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Introduction to Building And Sustaining Successful Learning Environments (Req)
- Welcome
- The mission of the Academy is to serve all faculty across all teaching modalities at Daytona State College by providing resources and instruction in:
  - Learning theory and application
  - Curriculum enhancement
  - Educational technology
  - Quality assurance and consistency
  - Academic expectations
  - Strategies for student success that include 21st century skills
- Navigating This Course
- Introducing SSDL, Introducing the Tool Reference Library, Learning Theories and On-going Research, LMS Tools as Concepts (not the mechanics)
- Introducing the Copy Components function
  - Treat your Practice Course as a laboratory
  - Can copy most of what you do into any real course you manage.
- Paradigms Used Throughout this Course:
  - Instructor / Student Control Continuum (ISCC) - (http://create.ly/g76ls5ec)
    - Modified SSDL: http://checkvist.com/checklists/28660-modified-staged-self-directed-learning
    - Grow, Gerald O. (1991/1996). "Teaching Learners to be Self-Directed." Adult Education Quarterly, 41 (3), 125-149. Expanded version available online at: < http://www.longleaf.net/ggrow >.
  - Theory: Conscious Competency Matrix
    - Here: http://www.businessballs.com/consciouscompetencelearningmodel.htm
    - Objectives
      - 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?
  - Brain-Based Learning Theory
    - Learning What, Learning How, Learning Why
    - UDL (Universal Design for Learning) learning networks: http://udlonline.cast.org/page/module1/l3/
      - the recognition network
      - the strategic network
      - the affective network
    - 5 Theaters of the Mind
    - Here: http://checkvist.com/checklists/25898-teaching-is-changing-behaviors
- Discussion
  - This academy is deemphasizing the mechanics of the tools in the learning management system in favor of exploratory learning of how to apply principles of teaching in multiple environments. How do you react to this change in focus?
  - The course will also have some standard discussion topics
    - Technical help
    - Assignment help
    - Casual discussions
- Certification Requirements
  - The Points System
    - Here: http://checkvist.com/checklists/27675/tasks/1026754
  - Other certification models
    - Here: http://checkvist.com/checklists/27675/tasks/1035776
- Recommended cross references
  - Modules will include cross references to other modules, suggesting where students can learn more about selected topics.
- Building and Sustaining (I'm not sure what this is doing here or where it really belongs.)
  - Focus on student success
    - are they achieving the objectives?
  - Focus on requirements and policies
  - Focus on lesson design
  - Focus on course design
  - Focus on finding fresh content
  - use syllabus quiz as attendance
  - auto grade that quiz
  - auto grade introduce yourself discussion
  - schedule time to respond to posts
  - schedule time to respond to emails
  - use FAQ for frequent questions
Effective Content (20 pts.)
- Objectives
  - Define effective instruction.
  - Do not directly / merely upload face-to-face content into an online course.
  - 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
    - Tell them what you are going to tell them
    - Tell them
    - Tell them what you told them
  - Evaluate materials in terms of Glasser's guidance on sensory involvement
    - Develop materials to support Glasser's multiple sensory inputs
  - Improve a set of learning objectives, following the ABCD model.
  - Evaluate materials in terms of the VARK learning preferences.
    - Suggest ways to encompass more preferences in your course
    - Develop materials to support VARK multiple learning styles
  - Write a prompt and a seed post for an online discussion topic.
  - Select appropriate media type based on content.
  - Evaluate content delivery for accessibility (508)
- Our focus here is Stage 0 Teaching and Learning (http://create.ly/g76ls5ec)
  - Here: http://checkvist.com/checklists/28660-modified-staged-self-directed-learning
- Understand that content is not enough, SSDL Model, VARK, Inverted Pyramid, Mult-sensory, Accessible, Optimizing media, create and publish a usable syllabus, state learning objectives, provide accommodations and referrals for them, stress academic integrity, publish your office hours and preferred means of contact, use brain-based learning systems, update, refresh
- Presentation Pointers
- Writing for Electronic Media
- 21st Century Students
- Varying Media for Learning Styles
- Engaging the Senses and the Emotions
  - Invoke sensory inputs.
    - On the word "invoke"
      - See: http://en.wiktionary.org/wiki/invoke
      - See: http://poets.notredame.ac.jp/cgi-bin/wn?cmd=wn&word=invoke
  - Invoke the physical learning system.
- On ground
  - Use technology appropriately
- Online
  - Maintaining accessible content
  - Assist/refer with technical requirements
- Non-traditional contexts
  - How to you encourage online research? Do you also require a certain number of non-online resources? How do you see the future of student research?
- Discussion
- Relevant college policies and expectations
- Course Management Techniques
  - Sustaining effective delivery of course materials
  - Use a syllabus quiz
    - Use the quiz as the initial attendance in an online course
    - Auto grade the quiz
Learning Activities (Lessons and Courses) (20 pts.)
- Objectives
  - Analyze materials in terms of where they fall on the Instructor / Student Control Continuum.
  - 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.
  - 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
    - Evaluate the objectives for a course in terms of where its objectives fall in Bloom's taxonomy (new version).
  - Audience Analysis (in terms of "natural ability")
    - To identify and apply/utilize existing entry level qualities to build upon and develop new ones
    - what is the existing/entry level (experience)
    - to identify where the proficiency/deficiency areas are and continually/progressively, either reinforce or assist in minimizing/eliminating
  - Debate: Is the sequence of teaching always important?
    - See Minimalism, Knowles and others
    - See Gagne's Conditoins of Learning.
  - Content sequencing
    - Known to unknown?
    - Simple to complex?
  - Evaluate a lesson plan in terms of Kolb's learning styles and the cycle of learning
  - Integrate new material into existing mental patterns in students
- Our focus here is Stage 1 Teaching and Learning (http://create.ly/g76ls5ec)
  - Here: http://checkvist.com/checklists/28660-modified-staged-self-directed-learning
- Invoke cognitive structures.
- Invoke the cognitive learning system.
- Instructional objectives
  - Many courses have outcomes and objectives mandated by government or certifying organizations.
  - Instructional System Design
  - Outcomes another word for objectives in many cases
- Discussion
  - This article has good advice on writing outcomes, but one of its examples shows a flaw in many such approaches. The authors note that "understand" is not a measurable and replace the verb "will understand" with "will list." I would predict that every teacher knows that students can "list" words adeptly without ever "understanding" them. Thus, in the quest for measurable objectives, we tend to "dumb down" the goals of our courses.
    - Article here: http://www.aallnet.org/prodev/outcomes.asp
  - How would you counter this tendency to "dumb down" objectives in the name of making them measurable?
- Engage emotion
- Prepare students for content dumps ("Sage on the Stage" activities)
- Checklist from Principles of Andragogy
- Activity design (lesson design expanded)
  - Lesson plans
- Chunk information
- Sequence information
  - General to specific
  - Specific to general
  - Familiar to unfamiliar
  - Simple to complex
- Sequencing of Instruction: http://tip.psychology.org/sequence.html
- Sequence by Taxonomy? http://tip.psychology.org/taxonomy.html
- Modules
- Lessons
  - Objectives
  - Lesson design
  - Media selection
- Assessments
- Workshops
- Opportunities to practice what they have learned
- Homework
- Graded Discusions
- Projects
- Media
- Research
- Scope
- Scaffolding
- Modeling
- Brain-based natural learning systems
- Monitor progress through course
  - Use tool like Classlist
  - Tools: Classlist
    - Monitor student activity
    - Impersonate feature
    - Explain Classlist information & links
    - Monitor student participation/non-participation
    - notify students for non-participation
- Cycle
  - Plan
  - Organize
  - Direct / Deliver
  - Control
  - Assess
  - Revise and Improve
- Have a checklist
- Use the Rubric(s) for course evaluation
  - Active Learning
    - Delivery design encourages students to be actively engaged, participating in course activities and developing critical thinking skills.
  - Feedback/Assessment and Progress
    - Delivery design includes assessment tools and methodology used to evaluate student progress.
  - Time on Task
    - Delivery design includes mechanisms that will keep students moving toward completion.
  - Collaboration with Peers
    - Delivery design facilitates student-to-student interaction.
  - Interaction with Course Faculty
    - Delivery design facilitates student-to-faculty interaction.
  - High Expectations in Content and Delivery Design
    - Course content is challenging and delivery is clear and organized.
  - Respect for Diversity of Learning and Worldviews
    - The course is accessible to disabled and global students.
- Gagne's Conditions of Learning: http://tip.psychology.org/gagne.html
Student Motivation (20 pts.)
- Objectives
  - Write a statement or create a graphic representation that shares your enthusiasm for your subject matter.
  - Andragogy (explain why)
    - For two objectives, write a brief summary explaining to your adult learners why they should master each objective.
    - Create a "Welcome to the Course" for your course that applies the principles of Andragogy.
  - List 3 ways you will Invoke positive emotions.
    - Invoke the emotional learning system.
  - 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.
  - Explain the difference between Intrinsic and Extrinsic Motivation
  - Create an assignment using Problem-based learning.
- Our focus here is Stage 2 Teaching and Learning (http://create.ly/g76ls5ec)
  - Here: http://checkvist.com/checklists/28660-modified-staged-self-directed-learning
- 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: http://www.vanderbilt.edu/cft/resources/teaching_resources/interactions/motivating.htm
- 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.
- Assessing student readiness
  - Existing knowledge
  - Emotional readiness
  - Where on the conscious competency matrix?
- On ground
- 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
- 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
  - Sustaining student success
- Course Management Techniques
  - Ice breaker activities
  - Pre assessments
Assessment
- Best Practices
- Assessment mechanisms to judge achievement of learning outcomes
- Best practices - Rubrics create/apply/comprehend
- Integration with competencies, desired student outcomes, learning objectives
- Develop assessments that require students to use critical thinking
- Create an assessment rubric that shows respect for multiple intelligences.
- Create a rubric for assessing a group project that gives a group grade but recognizes individual contributions.
- Assess what you covered, cover what you will assess.
Production Considerations
- Use your practice course to demonstrate that you can handle the mechanics of the online learning system by completing the homework exercises.
- Understand basic course construction / online learning system tool famililiarity / knowledge.
- Production requests for Florida Online
  - Complete a production request form for a real or imagined class project.
  - Forms for Learning Object Repository
- Accessibility
  - Closed captioning of video
  - Transcripts
  - Alt Text for all graphics
- Copyright
  - Basics of Copyright as it applies to online learning
    - Must seek digital versions of non-digital media before converting.
  - Basics of copyright as it applies to traditional courses.
- Optimize content for online delivery
  - Be aware of dial-up download speeds
  - Limit file sizes for graphics.
  - Control file size, especially for video files.
  - Use media servers
    - Do not embed media in the Manage Files area.
Quality Assurance (10 pts.)
- Course Approval Process
- Evaluate an online course in terms of the Rubric for online courses adopted by the college.
- Evaluate a given lesson in terms of how its accessibility (508) could be improved
- Course Rubric
- Online Course Rubric
- Online Peer Evaluations
- eMentoring
- Peer review/evaluation
- Evaluate a course in terms of the modified SSDL Model (the Instructor/Student Control Continuum).
- Write a series of questions that you would like to discuss with whoever is the eMentor for a course that you are teaching.
- Write a reflection or produce a podcast on the iterative process by which you would improve your courses.
- Student Feedback
  - List two sources for student feedback.
- Apply DSC standards
Communication and Collaboration (20 pts.)
- Objectives
  - Use of Email and other communication channels
    - Given a sample of an email from a student and a list of possible responses, select the most appropriate response.
  - Given descriptions of messages, select appropriate actions from a list.
  - Understand how to facilitate a discussion
    - Contexts
      - On ground
      - Hybrid
        
        Instructors report good success starting a discussion online, then continuing it in the classroom. More and better class participation is observed.
      - Online
      - Other
  - Seeding a discussion board
  - Editing student posts
    - Moving
    - Rewording
    - Deleting: Warning, this deletes all replies to the post
    - Email affected student regarding change or deletion
    - Objective
      - Given descriptions of messages, select appropriate actions from a list.
  - Assessing Graded Discussions
    - Scoring Groups
    - Scoring individual posts
    - Scoring overall participation
    - Scoring both
  - Monitor student participation/non-participation
    - Use statistics tool for quick overview (online)
    - notify online / on ground students for non-participation
  - Publish your biography in the class.
- Our focus here is Stage 3 Teaching and Learning (http://create.ly/g76ls5ec)
  - Here: http://checkvist.com/checklists/28660-modified-staged-self-directed-learning
- Course Management Techniques
  - Time management for Email
  - Non-academic Forums and Topics
  - Time management for Discussions
  - Settings for discussions
- Invoke social learning.
- Invoke the social learning system.
- Evaluate if students are ready for cooperative learning, Create opportunities for collaboration, partner with students, build safe environments for learning, encourage exploration, accept displays of multiple intelligences, social learning theory, promote expressions of cultural diversity, maintain scholarly civility, distinguish between cheating and collaborating, understand different available communication channels, apply Maslow, listen to student feedback
- You are the instructor - your are responsible for LEADING the discussions.
- Theory: Engineering Your Online Persona
  - Your preferred intelligence
  - Your preferred learning style
  - You create your online persona
    - Actively/consciously convey who you are
    - ground classroom has the benefit of your physical presence
    - You have to create an online presence
    - It may be represented by an avatar, not you
    - It may be different from you classroom persona
  - What you put online creates your online persona
  - Everything is filtered through writing and media
  - Beware the "Sage on the Stage" - strive for "Guide on the Side"
  - Your online biography
    - Information about teaching experience - suggested
    - information about teachings/methods - suggested
    - photos - suggested
    - why are you teaching this course
    - what excites you about this course
    - favorite authors, web-sites, etc - suggested
  - Beware the course without an instructor syndrome
    - It is possible to create a course with no instructor present
    - Just study materials organized into units with tests
  - Develop student online persona
    - global citizen
    - critical thinker
      - form a hypothesis
      - research until you can disprove it
      - re-form the hypothesis
      - continue researching to disprove it
      - what can't be disproved is truth
    - student identity that we want to form/create
  - Policy: Policies and Procedures
- On ground
  - Value of hybrid discussions
- Online
  - Managing and encouraging dynamic Discussions
  - Understand use of Groups tools
- Non-traditional contexts
- Discussion
  - In most online courses, students cannot see non-verbal signals from you. The facial expressions, postures and gestures that would be visible and dynamic during a face-to-face class session. Discuss how you could compensate for this lack of non-verbal communication in onlline courses.
  - Discus an excellent academic discussion in which you participated (in any environment). What made it excellent? What kept it going? Did the instructor help or hinder it? How?
  - In this course we have focused on andragogy, the VARK learning styles and natural learning systems. We are aware, however, that learning theory encompasses much more including multiple intelligences, Kolb's learning styles and Bloom's taxonomy, just to name a few. What learning theories have you found most helpful in your teaching practice? Where would you recommend that others go to learn more about what you feel is important?
- Relevant college policies and expectations
- Build Collaboration, Community and Self-Directed Learners as covered in other modules in this academy.
Communities for Learning (30 pts.)
- Objectives
  - Discussions - Best practices
    - List 3 best practices for managing online course discussions.
  - Analyze how the course you plan to teach could be integrated with others in the discipline to create an integrated learning program.
  - Evaluate a course in terms of building community using Maslow's hierarchy of needs
  - List 4 different tools available for fostering an online community and explain how each might be used
  - Explain the importance of understanding/creating your own online "persona" or "presence"
  - List 4 techniques you can use to maintain scholarly civility
  - Report to the class on an incident in your experience that demontrates the Value of diversity
- Our focus here is Stage 3.5 Teaching and Learning (http://create.ly/g76ls5ec)
  - Here: http://checkvist.com/checklists/28660-modified-staged-self-directed-learning
- Invoke the power of community.
- Invoke the social learning system.
- Evaluate if students are ready for cooperative learning, Create opportunities for collaboration, partner with students, build safe environments for learning, encourage exploration, accept displays of multiple intelligences, social learning theory, promote expressions of cultural diversity, maintain scholarly civility, distinguish between cheating and collaborating, understand different available communication channels, apply Maslow, listen to student feedback
- You and students share bios
- On ground
  - Value of hybrid discussions
- Online
  - Managing and encouraging dynamic Discussions
  - Understand use of Groups tools
- Non-traditional contexts
- Discussion
  - The [presentation] [essay] "Community, Courses and Maslow's Hierarchy" makes a number of assertions and suggestions. Do you plan to analyze courses that you teach using the guidelines in that piece? Why or why not?
  - Projecting an online persona and having an online presence seem to be two distinguishing characteristics of effective online instructors. How does this make you feel? What actions do you plan to take as a result of these observations?
- Relevant college policies and expectations
- Course Management Techniques
  - Sustaining learning communities
  - Non-academic Forums and Topics
Developing Self-Directed Learners (30 pts.)
- Objectives
  - Reflection and Meta-Cognition
    - You have advanced education in a subject other than education. Reflect on that. (Needs an observable format.)
    - Reflect on the course-building tools and the online learning system tools. (Needs an observable format.)
  - Problem based and Exploratory learning
- Our focus here is Stage 4 Teaching and Learnng (http://create.ly/g76ls5ec)
  - Here: http://checkvist.com/checklists/28660-modified-staged-self-directed-learning
- Invoke the prowess of individuals.
- Invoke the reflective learning system.
- Evaluate if students are ready for independent study, Let students know you are available, create Problem Based Learning, set the parameters of exploration and discovery, be open to new ideas, monitor progress without interfering, intervene appropriately
- Staged Self-Directed Learning: "Teaching Learners to Be Self-Directed" http://www.longleaf.net/ggrow
- Modified Staged Self-Directed Learning http://checkvist.com/checklists/28660-modified-staged-self-directed-learning
- Mastery Learning: http://tip.psychology.org/mastery.html
- Minimalism: http://tip.psychology.org/carroll.html
- On ground
- Online
  - Use of Groups tool
  - Other collaboration tools outside of LMS
- Non-traditional contexts
- Discussion
  - The mash-up is the creative expression of the moment. How do you react to this in an academic context?
  - Studies and surveys repeatedly call for more experimental, exploratory and problem based learning in higher education. Most learning management systems are based on a model of 1. present objectives, 2. present relevant content, 3. review content, 4. quiz on the objectives.Should learning management systems adopt a new paradigm or should new paradigms cause us to discard the baggage of learning management systems? What do you think is the "next big thing" in this area?
- Relevant college policies and expectations
- Course Management Techniques
  - Sustaining Lifelong learning
Using Educational Technologies (20 pts.)
- Evaluate a presentation in terms of guidelines given in LMS105.
- Earn X points by participating in this course's discussion topics in accord with the published rubric.
- Create a rubric for grading a video production submitted by a team of students in your course.
- Rewrite a passage in accord with "How to Write for Electronic Media."
- Given a list of (Learning Management System tools...analyze each one in terms of:...) online learning system tools, analyze each one in terms of:
  - the I/SCC
  - Community building
  - Communication
Resource Area (20 pts.)
- Teach them early how they can copy anything they create in their Practice Course into their real courses.
- Encourage the use of Practice Courses as Laboratories
- Tool Objectives / Exercises
  - Existing Objectives from the current LMS Academy
    - Objectives and Expectations:
      Upon completion of this module you will be able to:
      Create, restrict, add, delete and order folders in the Dropbox
      Download and retrieve submissions to the Dropbox tool
      Change views, grade and leave feedback
      Create a quiz and add restrictions
      Organize a quiz using sections
      Create a Random section in a quiz
      Grade quizzes and questions
  - Objectives for New Tools
    - Create a Discussion topic that will be assessed holistically.
    - Create a Discussion topic that will be assessed on an average score for each participants posts.
    - HTML Editor
    - Email
    - Groups
    - Homepages
    - Widgets
    - Copy
    - Import
    - Export
Deprecated Modules (for now)
- Intra/Inter-disciplinary Learning Programs (40 pts.)
  - Invoke the whole academic enterprise.
  - Seek opportunities to partner in your discipline, seek opportunities to partner across disciplines, overall outcome of education for student (what type of person will he or she become?), Role of Cross-Course Competencies
  - Mastery Learning: http://tip.psychology.org/mastery.html
  - On ground
  - Online
  - Non-traditional contexts
  - Discussion
    - "Mass Customization" has been a hot topic on the internet. From accessorizing fashion to specifying colors and options for your new car, mass customization gives the consumer power to customize the product before it is delivered. How could such mass customization be applied to our [online] courses?
  - Relevant college policies and expectations
  - Course Management Techniques
    - Sustaining multifaceted programs
- Non-Traditional Contexts of Learning (40 pts.)
  - Objectives
    - Explain how your will incorporate 21st Century Skills into the next course that you teach.
    - Deviate from the ABCD model of objectives when needed
    - Research, analyze, evaluate and report to the class on a non-traditional context of learning.
      - What opportunities does it present?
      - What challenges does it present?
      - Does it naturally fall somewhere on the I/SCC?
      - What students would it advantage or disadvantage?
  - online study groups
  - distance courses
  - video courses
  - self-paced courses
  - twitter
  - Facebook
  - YouTube
  - hybrid courses
  - 100% online courses
  - facilitated online courses (no instructor)
  - audio courses
  - iTunes U
  - virtual reality (e.g. Second Life)
  - correspondence courses (via standard mail or email)
  - DVD based (e.g. Video Professor)
  - Programmed Instruction
- Community / Business Partnerships (?? pts.)
- A Culture of Integrity (30 pts.)
  - Here: http://checkvist.com/checklists/12540-culture-of-integrity
- 3rd Party Tools (?? pts.)
  - When are they appropriate?
  - What are the school's policies?
  - iTunes U
  - Facebook
  - MySpace
  - Twitter
  - Chat Roulette
  - YouTube
  - Texting
  - Camtasia
  - Articulate
  - PowerPoint
  - Captivate
- Applied Learning Theories (?? pts.)
- Innovative Teaching Techniques (?? pts.)
- Free / Open Source Materials (?? pts.)
- eTech in the Classroom (?? pts.)
- 21st Century Skills Education (?? pts.)
- Heterodoxy (15 pts.)
  - Here: http://www.doceo.co.uk/heterodoxy/index.htm J. S. Atherton
- Advanced / Special Topics (ad hoc pts.)
Notes
- Structure and ideas
  - This course structure is built loosely on the SSDL model (Staged Self-Directed Learning model from "Teaching Learners to Be Self-Directed" http://www.longleaf.net/ggrow). It also relates closely to 3rd- Academy Course Structure (http://checkvist.com/checklists/26881-3rd-academy-course-structure-02-02-2010) with the exceptions that the contexts (on ground, online and non-tratditional) are folded into the topics instead of being addressed as a separte module and "Building and Sustaining Successful...." becomes the overall theme. Under each Unit we revisit the various contexts and explore how the theories and techniques can be applied in each.
  - Not including the online learning system software exercises, length is targeted at 15 to 20 hours of work.
  - Initial planning calls for the work to be done over the course of a single month, meeting schedules along the way. We'll see.
  - I don't think anything in the earlier outline has been lost, and if it has, it can find a home here.
  - This structure also emphasizes action verbs. It lets everyone know what we expect our students (the faculty) to learn to do in each series or module.
  - This course structure also has the advantage that I seem able to get my pointy little head wrapped around it. I can figure out what belongs in each series.
  - Research at the collegiate level reveals five components essential for student engagement: academic challenge, active/collaborative learning, student-faculty interaction, enriching education experiences, and a supportive learning environment (Kenny, Kenny & Dumont, 1995).
    - Note: http://www.facultyfocus.com/articles/effective-teaching-strategies/teaching-with-technology-a-more-meaningful-learning-experience-starts-with-two-simple-questions/
- Points Awarded
  - Basing course completion on a points system could:
    - Mitigate against the impression of overwhelming size and masses of content.
    - Increase the ownership of their own learning amongst our students.
  - General comments
    - Points would not have to come from our online modules but could also be earned in face-to-face training ala Master Faculty or similar endeavors. For example: If you learn about the Grade Book in a Master Faculty class, there is no need to learn about it from us.
    - Similarly, a number of other points could be earned from other Master Class activities or from Lunch and Learn sessions in the new center.
    - If new / interesting topics arise, we could offer workshops, lunch and learns, etc. on those topics. These "spontaneous" learning events could each contribute 5 or 10 points to the course requirements.
  - Obviously, we can rig the point system any way we want.
  - One Model
    - Completion of the course requires 100 points (in addition to the Tools section).
    - Students would complete the Required elements (markded Req) plus say, 60 points of "elective" modules.
    - In the tentative model above, 60 points could mean 3 20-point modules, or 2 30-point modules, or 1 20-pointer plus 1 40-pointer, or 2 40-pointers, if anyone were so inclined.
  - Second Model
    - This might work best with a "Chinese" restaurant menu approach. Course completion would require at least X points in Column A, at least Y points in Column B and at least Z points in Column C.
    - The columns could correspond roughly to Mechanics, Best Practices and Learning Theory
    - Points could be awarded in 3 columns
      - Mechanics
      - Best Practices
      - Learning Theory
    - Minimum Requirements
      - 20 points in Mechanics
      - 25 points in Best Practices
      - 25 points in Learning Theory
      - Remaining 30 points in any electives chosen by student.
    - Some learning events would award points in more than one column.
  - Third Model
    - The columns of points might be associated with the 6 clauses of the Mission Statement
    - The mission of the Academy is to serve all faculty across all teaching modalities at Daytona State College by providing resources and instruction in:
      - Learning theory and application
      - Curriculum enhancement
      - Educational technology
      - Quality assurance and consistency
      - Academic expectations
      - Strategies for student success that include 21st century skills
- Other certification models
  - Basic Cerification for Blended Courses (all courses at DSC that are not !00% Online are Blended Courses)
    - Successful completion of modules on Effective Content, Student Motivation and Learning Experiences.
    - Pass the Tools Tests for News Items, Content, Quizzes, Question Library(?) and Dropbox.
    - OR Perform the Tools Exercises for News Items, Content, Grade Book, Quizzes, Question Library and Dropbox.
  - Certification for 100% Online Courses
    - Successful completion of modules on Communication and Colaboration, Communities for Learning and Self-Directed Learning.
    - Pass the Tools Tests for Course Mail, Discussions, Groups, Widgets, Homepages
    - OR Perform the Tools Exercises for Course Mail, Discussions, Groups, Widgets, Homepages
    - Copy these components of this Academy into your Practice Course:
      - List selected components
- "What Is...es"
  - What is a successful Learning Environment?
    - An environment that fosters and encourages student success.
  - What is Effective Content?
    - Content that delivers its message to the students.
  - What is Successful Student Motivation?
    - Students should be emotionally and psychologically ready to learn.
    - Students should understand what they are learning and why.
    - Students should appreciate the benefits of achieving the learning objectives.
  - What is a Successful Learning Experience?
    - An experience that enables the student to achieve the desired learning outcomes.
  - What is Successful Communication and Collaboration?
    - Information flows among participants.
    - Students partner productively with one another.
    - Students and Instructors partner productively with one another.
  - What are Successful Communities of Learning?
    - Learning environments with a sense of acceptance, belonging and mutual support.
  - What is Successful Self-Directed Learning?
    - Learning through exploration and discovery.
    - Life-long learning.
  - What are Successful Intra/Inter-disciplinary Approaches?
    - Programs of learning that span multiple learning environments.
    - Learning that crosses the boundaries of academic disciplines.

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