Looking at Badging as a Form of Micro-Credentialing (Paul Dagnall and David Bauer, University of Dayton)
Getting credit for completion of a course at a university is one form of credentials a student might attain. Increasingly, however, there is a need for micro-credentialing: a way to indicate attainment of other skills, including soft skills like creative problem solving or teamwork, or technical skills like the use of a particular facet of a software product. The presenters give three examples of how they have used the awarding of badges -- indications of attainment -- as a way to provide micro-credentials and foster engagement with the content. One of the three examples is a free method using only Google sheets.
Engaging Learners using Video in Sakai (Dave Eveland, Johnson University)
Video is becoming increasingly important as a way to engage learners with the content you're hoping to provide. In this Webinar, Dave Eveland shows several methods he uses for including video content in courses and then shows how he uses tools available to the LAMP Learning Consortium members for asking questions in the middle of a video and for even grading a student's interaction with and comprehension of the content in the video.
Gift Exchange 2020 (various presenters)
This was the first-ever holiday gift exchange for the LAMP Learning Consortium community. In it, members of the community brought virtual "gifts" to share. Everyone walked away with a treasure, sometimes several treasures, that will be useful in their work for teaching and learning. Whether you're interested in where Sakai stacks up in the marketplace, or how to pivot to fully on-line classes, or some clever tricks with the CK Editor, there's something here for everyone.
Social Engagement in the Age of Social Distancing (Carol Brickey, Kentucky Christian University; Darwin Glassford, Kuyper College and Terry Ann Smith, New Brunswick Theological Seminary)
Are you finding it challenging to develop courses, content and lessons that engage your learners in these days of social distancing? This webinar features three experts who have been engaging students for many years. During the webinar you'll gain lots of ideas for ways to leverage the tools of Sakai and the LAMP Consortium to engage your students, even when you can't be with them in the classroom.
Static or Dynamic Content: Decide Why, When and How to Reuse Content Resources in Sakai (Rob Keeney, Grafton TDS, LLC)
Are you finding that you're re-using your content — videos, images, documents, and the like — each time you build a new version of your course? This webinar features some Sakai essential techniques for creating a library or repository of content you reuse so that you don't have to recreate it from scratch each time. These techniques also allow you to make a change in just one place if you need to update content, and have it appear everywhere it is used.
Making Your Course Accessible to Everyone (Terry Golightly, Johnson University)
We should all be concerned about our course's accessibility. Whether our learners are visually challenged, have hearing difficulties, or even have an issue like color-blindness that might seem less challenging, they all deserve to be able to learn from our courses. Noted expert Terry Golightly reviews many of the fundamentals that every course designer can start incorporating immediately to make their course more accessible.
Learner Privacy and Open Source (Chuck Severance, University of Michigan)
Do you ever worry about learner privacy? Do your students? In these days when data is everywhere, we should be concerned about privacy. Master teacher Dr. Chuck Severance (one of the main instigators of Sakai and the first Executive Director of the Sakai Foundation) leads a discussion of ways to protect learner privacy in an era when giving up privacy seems to be the standard approach.
Competency Based Education (Eric Greene, David Dowell and Jay Sulfridge, Clear Creek Baptist Bible College)
We hear a lot of talk about "competency based education" — but few are actually doing it. In a competency based approach, a student does not complete a course because they logged a certain number of hours in the classroom or completed an academic term course with a passing grade, a student completes a program when they demonstrate mastery of specific competencies, regardless of how long or how little that takes. This webinar features three team members from LAMP Consortium member Clear Creek Baptist Bible College who have launched an accredited masters degree based on competency. They explain the thinking behind their approach as well as giving many details about how they designed their courses in Sakai.