==Time to complete this module==
15-20 minutes

==Learning Objectives==
By the end of this module, you will be able to:
*Describe the four (4) stages of a typical ISW mini-lesson cycle
*Identify the roles of the instructor, the participants and the facilitator in each stage

==Read==

===Definitions===
*'''The instructor:''' The ISW participant who is teaching the mini-lesson
*'''The learners/participants:''' The 5 other ISW participants to whom the mini-lesson is taught
*'''The facilitator:''' Us!

===The Mini-lesson Cycle===
A typical mini-lesson cycle in ISW consists of a total of 35 (30) minutes which will take place in four stages:
#'''Setup/preparation (5 min):''' During this time you can make any preparations you need for your lesson, such as copying files, hooking up your laptop, writing something on the flipcharts, distributing handouts, …
#'''Mini-lesson (D1 5 min or D2/3 10 min):''' You will teach your lesson to your small group. We recommend that you try to incorporate different learning activities and experiment new techniques. For more information, please see the module on How to Prepare your Mini-lesson
#'''Written feedback (7 min):''' The instructor leaves the room with the facilitator for a one-on-one reflection. The learners will fill out the written feedback forms which they will later give to the instructor.
#'''Verbal feedback (13 min):''' The instructor and the facilitator rejoin the group for a discussion, where the participants will elaborate on their written feedback and go into more depth by discussing their experience as a learner and their suggestions for the instructor.

[[File:ISW-lessoncycle.png|frameless|center|Mini-lesson Cycle]]

===Breakdown of tasks===
The following table describes the roles the instructor, the participants and the facilitators will have in each of the four stages.

{| class="wikitable"
|-
! Stage !! Time (min) !! Instructor !! Participants !! Facilitator
|-
| Setup || 5 || Makes necessary preparations for his/her lesson || _____________ || Provides any assistance/resources the instructor might need before the lesson
|-
| Mini-lesson || 10(5) || Delivers the lesson || Participate in the lesson activities as learners || Records the lesson, reminds the instructor of time
|-
| Written feedback || 7 || Reflects on his/her experience of the lesson in a one-on-one chat with the facilitator || Provide their written feedback using feedback forms || Facilitates the instructor’s reflection through active listening and asking some helpful questions
|-
| Verbal feedback || 13 || Receives the verbal feedback from the participants || Provide verbal feedback by elaborating on their written feedback and discussing any other points that might arise || Records the highlights of the discussion on a flipchart; facilitates the discussion by rephrasing/organizing the comments and asking probing questions
|}

Sandbox:CENES-FHIS

2015-09-02T23:35:22Z

JensVentSchmidt:

=Learning Objectives=
This is an introduction into the art of creating learning objectives. You will learn about them in depth during your ISW in October. The learning objectives for our session on technology in the classroom are: TAs will be able to:
#Describe benefits and challenges in using technology in their teaching
#Identify and implement technology that aligns with the learning objective of their lesson

===What are Learning Objectives===
What are Learning objectives?
*Learning objectives are specific, measurable, short-term, observable student behaviors.
*An objective is a description of a performance you want learners to be able to exhibit before you consider them competent.
*An objective describes an intended result of instruction, rather than the process of instruction itself.

===Why Have Objectives===
Why have objectives?
* To provide direction to instruction.
* To provide guidelines for assessment.
* To convey instructional intent to others.

===Tips For Writing Objectives===
* How specific and detailed should objectives be?
:It depends on what they are used for! Objectives for sequencing a unit plan will be more general than for specifying a lesson plan.
* Don't make writing objectives tedious, trivial, time-consuming, or mechanical. Keep them simple, unambiguous, and clearly focused as a guide to learning.
* The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teacher know what is going on.
* Express them in terms of student performance, behavior, and achievement, not teacher activity; they are ALWAYS learner-centered.
* Three components of an instructional objective:
#Identify the type of activity/task/performance (What should the learner be able to DO? e.g., "dissect," "formulate," "describe" etc.
#Specify the criteria or standards by which competence in the activity will be assessed (e.g., "in a short quiz," "through presenting their findings in a small group," etc.
#List any conditions or circumstances required for students to meet the objective (How will the student demonstrate their learning? e.g., "...given two class periods working with the materials at your lab station").
'''When we write a learning objective, it should ultimately answer the following question: Who – does what – under what conditions – how well?
'''

===Further reading===
*Handout for a concise introduction to writing learning objectives [http://www.ulm.edu/~tallen/bin/Objective%20Tips.doc]
*List of Bloom's Taxonomy Action Verbs [http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf]

=Participatory learning techniques=
In the ISW, you will get the opportunity to learn about, and experience a variety of participatory/ active/ collaborative learning techniques. The idea is to shift the focus from instructor to learners and encourage interaction within the classroom. Participatory learning techniques are used to assist achieving the learning objective and technology can be employed to facilitate many of those techniques.
*List of participatory learning techniques [http://flexible-isw-sept.sites.olt.ubc.ca/files/2014/09/Collaborative-Learning-Techniques.pdf]
* Further reading [http://wiki.ubc.ca/Active_learning]

=Pre-workshop activities=
#Think about a course that you will teach. Now, please write down a learning objective for this class.
#Read over the list of participatory learning techniques and pick one or two that you would try in your class.
#Please write this down and bring to the workshop on Tuesday.

=Resources=
*[http://wiki.ubc.ca/Sandbox:Blended_Toolkit_Inclass Teaching and Learning Technologies sorted by in-class and online] 
*[http://ctlt.ubc.ca/learning-technologies/ Learning Technologies] 
*[http://elearning.ubc.ca/connect/instructor-resources/ Instructor Resources] 
*[http://diy.open.ubc.ca/ DIY Media UBC] 
*[http://wiki.ubc.ca/Documentation:MediaWiki_Basics/Resources MediaWiki Basics] 
*[http://www.polleverywhere.com/ Poll] 
*[https://bubbl.us/ Mindmapping] 
*[http://copyright.ubc.ca/ Copyright UBC]

2014-12-04T00:29:41Z

{| class="wikitable"
{| class="wikitable"| style="background:#ffffff;"
! style="vertical-align:middle;width: 25%;text-align:center;background:#ffffff;"|
| style="background:#ffffff;height:50px;"|

! style="vertical-align:middle;height:50px;width: 25%;text-align:center;background:#5E869F;"| [[Sandbox:InclassNursing|In-Class]]
| style="background:#5E869F;"|

! style="vertical-align:middle;width: 25%;text-align:center;background:#B7C9D3;"| [[Sandbox:OnlineNursing|Online]]
| style="background:#B7C9D3;"|

! style="vertical-align:middle;width: 25%;text-align:center;background:#ffffff;"|
| style="background:#ffffff;"|

|}
__NOTOC__

When teaching in the classroom, you could use the technology to increase student engagement in different kinds of activities and enhance their learning experience. As UBC instructor, you have access to various learning or content management systems such as Connect (Blackboard Learn), WordPress or MediaWiki. These platforms provide multiple ways of delivering course materials online in advance to the students who can be more prepared for in-class activities. A good way to maximize their learning experience!

==Learning and Content Management Systems==

[http://elearning.ubc.ca/connect/ Connect (Blackboard Learn)] This learning management system provides a series of tools and features to support the classroom instruction and give more flexibility to teaching and learning. It can be used for different purposes, to upload and develop content online, communicate and/or evaluate the students online. 

[http://cms.ubc.ca/?login CMS] or [http://blogs.ubc.ca/ UBC Blogs] using WordPress 
As an instructor, you might be interested in developing course content online available to the students in advance. Students can access learning materials before coming to class and be more prepare for class activities and discussions. What is the [http://support.cms.ubc.ca/cms-manual/getting-started/differences-between-ubc-cms-and-ubc-blogs/ difference between CMS and Blogs?]

[[Documentation:MediaWiki_Basics/Elearning|UBC MediaWiki]] 
Wiki's are a collaborative tool that breaks down confined user roles so that anyone can be an editor, an author or a publisher. MediaWiki is a platform where students could produce learning materials and submit their assignment online. 

==Communication==
<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">'''[http://elearning.ubc.ca/connect/ Connect]'''
<div class="mw-collapsible-content">[http://elearning.ubc.ca/connect/instructor-resources/communicate-and-collaborate/send-email-how-to/ E-Mail] and [http://elearning.ubc.ca/connect/instructor-resources/communicate-and-collaborate/send-a-message-how-to/ Internal Messages] 
Allow the instructor and/or the students to send e-mail to other students inside Connect. It works like a listserv.

[http://elearning.ubc.ca/connect/instructor-resources/communicate-and-collaborate/create-an-announcement-how-to/ Announcements]
 This tool is extremely effective to send messages to the students without having to send them an e-mail. The messages is posted within Connect and can be made available at all time or at specific dates. The instructor can publish an Announcement to provide any useful information to the students regarding an exam, an additional reading posted or an activity to complete online before coming to class, etc.

[http://elearning.ubc.ca/connect/instructor-resources/communicate-and-collaborate/connect-discussion-board-guide/ Discussion Board] 
The discussion board or forum allows the instructor and all the students or groups of students (using the group feature within Connect) to discuss different kinds of topics. The forum can be an interesting way of starting a discussion online before coming to class, or pursuing a discussion not finished in class. This tool is also extremely interesting to provide immediate and frequent feedback to the students. When dealing with a large group, discussions can also be facilitated by teaching assistants.

[http://elearning.ubc.ca/toolkit/blackboard-collaborate-web-conferencing/ Connect/Blackboard Collaborate]
 Blackboard (Bb) Collaborate Web Conferencing is an online classroom software where you can facilitate classes, meetings, presentations, discussion groups via an interactive web conferencing tool. As an instructor, you could have guest speakers at distance.
</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">'''[http://cms.ubc.ca/?login UBC CMS] or [http://blogs.ubc.ca/ UBC Blogs]'''
<div class="mw-collapsible-content">
[http://wiki.ubc.ca/Documentation:WordPress_Basics/Basics_1_Guide Posts]
Students can post messages on specific topic and start a discussion with all the other students and the instructor.

[http://blogs.ubc.ca/drblog/pulsepress/1-what-is-pulse-press/ PulsePress] 
PulsePress or liveblogging provides continuous, “rolling” coverage of a live event. Perhaps the best known example of liveblogging is Twitter. PulsePress allows students to rate and evaluate certain posts, and provide useful feedback. The instructor can use PulsePress to identify relevant topics to the students and target the needs in terms of learning.

Subscribe2 (not available by default on WordPress) 
This widget can be used to send automatic messages to the students when a new post or page is created. However, students could also subscribe to a specific page should they be interested in receiving notifications when a new post is published.

</div></div>

<div class="toccolours mw-collapsible mw-collapsed" style="width:800px">'''[http://elearning.ubc.ca/toolkit/wiki/ UBC Wiki]'''
<div class="mw-collapsible-content">Wiki's are a collaborative tool that breaks down confined user roles so that anyone can be an editor, an author or a publisher.</div></div>

==Evaluation and Assessment==
To evaluate and assess students, Connect provides a variety of tools that are not available on WordPress and on MediaWiki. For assignments and tests, Connect is extremely valuable and effective!

[http://elearning.ubc.ca/connect/instructor-resources/assess-student-learning/create-a-test-how-to/ Test and Quizzes] 
You can create tests to evaluate students using different kinds of questions (multiple-choice, multiple-choice, true/false, short-essay, etc.). These tests are calculated automatically by Connect, except for the essay and short-essay questions that require the instructor or TA to grade them. 

[http://elearning.ubc.ca/connect/instructor-resources/assess-student-learning/connect-assignments-guide/ Assignments] 
As an instructor, you can create a drop-box where students can submit their assignments individually or in groups. This submission process is more effective as it compiles all the submissions under one spot.

[http://elearning.ubc.ca/connect/instructor-resources/assess-student-learning/create-a-rubric-how-to/ Rubrics] you could use rubrics to evaluate students’ assignments and clarify your expectations with a list of criteria and levels of performance. This tool can be used to evaluate within Connect and provide feedback directly to the students.

[http://elearning.ubc.ca/connect/instructor-resources/assess-student-learning/grade-assignments-how-to/ Grade Centre] 
This tool allows you to make grades available at all time to the students. You can also export the Full Grade Centre or a specific test or assignment grades as an Excel spreadsheet.

==Classroom Interaction & Participation==
There are different ways of engaging students in classroom discussions using the technology.

[http://elearning.ubc.ca/connect/instructor-resources/assess-student-learning/get-started-with-clickers/ Clickers] 
Clickers (or Student Response Systems) are wireless handheld devices that allow students to respond to classroom polls and quizzes, regardless of class size and common student dynamics. Other clickers systems are available on the Web as free softwares, allowing students to respond to questions posted online directly from their laptop or smartphone. The clickers can be an effective tool to enhance student participation in the classroom. Resource links here.

[http://blogs.ubc.ca/drblog/pulsepress/1-what-is-pulse-press/ PulsePress] (available on WordPress) 
PulsePress or liveblogging provides continuous, “rolling” coverage of a live event. Perhaps the best known example of liveblogging is Twitter.

==Lecture Capture & Educational Media==
[http://it.ubc.ca/services/audio-visual-presentation/Lecture-capture Lecture Capture (MediaSite)] 
This is a lecture capture system. As instructor, you might be interested in recording parts of your class when students are presenting a project or for class interactions. You could reuse the recording and publish it on Connect should you be interested in using it as learning materials. 

[http://elearning.ubc.ca/toolkit/kaltura/ Kaltura] 
Kaltura is a video platform that allows you to upload video files directly from Connect. 

[[Documentation:Camtasia_Toolkit/Using_Camtasia|Camtasia]]
Camtasia is a powerful screencasting tool that also supports video editing. It is available in Windows and Mac versions. There are differences between Camtasia for Mac and for Windows, depending on your purpose and what you are using it for note this breakdown chart between the two.

[http://www.techsmith.com/snagit.html Snagit] 
Snagit helps you capture great looking images and videos with just a few clicks. Easily customize your screen captures with effects, or show off what's important with Snagit’s markup tools.

[http://diy.open.ubc.ca/?login?login DIY Media Site] 
The UBC DIY Media site is full of resources to help you plan and succeed in any DIY Media project.

Sandbox:DraftLP

2014-12-04T00:28:19Z

JensVentSchmidt: /* Name */

=Name=
<big>'''Learning Objective'''</big> 
By the end of this lesson, learners will be able to

<big>'''Activity and Technology'''</big>
#
#
#

Sandbox:TeachingTechnology

2014-12-04T00:27:57Z

JensVentSchmidt:

{{Sandbox:SmallClass}}
{{Sandbox:LargeClass}}
{{Sandbox:DraftLP}}

=Resources=
[http://wiki.ubc.ca/Sandbox:InclassJVS In class and Online] 

[http://ctlt.ubc.ca/learning-technologies/ Learning Technologies] 

[http://elearning.ubc.ca/connect/instructor-resources/ Instructor Resources] 

[http://diy.open.ubc.ca/ DIY Media UBC] 

[http://wiki.ubc.ca/Documentation:MediaWiki_Basics/Resources MediaWiki Basics] 

[http://www.polleverywhere.com/ Poll] 

[https://bubbl.us/ Mindmapping] 

[http://copyright.ubc.ca/ Copyright UBC]

=Open Questions=
#Does connect feature a plagiarism check similar to turn-it-in?

Sandbox:TeachingTechnology

2014-12-04T00:25:38Z

JensVentSchmidt:

{{Sandbox:SmallClass}}
{{Sandbox:LargeClass}}
=Aligning Learning Objective with Active Learning strategies and technology+
=={{Sandbox:DraftLP}}==

=Resources=
[http://wiki.ubc.ca/Sandbox:InclassJVS In class and Online] 

[http://ctlt.ubc.ca/learning-technologies/ Learning Technologies] 

[http://elearning.ubc.ca/connect/instructor-resources/ Instructor Resources] 

[http://diy.open.ubc.ca/ DIY Media UBC] 

[http://wiki.ubc.ca/Documentation:MediaWiki_Basics/Resources MediaWiki Basics] 

[http://www.polleverywhere.com/ Poll] 

[https://bubbl.us/ Mindmapping] 

[http://copyright.ubc.ca/ Copyright UBC]

=Open Questions=
#Does connect feature a plagiarism check similar to turn-it-in?

Sandbox:TeachingTechnology

2014-12-03T21:52:20Z

JensVentSchmidt:

{{Sandbox:SmallClass}}
{{Sandbox:LargeClass}}
{{Sandbox:Carla}}
{{Sandbox:DraftLP}}
{{Sandbox:DraftLP}}
{{Sandbox:DraftLP}}
{{Sandbox:DraftLP}}
{{Sandbox:DraftLP}}
=Resources=
[http://wiki.ubc.ca/Sandbox:InclassJVS In class and Online] 

[http://ctlt.ubc.ca/learning-technologies/ Learning Technologies] 

[http://elearning.ubc.ca/connect/instructor-resources/ Instructor Resources] 

[http://diy.open.ubc.ca/ DIY Media UBC] 

[http://wiki.ubc.ca/Documentation:MediaWiki_Basics/Resources MediaWiki Basics] 

[http://www.polleverywhere.com/ Poll] 

[https://bubbl.us/ Mindmapping] 

[http://copyright.ubc.ca/ Copyright UBC]

=Open Questions=
#Does connect feature a plagiarism check similar to turn-it-in?

Sandbox:Carla

2014-12-03T21:51:53Z

JensVentSchmidt: Created page with "=Carla= <big>'''Learning Objective'''</big> By the end of this lesson, learners will be able to <big>'''Activity and Technology'''</big> # Numbered list item # Numbere..."

=Carla=
<big>'''Learning Objective'''</big> 
By the end of this lesson, learners will be able to

<big>'''Activity and Technology'''</big>
# Numbered list item
# Numbered list item
# Numbered list item