Faculty Cyber Connections

Home | Modules | Contact | ERCCHRD Web site

-->

> Modules

	Academic Integrity
	Active and Engaged Learning
	Classroom Management
	Formative Assessment
	Learning Outcomes
	Setting the Stage for Teaching and Learning: Effective Lesson Planning
	Rubrics
	Seek and You Shall Find
	Universal Design for Learning

Active and Engaged Learning

9 May - 3 June 2011
Deadline to register: 29 April.
Participants will be given access to an orientation module starting May 2.

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.

Learning Outcomes
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.

Academic Integrity

1 November - 26 November 2010
Deadline to register: 22 October.
Participants will be given access to an orientation module starting 25 October.

Academic Integrity

Course Description: Academic integrity issues have long concerned faculty members. Students have always found ways to cheat and plagiarize, and networked electronic communication makes academic dishonesty easier than ever. In this course, participants will explore the meaning of academic integrity, ways to help their students learn about it, some of the common motivations, causes and methods for academic dishonesty, and ways to design evaluations to minimize problems before they occur.

Learning Outcomes
At the end of this course, you will be able to:

Recognize hallmarks of dishonest assignments and tests
Evaluate the extent to which academic integrity is an intellectural and cultural construct.
Explore common causes, motivations and methods for academic dishonesty.
Modify their evaluation instruments to minimize academic integrity problems.

If you are interested in this or any of the other modules, contact the representative at your College.

Classroom Management

24 January - 18 February 2011
Deadline to register: 14 January.
Participants will be given access to an orientation module starting 17 January.

Classroom Management If you are interested in this or any of the other modules, contact the representative at your College.

Formative Assessment

7 March - 3 April 2011
Deadline to register: 25 February.
Participants will be given access to an orientation module starting 28 February.

Formative Assessment

" A Learning College …engages learners as full partners in the learning process, with learners assuming primary responsibility for their choices." Terry O'Banion, 2001.

Course Description: Using formative assessment methods and rubrics to assess performance of learning outcomes allows us to be clear, focused and transparent about course requirements and our expectations of performance. In this module, you will have an opportunity to consider the milestones, touchpoints, and deliverables through which learners can demonstrate and assess their performance as partners in the learning process.

Learning Outcomes
At the end of this course, you will be able to:

Compare formative and summative assessment options..
Discuss methods to assess learning along-the-way so that learners can improve and expand their learning.
Experiment with rubrics – analyzing, evaluating, and creating grading sheets – to clearly identify the various levels of performance possible within an assignment.
Create a formative assessment component for a course.
Create at least one rubric for a course.

If you are interested in this or any of the other modules, contact the representative at your College.

Setting the Stage for Teaching and Learning: Effective Lesson Planning

9 May - 3 June 2011 [Last two weeks are optional]
Deadline to register: 29 April.
Participants will be given access to an orientation module starting 2 May.

Course Description: Setting the stage for teaching and learning requires considerable planning and reflecting on how students learn and how active learning supports student engagement. This module provides participants with an opportunity, supported by teaching buddies, to explore ways to map lesson plans that reflect a variety of effective teaching and learning principles conducive to various student learning styles and the learning outcomes to be achieved.

Learning Outcomes
At the end of this course, you will be able to:

Discuss the seven core principles of lesson planning for college environments.
Analyze a minimum of seven types of teaching and learning strategies that support specific curriculum content and learning outcomes.
Create a minimum of three lesson plans that support specific curriculum content and lesson planning principles.
Use a minimum of three self-reflective assessment strategies to examine the effectiveness of a lesson plan and execution of the lesson plan.

If you are interested in this or any of the other modules, contact the representative at your College.

Rubrics

1 November - 26 November 2010
Deadline to register: 22 October.
Participants will be given access to an orientation module starting 25 October.

Rubrics

Course Description: Using rubrics to assess performance of learning outcomes allows us to be clear, focused and transparent about course requirements and our expectations of performance. In this module, you will have an opportunity to consider the variety of levels of competence and/or excellence which learners can demonstrate and how to assess fairly and in a transparent manner.
Learning Outcomes
At the end of this course, you will be able to:

Experiment with rubrics - analyzing, evaluating, and creating grading sheets - to clearly identify the various levels of performance possible within an assignment.
Discuss and validate your choices for grading assignments.
Create at least once rubric for a course.

If you are interested in this or any of the other modules, contact the representative at your College.

Seek and You Shall Find

27 September - 22 October 2010
Deadline to register: 17 September.
Participants will be given access to an orientation module starting 20 September.

Seek and You Shall Find: Helping Your Students Find Nuggets on the Web

Course Description: Over the past decade, the internet has become a major factor in almost every aspect of modern life, most importantly in the fields of business, communication and education. The internet is growing at an astonishing rate. Every single day, millions of pages are added which makes finding useful information and distinguishing it from the litter very challenging. This module aims at reviewing the most successful practices for locating information online for the purpose of enabling our students reach their academic goals more efficiently online.

Learning Outcomes
At the end of this course, you will be able to:

Learn how search engines work.
Decide which search engines work best for their search topics.
Form simple and advanced queries.
Automatize repetitive search tasks through different methods of information trapping.
Go beyond search engines and use directories, groups, social networking, etc., to solfve research problems.

If you are interested in this or any of the other modules, contact the representative at your College.

Universal Design for Learning

9 May - 3 June 2011
Deadline to register: 29 April.
Participants will be given access to an orientation module starting 2 May.

Universal Design for Learning

Course Description: 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 curriculumn development and learner success.

Learning Outcomes
At the end of this course, you will be able to:

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.

If you are interested in this or any of the other modules, contact the representative at your College.