scholarly journals Future Ready

2021 ◽  
Vol 143 (5) ◽  
pp. 38-43
Author(s):  
O’Heir Jeff
Keyword(s):  
Online Learning ◽  
Learning Opportunities ◽  
Lessons Learned

Abstract Engineering companies have been investing in training to bring their existing workforce up to speed. Over the last year, as workplaces became remote, online learning opportunities have helped in upskilling and reskilling the engineering workforce. Conversations with experts unearthed many lessons learned from dealing with the chaos, disruption, isolation, and frustration born from COVID 19. But those hard-won lessons, the experts warned, would be in vain unless all stakeholders work together toward implementing the changes needed to turn the best of them into reality.

scholarly journals Future Ready

2021 ◽  
Vol 143 (5) ◽  
pp. 38-43
Author(s):  
Jeff O’Heir
Keyword(s):  
Online Learning ◽  
Learning Opportunities ◽  
Lessons Learned

Abstract Engineering companies have been investing in training to bring their existing workforce up to speed. Over the last year, as workplaces became remote, online learning opportunities have helped in upskilling and reskilling the engineering workforce. Conversations with experts unearthed many lessons learned from dealing with the chaos, disruption, isolation, and frustration born from COVID 19. But those hard-won lessons, the experts warned, would be in vain unless all stakeholders work together toward implementing the changes needed to turn the best of them into reality.

Expanding Interdisciplinary Learning Opportunities on a Shoestring through a Medical-Legal Partnership

2016 ◽  
Vol 44 (S1) ◽  
pp. 51-55
Author(s):  
Laura D. Hermer
Keyword(s):  
Learning Opportunities ◽  
Lessons Learned ◽  
Law School ◽  
Interdisciplinary Learning

This article describes why and how the author started a medical-legal partnership at her small law school, the curricula associated with the medical-legal partnership, and the experience she and her students have had with the curricula to date. It also provides “lessons learned” which may be useful for individuals interested in expanding interdisciplinary and experiential opportunities at institutions that presently lack traditional sources of such opportunities.

Using Webquests to Create Online Learning Opportunities in Physical Education

2004 ◽  
Vol 75 (8) ◽  
pp. 41-46 ◽  
Author(s):  
Marianne L. Woods ◽  
Jane M. Shimon ◽  
Grace Goc Karp ◽  
Karla Jensen
Keyword(s):  
Online Learning ◽  
Physical Education ◽  
Learning Opportunities

How to gamify?: Example scenarios for participation in synchronous online learning

2018 ◽  
Vol 15 (5) ◽  
pp. 254-266
Author(s):  
Ünal Çakiroğlu ◽  
Servet Kiliç
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Online Learners ◽  
Online Learning Environments ◽  
Synchronous Learning ◽  
Synchronous Learning Environments ◽  
Synchronous Online Learning ◽  
Synchronous Online

Participation in synchronous online learning is an increasing need for students’ learning outcomes. Teachers generally cannot be sure about the fact that students who are seen in the participation lists are really following the online tasks. Recent studies have shown that gamification can be an effective way to support learners’ participation in the tasks. This study intended to suggest sample scenarios in line with using gamification elements in online learning environments. Two basic scenarios were developed considering the properties of online learners’ characteristics and gamification elements. First scenario giving learning responsibilities to the learners includes a puzzle activity. Second scenario presents a block-building activity including the leaderboards. The suggested model includes some new ways of using awards, reputation, badges, levels, and leader boards to provide an attractive learning environment. It is hoped that suggested scenarios can provide learning opportunities via increasing participation in synchronous learning environments.

Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)

2010 ◽  
pp. 103-118
Author(s):  
Marshall G. Jones ◽  
Stephen W. Harmon
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Instructional Strategies ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Google Docs ◽  
Time Interaction ◽  
Increasing Demand ◽  
The Web ◽  
Synchronous Online

This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand forreal time and near real-time interaction among users. Whereas most online learning has, to date, taken place in an asynchronous format, there is a growing need for an ability to provide learning opportunities in a synchronoussetting. This chapter discusses synchronous online learningenvironments (SOLEs) and the affordances they present forteaching and learning. Particularly it focuses on a capability of these environments known as ancillary communications. It discusses ancillary communications as an intentionalinstructional strategy and presents guidelines for its implementation. And, in the spirit of Web 2.0, this chapter was written using the Web 2.0 application Google Docs.

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2021 ◽  
pp. 984-1000
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community

2012 ◽  
pp. 535-550 ◽  
Author(s):  
D. Bruce Taylor ◽  
Richard Hartshorne ◽  
Sam Eneman ◽  
Patti Wilkins ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Online Courses ◽  
College Of Education ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Teaching Professional

In this chapter, “lessons learned” and best practices that have resulted from the implementation of technology-focused professional learning community in a College of Education, as well as recommendations for future implementations are addressed. The Technology & Teaching Professional Learning Community, which was created by faculty in the College of Education at UNC Charlotte, provided professional development to faculty engaged in teaching hybrid and online courses. This was one of several professional development efforts at UNC Charlotte, but one, the authors suggest, that created a safe and effective space for scaffolding instructors less familiar with online learning technologies and tools.

Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

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