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eDREI SyllabusHow Online and Blended Courses WorkConfirm you have your username/password and know how to access the Online Learning course.Be sure to check-in for the first time within 1-2 days of the start of the course.Establish a regular routine for checking for course communication and participating in course activities.Read the course syllabus and check for any special instructions from the instructor – be aware of any instructor expectations as well as any assignment/activity deadlines.Tour the online platform to become familiar with where to find assignments, forums, groups, and activities.If you have a question or concern, you may post it in the forum or contact the instructor through established course communication.Prerequisite for This CourseA DREI Designation is a prerequisite for the eDREI Experience.? Non-DREIs make get certified with the eREI Experience.? Non-real estate professionals may be certified as an electronic and blended instructor in the Unbounded Teacher and Mentor Experience.Deadline for CompletionThis is a three-month learner/mentor experience.? The experience does have support for the learner post-completion.The Learner is allowed six months to complete the assignments and schedule an electronic presentation with a mentor.There are two possible grades, “Pass” and “Not Yet Ready”.If the learner is “not yet ready” to receive the eDREI Designation, they may retake one session.? If another session is requested, the learner is expected to take more of an “instructor role” as opposed to a “learner role” to demonstrate their skills.? They will be granted another six months to complete and present their project.You will be learning by doing and making choices.You will have flexibility in learning materials and directions.You will be graded by the quality of your presentation.??Performance Based AssessmentWhy the performance-based assessment????????????Learning objectives and outcomes may call for performance.PBA keeps the students engaged; demonstrates the relevance of what they learn.It can be comprehensive—it asses knowledge, skill, and ability to apply the learning to the real world.Example of scorable incidencesUse electronic assessments at the beginning of the course.Opening and Creating a learning management systemAdding VideosEducational GamesAdding QuizletAdding PadletConnecting and assigning KahootsAdding othersAdding documentsConnecting to Khan AcademyLinking to materialOpen Sourced ResearchAllowing learners to screen share when appropriate.Creating an electronic student union.Build a Social PresenceIncorporate NetiquetteUsing e collaboration tools.Incorporate MultimediaAvoiding lengthy texts boxesExplaining the technological end of the Learning Management SystemOtherCase StudiesShort lecturesUsed ChunkingSupplying a link list of resourcesManaging ImpulsivityThinking with FlexibilityQuizzes, Match, List, and Essays (These are still being processed.)Learner Competenciesposting an announcementsending email within the system to one student or all studentsposting to or moderating discussion forumssetting up groupsmanaging students’ assignmentsposting course gradesestablishing settings that notify the instructor by email when students submit an assignmentresetting student quizsetting points for assignmentsusing the course grade bookInstructor CapacitiesDigital CapacityLearner EngagementDigital CitizenshipDiverse InstructionAssessment & MeasurementInstructional Design?Virtual ParticipationEmphasizes sharing of experiences among participantsCreates a general sense of trust among participants as evidenced by the willingness to share failures and works in progressLimits group size or encourages the use of breakout rooms, enabling personal sharing in smaller groupsMakes available opportunities for collaborative construction of knowledgeProvides opportunities for intentional matching or connecting of attendeesOrganizes around multiple time zonesProvides easily accessible and archived session recordings and materialsSupplies resource listsEncourages participants to share their learning outputsProvides options for active learning, such as the ability to contribute to webinar discussions and to make comments on content and materialsTakes advantage of the available features of the platform—such as backchannel chat, polls, video, and whiteboard—to present content and engage participantsProvides opportunities for self and collective reflection throughoutEncourages participation from individuals, teams, or collectivesSponsors or encourages informal gatherings or social experiences between sessions for individuals and organizations to connect and learn informally from one anotherUses help desk and scaled technical support for participantsPrinciples of GAPE:The Principles of Gape will be monitored during the project.? Learners will be adjusted by either the instructor or other learners if needed.At the end of the course, learners must submit by live interaction with the mentor the following:Category: KNOWLEDGEInstructors should:Provide current information.Present alternative viewpoints on the material when there is not a single position that is accepted industry-wide.Clearly identify opinions as to the instructor’s opinion.Build a proper foundation for each major element of a subject.Deal with all key elements of a subject.Cover the material adequately in the allotted time.Answer all questions logically and concisely.Be informed enough to handle a variety of questions on the subject being taught.Admit when he/she does not know the answer to a question and volunteer to obtain that information.Category: ANDRAGOGYInstructors should:Present new ideas by relating them to pre-existing knowledge held by the learners.Teach at the learner’s level.Show in a specific way how new material will benefit learners.Encourage questions and motivate involvement.Show tolerance – both to ignorance and disagreement, thus avoiding arguments and confrontation.Build the learner’s self-esteem.Call learners by name.Involve learners in the learning process through planned activities.Use a variety of teaching methods.Teach to all participants, not just those who show interest.Present key points by using examples as illustrations.Category: SPEECHInstructors should:Use concise, simple, and normal speech patterns; use simple terminology.Do not read to the class.Keep the presentation on pace, thus finishing the material in the allotted time.Keep the topic flowing.Speak loudly enough to be heard by all.Enunciate clearly without being overdone.Restate an individual learner’s question to the group as a whole prior to attempting to answer the question.Use humor when appropriate to make a point.?Category: TEACHING AIDSInstructors should:Make sure materials are legible, correctly spelled, properly numbered, and mechanically produced using a readable typeface.Use visual imagery when possible to enhance written words.Use written words when possible, to enhance oral speech. NOTE: Written is better than oral; visual is better than written.Follow the prepared outline.Make sure that all material on the outline will be covered in the class, and none of it is extraneous.Deviate from prepared material only to meet specific needs.Arrange the classroom so that learners do not have to look through physical objects.Use modern presentation equipment such as overhead projector or computer projection.Use equipment that enables the instructor to remain looking at the learners rather than turning their back to the class to write.Make sure that the physical stature of the instructor does not block the view of the learners toward the projected material.Make sure that the projector screen is easily visible to the group as a whole.Use color.Use large images for projected material.Turn the projected image off when, not in use and turn it on to call attention to the material. 15. Never block the image by walking between the projector and the screen with the projector on.Category: LEARNING ENVIRONMENTInstructors should:Be positive toward the subject matter.Refrain from ridiculing either the learners or others.Wear professional attire.Attend to personal grooming.Set up the room to accommodate the approximate number of learners expected to attend.Make sure empty seats are kept to a minimum.Make sure that lectern or table in front of room is unobtrusive.Provide writing surfaces for learners.Make sure that learners have ample space between them.Not stand behind physical objects for more than a short time period.Use gestures during the presentation.Use physical movement during the presentation to minimize the physical distance between the instructor and learners and try to involve all learners equally.Hard Copy of the Performance Based AssessmentPlan for Continual ImprovementParticipants are expected to join the forums.? During the lessons, you will be instructed on how to post responses, ask questions, and start new topics.? You will maintain access to the forums after your course is complete.? There you will be able to communicate with other professionals to continuously improve.Policies and ProceduresThis course will be available for six months. ? Time begins at the date of the first Instructor-Learners meeting.The course is available twenty-four hours a day.This three-month session covers moving educational classes and information into an online format. It is designed to provide the adult learner with an in-depth knowledge of Student-Centered Learning, Project-Based Learning, Mastery Based Progression, the Flipped Classroom, the Blended Classroom, Instructor and Learner Roles, Synchronous, and Asynchronous Learning, Google Classroom, Khan Academy, Open Sourced Learning, Kahoot, Quizlet, the Growth Mindset, applying the Generally Accepted Principles of Education to online, SAMR, the Office of Educational Technology, Grammarly and the Universal Design for Learning Online.The asynchronous portion of this experience is available 24 hours a day.Philosophy on Learner AgencyLearners have choice and voice in their educational experiences as they progress through the learning competencies.Harnessing individual motivation to learn, each learner will strive to ultimately take full ownership of his or her own learning.Learner ExpectationsOnline students must:Be self-starters – have the maturity and motivation to work independently.Use time wisely, be organized, be self-directed, and be willing to use new modes of communication and learning.Be willing to put in the needed time, read the text carefully, and actively participate in online class activities.Check communication frequently, get all assignments in on time, and discuss any concerns and questions with the instructor.Have regular access to a computer that meets minimum requirements.Have basic computer skills and be able to navigate the Internet.Your discussion posts will be consequential and full of content. For example, simply responding “me too,” or “thanks,” doesn’t include content. Use good grammar and spelling when posting online.?You’ll follow the rules of?Netiquette as we establish our community in the course. For example, no bullying online.Be proactive with a back-up plan in case you’re unable to access the Internet in your regular place of study.Modes of CommunicationsLearners have access to forums, private messages, and municationMust make it clear to the receivers which person has sent the message or where it originated.Must be for -related purposes.Must NOT contain any offensive, abusive or inappropriate language.Must NOT pass on personal information or appeals on behalf of individuals or groups of learners (e.g. to attend social gatherings or events).Must NOT pass social security numbers, passwords or credit card numbers.Contact Informationinformation@peggyann@leslie@Response TimePlease allow for 24 hours for instructors to puters, browsers, and softwareTo be successful in an online class both you and your students?need either a laptop or a desktop computer with the latest web browser versions and reliable internet access (preferably DSL/3G or faster). ?Supported browsersWe highly recommend updating to the newest version of whatever browser you are using as well as the most up-to-date Flash plug-in.?Mozilla Firefox?Google Chrome?Safari (Mac only)Internet Explorer?Preferred BrowserGoogle Chrome?Minimum Computer SkillsMinimum computer skills you must have:Ability to download and install files from the Internet.Ability to create, save, and upload documents.Knowledge in navigating the Internet.?Proficient in the use of search engines for research.Ability to send and receive an e-mail with attachments.Word processing skills such as: how to create, open, save, print, and edit files & documents.Protocol for Resolving Technical IssuesFirst, make sure it’s not a browser issue (e.g., Google Chrome), and try a different browser to see if this solves the problem.? If so, then you need either to update your regular browser or clear its history, cookies, and cache.If after updating your browser or other browsers don’t work, make sure it isn’t your computer.? Restart your computer. If the error persists, try logging in from a different computer to see if you receive the same error message.Read log error messages and record problem specifics and forward this to tech support and your instructor. Take a screenshot, if possible, to illustrate the exact problem.Remember that your peers can help you, too!Last, after someone (or you) fixes the problem, make sure you refresh/reload the Web page, as the system will remember and display the exact same page (with errors) you were looking at the last time you logged in.Technical Assistanceinformation@Section 508 StatementThe DREI Leadership Council is committed to making its electronic and information technologies accessible to individuals with disabilities by meeting or exceeding the requirements of Section 508 of the Rehabilitation Act (29 U.S.C. 794d), as amended in 1998. Section 508 is a federal law that requires agencies to provide individuals with disabilities equal access to electronic information and data comparable to those who do not have disabilities unless an undue burden would be imposed on the agency. The Section 508 standards are the technical requirements and criteria that are used to measure conformance within this law.AccessibilityThere is a panel on the right side of the webpage you can adjust this site for easier?accessibility.Color contrast for colorblind accessibility:??Our graphic artist tested the initial course template and our example in-course graphics for adequate foreground and background color contrast to make the content accessible to learners with color blindness.? This work helped us streamline our course development and avoid any serious structural issues later in the process.Tabbing for screen reader accessibility:?Our instructional designers learned how to use the Jobs Access with Speech (JAWS), screen reader, to test the accessibility of content for visually impaired learners.? This allowed us to build complex interactivities and graphics that held a logical flow for screen reader tabbing and maintained overall accessibility through keyboard commands alone.? Furthermore, we grouped certain items not vital to a learner’s understanding to limit tabbing to essential items and retain a practical structure for keyboard accessibility.On the right side of this web site there is a sidebar panel capable of the following:Increase TextDecrease TextReadable FontsHighlight LinksBlack/Yellow ContrastKeyboard NavigateStop AnimationsThere is also a feature that can be used to have the text read to you. ?The instructions are as following:Highlight TextRight ClickScroll down to the “SPEECH” sectionClick on “Start Speaking”More information on Section 508 and the technical standards can be found at?.Copyrights StatementLectures and other classroom presentations presented through video conferencing and other materials posted online are for the sole purpose of educating the students enrolled in the course. The release of such information (including but not limited to directly sharing, screen capturing, or recording content) is strictly prohibited unless the instructor states otherwise. Doing so without the permission of the instructor will be considered an Honor Code violation,?and may also be a violation of state or federal law, such as the Copyright Act.?Creative Commons LicenseCC BY NC 4.0Learning Management System (LMS) Terms of ServiceThe DREI Leadership Council provides the online classroom and all related materials and assessments solely for your educational purposes, subject to the following terms and conditions, and the sole discretion of the DREI Leadership Council. The Council may modify these terms and conditions at any time by updating the Terms of Use before the start of a term.Your access to the is for your use only to complete your courses. Any use of the secured site not related to the fulfillment of your class responsibilities and deliverables is prohibited.Your credentials (login ID and password) for access to the learning management system (LMS) should not be shared with anyone for any reason.In no event will the DREI Leadership Council be liable to you for any incidental, indirect, special, or consequential damages arising out of your use or improper use of the materials, references, and links provided.Privacy RightsPublic InformationThe website enables you to post information to be accessed by others through comments. cannot be held liable for any offsite communications that result from your posting of personal information on our site. If you do not wish to be contacted offsite by other visitors, do not share your personal information in the content when leaving a rmation OwnershipAll e-mails, comments, or other forms of communication received by are the property of and may be used for editorial or technical improvements to the Website at our discretion without any form of compensation being owed to the sender of said communications. website is owned and operated by?Leslie ClausonYour use of, and access to, indicates your acceptance of these Terms and Conditions.MembershipYou need not be a member of to access the site or use the content or services. However, access to some areas of and some content and services may also be restricted to members only.Proprietary RightsYour use of does not grant to you any ownership or interest in any content, code, data or materials you may access on or through the site or any intellectual property rights subsisting any content, code, data, or materials you may access on or through the site.You may download a single copy of any content contained , solely for your personal, non-commercial use, consistent with these terms of use, provided that you maintain the copyright and other notices contained in that content.If you make other use of , or the courses, content, code, data, or materials on the site or available through the site, except as otherwise provided above, you will violate copyrightChanges to Terms of and may, at its sole discretion, revise or change these Terms and Conditions (in whole or in part) from time to time and at any time without notice to you.Changes in the Terms and Conditions will be effective when posted by us on Your continued use of and/or the courses made available on or through the site after any changes to the Terms and Conditions are posted will be considered acceptance of those changes.User InformationIn the course of your use of and/or the content made available on, or through, , you may be asked to provide certain personalized information to us (User Information.)You are solely responsible for the accuracy and content of User Information.Modifying and Terminating our ServicesWe may add or remove functionalities or features in , and we may suspend or stop a course or function altogether.Course OutlineExperience One1?The Architechy Build2.1?The ArchitechyBuild2.2?What is the Architechy Build?2.21?Separate and Together2.2.2?The Architechy Build Takeaway2.3?Project-Based Learning Essential Elements2.1?Leave a Comment Cancel reply1.?Google Classroom2?Open a Google Classroom Account2.1?Here are some of the possible questions2.2?Google Classroom Cheat Sheets2.3?Downloads2.4?Can you tweet?2.4.1?Resources2.5?Explore Google Products2.6?Lesson3?About Classroom3.1?What can you do with Classroom?3.2?Follow this link to Google Classroom Information4?Google Teacher Center4.1?Google Classroom4.2?Google Scholar4.3?Google Hangouts4.4?Google Drive4.5?Google Sites4.6?Google Translate4.7?Google Calendar4.8?Google Earth Education4.9?GFE’s YouTube Channel4.10?Applied Digital Skills4.11?Speech Marking Form4.12?Google Forms Template Gallery4.13?EduProtocol4.14?Student Self Assessment Rubric4.15?Flipped Learning with G Suite4.16?G Suite Accessibility Features4.17?Google Forms Cheat Sheet4.18?Innovate with Google Sites4.19?Jam(board) with Students4.20?Google Photos – Say “Cheese”4.21?Gradebook in Classroom4.22?Apps that work with Classroom4.23?Accessibility Flashcards4.24?Accessibility and Google?4.25?Empower your Math Class with GSuite for Education4.26?Accessibility and Google?4.27?Empower your Math Class with GSuite for Education4.28.1?0 Comment(s)1?Vote Up or Down (This is a padlet.) Be ready to discuss what you found.1.1?Instructions1.1.1?Investigate1?The Architechy Build: Steps 1 – 5 (at home)1.1?Did you open your classroom? ?1.2?1. Go to Google Classroom and set up a course. (if you haven’t already.)2?free?addons2.0.0.1?Grades2.0.0.2?People2.0.0.3?Classwork2.0.1?2. Padlet2.0.2?My padlet2.0.2.1?Leave your email address here. ↑2.0.3?Make a free padlet account.2.0.4?Padlet link2.1?3.2.1.1?Copy your classmate’s email addresses from padlet.2.1.2?paste them into the student section of your Google Classroom.2.1.3?We are going to be each other’s students.2.2?4.2.2.1?Individual Exercise2.2.1.1?Make your first padlet and post it to Google Classroom.2.3?5.2.3.1?Group Exercise2.3.1.1?Visit each others Google Classroom.2.3.1.2?Take turns screen sharing.?1?Habits of the Mind (at home)1.1?Bring it to School1.2?Persisting1.3?Managing Impulsivity1.4?Listening with Understanding and Empathy1.5?Thinking Flexibly1.5.0.1?Situation1.6?Thinking about Thinking (Metacognition)1.7?Striving for Accuracy1.8?Questioning and Posing Problems1.9?Applying Past Knowledge to New Situations1.10?Thinking and Communicating with Clarity and Precision1.11?Gathering Data through All Senses1.12?Creating, Imagining, Innovating1.13?Responding with Wonderment and Awe1.14?Taking Responsible Risks1.15?Finding Humor1.16?Thinking Interdependently1.17?Learning Continuously1.17.1?0 Comment(s)1.17.2?Leave a Comment?1?Instructor MeetingExperience TwoResources1.1?Flashcards1.2?Student Planners1.3?Assessments1.4?Whiteboards1.5?Note Taking1?Khan Academy and Google Classroom1.1?Go to the Khan Academy1.2?Resource library for teachers1.3?Architechy Build1.4?I have this series from Khan Academy on my Sudent Support Site.1?YouTube to Classroom1.1?Step 1.1.2?Step: 2.1.3?Step 3.1.4?Step 4.1.4.0.1?Step A1.4.0.2?Step B1.4.0.3?Step C1.4.0.4?Step D1?The Open Sourced World?1.1?What are open educational resources?1.2?Research new material and electronic educational tools1.3?Visit EdSurge1.4?Visit Blended Learning Universe1.5?SBCTC1.5.1?Support Resources1.6?The world’s open source learning platform1.6.1??Canvas1.6.1.1?Powerful Community1.6.2??Open edX1.6.2.1?Open edX Studio1.6.3?ATutor1.7?Check out these links.1?Creative Commons License1.1?Attribution-NonCommercial 4.0 International1.1.1?Creative Commons Attribution-NonCommercial 4.0 International Public License1?Kahoot to Classroom1.1?Assignment1.2?Assignment1.3?Assignment1?Quizlet to Classroom1.0.1?Fun with Quizlet1.0.2?Build or find a set of cards from Quizlet1.1?Check the sets for accuracy.1.1.1?Embed three Quizlet sets into your Google Classroom.1.2?Subscribe to Quizlet on YouTube1.2.0.1??1.2.0.2?Quizlet YouTube1?Growth Mindset : Before we go any further.2?Growth Mindset2.1?The only failure is failing to try.2.2?Life begins at the end of your comfort zone.2.3?Let me show you how to fail.2.3?Your Best True Life Stories.2.4?What does this have to do with GAPE?2.5?The answer is a lot.2.6?Guess what?? You eventually passed.2.7?The Takeaway2.8?Practice Your Growth Mindset2.9?Here is your chance to help someone else.2.10?More about Growth Mindset2.11?Dr. Carol S. Dweck2.11.1?Websites2.26.2?Videos2.12?E-linkExperience Three1?Computers Don’t Teach1.1?The COVID 19 Challenge1.2?Behind Every Computer is a Person1.3?The Podium1.4?Tech Smart Teachers are Essential to Learning Online1.5?Commitment of Knowledge1.6?Imagine1.7?Generally Accepted Principles of Education1.8?NATIONAL STANDARDS FOR QUALITY ONLINE TEACHING1.8.1?1. Meets the professional teaching standards or has academic credentials in the field in which he or she is teaching.1.9?Explanations1.10?Examples1.10.1?2. Is a reflective practitioner.1.11?Explanations1.12?Examples1.12.1?3. Continuously pursues knowledge and skills related to online learning and “andragogy”.1.13?Explanations1.14?Examples1.14.1?4. Serves as an ambassador of knowledge to stakeholders.1.15?Explanations1.16?Examples1.16.1?5. Demonstrates knowledge of the role of online learning in preparing learners to participate as global citizens.1.17?Explanations1.18?Examples1.18.1?6. Demonstrates an understanding of effective time management strategies.1.19?Explanations1.20?Examples1.20.1?7. Models digital citizenship.1.21?Explanations1.22?Examples1.23?8. can explain his or her responsibilities in carrying out local or national law, or mandates related to accessibility.1.24?Explanations1.25?Examples1?Virtual Andragogy is a Thing?1.0.1?Needs of the Adult Learner1.1?1. Need to Know.1.2?2. Need for Foundation. (Self Concept and Experience)1.3?3. Need for Self. (Agency)1.4?4. Need for Readiness. (Readiness to Learn)1.5?5. Need for Orientation.1.6?6. Need for Motivation. (Motivation to Learn)i1.7?Let’s Break This Down1.7.1?1. Need to Know.1.7.2?1. DO1.7.3?2. Need for Foundation.?(Self Concept and Experience)1.7.4?2. Do1.7.5?3. Need for Self.?(Agency)1.7.6?3. Do1.7.7?4. Need for Readiness.?(Readiness to Learn)1.7.8?4. Do?(Readiness to Learn)1.7.9?5. Need for Orientation.?1.7.10?5. Do1.7.11?6. Need for Motivation.?1.7.12?6. Do1.8?Teaching and Learning Strategies1.8.1?Project-Based Learning1.8.2?Discussion1.8.3?Lecture (small time amounts)1.8.4?Case Studies1.8.5?Educational Games1.8.6?Role Play1.9?Generally Accepted Principles of Education1.10?Instructors Should1.10.1?Present new ideas by relating them to pre-existing knowledge held by the learners.1.10.2?Teach at the learner’s level.1.10.3?Show in a specific way how new material will benefit learners.1.10.4?Encourage questions and motivate involvement.1.10.5?Show tolerance – both to ignorance and disagreement thus avoiding arguments and confrontation.1.10.6?Build learner’s self-esteem.1.10.7?Call learners by name.1.10.8?Involve learners in the learning process through planned activities.1.10.9?Use a variety of teaching methods.1.10.10?Teach to all participants, not just those who show interest.1.10.11?Present key points by using examples as illustrations.1.11?Additional Recommendations for eDREI1.11.1?Use electronic assessments at the beginning of the course.1.11.2?Take advantage of a variety specialized electronic tools to reach all the learners.1.11.3?Confirm learner’s internet skills are appropriate for the online course.1.11.4?Allow learners to screen share when appropriate.1.11.5?Create an electronic student union.1.11.6?Maintain a Social Presence.1.11.7?Incorporate Netiquette.1.11.8?Send private emails and messages to learners letting them know they are doing great.1.11.9?Inspire a conversation on social media.1.11.10?Identify or have the learner identify themselves when verbally interacting or when responding to learners.1.11.11?Use e collaboration tools.1.11.12?Develop supplementary online activities.1.11.13?Use synchronous and asynchronous activities.1.11.14?Screen-share to demonstrate tasks or navigate documents.1.11.15?Incorporate Multiple Media.1.11.16?Use content resources that are available in digital format.1.11.17?Join the call early and stay on the call late.1.11.18?Monitor content activity.1.11.19?Avoid lengthy text blocks and presentations.1.12?1. Present new ideas by relating them to pre-existing knowledge held by the learners.1.13?2. Teach at the Learner’s Level1.13.1?VIRTUAL TOOLS FOR VISUAL LEARNERS1.13.1.1?Screencasting1.13.1.2?Mind Mapping1.14?VIRTUAL TOOLS FOR AUDITORY LEARNERS1.14.0.1?Voki1.14.0.2?Audacity1.15?VIRTUAL TOOLS FOR KINESTHETIC LEARNERS1.15.0.1?Anki1.15.0.2?Brainscape?1.16??3. Show in a specific way how new material will benefit learners.1.17?Where the Rubber Meets the Road1.17.0.1??1.17.0.2?Consumer Benefit Marketing and Promoting?1.18?4. Encourage questions and motivate involvement.1.18.1?Student Screen Sharing1.18.1.1?Allow learners to screen share when appropriate.1.18.2?Social Pressence1.18.2.1?Maintain a social presence.1.18.2.2?Chat1.18.2.3?School Forum1.18.2.4?Google Classroom1.18.2.5?FaceBook1.19?5. Show tolerance – both to ignorance and disagreement thus avoiding arguments and confrontation.1.19.1?Incorporate Netiquette1.19.1.1?THE CORE RULES OF NETIQUETTE1.19.1.2?Rule 1: Remember the Human1.19.1.3?Rule 3: Know where you are in cyberspace1.19.1.4?Rule 2: Adhere to the same standards of behavior online that you follow in real life1.19.1.5?Rule 4: Respect other people’s time and bandwidth1.19.1.6?Rule 5: Make yourself look good online1.19.1.7?Rule 6: Share expert knowledge1.19.1.8?Rule 7: Help keep flame wars under control1.19.1.9?Rule 8: Respect other people’s privacy1.19.1.10?Rule 9: Don’t abuse your power1.19.1.11?Rule 10: Be forgiving of other people’s mistakes1.20?6. Build Learners Self Esteem1.20.1?Private Communication1.21?7. Call Learners by Name1.21.1?Identification of Learners1.22?8. Use a variety of teaching methods1.22.1?Teaching Methods1.22.2?Virtual Teaching Methods1.22.3?Virtual Resources1.23?Use synchronous and asynchronous activities.1.24?Screen-share to demonstrate tasks or navigate documents.1.25?Incorporate Multiple Media.1.26?Static Elements1.27?Dynamic Elements1.28?9. Teach to all participants, not just those who show interest.1.29?10. Present key points by using examples as illustrations.1.29.1?The Basics1.29.2?Virtual Photos and Links1.30?Avoid lengthy text blocks and presentations.1.30.1??1.30.2?Pixelmob1.30.3??1.30.4?LottieFiles1.30.5??1.30.6?Techsmith Assets (paid)Survey1?Asynchronous Student Support1.1?What is Asynchronous Learning?1.2?Activities for the Asynchronous Experience1.2.1?Recordings of live sessions1.2.1.1?Tips for Recording and Posting Videos1.2.2?Learner Interaction1.2.3?Active Learning1.3?Example1.3.1?Kahoot integrated with Google Classroom1?Resources for Online and Blended Learning – Instructor Focused1.1?BUCK INSTITUTE FOR EDUCATION1.1.1?The Mission of the Hub1.1.2?Hub Features/Areas to Explore1.1.3?Leave a Comment Cancel replyInstructor MeetingExperience Four1?SAMR Model1.1?Integrating Technology1.1.1?Introduction to the SAMR Model1.2?Melding SAMR and Bloom1.3?SAMR Simplified1.3.1?SAMR1.3.2?Substitution1.3.3?Bloom’s Taxonomy1.3.4?Remember1.3.5?Understand1.3.6?SAMR1.3.7?Augmentation1.3.8?Bloom’s Taxonomy1.3.9?Apply1.3.10?SAMR1.3.11?Modification1.3.12?Bloom’s Taxonomy1.3.13?Analyze1.3.14?Evaluate1.3.15?SAMR1.3.16?Redefinition1.3.17?Bloom’s Taxonomy1.3.18?Create1.3.19?Think of it like this.1.3.19.1?Substitution1.3.19.2?Augmentation1.3.19.3?Redefinition1.3.19.4?Modification1?Teaching Aids/Technology Integration (playposit)1.0.0.1?Technology1.1?DREI Standards1.2?eDREI Additional Standards?1.3?Tech Skills1.4?Learning with Technology1.5?Transforming Learning with Technology1.5.1?Make sure materials are legible, correctly spelled, properly numbered and mechanically produced using readable typeface.1.5.1.1?To Protect and Spell1.5.3?2.? Use visual imagery when possible to enhance written words.1.5.3.1?Size Matters1.5.3.1.1?tny png1.5.3.2?Adobe Photoshop1.5.3.3?PIXLR1.5.3.4?SnapSeed1.5.4?3.? Use written words when possible to enhance oral speech. NOTE: Written is better than oral, visual is better than written.1.5.5?4.? Follow the prepared outline.1.5.6?5.? Make sure that all material on the outline will be covered in the class and none of it is extraneous.1.5.7?6.? Deviate from prepared material only to meet1.5.8?7.? Arrange the classroom so that learners do not have to look through physical objects.1.5.9?8.? Use modern presentation equipment such as overhead projector or computer projection.1.5.10?9.? Use equipment that enables the instructor to remain looking at the learners rather than turning their back to the class to write.1.5.11?10.? Make sure that the physical stature of the instructor does not block the view of the learners toward the projected material.1.5.12?11.? Make sure that the projector screen is easily visible to the group as a whole.1.5.13?12.? Use color.1.5.14?13.? Use large images for projected material.1.5.14.1?infographics1.5.14.2?images1.5.14.3?videos1.5.14.4?animations1.5.15?14.? Turn the projected image off, when not in use and turn it on to call attention to the material.1.5.16?15.? Never block the image by walking between the projector and the screen with the projector on.1.6?eDREI Additional Standards1.6.1?1.Keep your platform technologically updated.1.6.2?2.? Join a test meeting before class to check your technical equipment.?1.6.2.1?CHECK? CHECK? CHECK1.6.2.2?Don’t back up to a window.1.6.2.3?Don’t be a “Half-Head”.1.6.2.4?Lighting Ideas1.6.3?3.? Mute other logged-in users and computers.1.6.3.1?When using several computers1.6.3.2?Background noise1.6.4?7.? Make sure your internet, links and/or software are working.1.6.4.1?Cameras, PowerPoints, Pages, White Boards1.6.5?8.? Record your sessions.?1.6.5.1?Post your session to your class after it is over.1.6.6?9.? Make sure your course platform is easy to navigate and secure.?1.6.6.1?Secure your stuff.1.6.6.1.1?“https:”1.6.6.1.2?How to cheat with electronic quizzes1.6.7?10.? Keep up to date with technology.1.6.7.1?Newsletters1.6.8?11.? Use interactive technology.1.6.8.1?symbaloo1.6.8.2?Playposit1.6.8.3?Playposit Link1.0.1?Teachers, not tools, drive learning.1.0.2?Google Sites1.0.3?Quiz Platforms1.0.4?Google Forms1.0.5?Survey Monkey1.0.6??Survey Anyplace1.0.7?Wufoo1.0.8?Qzzr1.0.9?Typeform1.0.10??SurveyGizmo1.0.11?Fieldbloom1.0.12?Riddle’s Quizmaker1.0.13?GetFeedback1.1?Video Lesson Creation1.1.1?Screencast-O-Matic1.1.2?Edpuzzle1.2?Other Tools to Research1.2.1?Edpuzzle1.2.2?Survey Monkey1.2.3?Boom Learning1.2.4?Google Forms1.2.5?Jeopardy1.2.6?Ted Ed1.3?Streaming Platforms1.3.1?Google Meet1.3.2?Go to Webinar1.3.3?Web Ex1.3.4?Go to Meeting1.3.5?MIcrosoft Skype1.3.6?Microsoft Teams1.3.7?Zoom1.4?Learning and Classroom Management1.4.1?Edmodo1.4.2?Schoology1.4.3?Edublogs1.5?The EdSurge Product Index2?Example: Civil Rights Act of 1964 link from Docs Teach1?Techno Trifecta1.1?The Three Pillars of Educational Technology1.2.1?Learning Management Systems (LMS)1.3.1?Social Media1.4.1?Personal Learning Environments1.4.1.1?Let’s Break These Three Pillars Down1.5?Learning Management Systems1.5.0.0.0.1?Your LMS can help you:1.5.0.0.0.2?There Are Many Platforms Available1.6?PC Magazine1.7?Software World1.7.0.1?Schoology LMS1.7.0.2?D2L Brightspace LMS1.7.0.3?Google Classroom?1.7.0.4?Paradiso Solutions1.7.0.5?iSpring Learn LMS?1.7.0.6?Easy LMS?1.7.0.7??Litmos LMS ?1.8?Social Media1.9?Social Networks for Students and Teachers1.10?Uses1.11?Instructor Rules1.12?Personal Learning Environment1.12.0.1?Your personal Learning Environment will host the majority of your instructor information.1.12.0.1.1?Collect1.12.0.1.2??1.12.0.1.3?Reflect1.12.0.1.4?Share1.13?ACTIVITY1?Resources for Real Estate Specific Instruction1.1?Activity2?RESOURCES2.1?Use Subtitles2.2?Activity2.2.0.0.1?KEY TOOLS2.2.0.1?FOR PROFESSIONALS2.3?Activity1?Grammarly1.1?Step 1.1.1.1?Download Grammarly to Google Chrome.1.2?Step 2.1.2.1?Answer this question.?1.3?Step 3.1.3.1?Add a question to your Google Classroom.1.3.2?Don’t forget to use Grammarly before posting.1.4?Meet Grammarly’s Tone Detector1.5?Let’s TalkInstructor MeetingExperience Five1?Office of Educational Technology1.1?Basic Educator Competencies1.2?Define Your Competencies1.3?Online Professional Learning Quality Checklist1.4?Instructor Capacities1.5?Instructor Characteristics1.6?Virtual Participation1?Net Presenting1.1?Category: SPEECH & Presentation Tips1.2?Instructors Should:1.2.1?Use concise, simple, and normal speech patterns; use simple terminology.1.2.2?Do not read to the class.1.2.3?Keep the presentation on pace thus finishing the material in the allotted time.1.2.4?Keep the topic flowing.1.2.5?Speak loudly enough to be heard by all.1.2.6?Enunciate clearly without being overdone.1.2.7?Restate an individual learner’s question to the group as a whole prior to attempting to answer the question.1.2.8?Use humor when appropriate to make a point.1.3?The first five minutes of a speech is only 750 words.1.4?Palm Principle1.4.1?Prepare1.4.2?Actively Engage1.4.3?Leverage an Emotion1.4.4?Make a Point1.4.5?Don’t be Specterrible in 750 Words1.5?Beyond the First 750 Words1.5.1?Prepare1.5.2?Actively Engage1.5.4?Make a Point1.5.5?Leverage an Emotion1.6?eDREI Additions1.6.0.1?Adjust Speech for Computer Lag1.6.0.1.1?Latency of Network ConnectionTo find out more of Latency Network Connection, you can click this button.1.6.0.2?Turn off microphones that are not in use.1.6.0.3?Use a good microphone.1.6.0.4?Etiquette Online1.7?Go Get Some Points1?Learning Environment1.1?Category: Creating the Right LEARNING ENVIRONMENT1.1.1?Virtual Learning Environment1.2?DREI Instructors should:1.3?Let’s Break These Down1.4?1. Be positive toward the subject matter.1.5?2. Refrain from ridiculing either the learners or others.1.5.1??1.5.1.1?Recorded by learners1.6?3. Wear professional attire.1.6.0.1?Conflicting Attire1.7?4. Attend to Personal Grooming1.7.0.1?Your face is “front and center”.1.8?5. Set up the room to accommodate the approximate number of learners expected to attend.1.8.0.1?Slowing internet speed1.8.0.2?Missing Faces??1.9?6. Make sure empty seats are kept to a minimum.1.9.0.1?video on1.9.0.2?“Speaker” setting1.9.0.3?video on1.10?7. Make sure that lectern or table at front of room is unobtrusive. (For Blended Classrooms)1.11?8. Provide writing surfaces for learners. HYPERLINK "" \l "Kami" 1.11.0.1?Kami1.11.0.2?Evernote?1.12?9. Make sure that learners have ample space between them.1.12.0.1?Cameras On1.12.0.2?Confirm ……1.13?10. Not stand behind physical objects for more than a short time period. (Classroom)1.13.0.1?Hello?1.13.0.2?Mute and Stop1.14?11. Use gestures during the presentation1.15?12. Use physical movement during the presentation to minimize the physical distance between the instructor and learners and try to involve all learners equally. (blended classroom)1.16?eDREI Addons1.17?Let’s Break These Down1.18?1. Before your scheduled class meeting time, email your learners with directions to your meeting room?1.18.0.1?Start on a positive path by letting your learners know where to go. Instructors could include contact information if a learner is having difficulty the first day.1.19?1. Before your scheduled class meeting time, email your learners with directions to your meeting room?1.20?2. Use content resources that are available in digital format1.21?3. Be positive toward technology.1.22?4. Stage instructor background. It should be professional and appropriate.1.23?5. Limit Distractions. Provide a quiet and calm place for learners.?1.24?6. Attend to Web Accessibility1?Section 5081.1?WC31.1.1?Understanding the Four Principles of Accessibility1.1.1.1?Perceivable?1.1.1.2?Operable1.1.1.3?Understandable?1.1.1.4?Robust?1.2?Screen Readers for Google Classroom1.3?Preview for the Video1.4?Pick your screen reader.1.5?Lawsuit1.5.0.1?Harvard1.5.0.1.1?Source:? to Text1.7?Apps for Visually Impaired Learners1.8?Calculators1.9?Accessibility on Mac1.10?Accessibility on Windows1.11?QUESTIONS1.12?Comment on at least one tool you have discovered from the information above.1.12.1?Leave a Comment?Instructor MeetingExperience SixPresentation the Learner’s Achitechy Build ................
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