Searching for "discussion"

D2L statistics: discussion list and content

Q:
How do I access Report capabilities so that I can see how many students, and which students, entered a particular content topic as well as discussion list?

A (for statistics with discussion list, please scroll down to the bottom):
To view the how many users have visited a topic, please go

materials content

Select “Table of Contents”

 

A:
to access stats for discussion list, please go

locate statistics and press

 

D2L groups’ discussions: only students in the group can see the discussions

Q: the instructor does not want the students to see each other D2L discussion entries across groups

A: When creating the groups and after selecting “New Category” look down for a checkbox “Set Up Discussion Areas.”
If the box is not checked, students will be divided into groups, but continue seeing each other posts.
Selecting the areas will constrain the discussion to be seen only within the group.

 

 

Quality Matters and Hybrid and Online Education: Discussion

If you missed our discussion today on Quality Matters and Hybrid and Online Education, here is a short outline of the topics covered:

  • QM – how can we go through the process
    The Center for Continuing Studies  is going through QM headq/rs, but MnSCU has also its own review process.
  • how does the library fit in Hybrid and Online Education
  • compensation for faculty to prepare and lead Hybrid and Online Education

Please login your ideas, suggestions, and comments!…

Follow us on Twitter: @scsutechinstruc #techworkshop

next week D2L sessions: CourseBuilder, Competencies, Dropbox and Discussion List

Please consider the following D2L sessions next week:

D2L Course Builder

Wednesday, February 27, 2013 at 3:00 PM until Wednesday, February 27, 2013 at 3:45 PM

Location: MC 205 also http://media4.stcloudstate.edu/d2lworkshop
Instructor: Plamen Miltenoff

Discussion will include the use and efficacy of the tool. CourseBuilder as the focus of other tools: e.g. Content, Manage Files, Discussions, Dropbox, Quizzes, Grades, Competencies

Drag and drop interface and faster organization of the D2L course

D2L Competencies
Thursday, February 28, 2013 at 4:00 PM until Thursday, February 28, 2013 at 4:45 PM
Location: MC 205 also http://media4.stcloudstate.edu/d2lworkshop
Instructor:  Plamen Miltenoff

The Competencies tool enables you to assess learning outcomes and determine whether users have really acquired the knowledge, skills or abilities a learning experience is supposed to provide. Competencies track information about the knowledge, skills and abilities the people in your organization acquire as they participate in courses or other learning experiences.

D2L Discussions
Friday, March 01, 2013 at 10:00 AM until Friday, March 01, 2013 at 10:45 AM 
Location: MC 205 also http://media4.stcloudstate.edu/d2lworkshop 
Instructor: Plamen Miltenoff

D2L Dropbox
Friday, March 01, 2013 at 11:00 AM until Friday, March 01, 2013 at 11:45 AM 
Location: MC 205 also http://media4.stcloudstate.edu/d2lworkshop 
Instructor: Plamen Miltenoff

Bring your D2L questions!

PLEASE REGISTER AT:

https://secure.mnsu.edu/mnscupd/login/default.asp?campusid=0073

Please share at d2L@stcloudstate.edu days and times when you would like additional appointments.
https://blog.stcloudstate.edu/ims
For more and immediate information, follow us on Twitter: @scsutechinstruc #techworkshop

Mobile Devices for Teaching and Learning: A Discussion

For those of you, who missed the discussion on the use of Mobile Devices today, Thursday, Feb. 21, please have links to the presentations of Laurie Crane and Annette Lee.

Here is link to the information presented by Annette Lee: http://web.stcloudstate.edu/aslee/VIDEOPROJECT/home.html

Here is a link to the information presented by Laurie Crane:

http://web.stcloudstate.edu/informedia/mobile/mobile_devices.pptx

Please contact ims@stcloudstate.edu if you need more information  

Follow us on Twitter: @scsutechinstruc #techworkshop

Social Media for Learning: Feb 19, 2PM MC 205 discussion

social media on mobile devices (Twitter and Facebook) to accommodate and enhance learning – and audio and video applications to enhance your presentations and projects.

–          What is social media

–          What are mobile devices

–          Why social media on mobile devices?

–          How they intersect in learning and teaching

Hands-on

–          Describe your mobile device and determine its OS
what is OS and what kinds there are. Why is it important

–          What social media applications are you familiar with

http://net.educause.edu/ir/library/pdf/hr2012.pdf

http://vergepipemedia.com/blog/using-social-media-for-higher-education/

http://www.academia.edu/1220569/Social_Media_in_Higher_Education_A_Literature_Review_and_Research_Directions

http://ctlt.jhsph.edu/blog/post.cfm/social-media-in-higher-education-mobile-devices

Formative Assessment

7 Smart, Fast Ways to Do Formative Assessment

Within these methods you’ll find close to 40 tools and tricks for finding out what your students know while they’re still learning.

edutopia.org/article/7-smart-fast-ways-do-formative-assessment

Entry and exit slips

Exit slips can take lots of forms beyond the old-school pencil and scrap paper. Whether you’re assessing at the bottom of Bloom’s taxonomy or the top, you can use tools like Padlet or Poll Everywhere, or measure progress toward attainment or retention of essential content or standards with tools like Google Classroom’s Question toolGoogle Forms with Flubaroo, and Edulastic,

Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like QuizalizeKahoot, FlipQuiz, GimkitPlickers, and Flippity

Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they’re sometimes referred to as dipsticks. These can be things like asking students to:

  • write a letter explaining a key idea to a friend,
  • draw a sketch to visually represent new knowledge, or
  • do a think, pair, share exercise with a partner.

Interview assessments: If you want to dig a little deeper into students’ understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments

TAG feedback 

FlipgridExplain Everything, or Seesaw

Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning.

Misconceptions and errors: Sometimes it’s helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the “muddiest point” in the lesson—the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check:

Self-assessment: Don’t forget to consult the experts—the kids. Often you can give your rubric to your student

ecomedia literacy

What does ecomedia literacy mean for higher education?

A conversation with its creator

February 3, 10:00 – 11:00 AM (CST)

What is ecomedia literacy, and what does it mean for higher education?

This Thursday the Future Trends Forum hosts John Cabot University professor and author Antonio López, who will help us explore the concept.

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The Future Trends Forum is a weekly discussion event created and hosted by Bryan Alexander.  Since 2016 we have addressed the most powerful forces of change in academia. Each week, this video chat brings together practitioners in the field to share their most recent work and experience in education and technology. The intent of the Forum: to advance the discussion around the pressing issues at the crossroads of education and technology.

microcredentials and faculty

Why faculty need to talk about microcredentials

There is reason to believe that shorter, competency-based programs will play an important role in the university landscape in the coming years.

 Australian commentator Stephen Matchett expands: “MCs are the wild west of post-compulsory education and training, with neither law on what they actually are or order as to how they interact with formal providers. … Until (or if) this is sorted by regulators there needs to be a sheriff providing workable rules that stop the cowboys running riot.”

The lack of standards is also an issue in Canada. While  degree standards have been agreed upon – the Canadian Degree Qualification framework, contained in the Council of Ministers of Education, Canada (CMEC)’s 2007 Ministerial Statement on Quality Assurance of Degree Education in Canada, outlines expectations for bachelor’s, master’s, and doctoral degrees – the CMEC has yet to issue a pan-Canadian framework for microcredentials.

In the absence of a pan-Canadian model or definition, for the purposes of this column I will use the Higher Education Quality Council of Ontario (HEQCO)’s definition, put forward in its May 2021 report, Making Sense of Microcredentials:

“A microcredential is a representation of learning, awarded for completion of a short program that is focused on a discrete set of competencies (i.e., skills, knowledge, attributes), and is sometimes related to other credentials.

Developing and running effective microcredential programs is not simply a matter of bundling a group of existing classes into a new sub-degree level program (although there will certainly be some who try that approach). Effective microcredential programming needs to be an institution-wide effort, with appropriate resourcing and guidelines, along with effective recruiting and student support.

department chairs and other unit leaders to lead collegial discussions about the following questions:

  • Gaps: who is not being served by our current degree offerings? Is there potential demand for our disciplinary knowledge and skills from people who don’t want a full degree program? Are there ways people could upgrade their skills by taking certain types of our courses? Can we identify potential short programs to meet new, distinct learning outcomes?
  • Student diversity: are there opportunities to develop short programs that could introduce a new demographic of students to our discipline? How might microcredentials be developed that meet the needs and interests of Indigenous students, first-generation students, or international students?
  • Connection: how might we create partnerships with external organizations to inform our understanding of skill-training needs? Can these partnerships be leveraged to create new career pathways for students, and/or new research opportunities for faculty, postdocs, and graduate students?
  • Impact: in what ways do our discipline’s insights relate to Canada’s current and future public needs? How might our disciplinary knowledge be combined with knowledge from other disciplines to train students to help address particular challenges? In what ways could our discipline contribute to student competency development that we consider meaningful and impactful?

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more on microcredentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredential

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