147 pages pdf - ICT Digital Literacy
147 pages pdf - ICT Digital Literacy
147 pages pdf - ICT Digital Literacy
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Pedagogy & Webagogy -- Ready, Set … TRAIN and FACILITATE!<br />
Who is more tired at the end of the day? You, or your students? Don't spoon feed your<br />
students the information. Make them work for the knowledge, skills, and tools.<br />
Adele Pastor<br />
#595: It's All In The Outline<br />
When presenting a webinar, don't use the slide shots as your handout. Instead, use an outline<br />
so people follow your slides as they are revealed and have an organized way to take notes.<br />
Otherwise, they will read all your slides and do something else during your presentation.<br />
Doug Chasick<br />
CallSource<br />
#596: Let Students Manage Discussion Boards<br />
Discussion board participation is most successful when tied to content-based assignments and when it is<br />
considered a percentage of overall grade in course (which needs to be clearly articulated to students).<br />
Large classes should be divided into several discussion groups and each group assigned its own<br />
discussion board. If possible, assign a student as "moderator" of a discussion board (or of a forum if it's a<br />
very active board) for a few points of extra credit. The student answers basic, operational questions for the<br />
others, is the first point of contact for problems, and each week sends you a summary of key discussion<br />
points and significant outcomes.<br />
Kate MacDonald<br />
Massachusetts College of Pharmacy & Health Sciences<br />
#597: The More, Not Always The Merrier<br />
Bear in mind that the larger the group, the more difficult it can be for them to work collaboratively.<br />
Frankie Forsyth<br />
Australian Flexible Learning Community<br />
#598: Sylvia, What Do You Think Was The Reason For ...<br />
In order to get learner's attention span high, regularly ask each (by naming them) some<br />
questions, have them give their standpoints, or ask them to do exercises online.<br />
Stephane Alric<br />
Kodak Health Imaging<br />
#599: In This Lesson I Learned That …<br />
At the end of each "lesson", always ask the learner "What did you learn in this lesson?".<br />
Whether he/she learned something or not, it encourages him/her to reflect on what was taught<br />
and discussed, and articulate it, which reinforces the learning process. This little exercise may<br />
also help the learner realize that he/she actually did learn something.<br />
Sebastien Monnet<br />
Conference of State Bank Supervisors<br />
#600: Blend To Finish<br />
Use blended learning to increase the completion rate of self-paced learning by providing<br />
deadlines and consequence for non-completion.<br />
Jo-Ann Driscoll<br />
Centra Software<br />
#601: Faculty Rules<br />
Faculty must be experts; there is less tolerance in virtual environment for lightweights; Big<br />
names draw a crowd; Having multiple faculty makes it more interesting for the participants by<br />
providing different perspectives on the same topic and holding attention longer, thereby<br />
increasing the overall learning and participation.<br />
Lynne G. White<br />
Accenture<br />
701 e-Learning Tips by The MASIE Center www.masie.com 118
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