UBC Wiki - User contributions [en]

CTLTWorkshops

2014-02-14T00:09:01Z

IanNagel:

'''Login into UBC Blogs:''' http://blogs.ubc.ca/wp-admin

'''GO TO:''' http://learning.blackboard.com

=Session=

June 25 - Connect Institute - Cohort - http://wiki.ubc.ca/Sandbox:Connect_Institute-CohortEssentials
 
June 26 - Connect Institute - Course Management - http://wiki.ubc.ca/Sandbox:Connect_Institute-CourseManagement

'''Log in:''' http://resources.connect.ubc.ca/

==Session Evaluation==

'''FEEDBACK:
 
Connect Institute - February 13 - [http://www.surveyfeedback.ca/surveys/wsb.dll/s/1g30e3 Getting Started With Connect - Part II: Assignments, Tests and Course Management]
 

'''Teaching, Learning and Technology Series'''

'''Tech Express Series'''

'''2012 CTLT Summer Institute'''
 
[http://www.surveyfeedback.ca/surveys/wsb.dll/s/1g1d19 Connect & Copyright: Tools and Tips]
 
[http://www.surveyfeedback.ca/surveys/wsb.dll/s/1g1d15 Connecting with Connect]
 
[http://www.surveyfeedback.ca/surveys/wsb.dll/s/1g1d27 Assignments & Assessments in Connect]
 
[http://www.surveyfeedback.ca/surveys/wsb.dll/s/1g1d20 Facilitating Discussions and Collaborations in Connect]

'''2012 CTLT Institute'''

[http://www.surveyfeedback.ca/surveys/wsb.dll/s/1g1bc1 A Dip in the Pool: Connect Basics]

[[Category: CTLT]]

CTLTWorkshops

2014-02-14T00:08:42Z

IanNagel:

CTLTWorkshops

2014-02-14T00:08:10Z

IanNagel:

Documentation:Connect/Discussion Board

2014-02-05T18:30:06Z

IanNagel:

This document explains the importance to establish an online free-space for students to utilize out of class and what you should do to get off to a good start at the beginning of a new course.
This document will help you:
*make sure you are completely prepared to use the discussion board fully before classes start
*help establish the discussion board as in important component in the course for pre- and post-class help, as well as virtual office hours around the clock
*establish an excellent learning environment in the first few classes that will continue throughout the course

{{mbox
| type = notice
| text = [http://wiki.ubc.ca/images/8/86/Discussion_Guide-2.pdf Download the Discussion Board Guide]
}}
==What is a Discussion Board?==
A discussion board is an area where students, TAs and Teachers can contribute collaboratively to a centralized location that is specific for a course. The Discussion Board can be a very important resource for students, but ultimately it is up to you, the instructor to make this tool effective.

'''''Connect''''' Discussion Board allows members of the class to communicate with one another while not requiring all members to be online at the same time. All conversations on the Discussion Board are logged and organized. Conversations are grouped into threads that contain a main posting heading and all related replies. Generally you will create a forum on a specific topic. You will access the topic by clicking on the forum, reading the posts, and posting your reply. A series of posts within a forum is called a thread. You may reply to a thread or you may begin a new thread.

==Why choose a Discussion Board?==
'''''Connect''''' Discussion Board give students a place to voice their concerns and provide peer-to-peer instruction. It is recommended that it a place where participation is not counted, and that it is unmoderated unless it is defamatory or offensive. This allows students to have a safe area to voice their concerns, their peers answer each other's questions, a place where students can collaboratively come to a solution, and finally for you to see where your students are getting stuck at.

===Prior Knowledge===
[[File:How Learning Works Knowledge.png|left|link=]]
Student's prior knowledge can help or hinder learning as they do not come into courses as blank slates, but rather with a multitude of knowledge gained through other courses, daily life and experiences. This knowledge spans a broad range and consists of an amalgamation of facts, concepts, models, perceptions, beliefs, values and may or may not be accurate, complete or even inappropriate in your course context. It would be most ideal if students come in ready to build on a foundation of robust and accurate prior knowledge, forging links between the old and new. However, students may not be able to immediately draw those connections, or their prior knowledge is insufficient or inaccurate for the task at hand.

One way you could reveal prior knowledge is to have students in groups conduct brainstorming activities. Have the students post in a group their beliefs, associations and assumptions ("What does the concept of climate change mean to you?"), procedural knowledge ("What would you begin researching if you were to do a project on cellular reproduction?") or contextual knowledge ("what tools and methodologies would you employ to research this"). Encourage your students that there is no right or wrong answer and that being truthful on the Discussion Board can be helpful for them as it is for you as it gives you a baseline on where the students are and allows them to learn where they are as well.

At the beginning of the term, it is important for you to transition your students into the course and help them activate their prior knowledge. Completing activities, and asking specific questions to students to help trigger recall, or design activities to help them recall concepts from their past courses is useful. Have the discussion board as a free space to build a peer support network where students who forget specific concepts can receive help from their peers. Chances are, if one student has the question, so will others.

===Developing Mastery===
[[File:How Learning Works Develop Mastery.png|left|link=]]
According to Ambrose, "mastery refers to the attainment of a high degree of competence within a particular area" (Ambrose 95). Whether the area is broad or narrow, knowledge in a domain is extensive. In order for students to achieve the same set of skills, they will require practice until these skills can be confidently used and with a good degree of automaticity with knowledge of when to apply these skills.

As a master in your discipline, these skills are of second nature to you. However, for students that have not gained the unconscious expertise and do not make connections in your knowledge to the same degree. Being an expert in your domain is important when you are working within your domain, but they can serve as an obstacle to effective teaching. Because you (the instructor) is well versed and chunk knowledge together, it can be difficult to decompose your skills in a way that is clear to students. Furthermore, shortcuts and efficient methods gained through years of practices while great for the discipline, may lead students astray. This overestimation of student ability can lead to a disconnect between the instructor and students.

With the discussion board, while it is not foolproof, students asking questions often highlight (perhaps implicitly) the areas of knowledge they are struggling with that you (the expert) find trivial. This is a key time to reassess your teaching to see if there is additional bridging you will need to complete before moving forward in new material. Reflect upon the time that you were taught the material and recall if there were places you found challenging and now you take for granted. Given that courses are sometimes scheduled to occur at a rapid pace (especially so in the summer), it is important to allow students to take steps for students to master your domain.

===Self Directed Learning===
[[File:How Learning Works Self Directed Learners Metacognition.png|left|link=]]
In the Book, ''Seven Research-Based Principles for Smart Teaching'', Ambrose et al highlight the need to develop metacognitive skills. Metacognition refers to “the process of reflecting on and directing one’s own thinking” (National Research Council, 2001, p. 78). If students do not accurately access their own learning and performance, and they fail to adapt their approaches to learning with the current situation, their learning and hence their performance will suffer.

Ambrose emphasises that "to become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed" (Ambrose 191)

Given the diverse nature of the classroom, whether it is a large or small class, students have a variety of learning methods. Some students enjoy pre-studying, some like the last minute pressure. Some appreciate and thrive in the flipped classroom, while some prefer the traditional method of lecturing. Whichever method students prefer, students need to be self-directed learners and may have different questions at different times. Students who are ahead can ask questions they are having trouble with in the Discussion Board. When other students reach the same problems, instead of having to repeat the answer, the question is already on the Discussion Board for their use.

==Strategies to an effective Discussion Board==
A Discussion Board starts off as a blank slate ready for conversations to be generated. While it is straightforward to use and maintain, here are some strategies that you could consider when using the tool.
===Be Prepared===
*Prior to the start of classes, set up the board for your students to have various areas, such as categorizing by units, test, quizzes, etc, so students can post their questions in a relevant area allowing other students to find the resources quickly.
*Familiarize yourself with the discussion board, and be prepared to dedicate some time every week using it. Preferably, have yourself, or a TA available for some time daily to answer questions that are posted.

===Active participation===
*A discussion board lives and dies on participation. Without active participation, the discussion board is a ghost town and not a helpful resource for students. Encourage your students to take advantage of this resource! For example, if important questions are asked in office hours, make sure either you or your student posts the answer on the Discussion Board too. You should also make sure you or a T.A. is actively participating because if students can observe that an instructor is actively participating and responding to questions, it greatly encourages their use and contribution as they can see the value in using the tool.

===Free space===
*The Discussion Board should be encouraged to be a space of exploration and a peer space. While it doesn't mean you do not participate required, having a hands-off approach can have many benefits.
*Ground rules can be established before the start of term to give guidelines to students, but remember that it is ''their'' space after all.

===Step in if required===
*A instructor or TA presence makes the board much more useful, as students generally like to have an authoritative voice to comment and give guidence from time to time.
*If the discussion gets out of hand, make sure you step in to be the guiding hand and to moderate content ''if and only if'' required.

==Resources==
* [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_(How_To) Creating a new Discussion Board (How To)]
* [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Thread_(How_To) Create a new Thread (How To)]
* [http://wiki.ubc.ca/Documentation:Connect/Reply_to_a_Discussion_Board_Thread_(How_To) Reply to a Discussion Board Thread (How To)]

==Attributions==

Ambrose, Susan A. ''How Learning Works: Seven Research-based Principles for Smart Teaching''. San Francisco, CA: Jossey-Bass, 2010. Print. {{Template:UBC eLink|link=http://webcat1.library.ubc.ca/vwebv/holdingsInfo?bibId=5028816}}
Nagel, I. (2013, April 15). Ian/Nagel/How Learning Works. Retrieved June 20th, 2013 from http://wiki.ubc.ca/Sandbox:IanNagel/How_Learning_Works.

===Icons===

*[http://thenounproject.com/noun/stack-of-books/#icon-No11494 Stack of Books designed by Jeremy J Bristol from The Noun Project].

User:IanNagel

2013-11-18T22:56:11Z

IanNagel:

Ian Nagel is an Arts Co-op student at UBC studying Political Science and currently working part-time at the [http://ctlt.ubc.ca Centre for Teaching Learning and Technology] as Connect Project Assistant.

Ian can be contacted by email at: ian.nagel(at)ubc.ca

Documentation:Connect Best Practices

2013-11-14T00:07:52Z

IanNagel:

===Beginning of Every Semester===
* Take a look at the Utah State University's [http://www.fau.edu/oit/blackboard/pdf/beginning_sem_checklist.pdf Checklist]

=== Creating Content ===
* Provide students an “estimated time to complete” on content folders and learning modules in Connect to encourage learners to schedule and manage their workload.
* Include activity instructions on the same page where the activity occurs so students do not have to return to the instructions page when they enter the activity. For example, if you include a course link to a gradable discussion thread in a content area or learning module, include the instructions for the discussion within the discussion thread.
* Include checklists for courses with multiple learning modules in pdf form for students to complete as they go through the course lessons.
* Provide course objectives and module objectives- so students know what to expect.
* Use PDFs- not Microsoft Word for standardization and assuring your content is not modifiable.
* If you are going to copy and paste within '''''Connect''''', use a simple text editor (e.g. TextEdit) that will not include extra code like Microsoft Word will.
* When attaching files, use the "Section 2" area to attach a file, rather than embedding the file in the "Section 1" Visual Editor to make your course mobile-friendly.
* Use the "Open in New Window" when adding URLS to your course so that students are not taken out of Connect. If you are creating a new test or survey, avoid using this option so that the adaptive release rules will remain.
* Do not include spaces, special characters, or more than 32 characters in the file name.

=== Communicate and Collaborate ===
* Break up discussions into finely-focused discussion threads for easier navigation for mobile devices.
=== Assessing Student Learning ===
* To prevent unwanted student collaboration, set the test scores to "available" only after the test due date has passed.
* Give students a clear picture as to what to expect by informing them they should only have Connect open- no collaboration, and tell them where the instructor can be reached if something goes wrong (i.e. If the student gets “locked out” of the quiz.)
* The Force Completion option does not allow students to re-enter the test if they lose internet connection and are disconnected. If you use this option- ensure students can reach you if this situation arises to allow them re-entry to the test through number of attempts.
* Create a practice test to give students a chance to check their computer and browser configuration/internet connection, before they take a test in Connect.
* Avoid long tests by breaking down tests into a series of smaller tests- ideally tests should take 10-20 minutes to complete. Then, you can then use adaptive release to allow students to take the next short test in a series of tests, sequentially.
* Realize that unless online tests are administered in a proctored environment, you should consider online tests to be take-home open-book examinations

=== Course Management ===
* Archive course at least twice a semester or after significant changes

==References==
* [http://www.urmc.rochester.edu/libraries/miner/teaching_and_learning/blackboard/BbTraining/BbBestPractices/BbEmplEdCourseDesign.pdf U of Rochester]: Course Design

* [http://help.blackboardmobile.com/customer/portal/articles/1013915-what-are-best-practices-for-making-my-online-course-mobile-friendly- Blackboard]: Mobile-Friendly Courses

* [http://accc.uic.edu/service/blackboard University of Illinois]: Course Design

* [http://www.lynda.com/Blackboard-tutorials/Blackboard-9x-Essential-Training-Instructors/70197-2.html Lynda.com]: Tutorials and Training

* [http://it.unh.edu/media/blackboard/bb91sp11-docs/BP_faculty_quizzes.pdf University of New Hampshire]: Quiz Best Pratices

* [http://www.princeton.edu/bb/Document/Best-Practices-for-Mobile-Friendly-Courses.pdf University of Princeton]: Mobile-Friendly Courses

* [http://www.fau.edu/oit/blackboard/pdf/beginning_sem_checklist.pdf Utah State University] : Beginning of Semester Checklist

Sandbox:Resource Developer Assistant Best Practices

2013-05-01T18:16:03Z

IanNagel: /* Ian's MISC */

Resource Developer Assistant Best Practices- that is, how I did them anyway- and since I am the only one who has had this position- they are the best- feel free to mold and make your own style

==Structure of Wiki Documents==
I encourage you to look around http://wiki.ubc.ca/Documentation:Connect for other examples.

# '''Intro''': Introduce the topic/feature/goal of the How To document with a clear indication of what the tool does and how it fits into the context of UBC learning technologies. For example, with creating blogs, include a paragraph on why an instructor would use or want a blog in the course at all. What blogs achieve, and what blogs make possible.
# '''List''' "This document will show you how to:" and then a bulleted list of clear, concise objectives. Break down the steps into sections. For example, with Blogs- You will need to Access Blogs (which could even involve a simple course-menu button- or Course Tools > Blogs) before you can Create a blog, and then you'll need to Set the blog options. So the document could read:
#:This document will show you how to:
#:* Access blogs
#:* Create a blog
#:* Set blog options
#:*Identify Instructor Best Practices related to this function
# '''Break Down''': Break down the list using headers. I have been using size 2 headers (meaning two equal signs on either side of the title)
# '''Steps''': Insert numbered steps of workflow. Include a screenshot in any confusing or complicated area. For Accessibility, describe where buttons are located if they aren't immediately apparent in the page.
# '''Best Practices'''
# '''References'''
# '''Add Categories''': To help organize the wiki, add the category of the page you are creating.

==Structure of Screencasts==
# '''Script''': I tend to use the wiki page as my script, I will print it out and read it conversationally as I record the steps using Camtasia.
# '''Recording''': Recording can be anywhere quiet, a room in the library, at home. wherever there is not a lot of background noise. Follow the steps and try to verbalize every click you make
# '''Editing''': To begin, I set a zoom/keyframe so that the screen is close and tight to what is most important to show, doing this in the beginning allows you to cut out quiet bits and having the keyframe automatically be applied to the next shot. I increase the volume to 300%- since it seems to be really quiet after uploading. I add "call-outs" like arrows or boxes for visual aids and I add shaded callout boxes to ensure none of my personal information is visible.
# '''Intro and Music''': I like to add music for the video intro callout and then create an audio point and fade it out as the screencast begins.
# '''Uploading''': After Editing, Publish the video as an HD video and then login to Kaltura and upload it
# '''Embedding''' Then Categorize the video in Kaltura to either Connect:Instructor videos or Connect:Student videos, click the embed- select the Widescreen Hover Control 560X315 (blog content width) and check the Support Mobile devices by fall-forward to HTML5 box before you copy the link and paste it into the wiki. Now you only need a part of the code to embed in the frame. Look at the following code in Wiki edit mode: {{#widget:Kaltura|dataurl=http://www.kaltura.com/index.php/kwidget/cache_st/1346178282/wid/_133342/uiconf_id/4989282/entry_id/1_eituhuac |width=560}}
You will search the huge block of code for the following link, which will follow this format- (I'm adding spaces in the http://www. so you can see it without it being a link) h t t p : / /www.kaltura.com/index.php/kwidget/cache_st/1346178282/wid/_133342/uiconf_id/4989282/entry_id/1_eituhuac

==Screencast Notes==

#The Windows and Mac versions of Camtasia are different. I used the Windows one because that's where I got established. I recommend you try both and make a decision factoring in your OS preferences. Things are considerably easier if you keep yourself to one operating system so this decision is fairly important.
#When using the Snowball Mic to record audio for screencasts, ensure it is set to setting one. Read more about the mic [http://cdn.bluemic.com/pdf/snowball/manual.pdf here]
#Ensure that where ever you are recording is quiet. I usually use room 184 down the ramp.

==Sharon's MISC==
# At least once a week, give Zack a compliment.
# Three times a week, send Zack a video of cute animals doing cute things.
# Once every two months, provide Zack with Cheetos Puffs- crunchy is unacceptable.

==Ian's MISC==

*You may want to keep these [http://elearning.ubc.ca/connect/known-issues/isssupport-staff/
known issues] in mind
*Get to know your team mates and the work they do because there can be opportunities to collaborate if you are interested

Sandbox:Resource Developer Assistant Best Practices

2013-05-01T18:13:23Z

IanNagel: /* Screencast Notes */

Resource Developer Assistant Best Practices- that is, how I did them anyway- and since I am the only one who has had this position- they are the best- feel free to mold and make your own style

==Structure of Wiki Documents==
I encourage you to look around http://wiki.ubc.ca/Documentation:Connect for other examples.

# '''Intro''': Introduce the topic/feature/goal of the How To document with a clear indication of what the tool does and how it fits into the context of UBC learning technologies. For example, with creating blogs, include a paragraph on why an instructor would use or want a blog in the course at all. What blogs achieve, and what blogs make possible.
# '''List''' "This document will show you how to:" and then a bulleted list of clear, concise objectives. Break down the steps into sections. For example, with Blogs- You will need to Access Blogs (which could even involve a simple course-menu button- or Course Tools > Blogs) before you can Create a blog, and then you'll need to Set the blog options. So the document could read:
#:This document will show you how to:
#:* Access blogs
#:* Create a blog
#:* Set blog options
#:*Identify Instructor Best Practices related to this function
# '''Break Down''': Break down the list using headers. I have been using size 2 headers (meaning two equal signs on either side of the title)
# '''Steps''': Insert numbered steps of workflow. Include a screenshot in any confusing or complicated area. For Accessibility, describe where buttons are located if they aren't immediately apparent in the page.
# '''Best Practices'''
# '''References'''
# '''Add Categories''': To help organize the wiki, add the category of the page you are creating.

==Structure of Screencasts==
# '''Script''': I tend to use the wiki page as my script, I will print it out and read it conversationally as I record the steps using Camtasia.
# '''Recording''': Recording can be anywhere quiet, a room in the library, at home. wherever there is not a lot of background noise. Follow the steps and try to verbalize every click you make
# '''Editing''': To begin, I set a zoom/keyframe so that the screen is close and tight to what is most important to show, doing this in the beginning allows you to cut out quiet bits and having the keyframe automatically be applied to the next shot. I increase the volume to 300%- since it seems to be really quiet after uploading. I add "call-outs" like arrows or boxes for visual aids and I add shaded callout boxes to ensure none of my personal information is visible.
# '''Intro and Music''': I like to add music for the video intro callout and then create an audio point and fade it out as the screencast begins.
# '''Uploading''': After Editing, Publish the video as an HD video and then login to Kaltura and upload it
# '''Embedding''' Then Categorize the video in Kaltura to either Connect:Instructor videos or Connect:Student videos, click the embed- select the Widescreen Hover Control 560X315 (blog content width) and check the Support Mobile devices by fall-forward to HTML5 box before you copy the link and paste it into the wiki. Now you only need a part of the code to embed in the frame. Look at the following code in Wiki edit mode: {{#widget:Kaltura|dataurl=http://www.kaltura.com/index.php/kwidget/cache_st/1346178282/wid/_133342/uiconf_id/4989282/entry_id/1_eituhuac |width=560}}
You will search the huge block of code for the following link, which will follow this format- (I'm adding spaces in the http://www. so you can see it without it being a link) h t t p : / /www.kaltura.com/index.php/kwidget/cache_st/1346178282/wid/_133342/uiconf_id/4989282/entry_id/1_eituhuac

==Screencast Notes==

#The Windows and Mac versions of Camtasia are different. I used the Windows one because that's where I got established. I recommend you try both and make a decision factoring in your OS preferences. Things are considerably easier if you keep yourself to one operating system so this decision is fairly important.
#When using the Snowball Mic to record audio for screencasts, ensure it is set to setting one. Read more about the mic [http://cdn.bluemic.com/pdf/snowball/manual.pdf here]
#Ensure that where ever you are recording is quiet. I usually use room 184 down the ramp.

==Sharon's MISC==
# At least once a week, give Zack a compliment.
# Three times a week, send Zack a video of cute animals doing cute things.
# Once every two months, provide Zack with Cheetos Puffs- crunchy is unacceptable.

==Ian's MISC==

*You may want to keep these known issues in mind:
:*http://elearning.ubc.ca/connect/known-issues/isssupport-staff/

Sandbox:Resource Developer Assistant Best Practices

2013-05-01T18:11:24Z

IanNagel:

Resource Developer Assistant Best Practices- that is, how I did them anyway- and since I am the only one who has had this position- they are the best- feel free to mold and make your own style

==Structure of Wiki Documents==
I encourage you to look around http://wiki.ubc.ca/Documentation:Connect for other examples.

# '''Intro''': Introduce the topic/feature/goal of the How To document with a clear indication of what the tool does and how it fits into the context of UBC learning technologies. For example, with creating blogs, include a paragraph on why an instructor would use or want a blog in the course at all. What blogs achieve, and what blogs make possible.
# '''List''' "This document will show you how to:" and then a bulleted list of clear, concise objectives. Break down the steps into sections. For example, with Blogs- You will need to Access Blogs (which could even involve a simple course-menu button- or Course Tools > Blogs) before you can Create a blog, and then you'll need to Set the blog options. So the document could read:
#:This document will show you how to:
#:* Access blogs
#:* Create a blog
#:* Set blog options
#:*Identify Instructor Best Practices related to this function
# '''Break Down''': Break down the list using headers. I have been using size 2 headers (meaning two equal signs on either side of the title)
# '''Steps''': Insert numbered steps of workflow. Include a screenshot in any confusing or complicated area. For Accessibility, describe where buttons are located if they aren't immediately apparent in the page.
# '''Best Practices'''
# '''References'''
# '''Add Categories''': To help organize the wiki, add the category of the page you are creating.

==Structure of Screencasts==
# '''Script''': I tend to use the wiki page as my script, I will print it out and read it conversationally as I record the steps using Camtasia.
# '''Recording''': Recording can be anywhere quiet, a room in the library, at home. wherever there is not a lot of background noise. Follow the steps and try to verbalize every click you make
# '''Editing''': To begin, I set a zoom/keyframe so that the screen is close and tight to what is most important to show, doing this in the beginning allows you to cut out quiet bits and having the keyframe automatically be applied to the next shot. I increase the volume to 300%- since it seems to be really quiet after uploading. I add "call-outs" like arrows or boxes for visual aids and I add shaded callout boxes to ensure none of my personal information is visible.
# '''Intro and Music''': I like to add music for the video intro callout and then create an audio point and fade it out as the screencast begins.
# '''Uploading''': After Editing, Publish the video as an HD video and then login to Kaltura and upload it
# '''Embedding''' Then Categorize the video in Kaltura to either Connect:Instructor videos or Connect:Student videos, click the embed- select the Widescreen Hover Control 560X315 (blog content width) and check the Support Mobile devices by fall-forward to HTML5 box before you copy the link and paste it into the wiki. Now you only need a part of the code to embed in the frame. Look at the following code in Wiki edit mode: {{#widget:Kaltura|dataurl=http://www.kaltura.com/index.php/kwidget/cache_st/1346178282/wid/_133342/uiconf_id/4989282/entry_id/1_eituhuac |width=560}}
You will search the huge block of code for the following link, which will follow this format- (I'm adding spaces in the http://www. so you can see it without it being a link) h t t p : / /www.kaltura.com/index.php/kwidget/cache_st/1346178282/wid/_133342/uiconf_id/4989282/entry_id/1_eituhuac

==Screencast Notes==

#The Windows and Mac versions of Camtasia are different. I used the Windows one because that's where I got established. I recommend you try both and make a decision factoring in your OS preferences.
#When using the Snowball Mic to record audio for screencasts, ensure it is set to setting one. Read more about the mic [http://cdn.bluemic.com/pdf/snowball/manual.pdf here]
#Ensure that where ever you are recording is quiet. I usually use room 184 down the ramp.

==Sharon's MISC==
# At least once a week, give Zack a compliment.
# Three times a week, send Zack a video of cute animals doing cute things.
# Once every two months, provide Zack with Cheetos Puffs- crunchy is unacceptable.

==Ian's MISC==

*You may want to keep these known issues in mind:
:*http://elearning.ubc.ca/connect/known-issues/isssupport-staff/

Sandbox:Resource Developer Assistant Best Practices

2013-05-01T17:59:32Z

IanNagel: /* Structure of Wiki Documents */

Resource Developer Assistant Best Practices- that is, how I did them anyway- and since I am the only one who has had this position- they are the best- feel free to mold and make your own style

==Structure of Wiki Documents==
I encourage you to look around http://wiki.ubc.ca/Documentation:Connect for other examples.

# '''Intro''': Introduce the topic/feature/goal of the How To document with a clear indication of what the tool does and how it fits into the context of UBC learning technologies. For example, with creating blogs, include a paragraph on why an instructor would use or want a blog in the course at all. What blogs achieve, and what blogs make possible.
# '''List''' "This document will show you how to:" and then a bulleted list of clear, concise objectives. Break down the steps into sections. For example, with Blogs- You will need to Access Blogs (which could even involve a simple course-menu button- or Course Tools > Blogs) before you can Create a blog, and then you'll need to Set the blog options. So the document could read:
#:This document will show you how to:
#:* Access blogs
#:* Create a blog
#:* Set blog options
#:*Identify Instructor Best Practices related to this function
# '''Break Down''': Break down the list using headers. I have been using size 2 headers (meaning two equal signs on either side of the title)
# '''Steps''': Insert numbered steps of workflow. Include a screenshot in any confusing or complicated area. For Accessibility, describe where buttons are located if they aren't immediately apparent in the page.
# '''Best Practices'''
# '''References'''
# '''Add Categories''': To help organize the wiki, add the category of the page you are creating.

==Structure of Screencasts==
# '''Script''': I tend to use the wiki page as my script, I will print it out and read it conversationally as I record the steps using Camtasia.
# '''Recording''': Recording can be anywhere quiet, a room in the library, at home. wherever there is not a lot of background noise. Follow the steps and try to verbalize every click you make
# '''Editing''': To begin, I set a zoom/keyframe so that the screen is close and tight to what is most important to show, doing this in the beginning allows you to cut out quiet bits and having the keyframe automatically be applied to the next shot. I increase the volume to 300%- since it seems to be really quiet after uploading. I add "call-outs" like arrows or boxes for visual aids and I add shaded callout boxes to ensure none of my personal information is visible.
# '''Intro and Music''': I like to add music for the video intro callout and then create an audio point and fade it out as the screencast begins.
# '''Uploading''': After Editing, Publish the video as an HD video and then login to Kaltura and upload it
# '''Embedding''' Then Categorize the video in Kaltura to either Connect:Instructor videos or Connect:Student videos, click the embed- select the Widescreen Hover Control 560X315 (blog content width) and check the Support Mobile devices by fall-forward to HTML5 box before you copy the link and paste it into the wiki. Now you only need a part of the code to embed in the frame. Look at the following code in Wiki edit mode: {{#widget:Kaltura|dataurl=http://www.kaltura.com/index.php/kwidget/cache_st/1346178282/wid/_133342/uiconf_id/4989282/entry_id/1_eituhuac |width=560}}
You will search the huge block of code for the following link, which will follow this format- (I'm adding spaces in the http://www. so you can see it without it being a link) h t t p : / /www.kaltura.com/index.php/kwidget/cache_st/1346178282/wid/_133342/uiconf_id/4989282/entry_id/1_eituhuac

==MISC==
# At least once a week, give Zack a compliment.
# Three times a week, send Zack a video of cute animals doing cute things.
# Once every two months, provide Zack with Cheetos Puffs- crunchy is unacceptable.

==Ian's Rough Additions==

*You may want to keep these known issues in mind:
:*http://elearning.ubc.ca/connect/known-issues/isssupport-staff/
*

Sandbox:Resource Developer Assistant Best Practices

2013-05-01T17:58:07Z

IanNagel: /* Structure of Wiki Documents */

Resource Developer Assistant Best Practices- that is, how I did them anyway- and since I am the only one who has had this position- they are the best- feel free to mold and make your own style

==Structure of Wiki Documents==
# '''Intro''': Introduce the topic/feature/goal of the How To document with a clear indication of what the tool does and how it fits into the context of UBC learning technologies. For example, with creating blogs, include a paragraph on why an instructor would use or want a blog in the course at all. What blogs achieve, and what blogs make possible.
# '''List''' "This document will show you how to:" and then a bulleted list of clear, concise objectives. Break down the steps into sections. For example, with Blogs- You will need to Access Blogs (which could even involve a simple course-menu button- or Course Tools > Blogs) before you can Create a blog, and then you'll need to Set the blog options. So the document could read:
#:This document will show you how to:
#:* Access blogs
#:* Create a blog
#:* Set blog options
#:*Identify Instructor Best Practices related to this function
# '''Break Down''': Break down the list using headers. I have been using size 2 headers (meaning two equal signs on either side of the title)
# '''Steps''': Insert numbered steps of workflow. Include a screenshot in any confusing or complicated area. For Accessibility, describe where buttons are located if they aren't immediately apparent in the page.
# '''Best Practices'''
# '''References'''
# '''Add Categories''': To help organize the wiki, add the category of the page you are creating.

==Structure of Screencasts==
# '''Script''': I tend to use the wiki page as my script, I will print it out and read it conversationally as I record the steps using Camtasia.
# '''Recording''': Recording can be anywhere quiet, a room in the library, at home. wherever there is not a lot of background noise. Follow the steps and try to verbalize every click you make
# '''Editing''': To begin, I set a zoom/keyframe so that the screen is close and tight to what is most important to show, doing this in the beginning allows you to cut out quiet bits and having the keyframe automatically be applied to the next shot. I increase the volume to 300%- since it seems to be really quiet after uploading. I add "call-outs" like arrows or boxes for visual aids and I add shaded callout boxes to ensure none of my personal information is visible.
# '''Intro and Music''': I like to add music for the video intro callout and then create an audio point and fade it out as the screencast begins.
# '''Uploading''': After Editing, Publish the video as an HD video and then login to Kaltura and upload it
# '''Embedding''' Then Categorize the video in Kaltura to either Connect:Instructor videos or Connect:Student videos, click the embed- select the Widescreen Hover Control 560X315 (blog content width) and check the Support Mobile devices by fall-forward to HTML5 box before you copy the link and paste it into the wiki. Now you only need a part of the code to embed in the frame. Look at the following code in Wiki edit mode: {{#widget:Kaltura|dataurl=http://www.kaltura.com/index.php/kwidget/cache_st/1346178282/wid/_133342/uiconf_id/4989282/entry_id/1_eituhuac |width=560}}
You will search the huge block of code for the following link, which will follow this format- (I'm adding spaces in the http://www. so you can see it without it being a link) h t t p : / /www.kaltura.com/index.php/kwidget/cache_st/1346178282/wid/_133342/uiconf_id/4989282/entry_id/1_eituhuac

==MISC==
# At least once a week, give Zack a compliment.
# Three times a week, send Zack a video of cute animals doing cute things.
# Once every two months, provide Zack with Cheetos Puffs- crunchy is unacceptable.

==Ian's Rough Additions==

*You may want to keep these known issues in mind:
:*http://elearning.ubc.ca/connect/known-issues/isssupport-staff/
*

Sandbox:IanNagel/How Learning Works/Principle Three

2013-05-01T00:14:29Z

IanNagel: /* Facilitate student formation of positive expectancies */

=3. What factors motivate students to learn?=

Principle Three: ''"As students enter college and gain greater autonomy over what, when and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of learning behaviours in which they engage. When students find positive in a learning goal or activity expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Establish value of course objectives===
<ol style="list-style-type:lower-roman">
<li>Connect the material to students' interests (pp. 83)</li>
:*Use and encourage student use of multimedia Mashups via the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to foster student conceptual connections to prior learning, and well understood knowledge and interests
:*[http://wiki.ubc.ca/Documentation:Connect/Add_a_URL_to_Your_Course_%28How_To%29 Add a URL] to link a content item or any content space in your course environment to external resources or media important and valuable to student learning
<li>Provide authentic, real-world tasks (pp. 83)</li>
<li>Show relevance to students' current academic lives (pp. 84)</li>
<li>Demonstrate the relevance of higher level skills to students' professional lives (pp. 84)</li>
<li>Identify and reward what you value (pp. 84)</li>
:*Monitor your course discussion board forums to identify excellent student contributions and [http://wiki.ubc.ca/Documentation:Connect/Create_a_Discussion_Board_Post_%28How_To%29 Post a Reply] to confirm, commend, or to make a suggestion directly within the thread
<li>Show your own passion and enthusiasm for the discipline (pp. 85)</li>
</ol>

===Facilitate student formation of positive expectancies===
<ol style="list-style-type:lower-roman">
<li>Ensure alignment of objectives, assessments, and instructional strategies (pp. 85)</li>
<li>Identify an appropriate level of challenge (pp. 85)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Create a Test] and choose to not include student results in the Grade Center so that
<li>Create assignments that provide the appropriate level of challenge (pp. 86)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia File Upload, Discussion Boards, more''') to provide variation, flexibility and the appropriate level of challenge for different learners
<li>Provide early success opportunities (pp. 86)</li>
<li>Articulate your expectations (pp. 87)</li>
<li>Provide rubrics (pp. 87)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Rubric_%28How_to%29 Create a Rubric]
:*[http://wiki.ubc.ca/Documentation:Connect/Attach_a_Rubric_with_a_Course_Activity_%28How_to%29 Attach a Rubric with a Course Activity]
<li>Provide Targeted Feedback (pp. 87)</li>
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test Question], include automated instructional answer feedback for incorrect (and correct) answers to instantly direct and support students' ongoing growth
:*Monitor and facilitate course [http://wiki.ubc.ca/Documentation:Connect#Discussion_Board Discussion Boards] to provide targeted support and guidance
<li>Be Fair (pp. 88)</li>
:*Use [http://wiki.ubc.ca/Documentation:Connect/Create_and_Edit_iPeer_Surveys_%28How_to%29 iPeer Surveys] to generate respondent data you can use to filter your students into well balanced groups for group assignments
:*When marking in the [http://wiki.ubc.ca/Documentation:Connect#Grade_Center Grade Center], use the grade anonymously option
<li>Educate students about the ways we explain success and failure</li>
<li>Describe effective study strategies (pp. 88)</li>

*Tests (metadata): to level questions to ensure they are the appropriate level of challenge
*Tests: Diagnostic Assessments to help ensure material is at an appropriate level of challenge

</ol>

===Address value and expectancies of course learning===
<ol style="list-style-type:lower-roman">
<li>Provide flexibility and control (pp. 89)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation and flexibility to lend a sense of control
<li>Give students an opportunity to reflect (pp. 89)</li>
:*Receive, mark and give back tests and assignments in '''''Connect''''' to create greater time for reflection on assignment feedback and to save lecture time
:*When giving students class-wide feedback on assignments and tests, do so via text or video in the online course environment (e.g. '''Create an Announcement''') to save class time, and so that students can get it earlier and have more time to reflect on it

*Journal tool, learning portfolios, discussion board: Provide opportunities to reflect
*Learning portfolios to connect performance goals (EX accreditation) with learning goals and program goals
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Three

2013-05-01T00:13:58Z

IanNagel: Undo revision 232380 by IanNagel (talk)

=3. What factors motivate students to learn?=

Principle Three: ''"As students enter college and gain greater autonomy over what, when and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of learning behaviours in which they engage. When students find positive in a learning goal or activity expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Establish value of course objectives===
<ol style="list-style-type:lower-roman">
<li>Connect the material to students' interests (pp. 83)</li>
:*Use and encourage student use of multimedia Mashups via the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to foster student conceptual connections to prior learning, and well understood knowledge and interests
:*[http://wiki.ubc.ca/Documentation:Connect/Add_a_URL_to_Your_Course_%28How_To%29 Add a URL] to link a content item or any content space in your course environment to external resources or media important and valuable to student learning
<li>Provide authentic, real-world tasks (pp. 83)</li>
<li>Show relevance to students' current academic lives (pp. 84)</li>
<li>Demonstrate the relevance of higher level skills to students' professional lives (pp. 84)</li>
<li>Identify and reward what you value (pp. 84)</li>
:*Monitor your course discussion board forums to identify excellent student contributions and [http://wiki.ubc.ca/Documentation:Connect/Create_a_Discussion_Board_Post_%28How_To%29 Post a Reply] to confirm, commend, or to make a suggestion directly within the thread
<li>Show your own passion and enthusiasm for the discipline (pp. 85)</li>
</ol>

===Facilitate student formation of positive expectancies===
<ol style="list-style-type:lower-roman">
<li>Ensure alignment of objectives, assessments, and instructional strategies (pp. 85)</li>
<li>Identify an appropriate level of challenge (pp. 85)</li>
<li>Create assignments that provide the appropriate level of challenge (pp. 86)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation, flexibility and the appropriate level of challenge
<li>Provide early success opportunities (pp. 86)</li>
<li>Articulate your expectations (pp. 87)</li>
<li>Provide rubrics (pp. 87)</li>
:*Use the Rubric Tool
:*'''Attach a File''' of a rubric to your task description
<li>Provide Targeted Feedback (pp. 87)</li>
:*When '''Creating a Test Question''', input instructional answer feedback, perhaps using heuristics for incorrect answers, for correct and incorrect answers
:*Monitor and facilitate discussion board forums after learning how to "Create a Discussion Board Post'''
<li>Be Fair (pp. 88)</li>
:*'''Create Surveys in iPeer''' to generate data so you can filter your students into well balanced groups for group assignments
:*'''Grade Anonymously''' when working through your marking in the Grade Center
<li>Educate students about the ways we explain success and failure</li>
<li>Describe effective study strategies (pp. 88)</li>

*Rubrics: Rubrics can link performance expectations to your intended goals
*Goals: Align objectives, assessments, and instructional strategies
*Tests (metadata): to level questions to ensure they are the appropriate level of challenge
*Tests: Diagnostic Assessments to help ensure material is at an appropriate level of challengemiles
*Syllabus: Articulate your expectations
</ol>

===Address value and expectancies of course learning===
<ol style="list-style-type:lower-roman">
<li>Provide flexibility and control (pp. 89)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation and flexibility to lend a sense of control
<li>Give students an opportunity to reflect (pp. 89)</li>
:*Receive, mark and give back tests and assignments in '''''Connect''''' to create greater time for reflection on assignment feedback and to save lecture time
:*When giving students class-wide feedback on assignments and tests, do so via text or video in the online course environment (e.g. '''Create an Announcement''') to save class time, and so that students can get it earlier and have more time to reflect on it

*Journal tool, learning portfolios, discussion board: Provide opportunities to reflect
*Learning portfolios to connect performance goals (EX accreditation) with learning goals and program goals
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Three

2013-05-01T00:13:27Z

IanNagel:

===Facilitate student formation of positive expectancies===
<ol style="list-style-type:lower-roman">
<li>Ensure alignment of objectives, assessments, and instructional strategies (pp. 85)</li>
<li>Identify an appropriate level of challenge (pp. 85)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Create a Test] and choose to not include student results in the Grade Center so that
<li>Create assignments that provide the appropriate level of challenge (pp. 86)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia File Upload, Discussion Boards, more''') to provide variation, flexibility and the appropriate level of challenge for different learners
<li>Provide early success opportunities (pp. 86)</li>
<li>Articulate your expectations (pp. 87)</li>
<li>Provide rubrics (pp. 87)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Rubric_%28How_to%29 Create a Rubric]
:*[http://wiki.ubc.ca/Documentation:Connect/Attach_a_Rubric_with_a_Course_Activity_%28How_to%29 Attach a Rubric with a Course Activity]
<li>Provide Targeted Feedback (pp. 87)</li>
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test Question], include automated instructional answer feedback for incorrect (and correct) answers to instantly direct and support students' ongoing growth
:*Monitor and facilitate course [http://wiki.ubc.ca/Documentation:Connect#Discussion_Board Discussion Boards] to provide targeted support and guidance
<li>Be Fair (pp. 88)</li>
:*Use [http://wiki.ubc.ca/Documentation:Connect/Create_and_Edit_iPeer_Surveys_%28How_to%29 iPeer Surveys] to generate respondent data you can use to filter your students into well balanced groups for group assignments
:*When marking in the [http://wiki.ubc.ca/Documentation:Connect#Grade_Center Grade Center], use the grade anonymously option
<li>Educate students about the ways we explain success and failure</li>
<li>Describe effective study strategies (pp. 88)</li>

*Tests (metadata): to level questions to ensure they are the appropriate level of challenge
*Tests: Diagnostic Assessments to help ensure material is at an appropriate level of challenge

</ol>

Sandbox:IanNagel/How Learning Works/Principle Three

2013-04-30T22:32:35Z

IanNagel: /* Establish value of course objectives */

=3. What factors motivate students to learn?=

Principle Three: ''"As students enter college and gain greater autonomy over what, when and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of learning behaviours in which they engage. When students find positive in a learning goal or activity expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Establish value of course objectives===
<ol style="list-style-type:lower-roman">
<li>Connect the material to students' interests (pp. 83)</li>
:*Use and encourage student use of multimedia Mashups via the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to foster student conceptual connections to prior learning, and well understood knowledge and interests
:*[http://wiki.ubc.ca/Documentation:Connect/Add_a_URL_to_Your_Course_%28How_To%29 Add a URL] to link a content item or any content space in your course environment to external resources or media important and valuable to student learning
<li>Provide authentic, real-world tasks (pp. 83)</li>
<li>Show relevance to students' current academic lives (pp. 84)</li>
<li>Demonstrate the relevance of higher level skills to students' professional lives (pp. 84)</li>
<li>Identify and reward what you value (pp. 84)</li>
:*Monitor your course discussion board forums to identify excellent student contributions and [http://wiki.ubc.ca/Documentation:Connect/Create_a_Discussion_Board_Post_%28How_To%29 Post a Reply] to confirm, commend, or to make a suggestion directly within the thread
<li>Show your own passion and enthusiasm for the discipline (pp. 85)</li>
</ol>

===Facilitate student formation of positive expectancies===
<ol style="list-style-type:lower-roman">
<li>Ensure alignment of objectives, assessments, and instructional strategies (pp. 85)</li>
<li>Identify an appropriate level of challenge (pp. 85)</li>
<li>Create assignments that provide the appropriate level of challenge (pp. 86)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation, flexibility and the appropriate level of challenge
<li>Provide early success opportunities (pp. 86)</li>
<li>Articulate your expectations (pp. 87)</li>
<li>Provide rubrics (pp. 87)</li>
:*Use the Rubric Tool
:*'''Attach a File''' of a rubric to your task description
<li>Provide Targeted Feedback (pp. 87)</li>
:*When '''Creating a Test Question''', input instructional answer feedback, perhaps using heuristics for incorrect answers, for correct and incorrect answers
:*Monitor and facilitate discussion board forums after learning how to "Create a Discussion Board Post'''
<li>Be Fair (pp. 88)</li>
:*'''Create Surveys in iPeer''' to generate data so you can filter your students into well balanced groups for group assignments
:*'''Grade Anonymously''' when working through your marking in the Grade Center
<li>Educate students about the ways we explain success and failure</li>
<li>Describe effective study strategies (pp. 88)</li>

*Rubrics: Rubrics can link performance expectations to your intended goals
*Goals: Align objectives, assessments, and instructional strategies
*Tests (metadata): to level questions to ensure they are the appropriate level of challenge
*Tests: Diagnostic Assessments to help ensure material is at an appropriate level of challengemiles
*Syllabus: Articulate your expectations
</ol>

===Address value and expectancies of course learning===
<ol style="list-style-type:lower-roman">
<li>Provide flexibility and control (pp. 89)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation and flexibility to lend a sense of control
<li>Give students an opportunity to reflect (pp. 89)</li>
:*Receive, mark and give back tests and assignments in '''''Connect''''' to create greater time for reflection on assignment feedback and to save lecture time
:*When giving students class-wide feedback on assignments and tests, do so via text or video in the online course environment (e.g. '''Create an Announcement''') to save class time, and so that students can get it earlier and have more time to reflect on it

*Journal tool, learning portfolios, discussion board: Provide opportunities to reflect
*Learning portfolios to connect performance goals (EX accreditation) with learning goals and program goals
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Seven

2013-04-30T22:04:53Z

IanNagel:

=7. How do students become self-directed learners=

''"Learners may engage in a variety of metacognitive processes to monitor and control their learning--assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working. Unfortunately, students tend not to engage in these processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that not only improve their performance but also their effectiveness as learners."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Assessing the Task at Hand===
<ol style="list-style-type:lower-roman">
<li>Be more explicit than you may think necessary (pp. 204)</li>
<li>Tell students what you do '''not''' want (pp. 204)</li>
<li>Check students' understanding of the task (pp. 205)</li>
<li>Provide performance criteria with the assignment (pp. 205)</li>
</ol>

*Rubrics/Checklists: Provide performance criteria with assignments, assessments.
*Assignments: Students hand in proposals in order to check their understanding of the task

===Evaluating Students' Own Strengths and Weaknesses===
<ol style="list-style-type:lower-roman">
<li>Give early performance based assessments (pp. 206)</li>
<li>Provide opportunities for self-assessment (pp. 206)</li>
</ol>

*Tests: Early performance-based assessments, ungraded self-assessments
*Journal tool: Self-assessment

===Planning an Appropriate Approach===
<ol style="list-style-type:lower-roman">
<li>Have students implement a plan that you provide (pp. 207)</li>
<li>Have students create their own plan (pp. 207)</li>
<li>Make planning the central goal of the assignment (pp.208) </li>
</ol>

*Assignments: Students submit in proposals in show their plan and approach for a task

===Applying Strategies and Monitoring Performance===
<ol style="list-style-type:lower-roman">
<li>Provide simple heuristics for self-correction (pp. 208)</li>
<li>Have students do guided self-assessments (pp. 209)</li>
<li>Require students to reflect on and annotate their own work (pp. 209)</li>
<li>Use peer review / reader response (pp. 209)</li>
</ol>

*Tests/Journals: Student complete a guided self-assessment
*iPeer: Peer Review/Reader response. Assists students evaluate and monitor their own work more effectively
*Assignment submission: Allow students to upload a reflective sheet along with assignment

===Reflecting On and Adjusting Ones Approach===
<ol style="list-style-type:lower-roman">
<li>Provide activities that require students to reflect on their approach (pp. 210)</li>
<li>Prompt students to analyze the effectiveness of their study skills (pp. 210)</li>
<li>Present Multiple Strategies (pp. 211)</li>
<li>Create assignments that focus on strategizing rather than implementation (pp. 211)</li>
</ol>

*Tests: Provide students with a virtual exam wrapper an attached form that they complete and upload when they access their exam grade
*Learning Modules: include learning modules/folders that focus on study skills.

===Beliefs about Intelligence and Learning===
<ol style="list-style-type:lower-roman">
<li>Address student beliefs about learning directly (pp. 212)</li>
<li>Broaden students understanding about learning (pp. 212)</li>
<li>Help students set realistic expectations (pp. 213)</li>
</ol>

===General Strategies to Promote Metacognition===
<ol style="list-style-type:lower-roman">
<li>Modelling your metacognitive process (pp. 214)</li>
<li>Scaffold students into the metacognitive process (pp. 215)</li>
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Six

2013-04-30T22:04:38Z

IanNagel:

=6. Why do student development and course climate matter for student learning?=

Principle Six: ''"Students are not only intellectual but social and emotional beings, and they are still developing the full range of intellectual, social, and emotional skills. While we cannot control the developmental process, we can shape the intellectual, social, emotional, and physical aspects of the classroom climate in developmentally appropriate ways. In fact, many studies have shown that the climate we create has implications for our students. A negative climate may impede learning and performance, but a positive climate can energize students' learning."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Promote student development and productive climate===
<ol style="list-style-type:lower-roman">
<li>Make uncertainty safe (pp. 180)</li>
:*Use the anonymity provided by [http://elearning.ubc.ca/toolkit/clickers/ Clickers] to reduce stigmas around student expression of uncertainty
<li>Resist a single answer (pp. 181)</li>
:*'''Create a Discussion Board Post''' with questions to a course mock exam or test and encourage students to submit answers and recognize the validity and value of multiple answers
<li>Incorporate evident into performance and grading criteria (pp. 181)</li>
<li>Examine your assumptions about students (pp. 181)</li>
:*'''Create a Survey''' to gain data on possible assumptions to inform your instruction
<li>Be mindful of low-ability cues (pp. 182)</li>
<li>Do not ask individuals to speak for an entire subject group (pp. 182)</li>
:*http://www.whatilearnedinclasstoday.com/
<li>Reduce anonymity (pp. 182)</li>
:*If course content deals with socially sensitive subject matter, have students submit assignments openly on course blogs to encourage accountability and discussion among students
<li>Model inclusive language, behaviour, and attitudes (pp. 183)</li>
<li>Use multiple and diverse examples (pp. 183)</li>
<li>Establish and reinforce ground rules for interaction (pp. 183)</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a Forum] add a description that establishes and reinforces ground rules for scholarly interaction
<li>Make sure course content does not marginalize students (pp.184)</li>
<li>Use the syllabus and first day of class to establish the course climate (pp. 184)</li>
<li>Set up processes to get feedback on the climate (pp. 184)</li>
<li>Anticipate and prepare for potentially sensitive issues (pp. 185)</li>
<li>Address tensions early (pp. 185)</li>
<li>Turn discord and tension into a learning opportunity (pp. 186)</li>
<li>Facilitate active listening (pp. 186)</li>
</ol>

*Rubrics: Use rubrics and have students read each others work and circle the pieces of evidence to highlight visually
*Assignments, Tests: When possible use assignments with multiple possible answers
*Reduce anominity : Online office hours, BBIM, online space, course blog
*Use multiple and diverse examples---using external weblinks to connect students to diverse examples
*Discussion board: Provide a framework for online group interaction—netiquette, model, collaboratively develop rules for online interaction
*Facilitate active listening: Model active listening when responding to students on the discussion board paraphrase student responses and connect and summarize student responses.

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Five

2013-04-30T22:04:19Z

IanNagel:

=5. What kinds of practice and feedback enhance learning?=

Principle Five: ''"Learning and performance are best fostered when students engage in practice that focuses on a specific goal and or criterion, targets an appropriate level of challenge, and is of sufficient quantity that and frequency to meet the performance criteria. Practice must be coupled with feedback that explicitly communicates about some aspects of students' performance relative to specific target criteria, provides information to help students progress in meeting those criteria, and is given at a time and frequency that allows it to be useful."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Address the need for goal directed practice===
<ol style="list-style-type:lower-roman">
<li>Conduct a prior knowledge assessment to target an appropriate challenge level (pp. 145)</li>
<li>Be explicit about your goals in course materials (pp. 145)</li>
<li>Use a rubric to specify and communicate performance criteria (pp. 146)</li>
<li>Build in multiple opportunities for practice (pp. 146)</li>
<li>Build scaffolding into assignments (pp. 146)</li>
<li>Set expectations about practice (pp. 147)</li>
<li>Give examples or models of target performance (pp. 147)</li>
<li>Show students what you do ''not'' want (pp. 147)</li>
<li>Refine your goals and performance criteria as the course progresses (pp. 148)</li>
</ol>

*Survey tool: Conduct a prior learning assessment to target and appropriate challenge level
*Tests, pools and surveys: Provide multiple opportunities to practice using low stakes tests
*Lesson plan/Syllabus tools: be explicit about your goals in the course material
*Assignments: Use assignment introduction and ability to upload files to in order to provide prompts or scaffolds

===Address the need for targeted feedback===
<ol style="list-style-type:lower-roman">

<li>Look for patterns of errors in student work (pp. 148)</li>
<li>Priortize your feedback (pp. 149)</li>
<li>Balance strengths and weaknesses in your feedback (pp. 149)</li>
<li>Design frequent opportunities to give feedback (pp. 150)</li>
<li>Provide feedback at the group level (pp. 150)</li>
<li>Provide real-time feedback at the group level (pp. 150)</li>
:*Clicker Toolkit
:*Create a Group
<li>Incorporate peer feedback (pp. 151)</li>
<li>Require students to specify how they used feedback in subsequent work (pp. 151)</li>
</ol>

*Tests, pools and surveys: Use item level analysis to look for patterns of errors in students work
*Assignments/Tasks/Tests: Provide frequent short tasks in order and provide feedback
*Assignments/Groups: Provide feedback at the group level
*i>Clickers: To provide real-time feedback at the group level
*i>peer to provide peer feedback

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Four

2013-04-30T22:04:02Z

IanNagel:

=4. How do students develop mastery?=

Principle Four: ''"Students must develop not only the component skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity. Finally, students must learn when and how to apply the skills and knowledge they learn. As instructors it is important that we develop conscious awareness of these elements of mastery so as to help our students learn more effectively."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Expose and reinforce component skills===
<ol style="list-style-type:lower-roman">
<li>Push past your own expert blindspot (pp. 112)</li>
:*Create word clouds from student created content (e.g. Journals) to compare with word clouds from your own (or other disciplinary experts') content and '''Attach the Files''' to an announcement or discussion board
<li>Enlist the help of others (pp. 113)</li>
:*'''Create a Group''' for all course instructors where you can experiment and collaborate in a closed environment within the course
:*'''Create a Content Pass''' for a file in your content collection that you want to share with someone outside '''''Connect''''' for feedback
<li>Focus student attention on key aspects of the task (pp. 114)</li>
:*Create Rubrics to be explicit about the learning objectives and submission criteria
:*Provide examples of excellent assignment submissions from previous cohorts by '''Creating a Content Item''' or '''Attaching a File''' to an assignment description
<li>Diagnose weak or missing component skills (pp. 114)</li>
:*Design practice or low stakes tests that are organized to expose component skills
<li>Provide isolated practice of weak or missing skills (pp. 115)</li>
:*'''Create''' practice or low stakes '''tests''' that are designed to expose component skills and supplement with automated answer feedback or self assessment
</ol>

*Tests, Surveys: Diagnose/identify weak or missing component skills
*Course Reports: Item level test analysis. Identifying weak component skills
*Remedial self-assessed testing to provide isolated skill practice

===Build fluency and facilitate integration of skills===
<ol style="list-style-type:lower-roman">
<li>Give students practice to increase fluency (pp. 115)</li>
:*'''Create''' practice, low stakes, and/or self-assessed '''tests''' that are designed to increase fluency of component skills
<li>Temporarily constrain the scope of the task (pp. 116)</li>
<li>Explicitly include integration in your performance criteria (pp. 117)</li>
</ol>

*Learning Modules
*Learning modules focusing on individual component skills component skills to reduce cognitive load
*Tests that focus on fluency, Using timed testing
*Test questions that emphasis skill integration

===Facilitate robust skill transfer===
<ol style="list-style-type:lower-roman">
<li>Discuss conditions of applicability (pp. 117)</li>
<li>Give students opportunities to apply skills or knowledge in diverse contexts (pp. 117)</li>
<li>Ask students to generalize to larger principles (pp. 118)</li>
<li>Use comparisons to help students identify deep features (pp. 118)</li>
<li>Specify context and ask students to identify relevant skills and knowledge (pp. 119)</li>
<li>Specify skills or knowledge and ask students to identify contexts in which they apply (pp. 119)</li>
<li>Provide prompts to relevant knowledge (pp. 120)</li>
</ol>

*Online case studies using learning module—used to discuss conditions of applicability to increase transfer
*Online discussion and resource sharing with experts
*External media: Develop rich contexts when considering skills transfer

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Three

2013-04-30T22:03:40Z

IanNagel: /* What factors motivate students to learn? */

=3. What factors motivate students to learn?=

Principle Three: ''"As students enter college and gain greater autonomy over what, when and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of learning behaviours in which they engage. When students find positive in a learning goal or activity expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Establish value of course objectives===
<ol style="list-style-type:lower-roman">
<li>Connect the material to students' interests (pp. 83)</li>
:*Use and encourage the use of Mashups and other multimedia options in '''''Connect''''' to foster student conceptual connections to prior learning, and well understood knowledge and interests
<li>Provide authentic, real-world tasks (pp. 83)</li>
:*External links to connect the material of interest to students—tap into issues and media important to students
:*Embedding rich media into the course using the Mashup to connect to material interesting to students
:*Wiki (media): Develop real-world public collaborative resources
:*UBC Blogs: Connect real-world projects to the community
<li>Show relevance to students' current academic lives (pp. 84)</li>
<li>Demonstrate the relevance of higher level skills to students' professional lives (pp. 84)</li>
<li>Identify and reward what you value (pp. 84)</li>
<li>Show your own passion and enthusiasm for the discipline (pp. 85)</li>
</ol>

===Facilitate student formation of positive expectancies===
<ol style="list-style-type:lower-roman">
<li>Ensure alignment of objectives, assessments, and instructional strategies (pp. 85)</li>
<li>Identify an appropriate level of challenge (pp. 85)</li>
<li>Create assignments that provide the appropriate level of challenge (pp. 86)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation, flexibility and the appropriate level of challenge
<li>Provide early success opportunities (pp. 86)</li>
<li>Articulate your expectations (pp. 87)</li>
<li>Provide rubrics (pp. 87)</li>
:*Use the Rubric Tool
:*'''Attach a File''' of a rubric to your task description
<li>Provide Targeted Feedback (pp. 87)</li>
:*When '''Creating a Test Question''', input instructional answer feedback, perhaps using heuristics for incorrect answers, for correct and incorrect answers
:*Monitor and facilitate discussion board forums after learning how to "Create a Discussion Board Post'''
<li>Be Fair (pp. 88)</li>
:*'''Create Surveys in iPeer''' to generate data so you can filter your students into well balanced groups for group assignments
:*'''Grade Anonymously''' when working through your marking in the Grade Center
<li>Educate students about the ways we explain success and failure</li>
<li>Describe effective study strategies (pp. 88)</li>

*Rubrics: Rubrics can link performance expectations to your intended goals
*Goals: Align objectives, assessments, and instructional strategies
*Tests (metadata): to level questions to ensure they are the appropriate level of challenge
*Tests: Diagnostic Assessments to help ensure material is at an appropriate level of challengemiles
*Syllabus: Articulate your expectations
</ol>

===Address value and expectancies of course learning===
<ol style="list-style-type:lower-roman">
<li>Provide flexibility and control (pp. 89)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation and flexibility to lend a sense of control
<li>Give students an opportunity to reflect (pp. 89)</li>
:*Receive, mark and give back tests and assignments in '''''Connect''''' to create greater time for reflection on assignment feedback and to save lecture time
:*When giving students class-wide feedback on assignments and tests, do so via text or video in the online course environment (e.g. '''Create an Announcement''') to save class time, and so that students can get it earlier and have more time to reflect on it

*Journal tool, learning portfolios, discussion board: Provide opportunities to reflect
*Learning portfolios to connect performance goals (EX accreditation) with learning goals and program goals
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Two

2013-04-30T22:03:23Z

IanNagel: /* How does the way students organize knowledge affect their learning? */

=2. How does the way students organize knowledge affect their learning?=

Principle Two: ''"Students naturally make connection between pieces of knowledge. When those knowledge structures form knowledge that are accurately and meaningfully organized, students are better able to retrieve and apply that knowledge effectively and efficiently. In contrast, when knowledge is connected in inaccurate or random ways, students can fail to retrieve or apply it appropriately."'''

==Strategies and Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Reveal and enhance knowledge organizations===

<ol style="list-style-type:lower-roman">
<li>Use Concept Maps to facilitate analysis of knowledge organizations (pp. 59)</li>
:*Upload your own concept maps into the course environment to engage students with your more advanced knowledge organization to prompt analysis of their own. You can upload image files in a variety of ways, including attaching a file when [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Using the Text Editor], [http://wiki.ubc.ca/Documentation:Connect/Attach_Files_to_Content_Items_%28How_to%29 to a Content Item], [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating an Assignment], and more.
<li>Analyze tasks to identify the most appropriate knowledge organization (pp. 59)</li>
<li>Provide students with an organizational structure of the course (pp. 60)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Syllabus_%28How_To%29 Create a Syllabus] to orient your students with the structure of the course
<li>Explicitly share the organization of course activities (pp. 61)</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating an Assignment], or [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a New Discussion Board Forum], detail the organization of the activity in the activity description so your students can conceptualize how the content and component skills fit within the whole course.
<li>Use contrasting and boundary cases to highlight organizing features (pp. 61)</li>
<li>Explicitly highlight deep features (pp. 62)</li>
<li>Make connections among concepts explicit (pp. 62)</li>
:*Tag areas in your course environment with [http://wiki.ubc.ca/Documentation:Connect/Create_a_Course_Link_%28How_to%29 Course Links] that direct students to important connected course content areas
:*Organize your course content into [http://wiki.ubc.ca/Documentation:Connect/Create_a_Content_Folder_%28How_To%29 Content Folders] to emphasize connections and categorization of course knowledge
<li>Encourage students to work with multiple organizing structures (pp. 63)</li>
:*Use Concept Map exercises in course Discussion Forums, Blogs, Journals and more to prompt student focus on multiple knowledge organizations
:*[http://wiki.ubc.ca/Documentation:Connect/Use_the_GroupBuilder_Tool Create Groups] where students can share and discuss knowledge organizations using [http://wiki.ubc.ca/Documentation:Connect/Manage_Group_Tools_%28How_To%29 powerful LMS tools] such as Discussion Boards, Wikis, and Blogs with a smaller number of classmates.
<li>Ask students to draw a concept map to expose their knowledge organizations (pp. 63)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a New Discussion Board Forum] where students can upload concept maps and comment on others to critically analyze their own knowledge organizations and those of their peers.
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_and_Edit_a_Wiki_Page_%28How_To%29 Create a Wiki Page] where they can upload concept maps and collaborate with others to critically analyze their own knowledge organizations and those of their peers.
:*[http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Create an Assignment] asking students to [http://wiki.ubc.ca/Documentation:Connect/Submit_Assignments_%28How_To%29 Submit] a concept map representing a knowledge organization
:*For live and interactive concept map sharing and discussion you can use the Whiteboard in [http://wiki.ubc.ca/Documentation:Blackboard_Collaborate/Web_Conferencing/eLearning Blackboard Collaborate Web Conferencing]
<li>Use a sorting task to expose students' knowledge organizations (pp. 64)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Create an Assignment] emphasizing the sorting of course concepts to expose and enhance knowledge organizations
:*Use [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clickers] to ask questions that expose student and instructor knowledge organizations to the class at large
:*When using [http://wiki.ubc.ca/Documentation:Blackboard_Collaborate/Web_Conferencing/eLearning Blackboard Collaborate Web Conferencing] take advantage the Participants Panel to conduct live polls using questions highlighting categorization of course knowledge
:*Have students complete assignments by [http://wiki.ubc.ca/Documentation:Connect/Create_and_Edit_a_Wiki_Page_%28How_To%29 Creating a Wiki Page] to place emphasis on the organization of content
<li>Monitor students' work for problems in their knowledge organization (pp. 64)</li>
:*Analyze [http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports] and/or Discussion Boards and other student work to support diagnosis of potential knowledge organization issues you have identified in a student's work
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle One

2013-04-30T22:02:59Z

IanNagel: /* How does students' prior knowledge affect their learning? */

=1. How does students' prior knowledge affect their learning?=

Principle One:''"Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students' prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede learning."''

==Strategies and Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Gauge the extent and nature of students' prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Administer a diagnostic assessment (pp. 28)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] to assess student familiarity with prerequisite concepts
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test Create a Test] to assess student familiarity with prerequisite concepts
<li>Assess students' prior learning of core prerequisite course concepts openly in the classroom</li>
:*Use [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clickers] to assess student familiarity with prerequisite concepts in face to face lecture
<li>Have students assess their own prior knowledge (pp. 29)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] to gain informative data on how students self-assess their command of prerequisite skills and concepts
<li>Use brainstorming to reveal prior knowledge (pp. 29)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a new Discussion Board Forum] and ask students a question to prompt brainstorming, reflection and integration of prior learning within the course landscape
<li>Assess prior knowledge through concept map assignments (pp. 30)</li>
:*Have students insert images of concept maps representing their prior disciplinary and/or relevant knowledge using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to learn more about the relevant prior knowledge they are aware they have
<li>Look for patterns of error in student work (pp. 31)</li>
:*Generate [http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports] to gain data on how your students interact with the online course environment

</ol>

===Activate students' accurate prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Use exercises to generate students' prior knowledge (pp. 31)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] emphasizing themes from prerequisite concepts
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test Create a Test] emphasizing themes from prerequisite concepts
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_a_Blog_%28How_To%29 Create a Blog] to write reflectively on course content and prior learning
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_a_Journal_%28How_To%29 Create a Journal] to write reflectively on course content and prior learning
:*Use [http://elearning.ubc.ca/toolkit/clickers/ Clickers] to ask questions in the classroom and receive instant anonymous results
:*Have students insert images of concept maps representing their prior disciplinary and/or relevant knowledge using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to prompt them to reflect on their application of prior knowledge in the course
<li>Explicitly link new material to knowledge from prerequisite courses and knowledge from earlier in the same course (pp. 31)</li>
:*Link content items in Connect with [http://wiki.ubc.ca/Documentation:Connect/Create_a_Course_Link_%28How_to%29 Course Links]
:*Link open prerequisite conceptual content to current course content by adding [http://wiki.ubc.ca/Documentation:Connect/Add_a_URL_to_Your_Course_%28How_To%29 URLs] and [http://wiki.ubc.ca/Documentation:Connect/Add_a_Weblink_to_your_Course_%28How_to%29 Weblinks]
<li>Use analogies and examples that connect to students everyday knowledge (pp. 33)</li>
:*Insert multimedia course content (YouTube videos, Slideshare slideshows, audio tracks, and more) with the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to enable the use of a wider range of content resources (such as analogies and case studies) in the online course environment
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a Discussion Board Forum] for students to upload, describe and comment on case studies, analogies, and metaphors expressed via multiple possible mediums
<li>Ask students to reason on the basis of relevant prior knowledge</li>
:*Provide heuristics or guiding questions in the description when [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating Assignments]. This can also be done elsewhere in your course environment, such as in [http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Test] and [http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey_%28How_To%29 Survey] descriptions.
</ol>

===Address insufficient prior knowledge===

<ol style="list-style-type:lower-roman">
<li>Identify the prior knowledge you expect students to have</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_a_Syllabus_%28How_To%29 Creating a Syllabus], explicitly include this information.
<li>Provide instructions or feedback to students before and after they display insufficient prior knowledge</li>
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test Question], include automated instructional answer feedback for incorrect (and correct) answers to direct students to further information
:*Include guiding questions to your task descriptions when [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], [http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Creating a Test], or [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a Discussion Board Forum].</ol>

===Facilitate student recognition of inappropriate prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Explicitly identify apparent trends of student misinformation</li>
:*Use knowledge from analysis of students' prior knowledge use ([http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports], [http://wiki.ubc.ca/Documentation:Connect#Discussion_Board Discussion Boards], [http://wiki.ubc.ca/Documentation:Connect#Journals Journal], and other methods) to inform your in-class [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clicker] use
:*Identify common inappropriate applications of prior learning from assessments or elsewhere by [http://wiki.ubc.ca/Documentation:Connect/Create_an_Announcement_%28How_To%29 Creating an Announcement] for your course environment or maintaining a [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Discussion Board Forum] space for this.
<li>Explicitly identify discipline specific norms and conventions</li>
:*Attach a file using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] or [http://wiki.ubc.ca/Documentation:Connect/Create_a_Content_Item_%28How_To%29 Create a Content Item] to upload a file describing discipline specific norms and conventions you want to identify.
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], attach a file detailing disciplinary norms and conventions you want to identify specific to the assignment.
<li>Provide heuristics to help students avoid inappropriate application of knowledge</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], attach a file or input to the assignment description heuristics and guiding questions that can help students avoid the inappropriate application of knowledge
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test or Survey Question] include heuristics and guiding questions as automated instructional answer feedback to contextualize potential student application of inappropriate prior knowledge
</ol>

===Correct inaccurate prior knowledge===

<ol style="list-style-type:lower-roman">
<li>Ask students to make and test predictions</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Create a Test], set not to be included in the Grade Center so students can use it for practice purposes
:*Use the diverse [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Test Question Options] available to diversify question delivery in both graded and non-graded tests in order to prompt recontextualized understanding
<li>Provide multiple opportunities for students to use accurate knowledge</li>
</ol>

==Citations and Further Reading==

*Pages in ''How Learning Works'':

*Books in the Resource Room:

==Case Studies==

*Matt Yedlin?
*Ido Roll?

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle One

2013-04-30T22:02:12Z

IanNagel: /* Activate students' accurate prior knowledge */

=How does students' prior knowledge affect their learning?=

Principle One:''"Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students' prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede learning."''

==Strategies and Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Gauge the extent and nature of students' prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Administer a diagnostic assessment (pp. 28)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] to assess student familiarity with prerequisite concepts
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test Create a Test] to assess student familiarity with prerequisite concepts
<li>Assess students' prior learning of core prerequisite course concepts openly in the classroom</li>
:*Use [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clickers] to assess student familiarity with prerequisite concepts in face to face lecture
<li>Have students assess their own prior knowledge (pp. 29)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] to gain informative data on how students self-assess their command of prerequisite skills and concepts
<li>Use brainstorming to reveal prior knowledge (pp. 29)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a new Discussion Board Forum] and ask students a question to prompt brainstorming, reflection and integration of prior learning within the course landscape
<li>Assess prior knowledge through concept map assignments (pp. 30)</li>
:*Have students insert images of concept maps representing their prior disciplinary and/or relevant knowledge using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to learn more about the relevant prior knowledge they are aware they have
<li>Look for patterns of error in student work (pp. 31)</li>
:*Generate [http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports] to gain data on how your students interact with the online course environment

</ol>

===Activate students' accurate prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Use exercises to generate students' prior knowledge (pp. 31)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] emphasizing themes from prerequisite concepts
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test Create a Test] emphasizing themes from prerequisite concepts
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_a_Blog_%28How_To%29 Create a Blog] to write reflectively on course content and prior learning
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_a_Journal_%28How_To%29 Create a Journal] to write reflectively on course content and prior learning
:*Use [http://elearning.ubc.ca/toolkit/clickers/ Clickers] to ask questions in the classroom and receive instant anonymous results
:*Have students insert images of concept maps representing their prior disciplinary and/or relevant knowledge using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to prompt them to reflect on their application of prior knowledge in the course
<li>Explicitly link new material to knowledge from prerequisite courses and knowledge from earlier in the same course (pp. 31)</li>
:*Link content items in Connect with [http://wiki.ubc.ca/Documentation:Connect/Create_a_Course_Link_%28How_to%29 Course Links]
:*Link open prerequisite conceptual content to current course content by adding [http://wiki.ubc.ca/Documentation:Connect/Add_a_URL_to_Your_Course_%28How_To%29 URLs] and [http://wiki.ubc.ca/Documentation:Connect/Add_a_Weblink_to_your_Course_%28How_to%29 Weblinks]
<li>Use analogies and examples that connect to students everyday knowledge (pp. 33)</li>
:*Insert multimedia course content (YouTube videos, Slideshare slideshows, audio tracks, and more) with the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to enable the use of a wider range of content resources (such as analogies and case studies) in the online course environment
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a Discussion Board Forum] for students to upload, describe and comment on case studies, analogies, and metaphors expressed via multiple possible mediums
<li>Ask students to reason on the basis of relevant prior knowledge</li>
:*Provide heuristics or guiding questions in the description when [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating Assignments]. This can also be done elsewhere in your course environment, such as in [http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Test] and [http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey_%28How_To%29 Survey] descriptions.
</ol>

===Address insufficient prior knowledge===

<ol style="list-style-type:lower-roman">
<li>Identify the prior knowledge you expect students to have</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_a_Syllabus_%28How_To%29 Creating a Syllabus], explicitly include this information.
<li>Provide instructions or feedback to students before and after they display insufficient prior knowledge</li>
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test Question], include automated instructional answer feedback for incorrect (and correct) answers to direct students to further information
:*Include guiding questions to your task descriptions when [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], [http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Creating a Test], or [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a Discussion Board Forum].</ol>

===Facilitate student recognition of inappropriate prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Explicitly identify apparent trends of student misinformation</li>
:*Use knowledge from analysis of students' prior knowledge use ([http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports], [http://wiki.ubc.ca/Documentation:Connect#Discussion_Board Discussion Boards], [http://wiki.ubc.ca/Documentation:Connect#Journals Journal], and other methods) to inform your in-class [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clicker] use
:*Identify common inappropriate applications of prior learning from assessments or elsewhere by [http://wiki.ubc.ca/Documentation:Connect/Create_an_Announcement_%28How_To%29 Creating an Announcement] for your course environment or maintaining a [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Discussion Board Forum] space for this.
<li>Explicitly identify discipline specific norms and conventions</li>
:*Attach a file using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] or [http://wiki.ubc.ca/Documentation:Connect/Create_a_Content_Item_%28How_To%29 Create a Content Item] to upload a file describing discipline specific norms and conventions you want to identify.
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], attach a file detailing disciplinary norms and conventions you want to identify specific to the assignment.
<li>Provide heuristics to help students avoid inappropriate application of knowledge</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], attach a file or input to the assignment description heuristics and guiding questions that can help students avoid the inappropriate application of knowledge
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test or Survey Question] include heuristics and guiding questions as automated instructional answer feedback to contextualize potential student application of inappropriate prior knowledge
</ol>

===Correct inaccurate prior knowledge===

<ol style="list-style-type:lower-roman">
<li>Ask students to make and test predictions</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Create a Test], set not to be included in the Grade Center so students can use it for practice purposes
:*Use the diverse [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Test Question Options] available to diversify question delivery in both graded and non-graded tests in order to prompt recontextualized understanding
<li>Provide multiple opportunities for students to use accurate knowledge</li>
</ol>

==Citations and Further Reading==

*Pages in ''How Learning Works'':

*Books in the Resource Room:

==Case Studies==

*Matt Yedlin?
*Ido Roll?

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Two

2013-04-30T17:23:06Z

IanNagel: /* Reveal and enhance knowledge organizations */

=How does the way students organize knowledge affect their learning?=

Principle Two: ''"Students naturally make connection between pieces of knowledge. When those knowledge structures form knowledge that are accurately and meaningfully organized, students are better able to retrieve and apply that knowledge effectively and efficiently. In contrast, when knowledge is connected in inaccurate or random ways, students can fail to retrieve or apply it appropriately."'''

==Strategies and Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Reveal and enhance knowledge organizations===

<ol style="list-style-type:lower-roman">
<li>Use Concept Maps to facilitate analysis of knowledge organizations (pp. 59)</li>
:*Upload your own concept maps into the course environment to engage students with your more advanced knowledge organization to prompt analysis of their own. You can upload image files in a variety of ways, including attaching a file when [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Using the Text Editor], [http://wiki.ubc.ca/Documentation:Connect/Attach_Files_to_Content_Items_%28How_to%29 to a Content Item], [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating an Assignment], and more.
<li>Analyze tasks to identify the most appropriate knowledge organization (pp. 59)</li>
<li>Provide students with an organizational structure of the course (pp. 60)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Syllabus_%28How_To%29 Create a Syllabus] to orient your students with the structure of the course
<li>Explicitly share the organization of course activities (pp. 61)</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating an Assignment], or [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a New Discussion Board Forum], detail the organization of the activity in the activity description so your students can conceptualize how the content and component skills fit within the whole course.
<li>Use contrasting and boundary cases to highlight organizing features (pp. 61)</li>
<li>Explicitly highlight deep features (pp. 62)</li>
<li>Make connections among concepts explicit (pp. 62)</li>
:*Tag areas in your course environment with [http://wiki.ubc.ca/Documentation:Connect/Create_a_Course_Link_%28How_to%29 Course Links] that direct students to important connected course content areas
:*Organize your course content into [http://wiki.ubc.ca/Documentation:Connect/Create_a_Content_Folder_%28How_To%29 Content Folders] to emphasize connections and categorization of course knowledge
<li>Encourage students to work with multiple organizing structures (pp. 63)</li>
:*Use Concept Map exercises in course Discussion Forums, Blogs, Journals and more to prompt student focus on multiple knowledge organizations
:*[http://wiki.ubc.ca/Documentation:Connect/Use_the_GroupBuilder_Tool Create Groups] where students can share and discuss knowledge organizations using [http://wiki.ubc.ca/Documentation:Connect/Manage_Group_Tools_%28How_To%29 powerful LMS tools] such as Discussion Boards, Wikis, and Blogs with a smaller number of classmates.
<li>Ask students to draw a concept map to expose their knowledge organizations (pp. 63)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a New Discussion Board Forum] where students can upload concept maps and comment on others to critically analyze their own knowledge organizations and those of their peers.
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_and_Edit_a_Wiki_Page_%28How_To%29 Create a Wiki Page] where they can upload concept maps and collaborate with others to critically analyze their own knowledge organizations and those of their peers.
:*[http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Create an Assignment] asking students to [http://wiki.ubc.ca/Documentation:Connect/Submit_Assignments_%28How_To%29 Submit] a concept map representing a knowledge organization
:*For live and interactive concept map sharing and discussion you can use the Whiteboard in [http://wiki.ubc.ca/Documentation:Blackboard_Collaborate/Web_Conferencing/eLearning Blackboard Collaborate Web Conferencing]
<li>Use a sorting task to expose students' knowledge organizations (pp. 64)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Create an Assignment] emphasizing the sorting of course concepts to expose and enhance knowledge organizations
:*Use [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clickers] to ask questions that expose student and instructor knowledge organizations to the class at large
:*When using [http://wiki.ubc.ca/Documentation:Blackboard_Collaborate/Web_Conferencing/eLearning Blackboard Collaborate Web Conferencing] take advantage the Participants Panel to conduct live polls using questions highlighting categorization of course knowledge
:*Have students complete assignments by [http://wiki.ubc.ca/Documentation:Connect/Create_and_Edit_a_Wiki_Page_%28How_To%29 Creating a Wiki Page] to place emphasis on the organization of content
<li>Monitor students' work for problems in their knowledge organization (pp. 64)</li>
:*Analyze [http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports] and/or Discussion Boards and other student work to support diagnosis of potential knowledge organization issues you have identified in a student's work
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Two

2013-04-30T17:21:02Z

IanNagel: /* Reveal and enhance knowledge organizations */

=How does the way students organize knowledge affect their learning?=

Principle Two: ''"Students naturally make connection between pieces of knowledge. When those knowledge structures form knowledge that are accurately and meaningfully organized, students are better able to retrieve and apply that knowledge effectively and efficiently. In contrast, when knowledge is connected in inaccurate or random ways, students can fail to retrieve or apply it appropriately."'''

==Strategies and Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Reveal and enhance knowledge organizations===

<ol style="list-style-type:lower-roman">
<li>Use Concept Maps to facilitate analysis of knowledge organizations (pp. 59)</li>
:*Upload your own concept maps into the course environment to engage students with your more advanced knowledge organization to prompt analysis of their own. You can upload image files in a variety of ways, including attaching a file when [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Using the Text Editor], [http://wiki.ubc.ca/Documentation:Connect/Attach_Files_to_Content_Items_%28How_to%29 to a Content Item], [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating an Assignment], and more.
<li>Analyze tasks to identify the most appropriate knowledge organization (pp. 59)</li>
<li>Provide students with an organizational structure of the course (pp. 60)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Syllabus_%28How_To%29 Create a Syllabus] to orient your students with the structure of the course
<li>Explicitly share the organization of course activities (pp. 61)</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating an Assignment], or [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a New Discussion Board Forum], detail the organization of the activity in the activity description so your students can conceptualize how the content and component skills fit within the whole course.
<li>Use contrasting and boundary cases to highlight organizing features (pp. 61)</li>
<li>Explicitly highlight deep features (pp. 62)</li>
<li>Make connections among concepts explicit (pp. 62)</li>
:*Tag areas in your course environment with [http://wiki.ubc.ca/Documentation:Connect/Create_a_Course_Link_%28How_to%29 Course Links] that direct students to important connected course content areas
:*Organize your course content into [http://wiki.ubc.ca/Documentation:Connect/Create_a_Content_Folder_%28How_To%29 Content Folders] to emphasize connections and categorization of course knowledge
<li>Encourage students to work with multiple organizing structures (pp. 63)</li>
:*Use Concept Map exercises in course Discussion Forums, Blogs, Journals and more to prompt student focus on multiple knowledge organizations
:*[http://wiki.ubc.ca/Documentation:Connect/Use_the_GroupBuilder_Tool Create Groups] where students can share and discuss knowledge organizations using [http://wiki.ubc.ca/Documentation:Connect/Manage_Group_Tools_%28How_To%29 powerful LMS tools] such as Discussion Boards, Wikis, and Blogs with a smaller number of classmates.
<li>Ask students to draw a concept map to expose their knowledge organizations (pp. 63)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a New Discussion Board Forum] where students can upload concept maps and comment on others to critically analyze their own knowledge organizations and those of their peers.
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_and_Edit_a_Wiki_Page_%28How_To%29 Create a Wiki Page] where they can upload concept maps and collaborate with others to critically analyze their own knowledge organizations and those of their peers.
:*[http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Create an Assignment] asking students to [http://wiki.ubc.ca/Documentation:Connect/Submit_Assignments_%28How_To%29 Submit] a concept map representing a knowledge organization
:*For live and interactive concept map sharing and discussion you can use the Whiteboard in [http://wiki.ubc.ca/Documentation:Blackboard_Collaborate/Web_Conferencing/eLearning Blackboard Collaborate Web Conferencing]
<li>Use a sorting task to expose students' knowledge organizations (pp. 64)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Create an Assignment] emphasizing the sorting of course concepts to expose and enhance knowledge organizations
:*Use [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clickers] to ask questions that expose student and instructor knowledge organizations to the class at large
:*When using [http://wiki.ubc.ca/Documentation:Blackboard_Collaborate/Web_Conferencing/eLearning Blackboard Collaborate Web Conferencing] take advantage the Participants Panel to conduct live polls using questions highlighting categorization of course knowledge
:*Have students complete assignments by [http://wiki.ubc.ca/Documentation:Connect/Create_and_Edit_a_Wiki_Page_%28How_To%29 Creating a Wiki Page] to place emphasis on the organization of content
<li>Monitor students' work for problems in their knowledge organization (pp. 64)</li>
:*Analyze '''Course Reports''' or '''Discussion Boards''' to support diagnosis of potential knowledge organization issues you have identified in submitted work
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle One

2013-04-30T15:46:45Z

IanNagel: /* Gauge the extent and nature of students' prior knowledge */

=How does students' prior knowledge affect their learning?=

Principle One:''"Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students' prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede learning."''

==Strategies and Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Gauge the extent and nature of students' prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Administer a diagnostic assessment (pp. 28)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] to assess student familiarity with prerequisite concepts
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test Create a Test] to assess student familiarity with prerequisite concepts
<li>Assess students' prior learning of core prerequisite course concepts openly in the classroom</li>
:*Use [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clickers] to assess student familiarity with prerequisite concepts in face to face lecture
<li>Have students assess their own prior knowledge (pp. 29)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] to gain informative data on how students self-assess their command of prerequisite skills and concepts
<li>Use brainstorming to reveal prior knowledge (pp. 29)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a new Discussion Board Forum] and ask students a question to prompt brainstorming, reflection and integration of prior learning within the course landscape
<li>Assess prior knowledge through concept map assignments (pp. 30)</li>
:*Have students insert images of concept maps representing their prior disciplinary and/or relevant knowledge using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to learn more about the relevant prior knowledge they are aware they have
<li>Look for patterns of error in student work (pp. 31)</li>
:*Generate [http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports] to gain data on how your students interact with the online course environment

</ol>

===Activate students' accurate prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Use exercises to generate students' prior knowledge (pp. 31)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] emphasizing themes from prerequisite concepts
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test Create a Test] emphasizing themes from prerequisite concepts
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_a_Blog_%28How_To%29 Create a Blog] to write reflectively on course content and prior learning
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_a_Journal_%28How_To%29 Create a Journal] to write reflectively on course content and prior learning
:*Use [http://elearning.ubc.ca/toolkit/clickers/ Clickers] to ask questions in the classroom and receive instant anonymous results
:*Have students insert images of concept maps representing their prior disciplinary and/or relevant knowledge using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to prompt them to reflect on their application of prior knowledge in the course
<li>Explicitly link new material to knowledge from prerequisite courses and knowledge from earlier in the same course (pp. 31)</li>
:*Link content items in Connect with [http://wiki.ubc.ca/Documentation:Connect/Create_a_Course_Link_%28How_to%29 Course Links]
:*Link open prerequisite conceptual content to current course content by adding [http://wiki.ubc.ca/Documentation:Connect/Add_a_URL_to_Your_Course_%28How_To%29 URLs] and [http://wiki.ubc.ca/Documentation:Connect/Add_a_Weblink_to_your_Course_%28How_to%29 Weblinks]
<li>Use analogies and examples that connect to students everyday knowledge (pp. 33)</li>
:*Insert multimedia course content (YouTube videos, Slideshare slideshows, audio tracks, and more) with the [[http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to enable the use of a wider range of content resources (such as analogies and case studies) in the online course environment
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a Discussion Board Forum] for students to upload, describe and comment on case studies, analogies, and metaphors expressed via multiple possible mediums
<li>Ask students to reason on the basis of relevant prior knowledge</li>
:*Provide heuristics or guiding questions in the description when [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating Assignments]. This can also be done elsewhere in your course environment, such as in [http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Test] and [http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey_%28How_To%29 Survey] descriptions.
</ol>

===Address insufficient prior knowledge===

<ol style="list-style-type:lower-roman">
<li>Identify the prior knowledge you expect students to have</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_a_Syllabus_%28How_To%29 Creating a Syllabus], explicitly include this information.
<li>Provide instructions or feedback to students before and after they display insufficient prior knowledge</li>
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test Question], include automated instructional answer feedback for incorrect (and correct) answers to direct students to further information
:*Include guiding questions to your task descriptions when [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], [http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Creating a Test], or [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a Discussion Board Forum].</ol>

===Facilitate student recognition of inappropriate prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Explicitly identify apparent trends of student misinformation</li>
:*Use knowledge from analysis of students' prior knowledge use ([http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports], [http://wiki.ubc.ca/Documentation:Connect#Discussion_Board Discussion Boards], [http://wiki.ubc.ca/Documentation:Connect#Journals Journal], and other methods) to inform your in-class [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clicker] use
:*Identify common inappropriate applications of prior learning from assessments or elsewhere by [http://wiki.ubc.ca/Documentation:Connect/Create_an_Announcement_%28How_To%29 Creating an Announcement] for your course environment or maintaining a [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Discussion Board Forum] space for this.
<li>Explicitly identify discipline specific norms and conventions</li>
:*Attach a file using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] or [http://wiki.ubc.ca/Documentation:Connect/Create_a_Content_Item_%28How_To%29 Create a Content Item] to upload a file describing discipline specific norms and conventions you want to identify.
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], attach a file detailing disciplinary norms and conventions you want to identify specific to the assignment.
<li>Provide heuristics to help students avoid inappropriate application of knowledge</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], attach a file or input to the assignment description heuristics and guiding questions that can help students avoid the inappropriate application of knowledge
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test or Survey Question] include heuristics and guiding questions as automated instructional answer feedback to contextualize potential student application of inappropriate prior knowledge
</ol>

===Correct inaccurate prior knowledge===

<ol style="list-style-type:lower-roman">
<li>Ask students to make and test predictions</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Create a Test], set not to be included in the Grade Center so students can use it for practice purposes
:*Use the diverse [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Test Question Options] available to diversify question delivery in both graded and non-graded tests in order to prompt recontextualized understanding
<li>Provide multiple opportunities for students to use accurate knowledge</li>
</ol>

==Citations and Further Reading==

*Pages in ''How Learning Works'':

*Books in the Resource Room:

==Case Studies==

*Matt Yedlin?
*Ido Roll?

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle One

2013-04-30T01:31:06Z

IanNagel: /* Activate students' accurate prior knowledge */

=How does students' prior knowledge affect their learning?=

Principle One:''"Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students' prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede learning."''

==Strategies and Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Gauge the extent and nature of students' prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Administer a diagnostic assessment (pp. 28)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] to assess student familiarity with prerequisite concepts
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test Create a Test] to assess student familiarity with prerequisite concepts
<li>Assess students' prior learning of core prerequisite course concepts openly in the classroom</li>
:*Use [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clickers] to assess student familiarity with prerequisite concepts in face to face lecture
<li>Have students assess their own prior knowledge (pp. 29)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] to gain informative data on how students self-assess their command of prerequisite skills and concepts
<li>Use brainstorming to reveal prior knowledge (pp. 29)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a new Discussion Board forum]
<li>Assess prior knowledge through concept map assignments (pp. 30)</li>
:*Have students insert images of concept maps representing their prior disciplinary and/or relevant knowledge using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to learn more about the relevant prior knowledge they are aware they have
<li>Look for patterns of error in student work (pp. 31)</li>
:*Generate [http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports] to gain data on how your students interact with the online course environment

</ol>

===Activate students' accurate prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Use exercises to generate students' prior knowledge (pp. 31)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] emphasizing themes from prerequisite concepts
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test Create a Test] emphasizing themes from prerequisite concepts
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_a_Blog_%28How_To%29 Create a Blog] to write reflectively on course content and prior learning
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_a_Journal_%28How_To%29 Create a Journal] to write reflectively on course content and prior learning
:*Use [http://elearning.ubc.ca/toolkit/clickers/ Clickers] to ask questions in the classroom and receive instant anonymous results
:*Have students insert images of concept maps representing their prior disciplinary and/or relevant knowledge using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to prompt them to reflect on their application of prior knowledge in the course
<li>Explicitly link new material to knowledge from prerequisite courses and knowledge from earlier in the same course (pp. 31)</li>
:*Link content items in Connect with [http://wiki.ubc.ca/Documentation:Connect/Create_a_Course_Link_%28How_to%29 Course Links]
:*Link open prerequisite conceptual content to current course content by adding [http://wiki.ubc.ca/Documentation:Connect/Add_a_URL_to_Your_Course_%28How_To%29 URLs] and [http://wiki.ubc.ca/Documentation:Connect/Add_a_Weblink_to_your_Course_%28How_to%29 Weblinks]
<li>Use analogies and examples that connect to students everyday knowledge (pp. 33)</li>
:*Insert multimedia course content (YouTube videos, Slideshare slideshows, audio tracks, and more) with the [[http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to enable the use of a wider range of content resources (such as analogies and case studies) in the online course environment
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a Discussion Board Forum] for students to upload, describe and comment on case studies, analogies, and metaphors expressed via multiple possible mediums
<li>Ask students to reason on the basis of relevant prior knowledge</li>
:*Provide heuristics or guiding questions in the description when [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating Assignments]. This can also be done elsewhere in your course environment, such as in [http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Test] and [http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey_%28How_To%29 Survey] descriptions.
</ol>

===Address insufficient prior knowledge===

<ol style="list-style-type:lower-roman">
<li>Identify the prior knowledge you expect students to have</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_a_Syllabus_%28How_To%29 Creating a Syllabus], explicitly include this information.
<li>Provide instructions or feedback to students before and after they display insufficient prior knowledge</li>
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test Question], include automated instructional answer feedback for incorrect (and correct) answers to direct students to further information
:*Include guiding questions to your task descriptions when [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], [http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Creating a Test], or [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a Discussion Board Forum].</ol>

===Facilitate student recognition of inappropriate prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Explicitly identify apparent trends of student misinformation</li>
:*Use knowledge from analysis of students' prior knowledge use ([http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports], [http://wiki.ubc.ca/Documentation:Connect#Discussion_Board Discussion Boards], [http://wiki.ubc.ca/Documentation:Connect#Journals Journal], and other methods) to inform your in-class [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clicker] use
:*Identify common inappropriate applications of prior learning from assessments or elsewhere by [http://wiki.ubc.ca/Documentation:Connect/Create_an_Announcement_%28How_To%29 Creating an Announcement] for your course environment or maintaining a [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Discussion Board Forum] space for this.
<li>Explicitly identify discipline specific norms and conventions</li>
:*Attach a file using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] or [http://wiki.ubc.ca/Documentation:Connect/Create_a_Content_Item_%28How_To%29 Create a Content Item] to upload a file describing discipline specific norms and conventions you want to identify.
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], attach a file detailing disciplinary norms and conventions you want to identify specific to the assignment.
<li>Provide heuristics to help students avoid inappropriate application of knowledge</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], attach a file or input to the assignment description heuristics and guiding questions that can help students avoid the inappropriate application of knowledge
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test or Survey Question] include heuristics and guiding questions as automated instructional answer feedback to contextualize potential student application of inappropriate prior knowledge
</ol>

===Correct inaccurate prior knowledge===

<ol style="list-style-type:lower-roman">
<li>Ask students to make and test predictions</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Create a Test], set not to be included in the Grade Center so students can use it for practice purposes
:*Use the diverse [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Test Question Options] available to diversify question delivery in both graded and non-graded tests in order to prompt recontextualized understanding
<li>Provide multiple opportunities for students to use accurate knowledge</li>
</ol>

==Citations and Further Reading==

*Pages in ''How Learning Works'':

*Books in the Resource Room:

==Case Studies==

*Matt Yedlin?
*Ido Roll?

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle One

2013-04-30T01:29:57Z

IanNagel:

=How does students' prior knowledge affect their learning?=

Principle One:''"Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students' prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede learning."''

==Strategies and Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Gauge the extent and nature of students' prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Administer a diagnostic assessment (pp. 28)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] to assess student familiarity with prerequisite concepts
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test Create a Test] to assess student familiarity with prerequisite concepts
<li>Assess students' prior learning of core prerequisite course concepts openly in the classroom</li>
:*Use [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clickers] to assess student familiarity with prerequisite concepts in face to face lecture
<li>Have students assess their own prior knowledge (pp. 29)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] to gain informative data on how students self-assess their command of prerequisite skills and concepts
<li>Use brainstorming to reveal prior knowledge (pp. 29)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a new Discussion Board forum]
<li>Assess prior knowledge through concept map assignments (pp. 30)</li>
:*Have students insert images of concept maps representing their prior disciplinary and/or relevant knowledge using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to learn more about the relevant prior knowledge they are aware they have
<li>Look for patterns of error in student work (pp. 31)</li>
:*Generate [http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports] to gain data on how your students interact with the online course environment

</ol>

===Activate students' accurate prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Use exercises to generate students' prior knowledge (pp. 31)</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey Create a Survey] emphasizing themes from prerequisite concepts
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test Create a Test] emphasizing themes from prerequisite concepts
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_a_Blog_%28How_To%29 Create a Blog] to write reflectively on course content and prior learning
:*Have students [http://wiki.ubc.ca/Documentation:Connect/Create_a_Journal_%28How_To%29 Create a Journal] to write reflectively on course content and prior learning
:*Use [http://elearning.ubc.ca/toolkit/clickers/ Clickers] to ask questions in the classroom and receive instant anonymous results
:*:*Have students insert images of concept maps representing their prior disciplinary and/or relevant knowledge using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to prompt them to reflect on their application of prior knowledge in the course
<li>Explicitly link new material to knowledge from prerequisite courses and knowledge from earlier in the same course (pp. 31)</li>
:*Link content items in Connect with [http://wiki.ubc.ca/Documentation:Connect/Create_a_Course_Link_%28How_to%29 Course Links]
:*Link open prerequisite conceptual content to current course content by adding [http://wiki.ubc.ca/Documentation:Connect/Add_a_URL_to_Your_Course_%28How_To%29 URLs] and [http://wiki.ubc.ca/Documentation:Connect/Add_a_Weblink_to_your_Course_%28How_to%29 Weblinks]
<li>Use analogies and examples that connect to students everyday knowledge (pp. 33)</li>
:*Insert multimedia course content (YouTube videos, Slideshare slideshows, audio tracks, and more) with the [[http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] to enable the use of a wider range of content resources (such as analogies and case studies) in the online course environment
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Create a Discussion Board Forum] for students to upload, describe and comment on case studies, analogies, and metaphors expressed via multiple possible mediums
<li>Ask students to reason on the basis of relevant prior knowledge</li>
:*Provide heuristics or guiding questions in the description when [http://wiki.ubc.ca/Documentation:Connect/Create_Assignments_%28How_to%29 Creating Assignments]. This can also be done elsewhere in your course environment, such as in [http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Test] and [http://wiki.ubc.ca/Documentation:Connect/Create_a_Survey_%28How_To%29 Survey] descriptions.
</ol>

===Address insufficient prior knowledge===

<ol style="list-style-type:lower-roman">
<li>Identify the prior knowledge you expect students to have</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_a_Syllabus_%28How_To%29 Creating a Syllabus], explicitly include this information.
<li>Provide instructions or feedback to students before and after they display insufficient prior knowledge</li>
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test Question], include automated instructional answer feedback for incorrect (and correct) answers to direct students to further information
:*Include guiding questions to your task descriptions when [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], [http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Creating a Test], or [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a Discussion Board Forum].</ol>

===Facilitate student recognition of inappropriate prior knowledge===
<ol style="list-style-type:lower-roman">
<li>Explicitly identify apparent trends of student misinformation</li>
:*Use knowledge from analysis of students' prior knowledge use ([http://wiki.ubc.ca/Documentation:Connect/Generate_Course_Reports_%28How_To%29 Course Reports], [http://wiki.ubc.ca/Documentation:Connect#Discussion_Board Discussion Boards], [http://wiki.ubc.ca/Documentation:Connect#Journals Journal], and other methods) to inform your in-class [http://wiki.ubc.ca/Documentation:Clickers/Elearning Clicker] use
:*Identify common inappropriate applications of prior learning from assessments or elsewhere by [http://wiki.ubc.ca/Documentation:Connect/Create_an_Announcement_%28How_To%29 Creating an Announcement] for your course environment or maintaining a [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Discussion Board Forum] space for this.
<li>Explicitly identify discipline specific norms and conventions</li>
:*Attach a file using the [http://wiki.ubc.ca/Documentation:Connect/Use_the_Text_Editor_%28How_To%29 Text Editor] or [http://wiki.ubc.ca/Documentation:Connect/Create_a_Content_Item_%28How_To%29 Create a Content Item] to upload a file describing discipline specific norms and conventions you want to identify.
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], attach a file detailing disciplinary norms and conventions you want to identify specific to the assignment.
<li>Provide heuristics to help students avoid inappropriate application of knowledge</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_an_Assignment_%28How_To%29 Creating an Assignment], attach a file or input to the assignment description heuristics and guiding questions that can help students avoid the inappropriate application of knowledge
:*When [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Creating a Test or Survey Question] include heuristics and guiding questions as automated instructional answer feedback to contextualize potential student application of inappropriate prior knowledge
</ol>

===Correct inaccurate prior knowledge===

<ol style="list-style-type:lower-roman">
<li>Ask students to make and test predictions</li>
:*[http://wiki.ubc.ca/Documentation:Connect/Create_a_Test_%28How_To%29 Create a Test], set not to be included in the Grade Center so students can use it for practice purposes
:*Use the diverse [http://wiki.ubc.ca/Documentation:Connect#Tests.2C_Surveys.2C_and_Pools Test Question Options] available to diversify question delivery in both graded and non-graded tests in order to prompt recontextualized understanding
<li>Provide multiple opportunities for students to use accurate knowledge</li>
</ol>

==Citations and Further Reading==

*Pages in ''How Learning Works'':

*Books in the Resource Room:

==Case Studies==

*Matt Yedlin?
*Ido Roll?

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Six

2013-04-29T23:35:35Z

IanNagel: /* Promote student development and productive climate */

=Why do student development and course climate matter for student learning?=

Principle Six: ''"Students are not only intellectual but social and emotional beings, and they are still developing the full range of intellectual, social, and emotional skills. While we cannot control the developmental process, we can shape the intellectual, social, emotional, and physical aspects of the classroom climate in developmentally appropriate ways. In fact, many studies have shown that the climate we create has implications for our students. A negative climate may impede learning and performance, but a positive climate can energize students' learning."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Promote student development and productive climate===
<ol style="list-style-type:lower-roman">
<li>Make uncertainty safe (pp. 180)</li>
:*Use the anonymity provided by [http://elearning.ubc.ca/toolkit/clickers/ Clickers] to reduce stigmas around student expression of uncertainty
<li>Resist a single answer (pp. 181)</li>
:*'''Create a Discussion Board Post''' with questions to a course mock exam or test and encourage students to submit answers and recognize the validity and value of multiple answers
<li>Incorporate evident into performance and grading criteria (pp. 181)</li>
<li>Examine your assumptions about students (pp. 181)</li>
:*'''Create a Survey''' to gain data on possible assumptions to inform your instruction
<li>Be mindful of low-ability cues (pp. 182)</li>
<li>Do not ask individuals to speak for an entire subject group (pp. 182)</li>
:*http://www.whatilearnedinclasstoday.com/
<li>Reduce anonymity (pp. 182)</li>
:*If course content deals with socially sensitive subject matter, have students submit assignments openly on course blogs to encourage accountability and discussion among students
<li>Model inclusive language, behaviour, and attitudes (pp. 183)</li>
<li>Use multiple and diverse examples (pp. 183)</li>
<li>Establish and reinforce ground rules for interaction (pp. 183)</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a Forum] add a description that establishes and reinforces ground rules for scholarly interaction
<li>Make sure course content does not marginalize students (pp.184)</li>
<li>Use the syllabus and first day of class to establish the course climate (pp. 184)</li>
<li>Set up processes to get feedback on the climate (pp. 184)</li>
<li>Anticipate and prepare for potentially sensitive issues (pp. 185)</li>
<li>Address tensions early (pp. 185)</li>
<li>Turn discord and tension into a learning opportunity (pp. 186)</li>
<li>Facilitate active listening (pp. 186)</li>
</ol>

*Rubrics: Use rubrics and have students read each others work and circle the pieces of evidence to highlight visually
*Assignments, Tests: When possible use assignments with multiple possible answers
*Reduce anominity : Online office hours, BBIM, online space, course blog
*Use multiple and diverse examples---using external weblinks to connect students to diverse examples
*Discussion board: Provide a framework for online group interaction—netiquette, model, collaboratively develop rules for online interaction
*Facilitate active listening: Model active listening when responding to students on the discussion board paraphrase student responses and connect and summarize student responses.

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle One

2013-04-29T23:02:40Z

IanNagel:

Sandbox:IanNagel/How Learning Works/Principle Seven

2013-04-29T22:49:11Z

IanNagel:

=How do students become self-directed learners=

''"Learners may engage in a variety of metacognitive processes to monitor and control their learning--assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working. Unfortunately, students tend not to engage in these processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that not only improve their performance but also their effectiveness as learners."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Assessing the Task at Hand===
<ol style="list-style-type:lower-roman">
<li>Be more explicit than you may think necessary (pp. 204)</li>
<li>Tell students what you do '''not''' want (pp. 204)</li>
<li>Check students' understanding of the task (pp. 205)</li>
<li>Provide performance criteria with the assignment (pp. 205)</li>
</ol>

*Rubrics/Checklists: Provide performance criteria with assignments, assessments.
*Assignments: Students hand in proposals in order to check their understanding of the task

===Evaluating Students' Own Strengths and Weaknesses===
<ol style="list-style-type:lower-roman">
<li>Give early performance based assessments (pp. 206)</li>
<li>Provide opportunities for self-assessment (pp. 206)</li>
</ol>

*Tests: Early performance-based assessments, ungraded self-assessments
*Journal tool: Self-assessment

===Planning an Appropriate Approach===
<ol style="list-style-type:lower-roman">
<li>Have students implement a plan that you provide (pp. 207)</li>
<li>Have students create their own plan (pp. 207)</li>
<li>Make planning the central goal of the assignment (pp.208) </li>
</ol>

*Assignments: Students submit in proposals in show their plan and approach for a task

===Applying Strategies and Monitoring Performance===
<ol style="list-style-type:lower-roman">
<li>Provide simple heuristics for self-correction (pp. 208)</li>
<li>Have students do guided self-assessments (pp. 209)</li>
<li>Require students to reflect on and annotate their own work (pp. 209)</li>
<li>Use peer review / reader response (pp. 209)</li>
</ol>

*Tests/Journals: Student complete a guided self-assessment
*iPeer: Peer Review/Reader response. Assists students evaluate and monitor their own work more effectively
*Assignment submission: Allow students to upload a reflective sheet along with assignment

===Reflecting On and Adjusting Ones Approach===
<ol style="list-style-type:lower-roman">
<li>Provide activities that require students to reflect on their approach (pp. 210)</li>
<li>Prompt students to analyze the effectiveness of their study skills (pp. 210)</li>
<li>Present Multiple Strategies (pp. 211)</li>
<li>Create assignments that focus on strategizing rather than implementation (pp. 211)</li>
</ol>

*Tests: Provide students with a virtual exam wrapper an attached form that they complete and upload when they access their exam grade
*Learning Modules: include learning modules/folders that focus on study skills.

===Beliefs about Intelligence and Learning===
<ol style="list-style-type:lower-roman">
<li>Address student beliefs about learning directly (pp. 212)</li>
<li>Broaden students understanding about learning (pp. 212)</li>
<li>Help students set realistic expectations (pp. 213)</li>
</ol>

===General Strategies to Promote Metacognition===
<ol style="list-style-type:lower-roman">
<li>Modelling your metacognitive process (pp. 214)</li>
<li>Scaffold students into the metacognitive process (pp. 215)</li>
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Six

2013-04-29T22:39:02Z

IanNagel:

=Why do student development and course climate matter for student learning?=

Principle Six: ''"Students are not only intellectual but social and emotional beings, and they are still developing the full range of intellectual, social, and emotional skills. While we cannot control the developmental process, we can shape the intellectual, social, emotional, and physical aspects of the classroom climate in developmentally appropriate ways. In fact, many studies have shown that the climate we create has implications for our students. A negative climate may impede learning and performance, but a positive climate can energize students' learning."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Promote student development and productive climate===
<ol style="list-style-type:lower-roman">
<li>Make uncertainty safe (pp. 180)</li>
<li>Resist a single answer (pp. 181)</li>
:*'''Create a Discussion Board Post''' with questions to a course mock exam or test and encourage students to submit answers and recognize the validity and value of multiple answers
<li>Incorporate evident into performance and grading criteria (pp. 181)</li>
<li>Examine your assumptions about students (pp. 181)</li>
:*'''Create a Survey''' to gain data on possible assumptions to inform your instruction
<li>Be mindful of low-ability cues (pp. 182)</li>
<li>Do not ask individuals to speak for an entire subject group (pp. 182)</li>
:*http://www.whatilearnedinclasstoday.com/
<li>Reduce anonymity (pp. 182)</li>
:*If course content deals with socially sensitive subject matter, have students submit assignments openly on course blogs to encourage accountability and discussion among students
<li>Model inclusive language, behaviour, and attitudes (pp. 183)</li>
<li>Use multiple and diverse examples (pp. 183)</li>
<li>Establish and reinforce ground rules for interaction (pp. 183)</li>
:*When [http://wiki.ubc.ca/Documentation:Connect/Create_a_New_Discussion_Board_Forum_%28How_To%29 Creating a Forum] add a description that establishes and reinforces ground rules for scholarly interaction
<li>Make sure course content does not marginalize students (pp.184)</li>
<li>Use the syllabus and first day of class to establish the course climate (pp. 184)</li>
<li>Set up processes to get feedback on the climate (pp. 184)</li>
<li>Anticipate and prepare for potentially sensitive issues (pp. 185)</li>
<li>Address tensions early (pp. 185)</li>
<li>Turn discord and tension into a learning opportunity (pp. 186)</li>
<li>Facilitate active listening (pp. 186)</li>
</ol>

*Rubrics: Use rubrics and have students read each others work and circle the pieces of evidence to highlight visually
*Assignments, Tests: When possible use assignments with multiple possible answers
*Reduce anominity : Online office hours, BBIM, online space, course blog
*Use multiple and diverse examples---using external weblinks to connect students to diverse examples
*Discussion board: Provide a framework for online group interaction—netiquette, model, collaboratively develop rules for online interaction
*Facilitate active listening: Model active listening when responding to students on the discussion board paraphrase student responses and connect and summarize student responses.

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Seven

2013-04-29T22:16:16Z

IanNagel:

=How do students become self-directed learners=

''"Learners may engage in a variety of metacognitive processes to monitor and control their learning--assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working. Unfortunately, students tend not to engage in these processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that not only improve their performance but also their effectiveness as learners."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Assessing the Task at Hand===
<ol style="list-style-type:lower-roman">
<li>Tell students what you do '''not''' want</li>
<li>Check students' understanding of the task</li>
<li>Provide performance criteria with the assignment</li>
*Rubrics/Checklists: Provide performance criteria with assignments, assessments.
*Assignments: Students hand in proposals in order to check their understanding of the task
</ol>
===Evaluating Students' Own Strengths and Weaknesses===
<ol style="list-style-type:lower-roman">
<li>Give early performance based assessments</li>
<li>Provide opportunities for self-assessment</li>
*Tests: Early performance-based assessments, ungraded self-assessments
*Journal tool: Self-assessment
</ol>

===Planning an Appropriate Approach===
<ol style="list-style-type:lower-roman">
<li>Have students implement a plan that you provide</li>
<li>Have students create their own plan</li>
<li>Make planning the central goal of the assignment</li>
*Assignments: Students submit in proposals in show their plan and approach for a task
</ol>

===Applying Strategies and Monitoring Performance===
<ol style="list-style-type:lower-roman">
<li>Provide simple heuristics for self-correction</li>
<li>Have students do guided self-assessments</li>
<li>Require students to reflect on and annotate their own work</li>
<li>Use peer review / reader response</li>
*Tests/Journals: Student complete a guided self-assessment
*iPeer: Peer Review/Reader response. Assists students evaluate and monitor their own work more effectively
*Assignment submission: Allow students to upload a reflective sheet along with assignment
</ol>

===Reflecting On and Adjusting Ones Approach===
<ol style="list-style-type:lower-roman">
<li>Provide activities that require students to reflect on their approach</li>
<li>Prompt students to analyze the effectiveness of their study skills</li>
<li>Present Multiple Strategies</li>
<li>Create assignments that focus on strategizing rather than implementation</li>

*Tests: Provide students with a virtual exam wrapper an attached form that they complete and upload when they access their exam grade
*Learning Modules: include learning modules/folders that focus on study skills.
</ol>

===Beliefs about Intelligence and Learning===
<ol style="list-style-type:lower-roman">
<li>Address student beliefs about learning directly</li>
<li>Broaden students understanding about learning</li>
<li>Help students set realistic expectations</li>
</ol>

===General Strategies to Promote Metacognition===
<ol style="list-style-type:lower-roman">
<li>Modelling your metacognitive process</li>
<li>Scaffold students into the metacognitive process</li>
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Six

2013-04-29T22:15:48Z

IanNagel:

=Why do student development and course climate matter for student learning?=

Principle Six: ''"Students are not only intellectual but social and emotional beings, and they are still developing the full range of intellectual, social, and emotional skills. While we cannot control the developmental process, we can shape the intellectual, social, emotional, and physical aspects of the classroom climate in developmentally appropriate ways. In fact, many studies have shown that the climate we create has implications for our students. A negative climate may impede learning and performance, but a positive climate can energize students' learning."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Promote student development and productive climate===
<ol style="list-style-type:lower-roman">
<li>Make uncertainty safe</li>
<li>Resist a single answer</li>
:*'''Create a Discussion Board Post''' with questions to a course mock exam or test and encourage students to submit answers and recognize the validity and value of multiple answers
<li>Incorporate evident into performance and grading criteria</li>
<li>Examine your assumptions about students</li>
:*'''Create a Survey''' to gain data on possible assumptions to inform your instruction
<li>Be mindful of low-ability cues</li>
<li>Do not ask individuals to speak for an entire subject group</li>
:*http://www.whatilearnedinclasstoday.com/
<li>Reduce anonymity</li>
:*If course content deals with socially sensitive subject matter, have students submit assignments openly on course blogs to encourage accountability and discussion among students
<li>Model inclusive language, behaviour, and attitudes</li>
<li>Use multiple and diverse examples</li>
<li>Establish and reinforce ground rules for interaction</li>
<li>Make sure course content does not marginalize students</li>
<li>Use the syllabus and first day of class to establish the course climate</li>
<li>Set up processes to get feedback on the climate</li>
<li>Anticipate and prepare for potentially sensitive issues</li>
<li>Address tensions early</li>
<li>Turn discord and tension into a learning opportunity</li>
<li>Facilitate active listening</li>
</ol>

*Rubrics: Use rubrics and have students read each others work and circle the pieces of evidence to highlight visually
*Assignments, Tests: When possible use assignments with multiple possible answers
*Reduce anominity : Online office hours, BBIM, online space, course blog
*Use multiple and diverse examples---using external weblinks to connect students to diverse examples
*Discussion board: Provide a framework for online group interaction—netiquette, model, collaboratively develop rules for online interaction
*Facilitate active listening: Model active listening when responding to students on the discussion board paraphrase student responses and connect and summarize student responses.

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Four

2013-04-29T22:15:21Z

IanNagel:

=How do students develop mastery?=

Principle Four: ''"Students must develop not only the component skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity. Finally, students must learn when and how to apply the skills and knowledge they learn. As instructors it is important that we develop conscious awareness of these elements of mastery so as to help our students learn more effectively."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Expose and reinforce component skills===
<ol style="list-style-type:lower-roman">
<li>Push past your own expert blindspot (pp. 112)</li>
:*Create word clouds from student created content (e.g. Journals) to compare with word clouds from your own (or other disciplinary experts') content and '''Attach the Files''' to an announcement or discussion board
<li>Enlist the help of others (pp. 113)</li>
:*'''Create a Group''' for all course instructors where you can experiment and collaborate in a closed environment within the course
:*'''Create a Content Pass''' for a file in your content collection that you want to share with someone outside '''''Connect''''' for feedback
<li>Focus student attention on key aspects of the task (pp. 114)</li>
:*Create Rubrics to be explicit about the learning objectives and submission criteria
:*Provide examples of excellent assignment submissions from previous cohorts by '''Creating a Content Item''' or '''Attaching a File''' to an assignment description
<li>Diagnose weak or missing component skills (pp. 114)</li>
:*Design practice or low stakes tests that are organized to expose component skills
<li>Provide isolated practice of weak or missing skills (pp. 115)</li>
:*'''Create''' practice or low stakes '''tests''' that are designed to expose component skills and supplement with automated answer feedback or self assessment
</ol>

*Tests, Surveys: Diagnose/identify weak or missing component skills
*Course Reports: Item level test analysis. Identifying weak component skills
*Remedial self-assessed testing to provide isolated skill practice

===Build fluency and facilitate integration of skills===
<ol style="list-style-type:lower-roman">
<li>Give students practice to increase fluency (pp. 115)</li>
:*'''Create''' practice, low stakes, and/or self-assessed '''tests''' that are designed to increase fluency of component skills
<li>Temporarily constrain the scope of the task (pp. 116)</li>
<li>Explicitly include integration in your performance criteria (pp. 117)</li>
</ol>

*Learning Modules
*Learning modules focusing on individual component skills component skills to reduce cognitive load
*Tests that focus on fluency, Using timed testing
*Test questions that emphasis skill integration

===Facilitate robust skill transfer===
<ol style="list-style-type:lower-roman">
<li>Discuss conditions of applicability (pp. 117)</li>
<li>Give students opportunities to apply skills or knowledge in diverse contexts (pp. 117)</li>
<li>Ask students to generalize to larger principles (pp. 118)</li>
<li>Use comparisons to help students identify deep features (pp. 118)</li>
<li>Specify context and ask students to identify relevant skills and knowledge (pp. 119)</li>
<li>Specify skills or knowledge and ask students to identify contexts in which they apply (pp. 119)</li>
<li>Provide prompts to relevant knowledge (pp. 120)</li>
</ol>

*Online case studies using learning module—used to discuss conditions of applicability to increase transfer
*Online discussion and resource sharing with experts
*External media: Develop rich contexts when considering skills transfer

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Three

2013-04-29T22:15:03Z

IanNagel:

=What factors motivate students to learn?=

Principle Three: ''"As students enter college and gain greater autonomy over what, when and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of learning behaviours in which they engage. When students find positive in a learning goal or activity expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Establish value of course objectives===
<ol style="list-style-type:lower-roman">
<li>Connect the material to students' interests (pp. 83)</li>
:*Use and encourage the use of Mashups and other multimedia options in '''''Connect''''' to foster student conceptual connections to prior learning, and well understood knowledge and interests
<li>Provide authentic, real-world tasks (pp. 83)</li>
:*External links to connect the material of interest to students—tap into issues and media important to students
:*Embedding rich media into the course using the Mashup to connect to material interesting to students
:*Wiki (media): Develop real-world public collaborative resources
:*UBC Blogs: Connect real-world projects to the community
<li>Show relevance to students' current academic lives (pp. 84)</li>
<li>Demonstrate the relevance of higher level skills to students' professional lives (pp. 84)</li>
<li>Identify and reward what you value (pp. 84)</li>
<li>Show your own passion and enthusiasm for the discipline (pp. 85)</li>
</ol>

===Facilitate student formation of positive expectancies===
<ol style="list-style-type:lower-roman">
<li>Ensure alignment of objectives, assessments, and instructional strategies (pp. 85)</li>
<li>Identify an appropriate level of challenge (pp. 85)</li>
<li>Create assignments that provide the appropriate level of challenge (pp. 86)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation, flexibility and the appropriate level of challenge
<li>Provide early success opportunities (pp. 86)</li>
<li>Articulate your expectations (pp. 87)</li>
<li>Provide rubrics (pp. 87)</li>
:*Use the Rubric Tool
:*'''Attach a File''' of a rubric to your task description
<li>Provide Targeted Feedback (pp. 87)</li>
:*When '''Creating a Test Question''', input instructional answer feedback, perhaps using heuristics for incorrect answers, for correct and incorrect answers
:*Monitor and facilitate discussion board forums after learning how to "Create a Discussion Board Post'''
<li>Be Fair (pp. 88)</li>
:*'''Create Surveys in iPeer''' to generate data so you can filter your students into well balanced groups for group assignments
:*'''Grade Anonymously''' when working through your marking in the Grade Center
<li>Educate students about the ways we explain success and failure</li>
<li>Describe effective study strategies (pp. 88)</li>

*Rubrics: Rubrics can link performance expectations to your intended goals
*Goals: Align objectives, assessments, and instructional strategies
*Tests (metadata): to level questions to ensure they are the appropriate level of challenge
*Tests: Diagnostic Assessments to help ensure material is at an appropriate level of challengemiles
*Syllabus: Articulate your expectations
</ol>

===Address value and expectancies of course learning===
<ol style="list-style-type:lower-roman">
<li>Provide flexibility and control (pp. 89)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation and flexibility to lend a sense of control
<li>Give students an opportunity to reflect (pp. 89)</li>
:*Receive, mark and give back tests and assignments in '''''Connect''''' to create greater time for reflection on assignment feedback and to save lecture time
:*When giving students class-wide feedback on assignments and tests, do so via text or video in the online course environment (e.g. '''Create an Announcement''') to save class time, and so that students can get it earlier and have more time to reflect on it

*Journal tool, learning portfolios, discussion board: Provide opportunities to reflect
*Learning portfolios to connect performance goals (EX accreditation) with learning goals and program goals
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Two

2013-04-29T22:14:40Z

IanNagel:

Sandbox:IanNagel/How Learning Works/Principle Five

2013-04-29T22:13:57Z

IanNagel:

=What kinds of practice and feedback enhance learning?=

Principle Five: ''"Learning and performance are best fostered when students engage in practice that focuses on a specific goal and or criterion, targets an appropriate level of challenge, and is of sufficient quantity that and frequency to meet the performance criteria. Practice must be coupled with feedback that explicitly communicates about some aspects of students' performance relative to specific target criteria, provides information to help students progress in meeting those criteria, and is given at a time and frequency that allows it to be useful."''

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Address the need for goal directed practice===
<ol style="list-style-type:lower-roman">
<li>Conduct a prior knowledge assessment to target an appropriate challenge level (pp. 145)</li>
<li>Be explicit about your goals in course materials (pp. 145)</li>
<li>Use a rubric to specify and communicate performance criteria (pp. 146)</li>
<li>Build in multiple opportunities for practice (pp. 146)</li>
<li>Build scaffolding into assignments (pp. 146)</li>
<li>Set expectations about practice (pp. 147)</li>
<li>Give examples or models of target performance (pp. 147)</li>
<li>Show students what you do ''not'' want (pp. 147)</li>
<li>Refine your goals and performance criteria as the course progresses (pp. 148)</li>
</ol>

*Survey tool: Conduct a prior learning assessment to target and appropriate challenge level
*Tests, pools and surveys: Provide multiple opportunities to practice using low stakes tests
*Lesson plan/Syllabus tools: be explicit about your goals in the course material
*Assignments: Use assignment introduction and ability to upload files to in order to provide prompts or scaffolds

===Address the need for targeted feedback===
<ol style="list-style-type:lower-roman">

<li>Look for patterns of errors in student work (pp. 148)</li>
<li>Priortize your feedback (pp. 149)</li>
<li>Balance strengths and weaknesses in your feedback (pp. 149)</li>
<li>Design frequent opportunities to give feedback (pp. 150)</li>
<li>Provide feedback at the group level (pp. 150)</li>
<li>Provide real-time feedback at the group level (pp. 150)</li>
:*Clicker Toolkit
:*Create a Group
<li>Incorporate peer feedback (pp. 151)</li>
<li>Require students to specify how they used feedback in subsequent work (pp. 151)</li>
</ol>

*Tests, pools and surveys: Use item level analysis to look for patterns of errors in students work
*Assignments/Tasks/Tests: Provide frequent short tasks in order and provide feedback
*Assignments/Groups: Provide feedback at the group level
*i>Clickers: To provide real-time feedback at the group level
*i>peer to provide peer feedback

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Five

2013-04-29T22:13:37Z

IanNagel:

=What kinds of practice and feedback enhance learning?=

Principle Five: ''"Learning and performance are best fostered when students engage in practice that focuses on a specific goal and or criterion, targets an appropriate level of challenge, and is of sufficient quantity that and frequency to meet the performance criteria. Practice must be coupled with feedback that explicitly communicates about some aspects of students' performance relative to specific target criteria, provides information to help students progress in meeting those criteria, and is given at a time and frequency that allows it to be useful."''

So:

#Address the need for goal directed practice
#Address the need for targeted feedback

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Address the need for goal directed practice===
<ol style="list-style-type:lower-roman">
<li>Conduct a prior knowledge assessment to target an appropriate challenge level (pp. 145)</li>
<li>Be explicit about your goals in course materials (pp. 145)</li>
<li>Use a rubric to specify and communicate performance criteria (pp. 146)</li>
<li>Build in multiple opportunities for practice (pp. 146)</li>
<li>Build scaffolding into assignments (pp. 146)</li>
<li>Set expectations about practice (pp. 147)</li>
<li>Give examples or models of target performance (pp. 147)</li>
<li>Show students what you do ''not'' want (pp. 147)</li>
<li>Refine your goals and performance criteria as the course progresses (pp. 148)</li>
</ol>

*Survey tool: Conduct a prior learning assessment to target and appropriate challenge level
*Tests, pools and surveys: Provide multiple opportunities to practice using low stakes tests
*Lesson plan/Syllabus tools: be explicit about your goals in the course material
*Assignments: Use assignment introduction and ability to upload files to in order to provide prompts or scaffolds

===Address the need for targeted feedback===
<ol style="list-style-type:lower-roman">

<li>Look for patterns of errors in student work (pp. 148)</li>
<li>Priortize your feedback (pp. 149)</li>
<li>Balance strengths and weaknesses in your feedback (pp. 149)</li>
<li>Design frequent opportunities to give feedback (pp. 150)</li>
<li>Provide feedback at the group level (pp. 150)</li>
<li>Provide real-time feedback at the group level (pp. 150)</li>
:*Clicker Toolkit
:*Create a Group
<li>Incorporate peer feedback (pp. 151)</li>
<li>Require students to specify how they used feedback in subsequent work (pp. 151)</li>
</ol>

*Tests, pools and surveys: Use item level analysis to look for patterns of errors in students work
*Assignments/Tasks/Tests: Provide frequent short tasks in order and provide feedback
*Assignments/Groups: Provide feedback at the group level
*i>Clickers: To provide real-time feedback at the group level
*i>peer to provide peer feedback

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Four

2013-04-29T22:01:58Z

IanNagel: /* Expose and reinforce component skills */

=How do students develop mastery?=

Principle Four: ''"Students must develop not only the component skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity. Finally, students must learn when and how to apply the skills and knowledge they learn. As instructors it is important that we develop conscious awareness of these elements of mastery so as to help our students learn more effectively."''

So:

#Expose and reinforce component skills
#Build fluency and facilitate integration of skills
#Facilitate robust skill transfer

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Expose and reinforce component skills===
<ol style="list-style-type:lower-roman">
<li>Push past your own expert blindspot (pp. 112)</li>
:*Create word clouds from student created content (e.g. Journals) to compare with word clouds from your own (or other disciplinary experts') content and '''Attach the Files''' to an announcement or discussion board
<li>Enlist the help of others (pp. 113)</li>
:*'''Create a Group''' for all course instructors where you can experiment and collaborate in a closed environment within the course
:*'''Create a Content Pass''' for a file in your content collection that you want to share with someone outside '''''Connect''''' for feedback
<li>Focus student attention on key aspects of the task (pp. 114)</li>
:*Create Rubrics to be explicit about the learning objectives and submission criteria
:*Provide examples of excellent assignment submissions from previous cohorts by '''Creating a Content Item''' or '''Attaching a File''' to an assignment description
<li>Diagnose weak or missing component skills (pp. 114)</li>
:*Design practice or low stakes tests that are organized to expose component skills
<li>Provide isolated practice of weak or missing skills (pp. 115)</li>
:*'''Create''' practice or low stakes '''tests''' that are designed to expose component skills and supplement with automated answer feedback or self assessment
</ol>

*Tests, Surveys: Diagnose/identify weak or missing component skills
*Course Reports: Item level test analysis. Identifying weak component skills
*Remedial self-assessed testing to provide isolated skill practice

===Build fluency and facilitate integration of skills===
<ol style="list-style-type:lower-roman">
<li>Give students practice to increase fluency (pp. 115)</li>
:*'''Create''' practice, low stakes, and/or self-assessed '''tests''' that are designed to increase fluency of component skills
<li>Temporarily constrain the scope of the task (pp. 116)</li>
<li>Explicitly include integration in your performance criteria (pp. 117)</li>
</ol>

*Learning Modules
*Learning modules focusing on individual component skills component skills to reduce cognitive load
*Tests that focus on fluency, Using timed testing
*Test questions that emphasis skill integration

===Facilitate robust skill transfer===
<ol style="list-style-type:lower-roman">
<li>Discuss conditions of applicability (pp. 117)</li>
<li>Give students opportunities to apply skills or knowledge in diverse contexts (pp. 117)</li>
<li>Ask students to generalize to larger principles (pp. 118)</li>
<li>Use comparisons to help students identify deep features (pp. 118)</li>
<li>Specify context and ask students to identify relevant skills and knowledge (pp. 119)</li>
<li>Specify skills or knowledge and ask students to identify contexts in which they apply (pp. 119)</li>
<li>Provide prompts to relevant knowledge (pp. 120)</li>
</ol>

*Online case studies using learning module—used to discuss conditions of applicability to increase transfer
*Online discussion and resource sharing with experts
*External media: Develop rich contexts when considering skills transfer

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Four

2013-04-29T21:59:03Z

IanNagel:

=How do students develop mastery?=

Principle Four: ''"Students must develop not only the component skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity. Finally, students must learn when and how to apply the skills and knowledge they learn. As instructors it is important that we develop conscious awareness of these elements of mastery so as to help our students learn more effectively."''

So:

#Expose and reinforce component skills
#Build fluency and facilitate integration of skills
#Facilitate robust skill transfer

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Expose and reinforce component skills===
<ol style="list-style-type:lower-roman">
<li>Push past your own expert blindspot (pp. 112)</li>
:*Create word clouds from student created content (e.g. Journals) to compare with word clouds from your own (or other disciplinary experts') content and '''Attach the Files''' to an announcement or discussion board
<li>Enlist the help of others (pp. 113)</li>
:*'''Create a Group''' for all course instructors where you can experiment and collaborate in a closed environment within the course
:*'''Create a Content Pass''' for a file in your content collection that you want to share with someone outside '''''Connect''''' for feedback
<li>Focus student attention on key aspects of the task (pp. 114)</li>
:*Create Rubrics to be explicit about the learning objectives and submission criteria
:*Provide examples of excellent assignment submissions from previous cohorts by '''Creating a Content Item''' or '''Attaching a File''' to an assignment description
<li>Diagnose weak or missing component skills (pp. 114)</li>
:*Design practice or low stakes tests that are organized to expose component skills
<li>Provide isolated practice of weak or missing skills (pp. 115)</li>
:*'''Create''' practice or low stakes '''tests''' that are designed to expose component skills and supplement with automated answer feedback or self assessment

*Tests, Surveys: Diagnose/identify weak or missing component skills
*Course Reports: Item level test analysis. Identifying weak component skills
*Remedial self-assessed testing to provide isolated skill practice
</ol>

===Build fluency and facilitate integration of skills===
<ol style="list-style-type:lower-roman">
<li>Give students practice to increase fluency (pp. 115)</li>
:*'''Create''' practice, low stakes, and/or self-assessed '''tests''' that are designed to increase fluency of component skills
<li>Temporarily constrain the scope of the task (pp. 116)</li>
<li>Explicitly include integration in your performance criteria (pp. 117)</li>
</ol>

*Learning Modules
*Learning modules focusing on individual component skills component skills to reduce cognitive load
*Tests that focus on fluency, Using timed testing
*Test questions that emphasis skill integration

===Facilitate robust skill transfer===
<ol style="list-style-type:lower-roman">
<li>Discuss conditions of applicability (pp. 117)</li>
<li>Give students opportunities to apply skills or knowledge in diverse contexts (pp. 117)</li>
<li>Ask students to generalize to larger principles (pp. 118)</li>
<li>Use comparisons to help students identify deep features (pp. 118)</li>
<li>Specify context and ask students to identify relevant skills and knowledge (pp. 119)</li>
<li>Specify skills or knowledge and ask students to identify contexts in which they apply (pp. 119)</li>
<li>Provide prompts to relevant knowledge (pp. 120)</li>
</ol>

*Online case studies using learning module—used to discuss conditions of applicability to increase transfer
*Online discussion and resource sharing with experts
*External media: Develop rich contexts when considering skills transfer

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Three

2013-04-29T21:42:26Z

IanNagel:

=What factors motivate students to learn?=

Principle Three: ''"As students enter college and gain greater autonomy over what, when and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of learning behaviours in which they engage. When students find positive in a learning goal or activity expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn."''

So:

#Establish value of course learning
#Facilitate student development of positive expectancies
#Address value and expectancies

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Establish value of course objectives===
<ol style="list-style-type:lower-roman">
<li>Connect the material to students' interests (pp. 83)</li>
:*Use and encourage the use of Mashups and other multimedia options in '''''Connect''''' to foster student conceptual connections to prior learning, and well understood knowledge and interests
<li>Provide authentic, real-world tasks (pp. 83)</li>
:*External links to connect the material of interest to students—tap into issues and media important to students
:*Embedding rich media into the course using the Mashup to connect to material interesting to students
:*Wiki (media): Develop real-world public collaborative resources
:*UBC Blogs: Connect real-world projects to the community
<li>Show relevance to students' current academic lives (pp. 84)</li>
<li>Demonstrate the relevance of higher level skills to students' professional lives (pp. 84)</li>
<li>Identify and reward what you value (pp. 84)</li>
<li>Show your own passion and enthusiasm for the discipline (pp. 85)</li>
</ol>

===Facilitate student formation of positive expectancies===
<ol style="list-style-type:lower-roman">
<li>Ensure alignment of objectives, assessments, and instructional strategies (pp. 85)</li>
<li>Identify an appropriate level of challenge (pp. 85)</li>
<li>Create assignments that provide the appropriate level of challenge (pp. 86)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation, flexibility and the appropriate level of challenge
<li>Provide early success opportunities (pp. 86)</li>
<li>Articulate your expectations (pp. 87)</li>
<li>Provide rubrics (pp. 87)</li>
:*Use the Rubric Tool
:*'''Attach a File''' of a rubric to your task description
<li>Provide Targeted Feedback (pp. 87)</li>
:*When '''Creating a Test Question''', input instructional answer feedback, perhaps using heuristics for incorrect answers, for correct and incorrect answers
:*Monitor and facilitate discussion board forums after learning how to "Create a Discussion Board Post'''
<li>Be Fair (pp. 88)</li>
:*'''Create Surveys in iPeer''' to generate data so you can filter your students into well balanced groups for group assignments
:*'''Grade Anonymously''' when working through your marking in the Grade Center
<li>Educate students about the ways we explain success and failure</li>
<li>Describe effective study strategies (pp. 88)</li>

*Rubrics: Rubrics can link performance expectations to your intended goals
*Goals: Align objectives, assessments, and instructional strategies
*Tests (metadata): to level questions to ensure they are the appropriate level of challenge
*Tests: Diagnostic Assessments to help ensure material is at an appropriate level of challengemiles
*Syllabus: Articulate your expectations
</ol>

===Address value and expectancies of course learning===
<ol style="list-style-type:lower-roman">
<li>Provide flexibility and control (pp. 89)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation and flexibility to lend a sense of control
<li>Give students an opportunity to reflect (pp. 89)</li>
:*Receive, mark and give back tests and assignments in '''''Connect''''' to create greater time for reflection on assignment feedback and to save lecture time
:*When giving students class-wide feedback on assignments and tests, do so via text or video in the online course environment (e.g. '''Create an Announcement''') to save class time, and so that students can get it earlier and have more time to reflect on it

*Journal tool, learning portfolios, discussion board: Provide opportunities to reflect
*Learning portfolios to connect performance goals (EX accreditation) with learning goals and program goals
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Three

2013-04-29T20:08:08Z

IanNagel:

=What factors motivate students to learn?=

Principle Three: ''"As students enter college and gain greater autonomy over what, when and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of learning behaviours in which they engage. When students find positive in a learning goal or activity expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn."''

So:

#Establish value of course learning
#Facilitate student development of positive expectancies
#Address value and expectancies

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Establish value of course objectives===
<ol style="list-style-type:lower-roman">
<li>Connect the material to students' interests (pp. 83)</li>
:*Use and encourage the use of Mashups and other multimedia options in '''''Connect''''' to foster student conceptual connections to prior learning, and well understood knowledge and interests
<li>Provide authentic, real-world tasks (pp. 83)</li>
:*External links to connect the material of interest to students—tap into issues and media important to students
:*Embedding rich media into the course using the Mashup to connect to material interesting to students
:*Wiki (media): Develop real-world public collaborative resources
:*UBC Blogs: Connect real-world projects to the community
<li>Show relevance to students' current academic lives (pp. 84)</li>
<li>Demonstrate the relevance of higher level skills to students' professional lives (pp. 84)</li>
<li>Identify and reward what you value (pp. 84)</li>
<li>Show your own passion and enthusiasm for the discipline (pp. 85)</li>
</ol>

===Facilitate student formation of positive expectancies===
<ol style="list-style-type:lower-roman">
<li>Ensure alignment of objectives, assessments, and instructional strategies (pp. 85)</li>
<li>Identify an appropriate level of challenge (pp. 85)</li>
<li>Create assignments that provide the appropriate level of challenge (pp. 86)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation, flexibility and the appropriate level of challenge
<li>Provide early success opportunities (pp. 86)</li>
<li>Articulate your expectations (pp. 87)</li>
<li>Provide rubrics (pp. 87)</li>
:*Use the Rubric Tool
:*'''Attach a File''' of a rubric to your task description
<li>Provide Targeted Feedback (pp. 87)</li>
:*When '''Creating a Test Question''', input instructional answer feedback, perhaps using heuristics for incorrect answers, for correct and incorrect answers
:*Monitor and facilitate discussion board forums after learning how to "Create a Discussion Board Post'''
<li>Be Fair (pp. 88)</li>
:*'''Create Surveys in iPeer''' to generate data so you can filter your students into well balanced groups for group assignments
:*'''Grade Anonymously''' when working through your marking in the Grade Center
<li>Educate students about the ways we explain success and failure</li>
<li>Describe effective study strategies (pp. 88)</li>
</ol>

*Rubrics: Rubrics can link performance expectations to your intended goals
*Goals: Align objectives, assessments, and instructional strategies
*Tests (metadata): to level questions to ensure they are the appropriate level of challenge
*Tests: Diagnostic Assessments to help ensure material is at an appropriate level of challengemiles
*Syllabus: Articulate your expectations

===Address value and expectancies of course learning===
<ol style="list-style-type:lower-roman">
<li>Provide flexibility and control (pp. 89)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation and flexibility to lend a sense of control
<li>Give students an opportunity to reflect (pp. 89)</li>
:*Receive, mark and give back tests and assignments in '''''Connect''''' to create greater time for reflection on assignment feedback and to save lecture time
:*When giving students class-wide feedback on assignments and tests, do so via text or video in the online course environment (e.g. '''Create an Announcement''') to save class time, and so that students can get it earlier and have more time to reflect on it

*Journal tool, learning portfolios, discussion board: Provide opportunities to reflect
*Learning portfolios to connect performance goals (EX accreditation) with learning goals and program goals
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Three

2013-04-29T20:07:21Z

IanNagel:

=What factors motivate students to learn?=

Principle Three: ''"As students enter college and gain greater autonomy over what, when and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of learning behaviours in which they engage. When students find positive in a learning goal or activity expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn."''

So:

#Establish value of course learning
#Facilitate student development of positive expectancies
#Address value and expectancies

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Establish value of course objectives===
<ol style="list-style-type:lower-roman">
<li>Connect the material to students' interests (pp. 83)</li>
:*Use and encourage the use of Mashups and other multimedia options in '''''Connect''''' to foster student conceptual connections to prior learning, and well understood knowledge and interests
<li>Provide authentic, real-world tasks (pp. 83)</li>
:*External links to connect the material of interest to students—tap into issues and media important to students
:*Embedding rich media into the course using the Mashup to connect to material interesting to students
:*Wiki (media): Develop real-world public collaborative resources
:*UBC Blogs: Connect real-world projects to the community
<li>Show relevance to students' current academic lives (pp. 84)</li>
<Demonstrate the relevance of higher level skills to students' professional lives (pp. 84)</li>
<li>Identify and reward what you value (pp. 84)</li>
<li>Show your own passion and enthusiasm for the discipline (pp. 85)</li>
</ol>

===Facilitate student formation of positive expectancies===
<ol style="list-style-type:lower-roman">
<li>Ensure alignment of objectives, assessments, and instructional strategies (pp. 85)</li>
<li>Identify an appropriate level of challenge (pp. 85)</li>
<li>Create assignments that provide the appropriate level of challenge (pp. 86)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation, flexibility and the appropriate level of challenge
<li>Provide early success opportunities (pp. 86)</li>
<li>Articulate your expectations (pp. 87)</li>
<li>Provide rubrics (pp. 87)</li>
:*Use the Rubric Tool
:*'''Attach a File''' of a rubric to your task description
<li>Provide Targeted Feedback (pp. 87)</li>
:*When '''Creating a Test Question''', input instructional answer feedback, perhaps using heuristics for incorrect answers, for correct and incorrect answers
:*Monitor and facilitate discussion board forums after learning how to "Create a Discussion Board Post'''
<li>Be Fair (pp. 88)</li>
:*'''Create Surveys in iPeer''' to generate data so you can filter your students into well balanced groups for group assignments
:*'''Grade Anonymously''' when working through your marking in the Grade Center
<li>Educate students about the ways we explain success and failure</li>
<li>Describe effective study strategies (pp. 88)</li>
</ol>

*Rubrics: Rubrics can link performance expectations to your intended goals
*Goals: Align objectives, assessments, and instructional strategies
*Tests (metadata): to level questions to ensure they are the appropriate level of challenge
*Tests: Diagnostic Assessments to help ensure material is at an appropriate level of challengemiles
*Syllabus: Articulate your expectations

===Address value and expectancies of course learning===
<ol style="list-style-type:lower-roman">
<li>Provide flexibility and control (pp. 89)</li>
:*Use the diverse assessment options available ('''Journal, Blog, Wiki, Multimedia, Discussion, more''') to provide variation and flexibility to lend a sense of control
<li>Give students an opportunity to reflect (pp. 89)</li>
:*Receive, mark and give back tests and assignments in '''''Connect''''' to create greater time for reflection on assignment feedback and to save lecture time
:*When giving students class-wide feedback on assignments and tests, do so via text or video in the online course environment (e.g. '''Create an Announcement''') to save class time, and so that students can get it earlier and have more time to reflect on it

*Journal tool, learning portfolios, discussion board: Provide opportunities to reflect
*Learning portfolios to connect performance goals (EX accreditation) with learning goals and program goals
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Two

2013-04-29T19:30:20Z

IanNagel:

Sandbox:IanNagel/How Learning Works/Principle One

2013-04-29T17:05:41Z

IanNagel:

Sandbox:IanNagel/How Learning Works/Principle One

2013-04-26T20:39:41Z

IanNagel:

Sandbox:IanNagel/How Learning Works/Principle Seven

2013-04-26T18:11:54Z

IanNagel: /* Applicable Learning Technologies built into the Connect LMS */

=How do students become self-directed learners=

''"Learners may engage in a variety of metacognitive processes to monitor and control their learning--assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working. Unfortunately, students tend not to engage in these processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that not only improve their performance but also their effectiveness as learners."''

So:

#Facilitate student assessment of the task at hand, helping students to take into consideration the tasks goal and constraints
#Facilitate student evaluation of their own knowledge and skills, identifying strengths and weaknesses
#Facilitate student planning of their approach in a way that accounts for the current situation
#Facilitate student application of strategies to enact their plan, monitoring their own progress along the way
#Facilitate student reflection on the degree to which their current approach is working so that they can adjust and restart the cycle if needed

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Assessing the Task at Hand===
<ol style="list-style-type:lower-roman">
<li>Tell students what you do '''not''' want</li>
<li>Check students' understanding of the task</li>
<li>Provide performance criteria with the assignment</li>
*Rubrics/Checklists: Provide performance criteria with assignments, assessments.
*Assignments: Students hand in proposals in order to check their understanding of the task
</ol>
===Evaluating Students' Own Strengths and Weaknesses===
<ol style="list-style-type:lower-roman">
<li>Give early performance based assessments</li>
<li>Provide opportunities for self-assessment</li>
*Tests: Early performance-based assessments, ungraded self-assessments
*Journal tool: Self-assessment
</ol>

===Planning an Appropriate Approach===
<ol style="list-style-type:lower-roman">
<li>Have students implement a plan that you provide</li>
<li>Have students create their own plan</li>
<li>Make planning the central goal of the assignment</li>
*Assignments: Students submit in proposals in show their plan and approach for a task
</ol>

===Applying Strategies and Monitoring Performance===
<ol style="list-style-type:lower-roman">
<li>Provide simple heuristics for self-correction</li>
<li>Have students do guided self-assessments</li>
<li>Require students to reflect on and annotate their own work</li>
<li>Use peer review / reader response</li>
*Tests/Journals: Student complete a guided self-assessment
*iPeer: Peer Review/Reader response. Assists students evaluate and monitor their own work more effectively
*Assignment submission: Allow students to upload a reflective sheet along with assignment
</ol>

===Reflecting On and Adjusting Ones Approach===
<ol style="list-style-type:lower-roman">
<li>Provide activities that require students to reflect on their approach</li>
<li>Prompt students to analyze the effectiveness of their study skills</li>
<li>Present Multiple Strategies</li>
<li>Create assignments that focus on strategizing rather than implementation</li>

*Tests: Provide students with a virtual exam wrapper an attached form that they complete and upload when they access their exam grade
*Learning Modules: include learning modules/folders that focus on study skills.
</ol>

===Beliefs about Intelligence and Learning===
<ol style="list-style-type:lower-roman">
<li>Address student beliefs about learning directly</li>
<li>Broaden students understanding about learning</li>
<li>Help students set realistic expectations</li>
</ol>

===General Strategies to Promote Metacognition===
<ol style="list-style-type:lower-roman">
<li>Modelling your metacognitive process</li>
<li>Scaffold students into the metacognitive process</li>
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Seven

2013-04-26T18:11:08Z

IanNagel: /* Applicable Learning Technologies built into the Connect LMS */

=How do students become self-directed learners=

''"Learners may engage in a variety of metacognitive processes to monitor and control their learning--assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working. Unfortunately, students tend not to engage in these processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that not only improve their performance but also their effectiveness as learners."''

So:

#Facilitate student assessment of the task at hand, helping students to take into consideration the tasks goal and constraints
#Facilitate student evaluation of their own knowledge and skills, identifying strengths and weaknesses
#Facilitate student planning of their approach in a way that accounts for the current situation
#Facilitate student application of strategies to enact their plan, monitoring their own progress along the way
#Facilitate student reflection on the degree to which their current approach is working so that they can adjust and restart the cycle if needed

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Assessing the Task at Hand===
<ol style="list-style-type:lower-roman">
<li>Tell students what you do '''not''' want</li>
<li>Check students' understanding of the task</li>
<li>Provide performance criteria with the assignment</li>
*Rubrics/Checklists: Provide performance criteria with assignments, assessments.
*Assignments: Students hand in proposals in order to check their understanding of the task
</ol>
===Evaluating Students' Own Strengths and Weaknesses===
<ol style="list-style-type:lower-roman">
<li>Give early performance based assessments</li>
<li>Provide opportunities for self-assessment</li>
*Tests: Early performance-based assessments, ungraded self-assessments
*Journal tool: Self-assessment
</ol>

===Planning an Appropriate Approach===
<ol style="list-style-type:lower-roman">
<li>Have students implement a plan that you provide</li>
<li>Have students create their own plan</li>
<li>Make planning the central goal of the assignment</li>
*Assignments: Students submit in proposals in show their plan and approach for a task
===Applying Strategies and Monitoring Performance===
<li>Provide simple heuristics for self-correction</li>
<li>Have students do guided self-assessments</li>
<li>Require students to reflect on and annotate their own work</li>
<li>Use peer review / reader response</li>
*Tests/Journals: Student complete a guided self-assessment
*iPeer: Peer Review/Reader response. Assists students evaluate and monitor their own work more effectively
*Assignment submission: Allow students to upload a reflective sheet along with assignment
</ol>

===Reflecting On and Adjusting Ones Approach===
<ol style="list-style-type:lower-roman">
<li>Provide activities that require students to reflect on their approach</li>
<li>Prompt students to analyze the effectiveness of their study skills</li>
<li>Present Multiple Strategies</li>
<li>Create assignments that focus on strategizing rather than implementation</li>

*Tests: Provide students with a virtual exam wrapper an attached form that they complete and upload when they access their exam grade
*Learning Modules: include learning modules/folders that focus on study skills.
</ol>

===Beliefs about Intelligence and Learning===
<ol style="list-style-type:lower-roman">
<li>Address student beliefs about learning directly</li>
<li>Broaden students understanding about learning</li>
<li>Help students set realistic expectations</li>
</ol>

===General Strategies to Promote Metacognition===
<ol style="list-style-type:lower-roman">
<li>Modelling your metacognitive process</li>
<li>Scaffold students into the metacognitive process</li>
</ol>

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==

Sandbox:IanNagel/How Learning Works/Principle Five

2013-04-26T17:47:52Z

IanNagel:

=What kinds of practice and feedback enhance learning?=

Principle Five: ''"Learning and performance are best fostered when students engage in practice that focuses on a specific goal and or criterion, targets an appropriate level of challenge, and is of sufficient quantity that and frequency to meet the performance criteria. Practice must be coupled with feedback that explicitly communicates about some aspects of students' performance relative to specific target criteria, provides information to help students progress in meeting those criteria, and is given at a time and frequency that allows it to be useful."''

So:

#Address the need for goal directed practice
#Address the need for targeted feedback

==Applicable Learning Technologies built into the '''''Connect''''' LMS==

===Address the need for goal directed practice===
<ol style="list-style-type:lower-roman">
<li>Conduct a prior knowledge assessment to target an appropriate challenge level</li>
<li>Be explicit about your goals in course materials</li>
<li>Use a rubric to specify and communicate performance criteria</li>
<li>Build in multiple opportunities for practice</li>
<li>Build scaffolding into assignments</li>
<li>Set expectations about practice</li>
<li>Give examples or models of target performance</li>
<li>Show students what you do ''not'' want</li>
<li>Refine your goals and performance criteria as the course progresses</li>

*Survey tool: Conduct a prior learning assessment to target and appropriate challenge level
*Tests, pools and surveys: Provide multiple opportunities to practice using low stakes tests
*Lesson plan/Syllabus tools: be explicit about your goals in the course material
*Assignments: Use assignment introduction and ability to upload files to in order to provide prompts or scaffolds
</ol>

===Address the need for targeted feedback===
<ol style="list-style-type:lower-roman">

<li>Look for patterns of errors in student work</li>
<li>Priortize your feedback</li>
<li>Balance strengths and weaknesses in your feedback</li>
<li>Design frequent opportunities to give feedback</li>
<li>Provide feedback at the group level</li>
<li>Provide real-time feedback at the group level</li>
<li>Incorporate peer feedback</li>
<li>Require students to specify how they used feedback in subsequent work</li>
<li>

</ol>
*Tests, pools and surveys: Use item level analysis to look for patterns of errors in students work
*Assignments/Tasks/Tests: Provide frequent short tasks in order and provide feedback
*Assignments/Groups: Provide feedback at the group level
*i>Clickers: To provide real-time feedback at the group level
*i>peer to provide peer feedback

==Citations and Further Reading==

==Case Studies==

==Related Links==

==Related Imagery==