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See the Points Awarded link.
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Everyone goes through the Introduction.
Each person also picks any 2 of the other modules in the Academy.
There are a series of required homework exercises that must be completed in their practice courses. For help with using the online learning environment to complete these exercises, students can consult the Resource Library. That Library also has advanced resources they can use whenever they need or want to learn more about the online learning environment or to do tasks they have not done before.
Completing 3 modules of the Academy (Introduction plus 2) should be sized require about 15 hours of work. The time to complete the required exercises in the Practice Course will vary depending upon the user's previous experience.
Faculty can return to any other modules in the Academy whenever they want.
While the basic modules in the Academy have no prerequisites, the Advanced Topics do have prerequisites.
We may segment the Practice Exercises so that they are staged for Blended (every course), Hybrid and 100% Online, like our current Completions.
Modules may be added, removed or changed in the future depending upon feedback from the faculty or changes in the learning environment or in college policies.
It would be possible take a Chinese Menu approach, requiring one from column A and one from column B, etc.
Alternatively, we could say that completion of the Academy requires a certain number of points and then weight the modules by assigning points to them. This might be necesary if big differences emerge in the scope or difficulty levels of the modules.
The above approach responds to the "it's all too much" criticism and might increase buy-in by faculty, a little bit. Eliminating required sequences and providing for customer choice also increases or andragogic creds a little bit.
Although "Building and Sustaining Successful Communities for Learning" is not a prerequisite, familiarity with that module may be helpful.
Problem based learning
Exploratory learning
Clear expectations
Competencies
Prerequisite:
Successful completion of the Academy
Certain Advanced Topics may have other, more specific prerequisites.
100% Onlline
21st Century Skills,
Education & Competitiveness P. 10
http://www.p21.org/documents/21st_century_skills_education_and_competitiveness_guide.pdf
Beyond the assessment of reading, mathematics and science, the United States does not assess other essential
skills that are in demand in the 21st century. All Americans, not just an elite few, need 21st century skills that
will increase their marketability, employability and readiness for citizenship, such as:
• Thinking critically and making judgments about the barrage of information that comes their way every
day—on the Web, in the media, in homes, workplaces and everywhere else. Critical thinking empowers
Americans to assess the credibility, accuracy and value of information, analyze and evaluate information, make
reasoned decisions and take purposeful action.
• Solving complex, multidisciplinary, open-ended problems that all workers, in every kind of workplace,
encounter routinely. The challenges workers face don’t come in a multiple-choice format and typically don’t
have a single right answer. Nor can they be neatly categorized as “math problems,” for example, or passed
off to someone at a higher pay grade. Businesses expect employees at all levels to identify problems, think
through solutions and alternatives, and explore new options if their approaches don’t pan out. Often, this
work involves groups of people with different knowledge and skills who, collectively, add value to their
organizations.
• Creativity and entrepreneurial thinking—a skill set highly associated with job creation (Pink 2005,
Robinson 2006, Sternberg 1996). Many of the fastest-growing jobs and emerging industries rely on
workers’ creative capacity—the ability to think unconventionally, question the herd, imagine new scenarios
and produce astonishing work. Likewise, Americans can create jobs for themselves and others with an
entrepreneurial mindset—the ability to recognize and act on opportunities and the willingness to embrace
risk and responsibility, for example.
• Communicating and collaborating with teams of people across cultural, geographic and language
boundaries—a necessity in diverse and multinational workplaces and communities. Mutually beneficial
relationships are a central undercurrent to accomplishments in businesses—and it’s not only top managers
who represent companies anymore. All Americans must be skilled at interacting competently and respectfully
with others.
• Making innovative use of knowledge, information and opportunities to create new services,
processes and products. The global marketplace rewards organizations that rapidly and routinely find better
ways of doing things. Companies want workers who can contribute in this environment.
• Taking charge of financial, health and civic responsibilities and making wise choices. From deciding
how to invest their savings to choosing a health care plan, Americans need more specialized skills—simply
because the options are increasingly complex and the consequences of poor decisions could be dire.
Although "Building and Sustaining Successful Communication and Collaboration" is not a prerequisite, familiarity with that module may be helpful.
Collaborative assignments
Although "Building and Sustaining Successful Effective Content" is not a prerequisite, familiarity with that module may be helpful.
The concept of preseence
Professor Avatar
Engineering your online persona
Course Mail
Elluminate
Chat?
Vocabulary of Discussion BoardsPostComposeReplyThreadFlamePinFilterFlameForumTopic
Using your lesson outline or your lesson chart, label each part of the lesson as to the Theater of the Mind in which it belongs. If there are missing theaters, write suggestions for ways to include them in an online course.
Given one of the objectives you have already written, write a paragraph explaining how you could use Modes of Learning to teach that objective, progressing from short term memory to integrating the learning into long term mental schemas.
You have advanced education in a subject other than education. Reflect on that. Have you achieved a state of Reflective Competence?
For each of the online learning system tools listed below, place your self in the Competency Matrix.
Reveal my motivations
Share enthusiasm
Use etech
Treat studennts as adults.
Engage emotions
Use of Question banks
Use of online Quizzes
Use of a Dropbox
Assist with LMS usage
Use of automated quizzes
Use of Glossary
Use of FAQ
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.
For two objectives, write a brief summary explaining to your adult learners why they should master each objective.
OR Post it in the Discussion Board
For a course with which you are familiar, analyze four of its stated objectives in terms of the the ABCD model. Record your analysis on the following table and post it in your practice course. Post it in the discussion board.
For your subject area, write or find and copy one objective for each of the levels in Bloom's taxonomy using a suggested verb from the relevant list
Course Rubrics
Assessments
Content
What you told them
What you want to tell them
What your are going to tell them
Given one of the objectives you have already written, create a chart illustrating how you would teach that objective going round the circle.Is your chart more appropriate for onground or online training? How would you change it for use in the other environment?
Given one of the objectives you have already written, outline a lesson that uses multiple senses and student activities.a. Label each part of the lesson with the sense or senses invoked.b. Label each part of the lesson with the appropriate learning style from the VARK list.
HTML Editor
Learning Object Repository
Copy course components
Manage content
Manage files
Modules and Lessons
The persona of the instrutor is the instructor that exists in the mind of the student in an online course. This instructior persona is built up based on the introductions, texts, documents, media, feedback, assessments, interaction, interventions, and other elemnets presented online by the actual instructor. This persona may be like or unlike the actual instructor if encounterd face-to-face.
Whether the instructor consciously crafts an online persona or not, the instructor needs to be where that such a persona is always created in the students's minds.
In order to "just be yourself" online, you must make choices that let your self be revealed online.
3 Networks
5 Theaters
Kinesthetic
Reading (Visual: Verbal)
Auditory: Verbal
Visual: Non-Verbal
Second Life
Course Shells
Re-use Tools
Export
Import
Copy
Classlist
Course Home Page
Hompages
Widgets
NavBar
Groups
Course Email
Dropboxes
Discussions
