Designing a well-organized and professional teaching portfolio can give you an edge in a competitive job market, and help you score high marks on your school’s teacher evaluation form. It is, however, a time-consuming endeavor (the average portfolio takes about two to three days of work), and once built, your portfolio will require regular attention.
Participants in UW-Stout’s E-Learning and Online Teaching Graduate Certificate Program develop an e-Portfolio as they work through the program. During the Practicum (a mentored online teaching experience) the portfolio is polished for a final peer review.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training ma…
Here’s a fascinating presentation that parses the complexities of estimating e-learning design time. We are talking about corporate training development, not academic facilitated course ID.
The presentation gives you hard numbers for the cost of three different levels of online on-demand course design. The costs are broken down in a number of detailed graphs. You get to see just what it takes to develop an hour of corporate training.
If you are struggling with how to price services, or you need to justify the cost of instructional design, this presentation will serve you well.
To get off to a flying start planning this summer, borrow good project ideas from other teachers and adapt them to fit your context.
Journalist and PBL advocate Suzie Boss samples the Project Based Learning rough draft brainstorms of 600 enthused teachers.Draft on These Ideas
Some 600 educators spent the past week thinking hard about project design during the PBL World conference in Napa, Calif., sponsored by Buck Institute for Education. Getting peer feedback early is a key strategy for good project design. That meant conference participants were sharing their project ideas and driving questions at the formative stage, then revising them in response to feedback (just as students improve their work during PBL).
Here’s a sampling of driving questions at the rough draft stage, along with suggestions about PBL planning to fire up your thinking:
The available course is Linear Algebra and will require instructors to teach international student populations in a technology enriched learning environment from virtually anywhere in the world. Topics include linear equations, matrices, vectors, independence, spanning sets, bases, eigenvalues, eigenvectors, eigenspaces, and applications to IT systems.
Temporary positions expected to last through the end of January 2015.
Location: This position is Remote / Home-Based.
Experience working in an environment that did not utilize textbooks is highly desired.
JOB SKILLS AND REQUIREMENTS
- Master’s degree (instructional design, curriculum development, or other related field) plus three (3) years of post-secondary teaching experience in the discipline required
- Bachelor’s degree (instructional design, curriculum development, or other related field) plus five (5) years of post-secondary teaching experience in the discipline required
- Three (3) years of experience in managing instructional design projects required; experience with blended or online learning systems preferred
- Strong communication skills with the ability to communicate with different positions within the system required
- Experience working in an environment that did not utilize textbooks is highly desired
- MS Office skills required
I know a lot of our E-Learning and Online Teaching graduates could over qualify for this position…
Project-based learning may be the best vehicle for personalized learning as teachers move beyond “course-based” approaches and open the way for student-designed curriculum.
Author Andrew Miller poses a what if question that resonates with me:
Moving Past “Course-Based” PBL
Due to the antiquated restraints of the education system, most educators are forced to implement PBL in a “course-based” manner. This means that the project occurs within the traditional discipline structures, where there may be integration, but learning is framed within grades and competencies. In addition, start and stop times, driven by the Carnegie unit, force teachers to start and stop a project for all of their students around the same time. What if PBL wasn’t held to antiquated rules of time, space, and discipline constructs? In that ideal situation, students could be engaged in personalized projects.
Africa is rising and needs, not the failed models of the developed world but new models that are more suited to the massive demand that already exists for education and training. This is not more universities but more vocational learning. The great opportunity here, is to use the great gifts of the internet, that are already there, for free.
We live in times of great opportunity. Open Educational Resources (OER) can transform the world. Here’s a first person view of what’s happening right now in Africa.
Open your mind to it!
This position will analyze, design user interfaces, develop, program, and document interactive Web-based learning software customized for online courses at MSU; oversee content and course auditing program to document compliance with policy; maintain production schedules for content conversion; convert digital materials, including HTML and multimedia formats to new formats and medium to achieve accessibility; work with faculty and other University clients, as well as team members; consult with, train, and assist users. Duties associated with this position involves viewing a video display terminal screen 70-90% of the time.
For additional information and to apply go to jobs.msu.edu and search for posting number 9585.
MSU is an affirmative action, equal opportunity employer. MSU is committed to achieving excellence through cultural diversity. The university actively encourages applications and/or nominations of women, persons of color, veterans and persons with disabilities.
MSU Accessibility Specialist for Instructional Web Content
Apply Here: http://www.Click2Apply.net/mfjj94h
With the recent announcement of Google Classroom, school districts and educators across the country that are currently integrating Google Apps for Education into their classrooms are awaiting the opportunity to gain access to Google’s workflow solution. While there are currently a number of workflow solutions and approaches within Google Drive that classroom teachers can take that range from manual organization and file / folder sharingto advanced automation with tools such as Doctopus, Google Classroom provides a viable option that strikes a balance – blending tight integration with Google Drive, an intuitive interface and advanced features that experienced Google Drive users are looking for.
Here’s a strong introduction from Greg Kulowiec to the ins and outs of Google Classroom. This article includes a Vimeo based video tutorial. Get up to speed now, you’ll need this info in the Fall!