Online Teaching

In Person Teaching

Learn How to Integrate Technology, Facilitate Online Classes and Teach Online

Write your first Draft of your Doctoral Dissertation Now!

Learn to Teach Online with Moodle Course Management System

Practising Mindfulness as a Way of Life

International Convention in Dallas, USA

Online Facilitator and Teacher Mentor

Wikieducator, Canada

Nov 2008 - Present

TESOL, Virtual Learning Environments, Web 2.0 Tools, Blended Learning, Integrating Technology, Storytelling and Effective Presentations, Action Research Projects, Scholarly Writing, Collaboration, Mentorship, Wikicodes, Online Facilitation

<embed src="http://blip.tv/play/gtIbgfP7UwI" type="application/x-shockwave-flash" width="480" height="390" allowscriptaccess="always" allowfullscreen="true"></embed><br/><br><br/>Nellie has been involved in international collaborative projects via Moodle. She facilitates online and face-to-face workshops on how to use Wikieducator as a collaborative tool for instruction and learning and conducts online workshops and <a href="http://co.integrating-technology.com/">conferences</a>. Nellie is passionate about learning and in making e-learning free and available to everyone.

IT4ALL Virtual Learning Environments

IT4ALL Virutal Learning Environments, Canada

Aug 2008 - Present

Educational Technology, WebQuests, TESOL

<object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/F9Kn6T9_fiE&hl=en&fs=1"></param><param name="allowFullScreen" value="true"></param><embed src="http://www.youtube.com/v/F9Kn6T9_fiE&hl=en&fs=1" type="application/x-shockwave-flash" allowfullscreen="true" width="425" height="344"></embed></object>

Facilitator

WikiEducator and WiZiQ, Canada

Jun 2008 - Present

English, WebQuests, TESOL, ESOL, Wikis, Online Facilitation, Integrating Technology, Mindfulness Meditation Practice, Weight Loss

<a href="http://www.wikieducator.org/Workshops">Free online workshops on WiZiQ and WikiEducator. </a><br/><br/>

Testimonials for Nellie Deutsch and Her Work

Testimonials, Canada

Jan 2005 - Present

Online Faciliation, Collaborative Learning, Mentorship, WebQuests, English, Learning Effectively, Reading Strategies, Academic Writing

<br/>Please check out <a title="Nellie's Testimonials" href="http://nellie-deutsch.com/testimonials/" target="_blank">Nellie's Testimonials</a> to find out what others think of her work.<br/><br/><br/>

Learn English Online 24/7

LEO (Learn English Online), Canada

Jan 2005 - Present

English

Join LEO, an online workshop on how to improve your <a href="http://www.integrating-technology.com/pd/course/category.php?id=15">English skills 24/7</a> via Moodle (Course Management System ) for free.<br/><br/><br/><br/><br/><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/R97xt50gEdA&hl=en&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/R97xt50gEdA&hl=en&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>

Facilitator of Online Sessions

Knowplace and SCoPE, Canada

Oct 2007 - Nov 2007

e-learning in developing countries, mobile learning

Online Presenter

Canadian Moodle Moot, Canada

Feb 2006 - Feb 2006

Using International collaboration Italy and Israel

Presented at the first Canadian Moodle Meet conference about the project.

Mentor educators on how to integrate technology into the curriculum using Moodle, WebQuests, Social Networks, Web 2.0 Tools, authoring tools, and MS applications.<br/><br><br/>Please check out <a title="Nellie's Testimonials" href="http://nellie-deutsch.com/testimonials/" target="_blank">Nellie's Testimonials</a> to find out what others think of her work.<br/><br/><br/>

Doctor

University of Phoenix, Arizona, United States

Oct 2005 - Jun 2010

Doctor of Education specializing in educational leadership, curriculum, and instruction.

MA in education, curriculum, and technology

University of Phoenix, Arizona, United States

Oct 2003 - Jun 2005

Ed.D

University of Phoenix, Arizona, United States

Year Of Passing: 2010

MA

Arizona, United States

Year Of Passing: 2005

Pairs Educator and Leader

Florida, United States

Year Of Passing: 2004

Silva Method (Advanced)

Ontario, Canada

Year Of Passing: 2000

Reiki Practitioner

Ontario, Canada

Year Of Passing: 1996

2009 Ten Top Online Educators: <a href="http://surfaquarium.com/TOE/2009/ndeutsch.htm" target="_blank">http://surfaquarium.com/TOE/2009/ndeutsch.htm</a>

Journal for teachers of English as a foreign language

<a href="http://www.nelliemuller.com/Articles_by_Nellie_Deutsch.htm">Articles written as an MA student of education, curriculum, and technology at the University of Phoenix.</a>

Abstract: English is a very important school subject for second language learners. In an effort to get high scores, students feel anxious when taking reading comprehension tests. This action research project studied the reasons for the anxiety ESL/EFL grade 9 students feel. It researched ways of helping them deal with the situation so that they could raise their academic performance on the reading tests. Students learned to apply test taking and reading techniques to prepare them for reading comprehension tests. Reading and test taking skills provided ESL/EFL students with the tools to cope with reading comprehension tests. After applying reading strategies and relaxation exercises, students scored higher on the tests.

Organizational leaders in institutions of higher education expect instructors to implement blended learning courses without understanding instructor experiences with technology. Requiring faculty to teach blended learning courses without fully understanding the experiences instructors had implementing technology may lead to developing inappropriate professional training programs, ineffective use of technology, or to instructor disuse of technology in the future. The purpose of this qualitative phenomenological research study was to explore the experiences instructors had implementing technology in blended learning courses in campus-based institutions of higher education worldwide. This qualitative phenomenological research study used a modified van Kaam method by Moustakas (1994) with in-depth, semi-structured interviews to explore the experiences instructors had implementing technology in blended learning courses. The analysis of the transcribed interviews revealed four themes: (a) facilitates instruction and learning, (b) frustrating, (c) satisfying and rewarding, and (d) socially connecting. The conclusions derived from the study suggest that learning about the experiences instructors had implementing technology in blended learning courses may guide educational leaders in providing support and in preparing professional development workshops on how to teach blended learning courses.

I wrote the book (Paperback - May 21, 2010) Organizational leaders in institutions of higher education expect instructors to implement blended learning courses without understanding instructor experiences with technology. Requiring faculty to teach blended learning courses without fully understanding the experiences instructors had implementing technology may lead to developing inappropriate professional training programs, ineffective use of technology, or to instructor disuse of technology in the future. The purpose of this qualitative phenomenological research study was to explore the experiences instructors had implementing technology in blended learning courses in campus-based institutions of higher education worldwide. This qualitative phenomenological research study used a modified van Kaam method by Moustakas (1994) with in-depth, semi-structured interviews to explore the experiences instructors had implementing technology in blended learning courses. The analysis of the transcribed interviews revealed four themes: (a) facilitating instruction and learning, (b) frustrating, (c) satisfying and rewarding, and (d) socially connecting. The conclusions derived from the study suggest that learning about the experiences instructors had implementing technology in blended learning courses may guide educational leaders in providing support and in preparing professional development workshops on how to teach blended learning courses.

I reviewed the book on Moodle. Part of Packt's Cookbook series, each chapter focuses on a different multimedia effect. If you don't have the time to work your way through a long tutorial, then this is the book for you. The step-by-step recipes are independent from each other so you can dip in and out of the book to add great effects to your course as and when you need them. This cookbook is designed for teachers who want to learn how to insert different multimedia assets into their Moodle courses. It is expected that you will have basic knowledge of Moodle 1.9 or 2.0 and have Moodle installed and ready to be worked on. Teachers of different subjects can adapt the recipes to best suit their specific subject.

I wrote chapter 10 in the book. Mu chapter is called: Implementing Technology in Blended Learning Courses. In an era of constrained research budgets, online interviewing opens up immense possibilities: a researcher can literally conduct a global study without ever leaving home. But more than a decade after these technologies started to become available, there are still few studies on how to utilize online interviews in research. This book provides 10 cases of research conducted using online interviews, with data collected through text-based, videoconferencing, multichannel meetings, and immersive 3-D environments. Each case is followed by two commentaries: one from another expert contributor, the second from Janet Salmons, as editor.

Deutsch, N. (2012). Critique and analysis of Dowlings's "Online asynchronous and face-to-face interviewing: Comparing methods for exploring women's experiences of breastfeeding long term". In J. Salmons (Ed)., Cases in online interview research (pp. 297-299). Los Angeles: Sage Publications.

Taylor, V., Lavin, R. S., & Deutsch, N. (2011). Learning objects and personal learning environments. In Sandy Hirtz and Kevin Kelly (Eds)., Education for a digital world 2.0: Innovations in education (2011) 2nd Edition (pp. 511-536). Victoria: Open Schools BC.

Deutsch, N. (2012). Implementing technology in blended learning courses. In J. Salmons (Ed)., Cases in online interview research (pp. 261-269). Los Angeles: Sage Publications.

Deutsch, N., & Smirnova, L. (2011). Using Moodle for professional development workshops. In Sandy Hirtz and Kevin Kelly (Eds)., Education for a digital world 2.0: Innovations in education (2011) 2nd Edition (pp. 67-90). Victoria: Open Schools BC.