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    Archived pages: 42 . Archive date: 2014-10.

  • Title: Faculty Cyber Connections
    Descriptive info: .. Home.. |.. Modules.. Contact.. ERCCHRD Web site.. sharing, learning, teaching.. Are you looking for an opportunity to share teaching tips with colleagues in other colleges?.. Do you want to learn without having to leave the comfort of your own desk?.. Program Description.. Faculty Cyber Connections.. is designed for faculty wishing to advance their teaching practice through online collaboration with other colleagues across Ontario.. The design of the program enables participants to analyze teaching and learning strategies, while exploring emerging technologies.. Program Outcomes.. The Faculty Cyber Connections program provides opportunities for faculty to:.. Create a collaborative, interactive learning environment with colleagues through the development of an online community of practice.. Use tools of reflective practice to enhance teaching  ...   the needs, abilities and interests of the learners.. Create inclusive and active learning environments that address multiple ability levels and learning needs of a diverse group of college learners.. Module Facilitators.. Module Participants.. FCC Online Module Design Workbook.. Guidelines for module facilitators.. Guidelines for module participants.. We have several focused, practical, interactive learning modules each of which can be completed in 6 - 8 hours.. Classroom Management.. 6 October - 31 October 2014.. setting up an atmosphere for success.. Learning Outcomes.. exploring learning outcomes at both the program and course levels, and in particular, the impact on the learning environment.. Are you ready for online learning?.. Take this self-assessment.. to find out!.. Copyright 2007.. Eastern Region Human Resources Development..

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  • Title: Faculty Cyber Connections
    Descriptive info: Modules.. Active and Engaged Learning.. Essential Employability Skills.. Integrated Learning Design.. Introduction to Assessments.. Making the Most of Group Work.. Planning Instruction.. Personal Learning Environments.. Reflective Practice.. Universal Design for Learning.. Active and Engaged Learning.. back to top.. 10 March - 4 April 2014.. Deadline to register: 28 February.. Participants will be given access to an orientation module starting 3 March.. Course Description:.. In this module on active and engaged learning you will analyze and apply a variety of practical strategies to promote effective learning and create energizing opportunities for you and your learners.. Each tactic that is examined can be customized and fine-tuned to best match the learning environment and context of your course.. At the end of this course, you will be able to:.. Critically review principles of active and collaborative learning.. Apply the principles of active learning to the design of learning environments that effectively motivate and engage learners.. Analyze and apply a variety of methods and strategies to promote active learning opportunities.. Solicit feedback from learners within the courses that you are designing and facilitating.. If you are interested in this or any of the other modules,.. contact.. the representative at your College.. Deadline to register: 26 September.. Participants will be given access to an orientation module starting 29 September.. Classroom management includes setting up an atmosphere for success, managing ongoing everyday challenges in the classroom, and dealing with serious behavioural events.. At the end of this module participants will be able to plan, prepare, and manage a classroom that is inclusive, respectful, and promotes positive interaction to foster student-teacher connections for learning.. Promote positive interactions in your class by setting up your classroom for success.. Identify possible problem behaviours and deal with them effectively.. Identify serious behavioural issues with students and intervene appropriately.. Identify behavioural issues that are not under your control and use the correct college services/procedures to alleviate the issue.. Planning Instruction.. 4 November - 29 November 2013.. [Last two weeks are optional].. Deadline to register: 25 October.. Participants will be given access to an orientation module starting 28 October.. In this four part online module, we will discuss principles for designing instruction and for engaging students in learning.. Participants will explore the connections between teaching practice and some key learning theories and models, experience and consider a variety of instructional strategies, and share examples of effective instructional planning.. Consider learners and learning needs as you plan your instruction.. Use principles of learning to inform instructional planning.. Explore strategies for the various components of an instructional plan.. Plan a lesson based on instructional frameworks.. Essential Employability Skills.. 7 October - 1 November 2013.. Deadline to register: 27 September.. Participants will be given access to an orientation module starting 30 September.. Essential Employability Skills (EES) are skills that, regardless of a student's program or discipline are critical for success in the workplace, in day-to-day living, and for lifelong learning.. They are sometimes described as the skills that help students "keep their jobs" rather than "get their jobs".. In this module, participants will have the opportunity to learn and share new and engaging ways to teach, assess and evaluate EES in class and online.. Participants will revise one of their lesson plans, assessments or evaluations to enhance how  ...   and how teachers can design meaningful assessment tasks and feedback tools.. Through the use of discussion activities we will explore the various influences and challenges of assessment.. We will reflect on assessment practices through the lens of learning theories and principles.. Finally, we will apply proven learning design to assessment.. Identify various influences on approaches to assessment.. Identify challenges and questions regarding assessment.. Reflect on assessment practices using learning theories and principles.. Apply some learning design to assessment.. Making the Most of Group Work.. 4 November - 29 November 2013.. Employers always list "teamwork skills" high on their lists of requirements for our graduates.. How can we help our students gain these important skills without needing a license in refereeing? This cyber course will provide tips and tools for setting up, managing, and assessing student groups in ways that students will perceive as fair and manageable.. Select group configurations according to specific needs.. Support student learning throughout group work stages (forming, storming, norming, performing).. Assess the process of groupwork.. Design a groupwork assignment.. 12 May - 6 June 2014.. Deadline to register: 2 May.. Participants will be given access to an orientation module starting 5 May.. Course Description:.. Looking into a mirror can be both rewarding and painful, but it is necessary for the self-awareness that leads to growth.. Reflective Practice is the act of consciously and continuously examining your teaching practice with the aim of growing and expanding your skills, and deepening your understanding of your chosen profession.. Upon completion of this module, participants will have had the opportunity to.. Identify the components, uses, and benefits of reflective practice;.. Engage in reflection in relation to their teaching philosophies;.. Differentiate between scholarly teaching and the scholarship of teaching and learning (SoTL);.. Describe the components and uses of course portfolios;.. Describe the components, uses, and models of teaching portfolios;.. Create professional development plans for increasing their own reflective practice.. Diversity is the norm within our college classrooms and laboratories.. Universal Design for Learning (UDL) meets the challenges of diversity by proposing flexible curricula designed to meet the needs of all learners.. In this module participants will apply the principles of UDL to design or revise a lesson plan or learning unit.. Through reflection, analysis and collaboration with colleagues, participants will explore the implications of UDL on curriculum development and learner success.. Describe the concept of Universal Design for Learning (UDL) and discuss the advantages and challenges.. Identify and relate the principles of UDL to the brain networks (recognition, strategic and affective).. Develop or revise a lesson plan or learning unit applying UDL principles.. Critique a lesson plan or learning unit and share recommendations.. Predict the implications of UDL curriculum development and learning success.. Participants examine the role of learning outcomes in postsecondary education exploring learning outcomes at both the program and course levels, and in particular, the impact on the learning environment.. Explain the purpose and origin of the program learning outcomes.. Explore the learning outcome s structural soundness and ability to describe the current and critical performances to be demonstrated by learners.. Identify the alignment between course level and program level learning outcomes.. Interpret given course level learning outcomes to plan teaching that would help learners achieve and demonstrate the learning outcomes.. Copyright 2008..

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  • Title: Faculty Cyber Connections
    Descriptive info: For more information about the Faculty Cyber Connections modules or to register, please contact your college representative.. Algonquin.. Leigh Ridgway.. Professor, Faculty Learning and Development.. email:.. ridgwal@algonquincollege.. com.. phone: 613-727-4723 Ext.. 5591.. Algonquin College.. 1385 Woodroffe Ave.. Nepean, ON.. K2G 1V8.. Durham.. Janice MacMillan.. Manager, Faculty Development.. janice.. macmillan@dc-uoit.. ca.. phone: 905.. 721.. 3111 ext.. 2371.. Durham College.. 2000 Simcoe Street N.. Oshawa, ON.. L1H 7K4.. Fleming.. Jennifer Ramsdale.. Faculty Development Consultant.. jramsdal@flemingc.. on.. phone: 705.. 749.. 5530 ext.. 1343.. Fleming College.. 599 Brealey Drive.. Peterborough, ON.. K9J 7B1.. La  ...   ext.. 2048.. La Cité Collégiale.. 801, Promenade de l'Aviation.. Ottawa, ON.. K1K 4R3.. Loyalist.. Dave Stewart.. Co-Coordinator, Teaching and Learning.. dstewart@loyalist.. ca.. phone: 613.. 969.. 1913 ext.. 2630.. Loyalist College.. Wallbridge-Loyalist Road, P.. O.. Box 4200.. Belleville, ON.. K8N 5B9.. Cambrian College.. Irene Nizzero.. Coordinator, Quality Teaching Resource Centre.. irene.. nizzero@cambriancollege.. 544.. 5400 ext.. 1093.. 1400 Barrydowne Ave.. Sudbury, ON.. K7L 5A6.. Georgian College.. Annique Boelryk.. aboelryk@georgianc.. Amy Goruk.. amy.. goruk@georgiancollege.. St.. Lawrence College.. Louise Chatterton Luchuk.. Associate Director, Learning and Development.. LChattertonLuchuk@sl.. 100 Portsmouth Avenue.. Kingston, ON.. K7L 5A6..

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  • Title: Introduction
    Descriptive info: Introduction.. Congratulations! You have been asked to design an online module for the.. Faculty Cyber Connections (FCC).. professional development program.. The FCC module design workbook provides assistance and guidance as you work through the process of creating vibrant and engaging online learning experiences for college faculty participants.. The workbook is comprised of reflective activities, worksheets, and samples of effective design and good practice from.. current FCC modules.. You are encouraged to engage in the activities  ...   is a unique professional development opportunity for college faculty within the.. Ontario Eastern Region.. The program was developed for those who wish to advance their teaching practice through collaboration with other colleagues across the region.. Through the FCC modules, participants build teaching and learning strategies, while exploring emerging technologies within an online community of practice.. Module Design.. Faculty Particants.. Next Steps in the Design.. Acknowledgements.. J.. Honsberger M.. Wideman.. 2011.. FCC: Online Module Design Workbook..

    Original link path: /Manual/index.html
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  • Title: Oneline Environmnet
    Descriptive info: The Online Environment.. In the.. Faculty Cyber Connections program.. , we deliver online training to college instructors using.. Community of Inquiry.. -based methods that we would like to see used by our faculty members in their own teaching environments.. Our goal is to introduce our participants to new perspectives on topics in higher education through a variety of.. online learning.. experiences and collaborative interaction.. However, these online modules are only four weeks long with the expectation of about two hours of work per week.. Therefore, the modules are action-based supported by learning theory where participants interact with each other and the content in order to learn.. Additional materials are available to participants if they want to delve further into the subject.. For the faculty member facilitating the module, the  ...   social presence, teaching presence and cognitive presence.. The social presence.. is the social and emotional connection the participants have with each other.. As learning is a collaborative endeavor, creating a strong social presence is a key element to the success of the module.. As the facilitator of the module, your engagement is integral to creating this social presence.. The teaching presence.. is the learning journey that participants take in order to learn in your module.. It involves you as the facilitator guiding your participants through your carefully constructed module as they engage in the content and with each other.. The cognitive presence.. is the construction of knowledge that happens in your module through interaction and discourse.. Online versus Face-to-Face.. Writing Style.. Interaction.. Faculty Cyber Connections: Online Module Design Workbook..

    Original link path: /Manual/online.html
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  • Title: Oneline Environmnet
    Descriptive info: Engaging the Learner.. As mentioned, engaging learners in the content and activities presented within a module is a significant challenge.. Faculty participants are busy and the duration of the module is short.. Content and design must be extremely compelling to retain interest.. Fundamental requirements for engaging participants include:.. Active and collaborative learning design (fostering enriching educational experiences).. Strong interactions.. Adequate level of challenge.. Supportive learning environment.. As cited earlier, a learning design approach that promotes learner engagement is the.. Community of Inquiry.. (CoI) framework developed by Garrison, Anderson and Archer (2000) and further developed by Garrison and Vaughn (2008) for application in blended learning in higher education.. They propose that  ...   opening days of the module.. The Col model suggests that social, cognitive and facilitator presence must be evident from the moment the module begins to unfold.. The FCC module facilitator typically posts the first introductory message and activity, introducing themselves, welcoming all participants to the module and inviting all participants to introduce themselves to others.. It's also a good idea to probe participants' hopes and expectations for the module, to determine how they wish to apply learning resources to their own area of practice.. FCC Module Example 1.. FCC Module Example 2.. FCC Module Example 3.. FCC Module Example 4.. Additional Resources.. Engaging the Adult Learner.. Retrieve.. Engaging Students Online..

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  • Title: Getting Started
    Descriptive info: Now that you have a general idea of how the FCC modules are developed, let's begin developing your module.. Your Goal.. You've been assigned a topic for an FCC module, but the participants will only have six to eight hours to learn it.. The question becomes what is the most important concept that participants are to learn? Do you have more than one? You shouldn't.. There really isn't enough time to learn more than one key concept in these modules.. There may be numerous steps that a participant must take in order to learn that key concept, but there  ...   goal is a general, overarching statement about your module; it is the foundation that guides the development of your outcomes, objectives, learning activities and assessments.. It is the big picture statement as you begin to focus in on your topic.. For example, the overall goal of the Millennial Student module is to have participants realize that their students in the college classroom react differently to situations than they do and that it isn't wrong.. What is your overall goal for your module?.. Outcomes.. Taxonomy of Significant Learning.. Checklist for Learning Outcomes.. Learning Activities.. Assessing the Learning.. FCC Module Blueprint..

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  • Title: Active Learning
    Descriptive info: Active Learning? You must be joking, there's no time for entertainment - I've too much content to cover.. Geoff Petty.. Learning is not a spectator sport.. Learners must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives.. They must make what they learn part of themselves.. Arthur W.. Chickering Zelda F.. Gamson.. Active learning isn't just activity for the sake of activity it involves carefully crafting learning experiences that specifically align to learning goals.. When designing your FCC module, the key is to integrate active learning activities and participatory approaches that are meaningful and relevant.. Active Learning Models and Considerations.. An effective model of active learning was developed by.. Dee Fink (2005).. from the University of Oklahoma Instructional Development Program.. It incorporates the following dimensions:.. Dialogue with Self.. A learner thinks reflectively about a topic (and perhaps writes about a concept or records thoughts in a journal).. Dialogue with others.. Learners are involved in dialogue with others (teacher, other students, practitioners, experts) either in class  ...   getting information/ideas.. Good active learning activities (whether presented in traditional or in online environments) include:.. 1) A definite beginning and ending;.. 2) A clear purpose or objective;.. 3) Comprehensive directions;.. 4) Feedback mechanisms;.. 5) A description of the technology or tool being used in the exercise.. Examples of active learning strategies that can be successfully adapted for use in the online setting include:.. Assessment - formative tests and quizzes that provide immediate feedback.. Readings, case studies.. Discussions (virtual chat, bulletin board).. Writings (reflective journals, summaries, essays, critiques).. Projects- group or individual.. Demonstrations with questioning (video clips).. Visual instruction ( video or CD).. Games Simulations.. Online Presentations.. Role-play.. Try to include lots of media examples in your FCC module such as video clips, music, photographs, flip charts, models, etc.. Developing a rapport with participants as they engage in learning activities is important.. You can develop an emotional connection through photographs, videos, and your presentation style.. Discussion with fellow participants can be facilitated by the use of blogs, chat room sites, posting of comments, and e-mail sharing.. Learning Stages..

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  • Title: Assessment & Feedback
    Descriptive info: Learning requires feedback if it is to be sustained, practice if it is to be nourished and frequent opportunities to use what has been learned.. American Association of Higher Education.. Effective assessment and feedback strategies are the cornerstone of the FCC module design.. They must be carefully integrated throughout each week of module delivery, to foster engagement of participants.. FCC modules encourage individuals to explore and apply new teaching and learning strategies.. While there is no formal evaluation process, participants are awarded a certificate for successfully completing the module.. An important component of formative assessment in the FCC modules is learner involvement.. Learners need to be involved both as  ...   module, participants must demonstrate:.. Reflection and participation in learning activities that support designated module outcomes.. Engagement with online learning peers, learning resources and the module facilitator.. Note:.. Generally, there is an expectation for participants to log into the module at least two or three times per week to read module content, to read and respond to contributions to the discussions by their fellow faculty members, and to complete learning activities.. Participants are also advised that the time requirement to complete the readings and activities within a module, over the 4 week duration, is 6-8 hours in total.. How to Design Feedback.. Significant Challenges.. Reflecting on the Design.. FCC Module Examples..

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  • Title: Module Layout & Technology
    Descriptive info: The FCC has researched its modules to determine the components that make each one a successful learning experience.. As you begin to develop your module, we have some suggestions in the form of a checklist to assist you throughout the process.. Before the module begins.. If you know web page layout, feel free to place your content into web pages.. Web pages display well in WebCT and other learning management systems.. If you don't know web design, write your content in Microsoft Word as you would like to see it displayed online.. Include images, titles, etc.. Save your document as a web page filtered.. Send these web pages to the FCC web developer to upload online.. Use headings and subheadings, and  ...   to view a movie, you may want to put a movie image beside the link.. If you have a reading, perhaps a book or glasses is the icon to indicate reading.. A megaphone may indicate a discussion topic.. Make sure you have all your content to the web developer in time to upload, test and revise.. Once content is loaded into WebCT, be sure to go through your module to ensure all the content is there.. Test each link to make sure that it is working.. Determine how you want participants to contact you this should be communicated to the participants on the module home page.. The First Week.. During the Module.. Wrapping Up.. Technology.. Collaborative Activities.. Individual Activities.. Social Networking.. SUMMARY..

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  • Title: Module Design
    Descriptive info: Module Design.. Module topics are chosen based on themes and learning needs recommended by faculty.. The content of each module reflects day-to-day dilemmas and challenges faced by college teachers in their field of practice.. The platform for learning is an online guided learning environment which enables a flexible and responsive design and delivery approach.. Each module is facilitated by a faculty member from one of the colleges within the.. Eastern Region..  ...   of interactive learning activities, readings, reflections and follow-up resources.. There are no pre-requisites for enrolling in an FCC module and participants can choose to take one or more modules from a menu of topics offered each semester.. Current modules explore areas of contemporary teaching practice such as:.. Formative Assessment.. Effective Use of Rubrics.. Educating the Millennials.. Multiple Choice Testing.. Active Learning.. Internet Research.. Diversity in the Classroom.. Lesson Planning.. Academic Integrity..

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    Archived pages: 42