CATEGORY: Available Workshops (School), Virtual Instruction Best Practices

Best Practices for Distance Education

Course Access: 365 days access
Course Overview

Clerisy Architect: Retta Salerno

Length of Workshop: 60 minutes

Publications Highlighted: Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer.; Del Rio P., Alvarez A. (2007). Inside and outside of the Zone of Proximal Development: An eco functional reading of Vygotsky // Daniels H., Cole M., Wertsch J. W. (eds.). The Cambridge Companion to Vygotsky 276—303. New York: Cambridge University Press; TalentLMS Gamification Survey Results (2019) -http://www.talentlms.com/blog/gamification-survey-results/ ; Mayer, R.E. (2004). Should there be a three-strike rule against pure discovery learning: The case for guided methods of instruction. American Psychologist, 59(1), 14-19.; Pinantoan, Andrianes (2013). Conducting Distance Education Effectively. Informed. March 4,; Vygotsky, L. S. (1962) Thought and language. (E. Hanfmann and G. Vakar, Trans.) Cambridge, MIT Press. pp. 344.

Danielson Framework: Domain 1 (Planning and Preparation), Domain 2 (Classroom Environment) & Domain 3 (Instruction)

Workshop Description:

As a current full-time distance education instructor, Retta Salerno has needed to develop a new toolkit for instruction while adjusting her brick and mortar practices to the digital environment. Join Retta as she explores the promises, pitfalls and best practices of distance education and provides tips and strategies for educators when working with students remotely. This workshop will explore the differences between behavioral and psychological engagement and the engagement matrix to develop strong techniques for increasing student participation in learning.

Learning Objective:

  • I will be able to promote success through curriculum and instruction that addresses student learning needs through distance education.
  • I will be able to provide student support services and programs that complement distance education to address student needs.
  •  I will be able to provide a learning environment for student success and retention in distance learning that is equivalent to the traditional classroom.

 

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