Pearson LearningStudio Webinar

Enhanced Course Scheduler tool

Monday, Aug. 11th 2014 9 – 10 am MT

On the AgendaPurpose: • Why is a good schedule critical for good teaching• To learn how to use the Enhanced Scheduler tool

in LearningStudio

Introduction

Importance of a schedule

Review the LS Scheduler

Q&A

Upload, download, & modify dates on Schedule files

Your trainer

Laura J. Moin, Ph.D.Academic Trainer & Consultant

Teacher K12: math and science - TraditionalHigher Education instructor - Online & Traditional Professional Development , K-12 and Higher Education - use of digital learning objects

Quantitative Research Methods Teaching & Learning - ScienceTrilingual: English, Hebrew & Spanish

Program evaluation methodologiesTeaching and Learning – math and scienceTeacher recruitmentUse of Web 2.0 tools for instruction

Conference Presentations & Workshops

Specializations

Professional History

Principles of good teaching

1. Active learning

2. Collaborative learning

3. Learners reflection

4. Prompt feedback

5. High quality content

6. High quality assessment

7. Max. participation & “buy-in”

8. High expectations

9. Discipline specific

10.Diversity of learners

11.Clear guidelines

12.Students’ choice

13.Familiarity with technology

14.Time on task (deadlines)

Ways a good schedule promotes learning

Communicates high expectations (when & what is expected)

Informs instructors who is lagging and may need assistance

Consistent and predictable learning environments cultivate more productive students and greater learning (Burden, 1995; Kamps, 2002; Kerr & Nelson, 2002; Reinhart, 1991).

Helps students develop metacognitive skills such as greater autonomy, responsibility, self-monitoring, organization and time management (Downing & Peckham-Hardin, 2001; Reinhart, 1991).

Helps students see how larger tasks can be parsed into smaller tasks (Quinn, et al., 2000).

Motivates students, especially if more enjoyable tasks are placed after less enjoyable tasks are completed (Kerr & Nelson, 2002)

Brief review of the Scheduler

How to use it?Where do the dates appear in LS?

How to make it available to students

The Enhanced Course Scheduler

Enhanced Course Scheduler tool

1. Export the template file (csv)

2. Modify dates

3. Import the Schedule file

Enhanced Course Scheduler template file

Hierarchical structure

Another example

Term start date (Course start date): 4/5/2012

3,Unit 3, ,15,21,N,N, ,

3,Lesson 3A, ,1,3,N,N,3,

3,Lesson 3B, , 4,5,N,N,2,1

Apr. 19th Apr. 25th

Apr. 19th Apr. 21st

Apr. 22nd Apr. 23rd

3 – Unit 3

3 – Lesson 3A

3 – Lesson 3B

Apr. 21st

Apr. 23rd Apr. 22nd

Video references

Videos for instructors:https://neoconnect.pearson.com/servlet/JiveServlet/previewBody/17268-102-1-25447/Uploading_Course_Schedule_File.swf https://neoconnect.pearson.com/servlet/JiveServlet/previewBody/17269-102-2-25488/ECS_Template.swf

Video for administrators:https://neoconnect.pearson.com/servlet/JiveServlet/previewBody/10200-102-1-14072/Course_Scheduler_Overview_-_Admin_Workflow.swf

Q&A

Thank you!

ReferencesBurden, P. R. (1995). Classroom management and discipline: Methods to facilitate

cooperation and instruction. White Plains, NY: Longman.

Downing, J. E., & Peckham-Hardin, K. D. (2001). Daily schedules: A helpful learning tool. Teaching Exceptional Children, 33(3), 62-68.

Kamps, D. M. (2002). Preventing problems by improving behavior. In B. Algozzine & P. Kay (Eds.), Preventing problem behaviors: A handbook of successful prevention strategies

Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom. Upper Saddle River, NJ: Merrill Publishing Company.

Quinn, M. M., Osher, D., Warger, C. L., Hanley, T. V., Bader, B. D., & Hoffman, C. C. (2000). Teaching and working with children who have emotional and behavioral challenges. Longmont, CO: Sopris West.

Reinhart, J. A. (1991). Organization of the environment. In S. R. Morgan & J. A. Reinhart (Eds.). Interventions for students with emotional disorders (pp. 51-78). Austin, TX: Pro-Ed.