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ONLINE SCHOOL SETTING: Student Online Functioning Skills Assessment- Student Readiness

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The purpose of this online school setting functioning skills assessment is to determine the likelihood of student success in the online school setting based on specific online functioning skills. Target skills were selected from over six years of observational, qualitative and quantitative data in an online school setting. Students who have strong online functioning skills appear to be more successful in the online school setting according to the data. This assessment form can be used by students to self assess, and/or by a student's parents, administrators and teachers in collaboration. The from consists of ten questions based on the most important functioning skills and behaviors needed in order have the best chance of success in an online setting. Participants are asked to answer on a 1-4 rubric resulting in a Total Score in order to determine the likelihood of success online. Assessment data is expected to be used to drive student interventions including teacher instruction of functioning skills, student self assessment, and ongoing progress monitoring. While this was created for Special Education Students, it can be used for any student or adult who is engaged in online learning.

Material Type: Assessment, Interactive, Teaching/Learning Strategy

Author: Jennifer Hedrick

Formative Assessment During Distance Learning

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What does formative assessment look like during distance learning? Without proximity, how can teachers gather and act on “in-the-moment” information – the behaviors, emotions, and situations that affect learning and inform instruction? This resource provides explanations, sample questions, and possible actions to implement formative assessment during distance learning scenarios. Image by Peggy und Marco Lachmann-Anke from Pixabay

Material Type: Teaching/Learning Strategy

Author: Washington Office of Superintendent of Public Instruction

Listening with Power (from Theory)

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Listening is the least emphasized mode of communication. As such, it deserves a more thorough treatment. Upon scanning the OER landscape to determine existing opportunities to learn about listening, it was discovered most are devoted to the practical skills of listening. However, much can be learned by learning about the theories and research of listening.Therefore, this module is intended to serve as either a stand-alone learning module on listening or a more advanced module that can be added to other more practically-oriented modules. This module introduces students to academic study of listening and treats listening as a thriving sub-discipline (of interpersonal communications) that can be explored from an academic perspective.It provides sufficient references and resources that can be examined more thoroughly and perhaps even built out into an entire course or mini-course on listening.Upon successful completion of this module, you will be able to:DEFINE listening using theoretical developments. (Bloom 1)CLASSIFY effective listening practices by affective, behavioral, or cognitive processes. (Bloom 2)USE theoretically-based listening practices to improve communication. (Bloom 3)DEVISE a personal listening strategy based upon theory. (Bloom 4)This module has eight sections: Overview, Engage, Explore, Explain, Evaluate, Elaborate, Express, and Extend.

Material Type: Module

Author: Paul Szwed

Influencing Stakeholders: Dealing with Power and Dynamics in Teams and Networks

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Engineers have unique skills that give them the potential to be highly competent business leaders. As leaders, engineers have clear advantages: they are analytical, technically skilled, project-based, good with numbers and well-used to problem-solving. However, engineers cannot rely on this skillset alone when exercising leadership in today’s world. Problems have to be solved within complex networks of stakeholders, each with their own dynamics, interests, perspectives and power. In this course you will learn how to develop and apply an additional mindset. You will learn about power and interests in networks of autonomous actors. You will gain experience in leading groups and learn to define roles and norms. You will learn how to deal with group dynamics such as conflict and cooperation and how to motivate group members to ensure successful group performance. This course helps you to answer questions such as: How should you deal with information asymmetry? How can you deal with resistance? How to build trust with stakeholders with different interests? We call this the influencing mindset – because you will have to operate in such a way, that your teams and stakeholders are motivated to support you. The content of the course is diverse and includes videos, real-world assignments and practical skills such as negotiation and dealing with group issues.

Material Type: Full Course

Authors: Gerdien de Vries, Prof.dr. Hans de Bruijn

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