Grade Book• Selecting Weighted or Point Systems• Creating Grade Categories• Creating Grade Items• Entering Multiple Grades Intro to LMS103 - Assessment ToolsIntroduction:In this module you will learn how to use the Dropbox and Quizzing assessment tools. • The Dropbox tool permits the submission of student work • The Quizzes tool administers online exams Before you begin this module you may want to download the Dropbox User Guide and the Quizzes User Guide to help familiarize yourself with these tools. Purpose:• To learn how to receive student assignments via the Dropbox• To provide knowledge of how to setup and administer QuizzesObjectives and Expectations:Upon completion of this module you will be able to: • Create, restrict, add, delete and order folders in the Dropbox• Download and retrieve submissions to the Dropbox tool• Change views, grade and leave feedback• Create a quiz and add restrictions• Organize a quiz using sectioins• Create a Random section in a quiz• Grade quizzes and questionsAssessment:There will be a quiz and two discussions. Benefits:Upon completion of this module, you will have: • A controlled, secure and organized environment• Avenues to minimize cheating• Tools for providing instant student feedback• Grading assistanceLMS103 ConclusionConclusionExcellent!This concludes LMS103 'Assessment Tools' module of the Florida Online Academy.You should now have a solid understanding of the following concepts: • Creation and administration of the Dropbox tool • Utilization of the Dropbox tool functions• Creation and administration of quizzes • Setting quiz restrictions• Minimizing cheating, and providing instant feedback to students

Many to Many CommunicationSynchronous vs. AsynchronousIntrovert vs. Extravert

Sidebar discussionsOne on oneTaking a student asside in a class

Choose Option 1 or Option 2.Option 1: Choose any course with which you are familiar. Assess that course in terms of its strengths and weaknesses in facilitating community. Use the concepts from "Community, Courses and Maslow's Hierarchy" in your critique. Option 2:Tell us how we have done as community builders in creating and presenting this course. Assess the Florida Online Academy in terms of its sthrengths and weaknesses in facilitating community.Use the concepts from "Community, Courses and Maslow's Hierarchy" in your critique.

Daytona State College pledges nondiscrimination, equal access, equal educational opportunity and equal employment opportunity to all persons regardless of race, ethnicity, religion, national origin, age, gender, disability, marital status, veteran status, ancestry or political affiliation. Our pledge covers recruitment, admission, registration, financial help, counseling, advising, course offerings, extracurricular programs, facilities, health services, athletics, employment and its privileges and benefits.

Welcome to LMS 105NARRATORWelcome to the module of mixed messages. In this module we teach you how to use some advanced tools to make changes to your course homepage. At the same time, we ask that you refrain from making changes to your course homepage. Thus, the mixed message!Stay ConsistentNARRATORWe ask you to be consistent. Emerson may have said "a foolish consistency is hobgoblin of little minds" but we argue that consistency in the service of community is not foolish. Consistency helps your students navigate the courses offered by the college. Being consistent in the navigation and controls reduces confusion for your students.Consistent ItemsNARRATORBe mindful of consistency in the items on the Course Home page, the links on the NavBar and the Widgets on the page.NARRATORMaintain the default widgets on your course homepage: News, Updates and Events.NARRATORMaintain the default links on your course NavBar.Be CreativeNARRATORBe creative in the development of your course content. Make your materials engaging and entertaining. Deliver you teaching with flair.NARRATORNow for another mixed message!NARRATORWhen developing entertaining training materials, delivered with style and flair, be careful not to upload large media files. These files place a burden on the Learning Management System and the network resources on which the system relies.NARRATORWhen you want to use a media file, always contact the Learning Management System administrators. The personnel there will assist you with the best and most efficient way to accomplish what you want to do.Edit CoursenarratorThe tools taught in this module are found on the Course Administration page. Access this page by selecting "Edit Course" on the NavBar.NARRATOROn the Course Administration page, the tools are grouped under three headings: General, Tools and Administration.NARRATORWhen any of the tools is selected, a menu of all the Course Administration tools appears in a pane on the opened page.

Daytona State College pledges nondiscrimination, equal access, equal educational opportunity and equal employment opportunity to all persons regardless of race, ethnicity, religion, national origin, age, gender, disability, marital status, veteran status, ancestry or political affiliation. Our pledge covers recruitment, admission, registration, financial help, counseling, advising, course offerings, extracurricular programs, facilities, health services, athletics, employment and its privileges and benefits.

Daytona State College pledges nondiscrimination, equal access, equal educational opportunity and equal employment opportunity to all persons regardless of race, ethnicity, religion, national origin, age, gender, disability, marital status, veteran status, ancestry or political affiliation. Our pledge covers recruitment, admission, registration, financial help, counseling, advising, course offerings, extracurricular programs, facilities, health services, athletics, employment and its privileges and benefits.

VisionDaytona State College’s College of Online Studies is an integral part of the College’s Outreach and will be seen as the first choice for off-campus, technology-based access to anywhere–anytime lifelong learning resources for 21st Century learners. Every course offered through the College of Online Studies exemplifies commitment to academic quality that is the hallmark of Daytona State College’s educational offerings. Courses are developed and taught by faculty and faculty affiliated with Daytona State College. All faculty hold credentials required by the Southern Association of Colleges and Schools. In addition, College of Online Studies faculty have a special background in online learning.The Vision of Daytona State College’s College of Online Studies is to provide learners with access to quality academic programs and resources in a sustainable, technology-based learning environment. The Vision for the College of Online Studies will be achieved by implementing the following:• Support faculty in the creation of learning communities at a distance.• Provide mechanisms by which learners can establish a lifelong relationship with the College and its resources.• Maintain easy access to online offerings.• Provide high-quality academic services to online learners.• Offer comprehensive and cost effective degree and certificate programs.• Deliver quality student-centered support services.

PM Declaration of InterdependenceFrom Wikipedia, the free encyclopediaThe PM Declaration of interdependence is a set of six management principles initially intended for project managers of Agile Software Development projects. Later on, the name was changed to "The declaration of interdependence for modern management", as it was realized that the principles might be applicable to other management situations.[edit]OriginsAfter the Manifesto for Agile Software Development was written in 2001, David Anderson, Sanjiv Augustine, Christopher Avery, Alistair Cockburn, Mike Cohn, Doug DeCarlo, Donna Fitzgerald, Jim Highsmith, Ole Jepsen, Lowell Lindstrom, Todd Little, Kent McDonald, Pollyanna Pixton, Preston Smith and Robert Wysocki worked to see what management principles might be required in order to achieve an Agile Mindset in product and project management. In 2005, they published the agile project management "Declaration of Interdependence" [1]. The six principles they felt essential to modern project management (and to much of management in general).[edit]The principles(Quoted from [1])"We ...increase return on investment by -- making continuous flow of value our focus.deliver reliable results by -- engaging customers in frequent interactions and shared ownership.expect uncertainty and manage for it through -- iterations, anticipation and adaptation.unleash creativity and innovation by -- recognizing that individuals are the ultimate source of value, and creating an environment where they can make a difference.boost performance through -- group accountability for results and shared responsibility for team effectiveness.improve effectiveness and reliability through -- situationally specific strategies, processes and practices."[edit]References^ a b [1]The text on Alistair's Cockburn's website.