iLearnNYC Platform
Problem: Teachers at some NYCDOE schools have invested enormous time and energy building web-based content in Wikispaces. How can these teachers make the transition from Wikispaces without laboriously recreating (or manually copying and pasting) their content?
Abstract: Using the Wikispaces Export function, a .zip folder is downloaded, unzipped, image URLs fixed using a find-replace utility, re-zipped, and uploaded into the Desire2Learn file manager, unzipped again, and published as course content pages in a module!
Recommended by 5 educator(s)
Author: Andrew Stillman from New Visions for Public Schools
Problem: How can you import content from a Google Site into the NYCDOE's Desire 2 Learn platform?
Abstract: Though imperfect, there's an open source tool called Google Sites Liberation that will export all the HTML content and files from a Google Site into a hierarchical web folder. Zip this folder, upload it to course files, and push it out as content!
Recommended by 6 educator(s)
Author: Andrew Stillman from New Visions for Public Schools
Problem: Regents exams dating back to the 1890s are available for free at the NYSED website, but copying the questions into an online learning system like D2L is a bit of a nightmare. Nevertheless the power of autograding and conditional releases based on diagnostics would make a Regents question bank VERY desirable indeed!
Abstract: There are a number of teacher-led crowdsourcing projects that have produced Regents question banks compatible with the software ExamView, which happens to export in file formats that can be easily ingested into D2L. Watch the screencast to learn how!
Recommended by 5 educator(s)
Author: Andrew Stillman from New Visions for Public Schools
Problem: We needed a way to exactly replicate a teacher-created unit in another course. Because the unit was still a work in progress, we needed the copy of the unit in the other course to automatically update to the latest version.
Abstract: We discovered that the LOR allows for updating (over-writing) of objects provided they have the same structure, and that other courses can then import LOR objects as sets of "Dynamic Links" so they always point to the latest LOR version of the course
Recommended by 4 educator(s)
Author: Andrew Stillman from New Visions for Public Schools
Problem: 1.Vendor curriculum does not fully meet the needs of my students.
2.Integrating teaching methods and activities that worked in the past into the D2L platform
Abstract: Designing a original content that reflects the skill and content that you plan to focus on. This allows for more differentiation and customization.
Recommended by 7 educator(s)
Author: Andrew Rabinovici from Olympus Academy
Problem: I teach Global History and Geography to students with disabilities in self contained classes. I wanted to use Apex or Compass or another mastery based, self paced content provider to offer a belnded course but I found that the content was just too difficult for many of my students.
Abstract: I began creating my own lesson content and I'm using the features of D2L to buiild my own self paced, mastery based course. I use the conditional release feature of D2L to release content based on assessment scores.
Recommended by 4 educator(s)
Author: Sam McElroy from Flushing Highschool
Problem: OK, your school has a ton of licenses to access Discovery and D2L. How do you know where to get started? Even better, how can you use video content to supplement your classroom instruction in an intentional way?
You might use the format below to create a weekly out-of-class structure that relies on video, discussions, and quizzes to reinforce instruction and check for understanding.
Abstract: Build weekly videos into your D2L platform that contain 4 items (1) Video (2) Online Discussions (3) Powerpoint highlighting key concepts (4) Short quiz for assessment. Item 1 will come from Discovery or another video, 2-4 can be created within D2L
Recommended by 7 educator(s)
Problem: How do I use Compass Learning to assign teacher-selected content to individuals or groups of students? Schools with access to Compass through iLearnNYC actually have access to the full catalogue of Compass courses, meaning content can be assigned for virtually any topic. A related video goes over how Compass will assign content automatically based on a diagnostic. This video covers how a teacher can select content independently.
Abstract: This is a very basic overview of Compass functionality which details how to assign Compass content to individual students. You may use these types of assignments for enrichment or remediation of specific content areas.
Recommended by 4 educator(s)
Problem: Navigation in D2L can be complex, especially for students used to navigating wikispaces or Google sites that list content in a blog format.
Abstract: Run the front page of your course like a blog, but link out to all the other features that make learning the platform well worth your time.
Recommended by 4 educator(s)
Problem: Similar to the first video in this series - how do you make navigation simpler? And how do you get students to keep track of the work they're turning in?
Abstract: News items gives students a daily check of assignments that are due; checklists will allow them to see assignments to be turned and will display items in student calendars
Recommended by 3 educator(s)
- 1 of 3
- ››
