193 research outputs found
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Preparing to teach your first class online in Zoom
This useful one-pager lays out the technology basics needed to teach in Zoom. It answers the questions:
What do I need?
What else should I have?
What should I do to prepare
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Trauma-Informed Teaching and Learning Online: Principles & Practices During a Global Health Crisis
This is a one-page overview of trauma-informed teaching and learning principles and practices to support educators during a global health crisis. This was created to help those educators who are managing the quick move to online teaching during the COVID-19 pandemic
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Recruiting, Training, and Engaging Virtual Faculty via an Award-Winning Online Pedagogy Institute -- #NSWM30
Columbia University School of Social Work’s (CSSW) five-week Institute on Pedagogy and Technology for Online Courses prepares social work professionals to become excellent educators with our Online Campus, which offers a fully online MSW degree. 152 participants from 31 US states have passed in the first four cohorts, and they have led about 100 online courses so far. The award-winning Online Pedagogy Institute includes weekly live virtual class sessions and homework each week in our learning management system, and now offers CEUs. This session will share the details of this innovative training institute and the impact on talent management.
The Online Pedagogy Institute is for social workers who want to explore pedagogy and technology for online courses and trains social work professionals to become excellent educators with CSSW’s Online Campus. The institute is designed to be highly engaging, with homework that includes relevant readings, realistic scenarios, quizzes and flashcards to reinforce learning, and weekly live virtual class sessions and discussion forums that build community and enable participants to share their thoughts and expertise. Participants learn how to establish a virtual classroom environment that is welcoming and reflective of social work values, and plan interactive and engaging lessons for an Adobe Connect virtual classroom using web conferencing tools. Participants see the Instructor and Teaching Associate roles modeled, and think about ways they can develop their online teaching skills and personas at a high level of quality.
The institute was recognized with an 2018 International E-Learning Award from the International E-Learning Association and a 2019 International Distance Learning Award from the United States Distance Learning Association. The institute attracts a variety of social workers from across the country, creating a diverse and supportive community of professionals who care about providing the next generation of social workers with a high quality education. When the institute concludes, the top participants are recruited for positions as instructors and TAs.
As a case study, the institute has high ratings on feedback surveys from graduates. When asked “On a scale of one to ten, how would you rate the overall quality of this Institute?” the average score from our last two cohorts was 9.72. Comments from graduates have included, “The Institute set a golden standard for online education. The live sessions, along with the assignments, modeled holistic learning opportunities and effective teaching strategies. It was incredibly well-rounded and of high quality!”
Further, social justice, diversity, and inclusion themes are interwoven throughout the institute’s curriculum in line with social work values. Discussions are held on Universal Design for Learning to support accessibility for all learners and how to address current events, including those impacting social justice. The institute focuses on teaching and modeling pedagogy that is inclusive and accounts for diverse experiences, including have a range of diverse guest faculty discuss their innovative approaches to teaching online
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Increasing Faculty Satisfaction and Student Access to Online Education via Dedicated Technical Support Specialists
It is critical to have high-quality technical support and knowledge in synchronous social work classes (Marquart, Fleming, Rosenthal, & Hibbert, 2016; Marquart & Fleming, 2014). As many seasoned or novice online social work instructors have discovered, technology is not always predictable and technological disruptions or challenges are inevitable (Pardasani, Goldkind, Heyman, & Cross-Denny, 2012). To support the technological preparedness of both students and instructors, a closer look at technology support is needed for online social work courses (Levin, Fulginiti, & Moore, 2018). This poster overviews our School’s practice of having a dedicated technical support specialist for each course, called a Live Support Specialist (LSS)
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Recruiting, Training, and Engaging Virtual Faculty via an Award-Winning Online Pedagogy Institute -- #SWDE2019
Columbia University School of Social Work's five-week Institute on Pedagogy and Technology for Online Courses prepares future instructors and teaching assistants (TAs) to become excellent educators with our Online Campus, which offers a fully online MSW degree. 151 participants from 31 US states have passed in the first four cohorts, and they have led about 100 online courses so far. The award-winning Institute includes weekly two-hour live virtual class sessions and about three hours of homework each week in our learning management system, and now offers CEUs. This session will share the details of this institute, and its social justice approach to online education
Transcriptomes of Electrophysiologically Recorded Dbx1-derived Respiratory Neurons of the preBötzinger Complex in Neonatal Mice
Breathing depends on interneurons in the preBötzinger complex (preBötC) derived from Dbx1-expressing precursors. Here we investigate whether rhythm- and pattern-generating functions reside in discrete classes of Dbx1 preBötC neurons. In a slice model of breathing with ~ 5 s cycle period, putatively rhythmogenic Type-1 Dbx1 preBötC neurons activate 100–300 ms prior to Type-2 neurons, putatively specialized for output pattern, and 300–500 ms prior to the inspiratory motor output. We sequenced Type-1 and Type-2 transcriptomes and identified differential expression of 123 genes including ionotropic receptors (Gria3, Gabra1) that may explain their preinspiratory activation profiles and Ca2+ signaling (Cracr2a, Sgk1) involved in inspiratory and sigh bursts. Surprisingly, neuropeptide receptors that influence breathing (e.g., µ-opioid and bombesin-like peptide receptors) were only sparsely expressed, which suggests that cognate peptides and opioid drugs exert their profound effects on a small fraction of the preBötC core. These data in the public domain help explain the neural origins of breathing
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Training Online Social Work Educators: An Award-winning Institute for Virtual Faculty -- #APM2020
Columbia University School of Social Work's five-week Institute on Pedagogy and Technology for Online Courses prepares future instructors to become excellent educators with our Online Campus, which offers a fully online MSW degree. As of November 2020, 331 participants from 35 US states have passed in the first six cohorts, and they have gone on to lead about 125 online courses each year. The Institute includes weekly two-hour live virtual class sessions and about three hours of homework each week in a learning management system, and now offers CEUs. This session will share the details of this institute, and its social justice approach to online education
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Turning Social Workers into Web Conferencing Technical Experts via an Intensive Online Institute: The Institute on Technical Skills for Online Event Production -- #NSWM
These are our slides for a pre-recorded poster presentation for the Network for Social Work Management Forward Thinking Summit, June 9, 2021. Link to the Summit website: https://socialworkmanager.org/nswm-forward-thinking-summit/
Poster abstract:
Columbia University School of Social Work’s (CSSW) three-week Institute on Technical Skills for Online Event Production prepares social work professionals to become excellent managers of the web conferencing technology for interactive and engaging live online classes and events. 111 participants have passed in the first eight cohorts, and they have worked on hundreds of live online class sessions and online events every semester. This session will share the details of this innovative training institute and the impact on talent management.
Link to the poster recording: https://youtu.be/32lmxUs0bi
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Lessons learned from offering customized faculty development for a community of online educators
This is a poster for the Columbia University Center for Teaching and Learning’s 2022 Celebration of Teaching and Learning Symposium.
Abstract:
The Online Campus at Columbia’s School of Social Work (CSSW) offers tailored faculty development for online instructors and online educational staff that complements faculty development offered by the School and by the University. In this poster, we share about our faculty development programming for online educators, and our lessons learned from our 5+ years of offering optional faculty development that continues to engage instructors over time. The first lesson learned is that customized training for online faculty is needed in order to develop and sharpen their online teaching and online community-building skills, to stay up to date with technology, provide a venue for discussing and learning about challenges, innovations, and ideas that are unique to online classrooms, and to provide instructors with experience as online learners. Second, customized training is required to develop professionals into future online instructors for a growing online program. Third, a commitment to online faculty development can elevate the reputation of an online program and can demonstrate a program’s commitment to quality for students. Fourth, administrators can provide additional benefits such as documenting learning via digital badges which generate conversation on social media regarding the benefits of online education, highlights participant accomplishments and contributes to their sense of professionalism as online educators. Lastly, asking for participants feedback on their satisfaction with trainings and their desired future topics, the provision of free continuing education units for professional licensure, scheduling sessions during evenings with fewest classes increases participation, and allowing for "make-ups" of sessions they miss are also key factors for faculty development of online instructors and online educational staff
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Anti-racist pedagogical considerations and strategies for synchronous online courses
This is a poster for the Columbia University Center for Teaching and Learning’s 2022 Celebration of Teaching and Learning Symposium.
Abstract: From the Columbia University School of Social Work’s Online Campus Community, this poster curates a sample of our community’s ideas from discussions during virtual faculty development sessions for online educators during 2017-2022; we see ongoing conversations around inclusivity and anti-racism as critical, and hold space for these conversations regularly. By sharing collectively generated advice and tips, we hope this poster demonstrates an approach to knowledge generation that challenges the white supremacy culture characteristic of individualism
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