The Learning Environments Academy

See the Points Awarded link.**********************************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.

Non-Traditional Contexts of Learning

Blended

Hybrid

Totally Online

iTunes U

Pod casts

eLluminate

M Learning

Life-Long

Educational Technologies

Smartboards

ITunes U

Pod Casts

Media Servers

Media Studios

Media Delivery

Chalkboards

Document Cameras

Presentaion Tools

Screen Capture

Receivers

Computers

Netbooks

Smart phones

MP3 Players

eBook Readers

Tools Of Online Learning

LMS Tools

Discussions

Dropboxes

Course Email

Groups

Course Home Page

NavBar

Widgets

Hompages

Classlist

Re-use Tools

Copy

Import

Export

Course Shells

Other Online Tools

Second Life

Facebook

Twitter

Orientation to Building and SustainingSucessful (BASS) Learning Environments

How do I get through this Academy?

Building and Maintaining Learning Environments

Tool Resource Library

The Points System

Modified Self-Directed Learning Model

Continuum of Instructor / Student Control

Teacher as Authority

Teacher as Coach

Teacher as Motivator

Teacher as Collaborator

Teach as Community Organizer

Teach as Consultant

Teacher as Colleague (of other teachers)

Teacher as Ambassador (to larger community)

Teacher as Agent of Academic Integrity

Teacher as Critical Thinker regarding Teaching

Competency Matrix

Unconcious Incompetence

Consciouis Incompetence

Conscious Competence

Uncoscious Competence

Reflective Comptence

Learning Theories Overview

VARK

Visual: Non-Verbal

Auditory: Verbal

Reading (Visual: Verbal)

Kinesthetic

Cognitive Learning System

Teacher-Centered Approaches

Learner-centered Approaches

Technology Mediated Instructional Procedures

Andragogical Strategies

Brain-Based Learning Strategies

5 Theaters

3 Networks

Educational Technologies Overview

Challenges Of Online Learning

Building Community

Creating Personas / Avatars / Presence

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.

Managing Discussions

Managing Email

Using Social Media

Assessing Learning

Modules and Lessons

Using the online learning environment

Building And Sustaining Successful Effective Content

Our focus here is Stage 0 Teaching as Presenter

Continuum of Instructor / Student Control

How do I produce effective content?

Relevant tools

Manage files

Manage content

Copy course components

Learning Object Repository

HTML Editor

Objectives

VARK

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.

Kolb's Learning Styles and Lesson Structure

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?

Tell them

What your are going to tell them

What you want to tell them

What you told them

Content is not enough, necessary but not sufficient

VARK Learning Styles

Inverted Pyramid

Varying media for learning styles

Multi-sensory

Accessible

Optimizing media for web delivery

Presentation pointers

Writing for electronic media

21st Century Students

Engaging the Senses and the Emotions

Publishing syllabus online

State the learning objectives

Provide accommodation statement

Stress academic integrity

Publish your office hours

Publish your preferred means of contact

Maintaining content over time

Update and refresh content

Effective Content

On the ground

Online

In other contexts

Relevant college policies and expectations

Course management techniques

Building and Sustaining SuccessfulLessons and Courses

Our focus here is Stage 1 Teacher as Coach

Continuum of Instructor / Student Control

Focus on the learner

Coaching

Scaffolding

Organizing

How do I structure effective lessons and courses?

Relevant tools

Content

HTML Editor

Assessments

Course Rubrics

Objectives

Bloom's Taxonomy

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

Performance Objectives

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.

OR Post it in the Discussion Board

Andragogy (explain why)

For two objectives, write a brief summary explaining to your adult learners why they should master each objective.

How to write learning objectives

How to make adjustments to ongoing / ative course objetives.

How to creatre activities to achieve / support learning objectives.

How to create engaging / relevant course content / activities that are congruent with outomes.

How to create ideal student outcomes

Know what the ideal student is.

Principles for creating structured and unstructured lessons.

Sequencing vs Not sequencing materials

Customization vs. Consistency

Control vs Any time access

Modules and Lessons vs Other Structures

Coaching

Coach adult learnersApply principles of androgogy?Persuade, Influence, etc.

Apply Andragogy

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.

Online

Use of FAQ

Use of Glossary

Use of automated quizzes

Assist with LMS usage

Use of a Dropbox

Use of online Quizzes

Use of Question banks

See "How do I create media?"

Relevant college policies and expectations

Sustanining student success

Building And Sustaining Successful Student Motivation

Our focus here is Stage 2 Teacher as Motivator

Continuum of Instructor / Student Control

How do I ....

Get my students motivated?

Engage emotions

Treat studennts as adults.

Use etech

Keep my students motivated?

Share enthusiasm

Reveal my motivations

Objectives

Competency Matrix

For each of the online learning system tools listed below, place your self in the Competency Matrix.

You have advanced education in a subject other than education. Reflect on that. Have you achieved a state of Reflective Competence?

Modes of Learning

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.

Brain-based learning systems

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.

Intrinsic vs. Extrinsic Motivation

Invoke the emotional learning system.

Evaluate and share

Evaluate if students know enough to go forward, Share why you are excited by the subject, Apply andragogy, act as coach, stimulate positive emotions, provide clear guidance, give positive feedback, encourage good work, praise good interaction with other students, stress academic integrity, using scaffolding and modeling, build on brain-based learning systems, listen to student feedback

Motivating

Assessing student readiness

Existing knowledge

Emotional readiness

Where on the competency matrix?

On ground

Online

Non-traditional contexts

Discussion

What media do you allow students to use when submiting projects? Can they get credit for video, audio, graphics files, for example? Why or why not?

A perennial problem in online classes is students who are not ready for online learning. They may not have the technology needed, the technical skills or the time management skills (among other lacks). How should colleges address this problem? What do you think of our Readiness Survey?

Most of our students are adults. In this course, we based our guidelines for coaching on Knowles's principles of andragogy. Andragogy studies how adults learn, as contrasted with pedagogy which studies how children learn. How to you respond to the proposition that treating your students as adults should increase student success?

Relevant college policies and expectations

Sustanining student success

Course management techniques

Icebreaker activities

Preassessments

Building And Sustaining Successful Communication and Collaboraration

Although "Building and Sustaining Successful Effective Content" is not a prerequisite, familiarity with that module may be helpful.

Our focus here is Stage 3 Teacher as Collaborator

Continuum of Instructor / Student Control

How do I get my students communicating and collaborating?

Relevant tools

Discussions

Vocabulary of Discussion BoardsPostComposeReplyThreadFlamePinFilterFlameForumTopic

Groups

Chat?

Elluminate

Course Mail

Content

Evaluate if students are ready for cooperative learning

Create opportunities for collaboration

Use Groups

Partner with students

Build safe environments

Apply social learning theory

Distinguish carefully between cheating and collaborating

Understand uses of different communication channels

Communicating and Collaborating

On the ground

Online

Engineering your online persona

Professor Avatar

The concept of preseence

In other contexts

Relevant college policies and expectations

Using Educational Technologies

Building And Sustaining a Successful Culture of Integrity

Applied Learning Theories

Building And Sustaining Successful Communities for Learning

Although "Building and Sustaining Successful Communication and Collaboration" is not a prerequisite, familiarity with that module may be helpful.

Our focus here is Stage 3.5 Teacher as Community Organizer

Continuum of Instructor / Student Control

How do I nurture and sustain learning communities?

Relevant tools

Discussions

Collaborative assignments

How to develop / integrate concepts of community and fostering collaboration into objectives.

Build safe environments for learning

Accept displays of multiple intelligences

Apply social learning theory

Promote displays of diversity

Maintain scholarly civility

Apply student feedback

Apply Maslow's hierarchy

Building community

On the ground

Online

In other contexts

Relevant college policies and expectations

Using Free / Open Source Materials

21st Century Skills Education

21st Century Skills,Education & Competitiveness P. 10http://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 essentialskills that are in demand in the 21st century. All Americans, not just an elite few, need 21st century skills thatwill increase their marketability, employability and readiness for citizenship, such as:• Thinking critically and making judgments about the barrage of information that comes their way everyday—on the Web, in the media, in homes, workplaces and everywhere else. Critical thinking empowersAmericans to assess the credibility, accuracy and value of information, analyze and evaluate information, makereasoned 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’thave a single right answer. Nor can they be neatly categorized as “math problems,” for example, or passedoff to someone at a higher pay grade. Businesses expect employees at all levels to identify problems, thinkthrough solutions and alternatives, and explore new options if their approaches don’t pan out. Often, thiswork involves groups of people with different knowledge and skills who, collectively, add value to theirorganizations.• 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 onworkers’ creative capacity—the ability to think unconventionally, question the herd, imagine new scenariosand produce astonishing work. Likewise, Americans can create jobs for themselves and others with anentrepreneurial mindset—the ability to recognize and act on opportunities and the willingness to embracerisk and responsibility, for example.• Communicating and collaborating with teams of people across cultural, geographic and languageboundaries—a necessity in diverse and multinational workplaces and communities. Mutually beneficialrelationships are a central undercurrent to accomplishments in businesses—and it’s not only top managerswho represent companies anymore. All Americans must be skilled at interacting competently and respectfullywith 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 betterways 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 decidinghow to invest their savings to choosing a health care plan, Americans need more specialized skills—simplybecause the options are increasingly complex and the consequences of poor decisions could be dire.

Thinking critically and making judgments about the barrage of infromation that comes their way every day.

Solving complex, multidisciplinary, open-ended problems that all workers, in every kind of workplace encounter routinely.

Creative and entrepeneural thinking.

Communicating and collaborating with teams of people across geographic and language boundaries.

Making innovative use of knowledge and opportunities to create new services, processes and products.

Taking charge of finacial, health and civic responsibilties and making wise choices.

Using 3rd Party Tools

Quality Assurance

Analyze a course

Analyze a course in terms ofthe rubrics provided by the collegethe applicable stage(s) of the SSDL modelthe community building and maintaining aspects of the courseusing Maslow's hierarchy of needs?its coverage of the VARK learning stylesits coverage of the 5 brain-based learning systemsits accessibilityits accommodation of multiple intelligencesalignment of assessments to objectives

Consult your eMentor

Get feedback from students

Discussion ratings

Lesson ratings and feedback

End of course feedback survey

eTech in the Classroom

Innovative Teaching Techniques

The Resource Library

Resources for Building And Sustaining Successful Learning Environments

See Prototype course, end of TOC

Online Learning Environment Resources

Required Exercises

Blended

Hybrid

100% Onlline

Face to Face Learning Environment Resources

College Processes and Procedures

Learning Object repository Forms

Publisher Content Request Forms

Project Grant Proposal Forms

Media Server Rules

Media Conversion Request Forms

The Advanced Topics Area

Prerequisite: Successful completion of the AcademyCertain Advanced Topics may have other, more specific prerequisites.

Building And Sustaining Successful Self-Directed Learners

Although "Building and Sustaining Successful Communities for Learning" is not a prerequisite, familiarity with that module may be helpful.

Our focus here is Stage 4 Teacher as Consultant

Continuum of Instructor / Student Control

How do I enable and support self-directed learners?

Relevant tools

Competencies

Clear expectations

Exploratory learning

Problem based learning

Explain your role to students

Structure Self-Directed Projects

Encourage Exploration and Discovery

Set the parameters and expectations

Use Problem Based Learning

Provide expert assistance

Be open to new ideas

Monitor progress without interfering

Intervene appropriately

Self-Directed Learning

On the ground

Online

In other contexts

Relevant college policies and expectations

Building And Sustaining Successful Intra/Interdisciplinary Learning Programs

Teacher as Colleague

How do I create and sustain....

Intradisciplinary programs?

Interdisciplinary programs?

Seek opportunities to partner in your discipline

Seek opportunities to partner across disciplines

Seek opportunities to partner across institutions

Set overall outcomes for students (type of person he or she should become)

Role of Cross-Course Competencies

Interdisciplinary Programs

On the ground

Online

In other contexts

Building And Sustaining SuccessfulCommunity / Business Partnerships

Teacher as Ambassador

How do I engage the larger community and business orgainzations?

What needs can we serve in the greater community?

Building And Sustaining Successful Critical Thinking About Teaching

Teacher as Critical Thinker regarding Teaching

Heterodoxy

How do I respond to Atherton's critiques of what we've been studying?