Danny Shields

Danny Shields

About me

Danny’s passion for teaching, working with technologies, a strong desire to improve the lives of others and a persistent hunger for lifelong learning is a calling.

He has a consistent history of developing, assessing and presenting multimedia and instructional content to a variety of vertical market segments. He welcomes opportunities to contribute his business, marketing, technology, training and team building skills toward the development of growth entities.

He is Microsoft Certified Solutions Associated certified in Windows 7 Enterprise Desktop Support. He is CompTIA A+, Network+ and Security+ certified. He holds certifications in the entire Microsoft Office 2010 suite.

Danny is a proud triple DePaul Blue Demon, having earned his undergraduate degree in Community Social Psychology from DePaul University, going on to earn his Master of Science degree in Business Information Technology from Kellstadt Graduate School of Business and the school of Computer Science, Telecommunication and Information Systems in June 2007, as well as a second Master of Arts in Educating Adults, in June 2013 from DePaul's School for New Learning, which he use to enhance his practice as an educator.

Danny is currently pursuing his Project Management Professional (PMP) and his Cisco Certified Network Associate (CCNA) certifications. He is desperately attempting to identify funds to finance law school hoping to attend John Marshall, if the opportunity present itself.

Activity

Great course for those teaching on-line regarding assessments and feedback

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How do you know when you can close the loop?
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I was really impressed with the concept of video feedback for my students and will look into developing such a tool for this purpose. How do you determine the level of feedback for the students or do you just address the assignment?
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Emailing is a common tool students use to communicate with instructors. How can I use this as an assessment tool and means for feedback when the student is lacking understanding for the direction of the class?
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Do each student need a road map to follow? If the CMS has a road map for the course, can students create an additional road map to customize experience?
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Behavior can be a real challenge in an on-line environment, nevertheless how can you encourage students to play nice in order to maximize engagement?
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I continue to communicate with my students the importance of typing speed and accuracy. Should we integrate a typing program into the online content systems to encourage typing practice?
When the objective is inclusivity, how do you know what will be effective in a video to increase students participation?
How can you determine student’s online readiness for successful completion of the course content? Is this determined from the effectiveness of how the course is set-up? Meaning, when does usability becomes a factor in online learning before you deploy the course?

An ability to adapt to your audience by letting the class discussion create itself and you help guide discussion

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