Chunk Your Way to an A

Size: px
Start display at page:

Download "Chunk Your Way to an A"

Transcription

1 What is Chunking? Chunking is breaking up a big piece of information into smaller chunks. The experimental psychologist George Miller found that "The Magic Number 7, Plus or Minus 2" described the maximum quantity of ideas, facts, or issues that people are able to actively attend to at any one time. To enhance and maximize the learning potential, online instructors are advised to follow this rule and chunk and/or divide content into manageable units of information. Chunking the course into smaller portions helps quell student anxiety on succeeding in the course. Instead of having all the course material appear on one screen, it allows the students to be accountable also for moving through the course in stages in a timely fashion on their own terms. Most importantly, the chunking of a course reduces student pressures to an extent. Rather than feeling overwhelmed at being barraged with an entire course s labor in one breath, they take in the course one module at a time. It also increases student success because they feel a sense of accomplishment upon completing each module and learn how to better handle each individual course after a set of modules. As the move forward having grasped the course s principles through its mini-representation in a module, they are better able to tackle the breadth of the course one step at a time. Chunking the information in distance learning courses can help students who have to fit their studying into small time periods during the day, to comprehend all the information you have prepared for them. Beginning with the main concepts the instructor wants to teach, breaking it down into the smaller topics and segments in the order that makes sense, will make planning easier to accomplish. This approach will make it easier for the students to understand.

2 Chunk Your Way to an A A good online or face-to-face course that is facilitated by a good instructor will contain items that help learners prioritize, organize and identify key elements in the material to be learned. The following structures exhibit some ideas that a mere beginning but designed to provoke the endless possibilities that are available in the virtual classroom. Introduction One Two Three

3 Basic Course Structure Welcome Read Me First Syllabus One Overview One Objectives One Content Assignments One Method of Evaluation Repeat Learning Outcomes Resources Course Evaluation Here are some common chunks that make up an online and face-to-face course: Welcome: Some sort of webpage that welcomes the learner (e.g. instructor welcome video or photo (introducing the instructor) Read Me First: How to navigate the course, Methodologies by which the course is taught, such as discussion, role playing, lecture, simulation, group work, etc. Syllabus: The primary function of a syllabus is to provide the learner with details about the learning objectives and associated assessments for the course Objectives: Learning objectives, Are objectives measurable? Include course policies, procedures, attendance, grading Screens: This is the area that holds the core content. Each section can have its own overview, instructions, content, assessment, and summary. Method of Evaluation: Criteria for determining student grades; number of exams, written papers, oral presentations, etc. and the weights assigned to each; final grade determination Learning Outcomes: The knowledge and skills that students are expected to demonstrate upon completion of a course. Resources: Additional content and resources that augment the course and support ongoing learning Course Evaluation: Services needed to collect and summarize student ratings of instruction, the information provided helps students select courses, assists faculty in instructional development, and informs administrative decision-making

4 Circular Structure Circular Structure - Helps to represent the connectedness and interdependence of all modules. Since we end where we begin, material can be reviewed and added upon course completion by the instructor. In the circular design, the modules can be faded or partially seen until and unless the student completes the tasks of the preceding module before they appear in full color and are accessible to the student. One Two Five Three Four

5 Creative Designs Fancier and more creative module designs that allow for creative graphics that keeps student autonomy at its core. With adaptive release, student will only have access to full contents of the next module upon finishing the assignments of the preceding module. A Adaptive Release s Information Expands Outwards B D

6 Make Your Chunked Course Come Alive Simple and Elegant Tools Chunking is particularly important for online learning. Without an instructor to answer questions and to guide the learning process, elearning content has to be organized in a logical and progressive way through chunking. Chunking doesn t only work for your typical linear instruction, it also works for learning objects, for non-linear approaches to learning as well as discovery learning, because it groups together conceptually related information. Content that is conceptually related is meaningful, making it easier to understand. Give students a place to share and discuss Discussions Grading Accept and grade assignments, hassle-free Share files, articles, books, and links Resources Calendar Manage a more intuitive course calendar Put names to faces with student profiles Community

7 Guidelines for Chunking Content If one chunk is too small for students to understand a concept, group several chunks into a manageable unit. The unit then serves as a structure to present and recall the concept. Provide time estimates for assignments and asynchronous activities. Time Reading Materials Elements Chart to Organize the Chunks Audio Video Interaction

Blended Course Evaluation Standards

Blended Course Evaluation Standards Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.

More information

General Procedures for Developing an Online Course

General Procedures for Developing an Online Course General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners

More information

Checklist of Competencies for Effective Online Teaching

Checklist of Competencies for Effective Online Teaching Checklist of Competencies for Effective Online Teaching 1. Instructional Principles Audience Analysis Who are your learners? What is their reason for taking your class? What is their preparation for success

More information

Effective Practices for Fully Online and Blended Courses

Effective Practices for Fully Online and Blended Courses Effective Practices for Fully Online and Blended Courses Initial Course Development Below are some tips and strategies for initial development and conceptualization of your course: Blueprint your course.

More information

Course Evaluation: A Tool for Faculty

Course Evaluation: A Tool for Faculty Course Evaluation: A Tool for Faculty How to Use: The following recommendations are "Best Practices". The purpose of this evaluation tool is to provide an opportunity for online faculty to receive helpful

More information

ways to present and organize the content to provide your students with an intuitive and easy-to-navigate experience.

ways to present and organize the content to provide your students with an intuitive and easy-to-navigate experience. In Blackboard Learn, as you create your course, you can add a variety of content types, including text, file attachments, and tools. You can experiment with ways to present and organize the content to

More information

Richland College Improving Accounting Student Success through Caring Behaviors

Richland College Improving Accounting Student Success through Caring Behaviors Improving Accounting Student Success through Caring Behaviors Lamrot Bekele, Accounting Faculty Dwight Riley, Associate Dean, Instructional Support Michael Packer, Accounting Student Richland College 1

More information

King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES:

King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES: King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES: LAST REVISED: March 2003 TABLE OF CONTENTS Page 1. INTRODUCTION 1 2. ESSENTIAL FEATURES FOR AN EFFECTIVE

More information

Best Practices in Online Course Design

Best Practices in Online Course Design Best Practices in Online Course Design For the Instructor Mark Timbrook Minot State University, Office of Instructional Technology 4/24/2014 Best Practices in Online Course Design Best Practices in Online

More information

MJC Online Course Review Process DRAFT

MJC Online Course Review Process DRAFT MJC Online Course Review Process DRAFT Online courses have on average 10% lower student success across all disciplines. To enhance the teaching and learning experience and help promote student success,

More information

BLENDED LEARNING: A WAY FOR EXCELLENCE IN TEACHER EDUCATION IN E-WORLD

BLENDED LEARNING: A WAY FOR EXCELLENCE IN TEACHER EDUCATION IN E-WORLD 244 - Proceeding of the Global Summit on Education (GSE2013) BLENDED LEARNING: A WAY FOR EXCELLENCE IN TEACHER EDUCATION IN E-WORLD Rakesh. k. Azad Associate Professor in Education, Bareilly College Bareilly.

More information

Blackboard Development Checklist for Online Courses

Blackboard Development Checklist for Online Courses Blackboard Development Checklist for Online Courses Met Course Development Rubrics The following rubrics should be used as benchmarks to assist faculty with developing and maintaining their online courses.

More information

Whole Brain Design: Engage and Retain your Learners

Whole Brain Design: Engage and Retain your Learners 101 Whole Brain Design: Engage and Retain your Learners Ann Herrmann-Nehdi, Herrmann International July 17 & 18, 2008 Produced by Creating Innovative Instructional Content Advanced Theory and Application

More information

MOE Online Class Quality Guidelines

MOE Online Class Quality Guidelines MOE Online Class Quality Guidelines The following guidelines were developed by the MiraCosta Online Educators committee to inform online faculty of required elements for Distance Education classes, offer

More information

Blackboard Exemplary Course Program Rubric

Blackboard Exemplary Course Program Rubric Blackboard Exemplary Course Program Rubric The Blackboard Exemplary Course Program(ECP) recognizes course creators whose courses demonstrate best practices in four major areas: Course Design, Interaction

More information

Online Course Checklist for Instructional Designers and Faculty Developers

Online Course Checklist for Instructional Designers and Faculty Developers Online Course Checklist for Instructional Designers and Faculty Developers The intent of this document is to serve as a tool for instructional designers and faculty developers to use during the course

More information

Best Practices for Online Courses. 100 Quality Indicators for Online Course Design

Best Practices for Online Courses. 100 Quality Indicators for Online Course Design Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would

More information

Christine E. Lynn College of Nursing Florida Atlantic University

Christine E. Lynn College of Nursing Florida Atlantic University Christine E. Lynn College of Nursing Florida Atlantic University Faculty Guide to On-Line Teaching The purpose of this faculty guide is to assist the individual faculty member in preparing to teach an

More information

Categories Criteria 3 2 1 0 Instructional and Audience Analysis. Prerequisites are clearly listed within the syllabus.

Categories Criteria 3 2 1 0 Instructional and Audience Analysis. Prerequisites are clearly listed within the syllabus. 1.0 Instructional Design Exemplary Acceptable Needs Revision N/A Categories Criteria 3 2 1 0 Instructional and Audience Analysis 1. Prerequisites are described. Prerequisites are clearly listed in multiple

More information

Concept-Mapping Software: How effective is the learning tool in an online learning environment?

Concept-Mapping Software: How effective is the learning tool in an online learning environment? Concept-Mapping Software: How effective is the learning tool in an online learning environment? Online learning environments address the educational objectives by putting the learner at the center of the

More information

The Check: A Guide to Online Course Design

The Check: A Guide to Online Course Design The Check: A Guide to Online Course Design The Check was created by CEHD s Academic Technology Services Team: Treden Wagoner Sheila Hoover Thomas Nechodomu Constance Pepin Lyn DeLorme Melissa Falldin Last

More information

Instructor Review: Delgado Community College Standards for Online Courses. The points are to help you understand how your course will be evaluated.

Instructor Review: Delgado Community College Standards for Online Courses. The points are to help you understand how your course will be evaluated. Course: Instructor: Instructor Review: Delgado Community College Standards for Online Courses The points are to help you understand how your course will be evaluated. Orientation to Course and LMS Clearly

More information

THE CHECK. academic. A Guide to Online Course Design. What aspects of course design does The Check address? How can The Check be used?

THE CHECK. academic. A Guide to Online Course Design. What aspects of course design does The Check address? How can The Check be used? THE CHECK A Guide to Online Course Design The Check is a guide to help CEHD instructors create instructionally effective and user-friendly online learning environments for students (online courses, hybrid

More information

Before you begin to adapt your course for online learning, consider the following questions:

Before you begin to adapt your course for online learning, consider the following questions: Course Analysis Worksheet 1 Introduction How your online students use your course materials significantly impacts how they learn your materials. It is important that you use a clear, consistent approach

More information

Course Design Rubric for the Online Education Initiative

Course Design Rubric for the Online Education Initiative Course Design Rubric for the Online Education Initiative In order for a course to be offered as a part of the Online Education Initiative (OEI) course exchange, it must meet established standards relating

More information

Community College System of New Hampshire

Community College System of New Hampshire Community College System of New Hampshire What is edesign? edesign is a rubric that defines course quality design standards for 100% online courses offered by CCSNH. To supplement the rubric and support

More information

Online Course Development Guide and Review Rubric

Online Course Development Guide and Review Rubric Online Course Development Guide and Review Rubric Thank you for participating in our online course review process! Your input is extremely valuable to us, and we appreciate the time you are taking to help

More information

Online Teaching and Learning

Online Teaching and Learning Teaching online requires faculty members to shift their roles from instructor to facilitator or coach. Content shifts to customized materials and learning includes many active components. Simonson, Smaldino,

More information

Course Delivery Educational Program Development Onsite Blackboard Training

Course Delivery Educational Program Development Onsite Blackboard Training Overview Workshop Content The workshop for Blackboard Learn Course Delivery equips institutions with the knowledge, skills, and planning tools to effectively administer and teach with Blackboard Learn

More information

Evaluation Rubric for Online Courses DUSON CIT Fellows June, 2004

Evaluation Rubric for Online Courses DUSON CIT Fellows June, 2004 Evaluation Rubric for Online Courses DUSON CIT Fellows June, 2004 1. Organization and Design Criteria Areas for Standard Improvement 1. Each course includes an introduction and/or cybertour to introduce

More information

DOES TEACHING ONLINE TAKE MORE TIME?

DOES TEACHING ONLINE TAKE MORE TIME? DOES TEACHING ONLINE TAKE MORE TIME? Gregory W. Hislop 1 Abstract Many instructors feel that teaching online takes more time, but there is relatively little data available on this issue. This paper discusses

More information

Gonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014

Gonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014 Gonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014 Course Title: Course Number: Faculty Name: Course Date: Course Type course description here.

More information

STEP ONE Work with instructor to develop/redesign course and fill out sections I VII. COURSE DEVELOPMENT or REVISION Course Information

STEP ONE Work with instructor to develop/redesign course and fill out sections I VII. COURSE DEVELOPMENT or REVISION Course Information CHECKLIST This checklist is a multipurpose document. First, for new development, use it as a reference when you begin the course design process; for revision, use the previously completed checklist as

More information

Course Development Resource Guide. Professional Development & Community Engagement Educational Technology Support

Course Development Resource Guide. Professional Development & Community Engagement Educational Technology Support Course Development Resource Guide Professional Development & Community Engagement Educational Technology Support Introduction The Course Development Resource Guide provides information to course writers

More information

STUDENTS WITH DISABILITIES IN ONLINE LEARNING. Bree Callahan, Center for Disability Services CWU Westside Operations March 18 th, 2010

STUDENTS WITH DISABILITIES IN ONLINE LEARNING. Bree Callahan, Center for Disability Services CWU Westside Operations March 18 th, 2010 STUDENTS WITH DISABILITIES IN ONLINE LEARNING Bree Callahan, Center for Disability Services CWU Westside Operations March 18 th, 2010 Presentation outline: Why is this important? Legal Issues Best Practices

More information

MATH 115 Mathematics for Liberal Arts (3 credits) Professor s notes* As of June 27, 2007

MATH 115 Mathematics for Liberal Arts (3 credits) Professor s notes* As of June 27, 2007 MATH 115 Mathematics for Liberal Arts (3 credits) Professor s notes* As of June 27, 27 *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student.

More information

Creating Outside Instructional Activities for Online and Accelerated Courses

Creating Outside Instructional Activities for Online and Accelerated Courses Creating Outside Instructional Activities for Online and Accelerated Courses Diane Pevar, J.D. Chair, Business, Technology and Legal Studies Manor College The Traditional Classroom All instructional activity

More information

Preparing for Your Final Exams. Lisa Haydon Academic Advising and Achievement Services

Preparing for Your Final Exams. Lisa Haydon Academic Advising and Achievement Services Preparing for Your Final Exams Lisa Haydon Academic Advising and Achievement Services Psych! Start with a positive attitude. Psyche yourself up to succeed. Remember all the times in the past that you have

More information

Redesigning Online Deductive Logic to Improve Retention

Redesigning Online Deductive Logic to Improve Retention Redesigning Online Deductive Logic to Improve Retention Daniel R. Boisvert Marvin J. Croy UNC Charlotte SoTL Project Report DanBoisvert@uncc.edu mjcroy@uncc.edu Abstract Over the past three years, the

More information

ECU Quality Assurance Guidelines for Online Delivery

ECU Quality Assurance Guidelines for Online Delivery ECU Quality Assurance Guidelines for Online Delivery PURPOSE The purpose of these guidelines is to encompass and improve ECU s existing minimum standards for online units, and to extend ECU s quality assurance

More information

University of West Georgia 5-Star Online Course Review

University of West Georgia 5-Star Online Course Review University of West Georgia 5-Star Online Course Review Three copies must be completed: one by instructor, one by peer, and one by DDEC. All three must reach satisfy scoring requirements (at bottom) for

More information

Cowboy Quality Online Course Evaluation (Title III) Version 3.0 Course Title Goes Here Total Score=0%

Cowboy Quality Online Course Evaluation (Title III) Version 3.0 Course Title Goes Here Total Score=0% Cowboy Quality Online Course Evaluation (Title III) Version 3.0 Course Title Goes Here Total Score=0% Enter Date: September 27, 2013 PASS (See Section 1 for any missing info) Type of Course: Online Quality

More information

Distance Education Learning Resources Unit Document Title: Online Course Review Checklist Last Updated: July 17, 2013 by the DE Office Draft Final

Distance Education Learning Resources Unit Document Title: Online Course Review Checklist Last Updated: July 17, 2013 by the DE Office Draft Final Distance Education Learning Resources Unit Document Title: Online Course Review Checklist Last Updated: July 17, 2013 by the DE Office Draft Final Section 1: Course Overview and Introduction Addresses

More information

Online and Hybrid Course Development Guidelines

Online and Hybrid Course Development Guidelines Online and Hybrid Course Development Guidelines February 10, 2011 The following is intended to serve as a guide to the development of online and hybrid courses at Cedar Crest College. Substantively, the

More information

Teaching and Learning Standards and Principles

Teaching and Learning Standards and Principles The Alamo Colleges Online (ACOL) is committed to quality teaching and learning. A critical component of maintaining quality online programs is the evaluation process. All faculty teaching online, hybrid,

More information

Learning Styles and Strategies Nancy F. Barrett EdD

Learning Styles and Strategies Nancy F. Barrett EdD Learning Styles and Strategies Nancy F. Barrett EdD Learning is essentially a sensory experience. We learn new things through some combination of hearing, seeing or doing. How we choose to learn will largely

More information

This course combines approximately 120 hours of instruction, online activities, and assignments for 4 credits.

This course combines approximately 120 hours of instruction, online activities, and assignments for 4 credits. NOTE to prospective students: This syllabus is intended to provide students who are considering taking this course an idea of what they will be learning. A more detailed syllabus will be available on the

More information

College Reading Strategies

College Reading Strategies College Reading Strategies Reading a college textbook should be approached differently than reading a magazine or novel. It is difficult to remember or even understand everything in a textbook chapter

More information

j. lecavalier & associates inc.

j. lecavalier & associates inc. Where Does E-Learning Begin and End? E-Learning Defined j. lecavalier & associates inc. e-learning design strategy coaching research Definitions of e-learning abound. Some are very narrow, while others

More information

HCC Online Course Evaluation Rubric July, 2011

HCC Online Course Evaluation Rubric July, 2011 HCC Course Evaluation Rubric July, 2011 Instructor s Name(s): Observer/Supervisor: Course Number: Department: College: Date: This HCC Course Evaluation Rubric is one of several data sources for evaluating

More information

Structured Design Approach for Converting Classroom Courses for Online Delivery

Structured Design Approach for Converting Classroom Courses for Online Delivery Structured Design Approach for Converting Classroom Courses for Online Delivery M. L. Fletcher 1 and A. W. Bjerkaas 1 1 The Johns Hopkins University, Baltimore, MD Abstract As online courses have proliferated,

More information

An Investigation into Visualization and Verbalization Learning Preferences in the Online Environment

An Investigation into Visualization and Verbalization Learning Preferences in the Online Environment An Investigation into Visualization and Verbalization Learning Preferences in the Online Environment Dr. David Seiler, Assistant Professor, Department of Adult and Career Education, Valdosta State University,

More information

Standards for Online Professional Development

Standards for Online Professional Development Standards for Online Guidelines for Planning and Evaluating Online Courses and Programs Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org For more information,

More information

Improving student performance in math courses: a practical review of different SMART technologies complete with data and results

Improving student performance in math courses: a practical review of different SMART technologies complete with data and results Improving student performance in math courses: a practical review of different SMART technologies complete with data and results Abstract As instructors, we have probably noticed that the attention span

More information

Policy for On-line Teaching and Learning

Policy for On-line Teaching and Learning April 14, 2015 Page 1 of 10 PURPOSE: This document is intended to create and clarify policies related to a range of online teaching and learning issues at CI. BACKGROUND: The Special Committee for Online

More information

Checklist for Evaluating Online Courses

Checklist for Evaluating Online Courses Educational Technology Cooperative Checklist for Evaluating Online Courses November 2006 Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org This publication

More information

Network+ Guide To Networks 5e

Network+ Guide To Networks 5e Kentucky Department of Education - Consumer Guide for Practical Living, Career Studies, and Career and Technical Education Network+ Guide To Networks 5e Cengage Learning, Inc. BASAL ISBN 9781423902454

More information

Planning a Class Session

Planning a Class Session Planning a Class Session A Guide for New Teachers by Diane M. Enerson Kathryn M. Plank R. Neill Johnson The Pennsylvania State University 301 Rider Building II University Park, PA 16802 www.schreyerinstitute.psu.edu

More information

Learner-Centered Teaching. Elizabeth Normandy Teaching and Learning Center

Learner-Centered Teaching. Elizabeth Normandy Teaching and Learning Center Learner-Centered Teaching Elizabeth Normandy Teaching and Learning Center Learner-Centered Teaching Learner-centered teaching focuses attention on what the student is learning, how the student is learning,

More information

Center for Teaching and Learning Instructional Development Support Center (IDSC)

Center for Teaching and Learning Instructional Development Support Center (IDSC) TCL Center for Teaching and Learning Instructional Development Support Center (IDSC) Microsoft PowerPoint: Best Practices Nimitz 107 (410) 2932508 Objectives This workshop is for faculty members who already

More information

EDF 3214: Human Development and Learning Section 901 Meeting Time: Mondays from 5-9 Room: CPR 256

EDF 3214: Human Development and Learning Section 901 Meeting Time: Mondays from 5-9 Room: CPR 256 EDF 3214: Human Development and Learning Section 901 Meeting Time: Mondays from 5-9 Room: CPR 256 Instructor: Amanda Prive, M.A. Office Hours: By appointment only E-Mail: Aprive@mail.usf.edu Mailbox: EDU

More information

1. Instructional Design Elements a. Support & Resources Essential Criteria: 1. Students are provided information as to where to get technical help.

1. Instructional Design Elements a. Support & Resources Essential Criteria: 1. Students are provided information as to where to get technical help. File Name Format (example): Course Review Course ID Instructor name your initials Faculty Name: Course: Semester: Reviewer: Date: This evaluation is a framework for addressing how a quality course should

More information

Lesson Plan. Preparation

Lesson Plan. Preparation Portfolio Information Practicum in Interior Design Lesson Plan Performance Objective Upon completion of this assignment, the student will be able to create a portfolio to document personal knowledge and

More information

Chapter 2 Determining Learning Objectives

Chapter 2 Determining Learning Objectives Chapter 2 Determining Learning Objectives In this chapter we help you identify the goals and objectives you want students to reach by the end of the course, and provide guidelines for using your objectives

More information

Year Semester Credits 3 8.0

Year Semester Credits 3 8.0 BASIC INFORMATION HOME CONTEXT AND COMPETENCES ASSESSMENT ACTIVITIES AND RESOURCES Compulsory Subject Project Methodology. Image Year Semester Credits 3 8.0 HOME Learning results defining the subject The

More information

Durham Technical Community College Beginning:, PERFORMANCE REVIEW AND EVALUATION FORM Ending:,

Durham Technical Community College Beginning:, PERFORMANCE REVIEW AND EVALUATION FORM Ending:, Durham Technical Community College Beginning:, PERFORMANCE REVIEW AND EVALUATION FORM Ending:, Employee Name: Reports To: PART ONE WORK PLAN FOR ALL EMPLOYEES This section MUST be completed during the

More information

Chapter 8. Information Processing Theory

Chapter 8. Information Processing Theory Chapter 8 Information Processing Theory Overview The Information Processing View of Learning A Model of Information Processing Metacognition Technology As an Information-processing Tool Copyright Cengage

More information

COURSE ADMINISTRATION

COURSE ADMINISTRATION ONLINE COURSE EVALUATION TOOL FACULTY CENTER FOR IGNATIAN PEDAGOGY LOYOLA UNIVERSITY CHICAGO This checklist is intended for use as a formative measure of online course development and/or a summative reflection

More information

[CONVERTING YOUR COURSE TO A BLENDED FORMAT]

[CONVERTING YOUR COURSE TO A BLENDED FORMAT] Instructor Guide Prepared by Dalia Hanna, Manager, Learning and Teaching, Ryerson University 2012. Table of Contents Introduction and objectives 3 Unit 1: Communication 3 Unit 2: Pre-Planning Strategies

More information

REMOVING THE DISTANCE FROM DISTANCE EDUCATION: STRATEGIES FOR SUCCESSFUL STUDENT ENGAGEMENT AND COLLABORATION

REMOVING THE DISTANCE FROM DISTANCE EDUCATION: STRATEGIES FOR SUCCESSFUL STUDENT ENGAGEMENT AND COLLABORATION Removing Distance from Distance Education 1 REMOVING THE DISTANCE FROM DISTANCE EDUCATION: STRATEGIES FOR SUCCESSFUL STUDENT ENGAGEMENT AND COLLABORATION Lisa Logan Rich, Athens State University Wendy

More information

Syllabus. Dr. Calderón connects instructional practice with the Common Core State Standards, and backs up her recommendations with research:

Syllabus. Dr. Calderón connects instructional practice with the Common Core State Standards, and backs up her recommendations with research: Syllabus Course: Teaching Reading and Comprehension to English Language Learners, K-5 Presenter: Margarita Calderón Number of Credits: 3 Required ebook: Teaching Reading & Comprehension to English Learners,

More information

Instructional & Motivational Strategy Plan

Instructional & Motivational Strategy Plan Instructional & Motivational Strategy Plan Anthony Saba Dr. Lisa Dawley Edtech 512: Online Course Design 10/18/2009 2 Table of Contents Instructional Strategy Plan... 3 Orientation to Learning... 3 Instructional

More information

Creating an Objective-based Syllabus. Danielle Mihram, Director Center for Excellence in Teaching University of Southern California

Creating an Objective-based Syllabus. Danielle Mihram, Director Center for Excellence in Teaching University of Southern California Creating an Objective-based Syllabus Danielle Mihram, Director Center for Excellence in Teaching University of Southern California FREQUENTLY ASKED QUESTIONS What constitutes a good syllabus? What are

More information

Factors Affecting Critical Thinking in an Online Course. Simone Conceição, PhD Assistant Professor University of Wisconsin-Milwaukee

Factors Affecting Critical Thinking in an Online Course. Simone Conceição, PhD Assistant Professor University of Wisconsin-Milwaukee 1 21st Annual Conference on Distance Teaching and Learning click here -> Factors Affecting Critical Thinking in an Online Course Simone Conceição, PhD Assistant Professor University of Wisconsin-Milwaukee

More information

GLOBAL CHALLENGES FOR ENGINEERING EDUCATORS: LESSONS FROM AN ONLINE MASTERS DEGREE FOR PRACTICING ENGINEERS. Don Schramm

GLOBAL CHALLENGES FOR ENGINEERING EDUCATORS: LESSONS FROM AN ONLINE MASTERS DEGREE FOR PRACTICING ENGINEERS. Don Schramm GLOBAL CHALLENGES FOR ENGINEERING EDUCATORS: LESSONS FROM AN ONLINE MASTERS DEGREE FOR PRACTICING ENGINEERS Don Schramm Program Director, Engineering Professional Development Director, University of Wisconsin-Disaster

More information

The Blended Learning Study On Corporate training

The Blended Learning Study On Corporate training The Blended Learning Study On Corporate training Abstract Blended learning is a diverse and expanding area of corporate training design and implementation that combines face-to-face and online modalities,

More information

Instructional Design Practices for Supporting Self-regulated Learning in Online and Hybrid Settings. Frances Rowe, M.Ed. Jennifer Rafferty, MA, M.Ed.

Instructional Design Practices for Supporting Self-regulated Learning in Online and Hybrid Settings. Frances Rowe, M.Ed. Jennifer Rafferty, MA, M.Ed. Instructional Design Practices for Supporting Self-regulated Learning in Online and Hybrid Settings Frances Rowe, M.Ed. Jennifer Rafferty, MA, M.Ed. Agenda 1. Discussion of self-regulation in everyday

More information

Northern Illinois University. Coordinated Support for Quality Online Programs

Northern Illinois University. Coordinated Support for Quality Online Programs Northern Illinois University Coordinated Support for Quality Online Programs Agenda Why NIU Online Learning? A Taste of Quality Online Learning NIU Quality Online: Coordination of services Quality Matters

More information

Welcome to the Time Management Module.

Welcome to the Time Management Module. T ime Management http://lassimodules.com with permission from H&H Publishing Company, Inc. Welcome to the Time Management Module. Look at your Time Management score on the LASSI. If you scored between:

More information

The Virtual Profession Immersion Model: Bridging Principles and Practice For Instructional Design Students

The Virtual Profession Immersion Model: Bridging Principles and Practice For Instructional Design Students 1 Roussell The Virtual Profession Immersion Model: Bridging Principles and Practice For Instructional Design Students John M. Roussell, Ph.D. California State University, Chico Introduction Instructional

More information

Adobe Solutions for Learning Management Systems (LMS)

Adobe Solutions for Learning Management Systems (LMS) Solution Brief for Education Adobe Solutions for Learning Management Systems (LMS) Discover exciting, new ways to create and deliver high-impact elearning content and provide interactive online learning

More information

Online Class Orientation

Online Class Orientation Online Class Orientation Objectives: Understand what to expect in an online course Determine how to maximize your performance in an online course Navigate the online course management system Online Course

More information

Penn State Online Faculty Competencies for Online Teaching

Penn State Online Faculty Competencies for Online Teaching Teaching in an online environment can be considerably different in nature than teaching face-to-face. The competencies listed in this document are intended to provide faculty and administrators with a

More information

CS135 Computer Science I Spring 2015

CS135 Computer Science I Spring 2015 CS135 Computer Science I Spring 2015 Instructor: Laura Pike Email: laura.pike@gbcnv.edu Phone: 775-753-2288 Office: HTC 131 Office Hours: Monday 9:00 11:30 am Thursday 1:00-3:30 pm Textbooks: ISBN: 978-0470927137,

More information

UMES Office of Academic Affairs in conjunction with the Center for Instructional Technology and the Online Learning Policies and Procedures Committee:

UMES Office of Academic Affairs in conjunction with the Center for Instructional Technology and the Online Learning Policies and Procedures Committee: UMES Office of Academic Affairs in conjunction with the Center for Instructional Technology and the Online Learning Policies and Procedures Committee: Guidelines and Requirements for Hybrid and Fully Online

More information

Instructional Scaffolding to Improve Learning

Instructional Scaffolding to Improve Learning Instructional Scaffolding to Improve Learning When you incorporate scaffolding in the classroom, you become more of a mentor and facilitator of knowledge rather than the dominant content expert. Although

More information

Introduction to elearning Pedagogy

Introduction to elearning Pedagogy Blackboard Training Resources Introduction to elearning Pedagogy Version 1.3 Introduction to elearning Pedagogy Contents Introduction...1 Models of learning and teaching...2 1. Mayes: The Conceptualisation

More information

Educational Technology Standard Articulated by Grade Level. Pre-K to 6 th Grade

Educational Technology Standard Articulated by Grade Level. Pre-K to 6 th Grade Pre-K to 6 th Grade Arizona Department of Education Educational Technology Division Approved 5.18.2009 Strand 1: Creativity and Innovation 2 Strand 1: Creativity and Innovation Concept 1: Knowledge and

More information

Using Online Video Lectures to Enhance Engineering Courses

Using Online Video Lectures to Enhance Engineering Courses 4 Using Online Video Lectures to Enhance Engineering Courses Yacob Astatke, Farzad Moazzami, Craig Scott, Ladeji-Osias yacob.astatke@morgan.edu, kladeji@eng.morgan.edu Morgan State University, Baltimore,Maryland

More information

Design Document For A Guided Experiential Learning Course 1

Design Document For A Guided Experiential Learning Course 1 Design Document For A Guided Experiential Learning Course 1 Richard E. Clark, Ed.D. Rossier School of Education University of Southern California August 11, 2004 1 This document is a work product developed

More information

CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS

CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS George Joseph Associate Professor of Accounting University of Massachusetts Lowell Email: george_joseph@uml.edu ABSTRACT

More information

Annual Assessment Report 2013 Department of Design

Annual Assessment Report 2013 Department of Design Annual Assessment Report 2013 Department of Design The Department of Design, within the College of Arts and Letters, offers a Bachelor of Arts in Photography and Interior Design, and a Bachelor of Science

More information

Teaching Students with Learning Disabilities: Constructivism or Behaviorism?

Teaching Students with Learning Disabilities: Constructivism or Behaviorism? Volume 8, Number 10 April, 2005 ISSN 1099-839X Teaching Students with Learning Disabilities: Constructivism or Behaviorism? Marcee M. Steele University of North Carolina Wilmington There is much controversy

More information

Online Teaching Persona Worksheet

Online Teaching Persona Worksheet Online Teaching Persona Worksheet Introduction The worksheet will lead you to begin to think about communication, teaching style and building an online course that works well. Think through the questions

More information

SacCT. Communicate & Collaborate

SacCT. Communicate & Collaborate SacCT Communicate & Collaborate WORKSHOP DESCRIPTION... 1 Overview 1 Prerequisites 1 Objectives 1 COMMUNICATION TOOLS... 2 Informative vs. Interactive 2 Where are they? 2 Course Menu 3 ADD A TOOL TO THE

More information

College Success Workshops Online, On-Demand

College Success Workshops Online, On-Demand College Success Workshops Online, On-Demand Click on the link to Online Success Workshops in your MyCSN portal. All you need is your NSHE ID number to log in. ACADEMIC & CAREER EXPLORATION Maximizing Your

More information

THE AMERICAN UNIVERSITY OF PARIS

THE AMERICAN UNIVERSITY OF PARIS THE AMERICAN UNIVERSITY OF PARIS COURSE TITLE: Marketing Strategies for Brand Development COURSE NO: CM 4048 PREREQUISITES: SEMESTER: Fall 2013 PROFESSOR: P.M. Barnet CREDITS: 4 CLASS SCHEDULE: Tuesday,

More information

Master Syllabus Department of Geography GEOG 101: Earth, Sea and Sky: A Geographic View Course Description

Master Syllabus Department of Geography GEOG 101: Earth, Sea and Sky: A Geographic View Course Description Master Syllabus Department of Geography GEOG 101: Earth, Sea and Sky: A Geographic View Course Description Selected aspects of the physical environment and their relationships to the human occupancy of

More information

George Mason University Graduate School of Education Special Education Program

George Mason University Graduate School of Education Special Education Program George Mason University Graduate School of Education Special Education Program EDSE 517: Computer Applications for Special Populations Course Syllabus Fall 2011 Instructor: Jeff Sisk Section #658: 4:30

More information

A Guide to Creating High School Service Learning Projects with Students with Special Needs

A Guide to Creating High School Service Learning Projects with Students with Special Needs A Guide to Creating High School Service Learning Projects with Students with Special Needs What is Service Learning? Implementing Service Learning Barriers to Service Learning Methods of Teaching Complex

More information