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Early Middle Tips, (Active Engagement Tools, Case-based learning → link…

- - - - Key Components
      - Design & Organization — Clear structure, objectives, schedules.
      - Facilitating Discourse — Encourage interaction, guide discussions.
      - Direct Instruction — Provide feedback, clarify concepts, share resources.
  - - - Use before, during & after class strategies to keep students engaged and guided.
      - Before: Upload clear plan, short PMS demo video, and reading on Moodle.
      - During: Use Slido/Kahoot polls and small group discussion on how PMS improves guest service.
      - After: Give feedback and ask students to share real hotel PMS examples on Padlet.
      - Result: Students feel supported, learning becomes interactive and connected to real hospitality practice.
  - - - Real-life Example – Teaching Presence
      - Before class: Moodle plan with PMS video & reading.
      - During class: Slido polls + group discussion on hotel PMS.
      - After class: Voice feedback & Padlet sharing real PMS features.
      - Impact: Students feel guided, connect theory to real hospitality practice.
- - - - Track Engagement: See which students view materials, join discussions, or attempt quizzes.
      - Analyze Performance: Use built-in gradebooks and analytics to review scores and assignment submissions.
      - Provide Feedback: Send comments or quick messages to students who are behind or struggling.
      - Adjust Teaching: Identify weak areas and re-teach or provide additional resources.
  - - - Moodle: View Activity Completion Reports to check who watched videos or joined forums.
      - Google Classroom: Monitor assignment submissions and give targeted feedback.
      - Canvas Analytics: Track login frequency and quiz performance.
      - Blackboard: Use Grade Center to analyze trends and generate progress reports.
- - - - Guest Speakers and Expert Panels
        How: Bring in an industry professional virtually (e.g., via Zoom) to give a talk or Q&A with your students.
        Why: Adds real-world value and exposure without the logistics of travel.
- - - - Detailed rubrics: streamline grading, ensure fairness, guide learners on expectations.
        
        Checklists: quick yes/no or partial completion check.
        
        Comment banks / feedback templates: pre-written comments that can be customized → speeds up giving detailed feedback.
      - Digital Assessment Platforms
      - Learning Management Systems (LMS): Moodle, Blackboard, Canvas → auto-grading MCQs, rubrics for essays, centralized feedback.
      - Turnitin / Grammarly / AI-assisted checkers: for originality, grammar, structure checking.
      - Google Forms / Microsoft Forms / Kahoot: for quick quizzes with instant feedback.
- - - - EM Tip 13: Collaborating with Groups of Two or Three—Casual Grouping
        This tip explores the benefits and strategies for incorporating small, informal groups into online learning to enhance interaction, collaboration, and community.
- - - - Build community — create a supportive, engaging, and respectful learning space.
        
        Prevent problems — set clear rules, netiquette, and course expectations early.
        
        Example: In the first week, post a Code of Conduct on your LMS (e.g., Moodle, Canvas) explaining how to communicate respectfully, deadlines, and participation requirements.
        Ask students to sign a short “Netiquette Agreement” or respond to a forum prompt: “Share one way you’ll help maintain a positive learning space.”
        
        Example: Start with an introduction forum where students share their background and learning goals.
        
        Create small discussion groups so everyone has a voice.
        
        Use icebreaker activities (e.g., “Share a photo of your favorite workspace” or “Describe one learning challenge you’ve overcome”).
      - Example of late/minimal: A student consistently posts one-sentence replies such as “I agree” without explaining why.
        
        Example of rude: A student writes “That idea is stupid” to another peer.
        
        Example of concerning: A post includes “I feel hopeless and don’t think anything will get better.”
        
        Track students who miss multiple deadlines or rarely engage in discussions.
    - - If a rude post appears, delete it and message the student:
        
        “Your comment could hurt classmates. Please rewrite your response respectfully.”
        
        Keep a record of the conversation and agreed actions.
    - - Example: If a student posts alarming content like “I can’t go on anymore” or shows signs of self-harm, contact student support or counseling services immediately and inform your department.
        If a student repeatedly bullies others despite warnings, escalate to the academic integrity or conduct office.
- - - - TIP-10 Designing Assessment Plans for Online and Blended
        Courses
        
        EM Tip 10: Designing Assessment Plans for Online and Blended Courses
        ✅ Purpose:
        Designing an assessment plan ensures alignment between course goals, learning experiences, and assessments in online/blended learning.
        
        Discussion forum participation
        
        Low-stakes automated quizzes
        
        Individual projects (papers, reports, podcasts, presentations)
        
        Short essays or moderation tasks
        
        Peer review and consulting activities
      - TIP-11 Three Best Assessment Practices
        
        EM Tip 11: Three Best Assessment Practices
        
        Assess Across Bloom’s Taxonomy – Design assessments at multiple levels: remembering/understanding (quizzes-Kahoot, Google Forms), applying (short “doing” tasks- online simulations, digital case study discussion, canva), and creating (complex projects with rubrics- blogs, videos, webinars).
        
        Assess Core Concepts – Identify 4–10 essential concepts and design activities (mindmeister, coggle) and tools (LMS- Moodle) that help students deeply understand and integrate them.
        
        Help Students Succeed – Make expectations explicit, give clear instructions and examples, allow practice, and provide detailed feedback through rubrics and reviews. (Moodle)
      - TIP-9 Core Concepts of a Course—Do You Know Yours?
        
        EM Tip 9: Core Concepts of a Course—Do You Know Yours?
        
        This tip explains core concepts—the essential, interconnected knowledge clusters that underpin a course. Unlike learning outcomes (skills or abilities students demonstrate), core concepts are the foundational ideas students must understand to achieve those outcomes.
        
        Identifying core concepts requires deep reflection on what big ideas truly shape your discipline. Two examples illustrate the process:
        
        Information Literacy (Dr. Search): Core concepts include (1) research as an iterative process and (2) all information being interconnected.
        
        Leadership (Dr. Vision): Core concepts include (1) leadership as an adaptive activity across contexts and (2) shared elements like communication, vision, ethics, and followership.
      - TIP-12 Assignments that Tap into the Evaluating and Creating
        Levels of Bloom’s Taxonomy
        
        EM Tip 12: Assignments for the Evaluating and Creating Levels of Bloom’s Taxonomy
        
        Focus on higher-order thinking: Evaluating & Creating levels.
        
        Evaluating → judge using criteria (e.g. critique reports, assess leadership).
        
        Creating → produce new work (e.g. podcast, blog, plan, project).
        
        Use rubrics, examples, and feedback for clarity.
        
        Aim for authentic, real-world tasks that deepen learning.
- - - - Early course: Students post questions about a core topic (e.g., “What factors affect motor recovery after stroke?”).
      - Mid-course: Group projects analyze studies and link theory to practice.
      - End: Students solve a case, apply evidence, and justify treatment choices.
  - - - Puzzlement (Triggering): Instructor asks, “Why do some patients fail to improve after standard physiotherapy?” Students post initial questions/hypotheses.
      - Exploration: Students search for research, share articles, and compare possible reasons in discussion.
      - Integration: Learners connect ideas, e.g., “Combining exercise with patient education seems key.”
      - Resolution: Students design a rehab plan and test its feasibility through case simulations or peer feedback.
- - - - Clear instructions and rubrics are critical—especially for complex or long-term projects.
        
        Project guidelines should include:
        
        Purpose and learning outcomes
        
        Expectations, stages, and deadlines
        
        Tools to use at different stages (e.g., chat for brainstorming, forums for analysis)
        
        Rubrics for assessment
        
        Multiple formats help learners (e.g., written instructions, live Q&A sessions).
        
        Online groups need more initial direction due to their self-directed nature.