Slides in support of a professional learning day for administrators in Hanover School Division focused on developing a common language & understanding of Deep Learning Design.
Webquest Multimedia History Project Tabitha WregeTwrege
This document provides instructions for a history project for students. Students will work in groups to create a multimedia presentation on a significant historical event using at least three forms of technology. They must provide background on the event and explain how it impacted the world. Examples of project ideas include conducting a skit about the civil rights movement or creating a song and slideshow about the Vietnam War. Students will be evaluated on their understanding of the event and how creatively they present the information. The goal is for students to better understand how history has shaped the world.
The document discusses online learning and virtual worlds for education. It begins by stating that on average, students perform better in online learning conditions compared to face-to-face classes. It then discusses factors that influence the effectiveness of online learning, such as learning time, curriculum, pedagogy, and opportunities for collaboration. Finally, it discusses considerations for designing persistent virtual worlds for education, including offering community spaces, pathways, and services to support ongoing participation.
This document discusses using wikis in the classroom. It notes that wikis can improve learning by putting learning in students' hands with guidance and encouraging collaboration and engagement. Wikis allow for multiple authors, sharing, and collaboration. Students generally like wikis as they allow 24/7 access to materials and a sense of ownership. Some challenges are that students may be uncomfortable with collaboration, self-directed work, or critiquing peers. Best practices include providing training, clear expectations, modeling collaboration, and choosing a multifunctional platform.
The document discusses wikis and their educational benefits and uses in the classroom. It provides examples of wiki projects for students, such as writing collaborative stories, creating electronic portfolios, developing travel guides and information about animals and presidents. It also outlines how to set up wikis and introduce them to students, addressing issues like content control and privacy.
This document discusses the use of wikis in education. It explains that wikis allow for collaboration and allow approved users to add, revise and remove content on projects. This allows students to work together on group projects. It also notes some challenges of using wikis, such as lack of motivation if assignments are not meaningful. However, it says that wikis can promote constructed knowledge and collaborative writing when used effectively. Teachers need to carefully plan assignments that use wikis to maximize engagement and learning.
Presentation wiki as a teaching - learning toolvyas charmi
This document discusses the use of wikis as a teaching and learning tool. It defines wikis as collaborative websites that allow users to easily create and edit web pages together. Wikis can be used to share information and knowledge, as well as a tool for collaborative authoring. The document lists several ways wikis can be used in education, including promoting active learning, giving students authentic material to work with, developing teacher's knowledge management, and allowing both teachers and students to easily edit and provide feedback on material. It concludes that wikis offer benefits for knowledge sharing and constructing knowledge collaboratively.
A wiki is a collaborative website that allows users to easily add and edit content. Wikis are useful educational tools as they encourage collaboration and sharing of information. They allow students and teachers to work together online to create and edit documents, discuss course materials, and build a community of learners. Key benefits of using wikis in education include reducing redundant work, interlinking concepts, enabling multiple edits of content, and making information searchable and updatable over time. Teachers can create wikis for managing class materials and discussions, while students can use wikis for collaborative research projects and distributing what they've learned.
This document discusses wikis and their use in education. It defines a wiki as a collaborative web space that can be viewed and edited by anyone online. It provides examples of how wikis can be used for literature circles, student assessments, and online textbooks. It also outlines features of wikis like editing, adding files, and tracking history. The document discusses ensuring student learning through developing acceptable use policies, rubrics, and feedback, as well as using cooperative learning pedagogy.
Webquest Multimedia History Project Tabitha WregeTwrege
This document provides instructions for a history project for students. Students will work in groups to create a multimedia presentation on a significant historical event using at least three forms of technology. They must provide background on the event and explain how it impacted the world. Examples of project ideas include conducting a skit about the civil rights movement or creating a song and slideshow about the Vietnam War. Students will be evaluated on their understanding of the event and how creatively they present the information. The goal is for students to better understand how history has shaped the world.
The document discusses online learning and virtual worlds for education. It begins by stating that on average, students perform better in online learning conditions compared to face-to-face classes. It then discusses factors that influence the effectiveness of online learning, such as learning time, curriculum, pedagogy, and opportunities for collaboration. Finally, it discusses considerations for designing persistent virtual worlds for education, including offering community spaces, pathways, and services to support ongoing participation.
This document discusses using wikis in the classroom. It notes that wikis can improve learning by putting learning in students' hands with guidance and encouraging collaboration and engagement. Wikis allow for multiple authors, sharing, and collaboration. Students generally like wikis as they allow 24/7 access to materials and a sense of ownership. Some challenges are that students may be uncomfortable with collaboration, self-directed work, or critiquing peers. Best practices include providing training, clear expectations, modeling collaboration, and choosing a multifunctional platform.
The document discusses wikis and their educational benefits and uses in the classroom. It provides examples of wiki projects for students, such as writing collaborative stories, creating electronic portfolios, developing travel guides and information about animals and presidents. It also outlines how to set up wikis and introduce them to students, addressing issues like content control and privacy.
This document discusses the use of wikis in education. It explains that wikis allow for collaboration and allow approved users to add, revise and remove content on projects. This allows students to work together on group projects. It also notes some challenges of using wikis, such as lack of motivation if assignments are not meaningful. However, it says that wikis can promote constructed knowledge and collaborative writing when used effectively. Teachers need to carefully plan assignments that use wikis to maximize engagement and learning.
Presentation wiki as a teaching - learning toolvyas charmi
This document discusses the use of wikis as a teaching and learning tool. It defines wikis as collaborative websites that allow users to easily create and edit web pages together. Wikis can be used to share information and knowledge, as well as a tool for collaborative authoring. The document lists several ways wikis can be used in education, including promoting active learning, giving students authentic material to work with, developing teacher's knowledge management, and allowing both teachers and students to easily edit and provide feedback on material. It concludes that wikis offer benefits for knowledge sharing and constructing knowledge collaboratively.
A wiki is a collaborative website that allows users to easily add and edit content. Wikis are useful educational tools as they encourage collaboration and sharing of information. They allow students and teachers to work together online to create and edit documents, discuss course materials, and build a community of learners. Key benefits of using wikis in education include reducing redundant work, interlinking concepts, enabling multiple edits of content, and making information searchable and updatable over time. Teachers can create wikis for managing class materials and discussions, while students can use wikis for collaborative research projects and distributing what they've learned.
This document discusses wikis and their use in education. It defines a wiki as a collaborative web space that can be viewed and edited by anyone online. It provides examples of how wikis can be used for literature circles, student assessments, and online textbooks. It also outlines features of wikis like editing, adding files, and tracking history. The document discusses ensuring student learning through developing acceptable use policies, rubrics, and feedback, as well as using cooperative learning pedagogy.
Challenge Based Learning (CBL) is an instructional approach that presents students with challenges to solve or products to create. It provides multiple entry points and solutions, focuses on universal challenges with local solutions, and connects multiple disciplines. CBL teaches 21st century skills through authentic projects, uses technology for collaboration, and allows students to publish their work. It assesses both the problem solving process and the quality of students' solutions.
A wiki is a website that allows for collaborative editing, where multiple people can easily edit and contribute content. Wikis have several benefits for educational use, allowing students to work together on group projects and share resources. Educators can monitor student activity and edits on a wiki. Wikis also do not display advertisements and educator wikis are free for teachers and students to use.
Online and Blended Learning: Visions, Challenges & OpportunitiesJeremy Williams
Presentation delivered at the Griffith International Summit, Intercontinental Hotel, Sanctuary Cove, Gold Coast, 16 July 2013. (An earlier version was presented at the Griffith Business School Program Leadership Retreat: 'Tricks of the Trade: Managing Online and F2F Course Delivery', 10 July 2013.)
This document discusses the use of wikis in education. It begins by defining wikis as websites that allow collaborative editing without technical skills. Examples are given of how wikis can be used in classrooms for projects, discussions, and sharing resources. Research is cited showing wikis support cooperative and active learning. Specific classroom examples demonstrate how teachers have utilized wikis as hubs for instruction, collaboration between students, and connecting classrooms globally.
The document discusses wikis and their benefits for collaboration and organization. Wikis allow any user to easily edit and update content. They simplify website creation by automatically generating pages and links. Many wikis also function as collaborative communities where multiple users can contribute and edit content. Wikis help organize information through internal linking of pages and provide version histories of document changes.
Karen Cangialosi discusses open education and its three cornerstones of access, agency, and connection. She advocates for making education more accessible and equitable for all students by using open educational resources (OER) which are free, digital, and openly licensed materials. Cangialosi argues that open education can provide transformational experiences by giving students agency and allowing them to become agents of social change. She presents various open tools and practices that move beyond traditional learning management systems by encouraging community engagement, collaboration, and contribution to the public knowledge commons.
Making good decisions about blended learning march 2017John Hannon
This document summarizes a presentation about making good decisions for blended learning design. It discusses focusing design on student interactions, not just content delivery. It also emphasizes sequencing learning activities strategically to prepare students for assessments. Additionally, it suggests adapting designs over time using Puentedura's SAMR model and drawing on tools like social media, gapminder, and infographics that students already use. The goal is to help educators make informed choices about blended learning to improve student learning experiences and outcomes.
The document describes an opportunity and proposed product called Learn More Together, which aims to address the lack of social interaction in massive open online courses (MOOCs) by facilitating online and local study groups. It outlines problems with existing tools, a business model centered around helping organize study groups and fundraising for MOOC students, potential partners and funding sources, and an experienced founding team ready to build a minimum viable product.
This document discusses how online tools can be used to build collaborative communities for student group work. It describes how students were placed in groups to develop a PowerPoint presentation using online tools for communication and collaboration, including email, NeatChat, Skype and Google Docs. These tools helped the geographically isolated students communicate, collaborate in real-time, and feel more comfortable working together. Social bookmarking sites like Delicious were also introduced to help students organize information and share resources within a community of practice. The document evaluates the benefits and successes of using these online tools to enhance collaboration between students.
The document discusses 21st century learning environments and how they differ from traditional education. It focuses on the shift to informal, lifelong, and passion-based learning enabled by new technologies. Key aspects include open educational resources, social and collaborative learning, blurred lines between content producers and consumers, and building online learning communities. Learning is becoming more about participation and knowledge construction through interaction, rather than formal presentation of information.
Use this template "as is" or to customize your own presentation on open textbooks. Included are specific slides on the history and role of the BC Open Textbook Project (BCcampus) located in British Columbia, Canada.
Group 3 Presentation - Wikispaces for Educatorstsbrazile
Wikis provide a dynamic learning experience by allowing students and teachers to collaboratively share work, ideas, pictures, links and other content online. They offer opportunities for students to create online portfolios, collaborate on projects, and access class information from any device. Wikispaces wikis are free for educators to use, with visual editing tools and other features that make sharing content easy. Wikis are well-suited for project-based and inquiry-based learning across subjects for grades 5 and up.
Using a Wiki for Collaboration and CoordinationConnie Crosby
Based on a webinar presented to the Association of Independent Information Professionals (AIIP) these slides look at use of a wiki for event planning, and getting started using wikis for larger projects. A list of helpful resources are also included
The document discusses how integrating various Web 2.0 technologies can impact the classroom by engaging today's digital native students. It outlines how technologies like learning management systems, wikis, and blogs allow students to learn in new ways and teachers to improve communication. Specific Web 2.0 tools that are mentioned include HotChalk, PBWiki, ClassBlogMeister, and ePALS SchoolBlog. The document advocates that teachers focus less on specific technologies and more on developing 21st century skills in students.
This document discusses using blogs and wikis for learning in educational settings. It provides examples of how blogs and wikis can be used to post course materials and resources, host online discussions, create class publications, share lesson plans, integrate multimedia, get feedback, and create fully functional websites. It also describes how blogs and wikis can support creative, collaborative, and communicative learning by allowing students to share content with authentic audiences and engage in reflection, team-based and individual work. Specific uses mentioned include hosting class critical reflections, e-portfolios, projects, units, investigations, and community projects to support real, engaging, and authentic learning.
Presentation from award winning teacher Vicki Davis as presented to an education class at the College of William and Mary in February 2007. (c) Vicki A Davis, All Rights reserved
This document provides information about using technology to connect students globally through information communication and collaboration. It discusses how new literacies like blogs, wikis, and video sharing can be used to have students communicate, collaborate, create, and contribute. Several specific global collaborative learning projects are described that partner students, educators, and community members around the world. The document emphasizes that technologies should be used to foster meaningful communication and collaboration, and to prepare students to become responsible global citizens.
This document summarizes a workshop on blended learning and inquiry-based design that engages faculty and students. The workshop introduces the Community of Inquiry framework, which views education as a collaborative and constructivist experience. It describes the three presences - social, cognitive, and teaching - that comprise a community of inquiry. Participants engage in activities to relate the framework to their own contexts. The workshop addresses how the presenters' institution developed a climate for change by applying the Community of Inquiry model across departments and encouraging collaboration. Participants are asked to consider how they can apply the ideas from the workshop in their own work.
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
The document describes the redesign of a large introductory information technology course from a traditional lecture format to a more active and collaborative format. The instructors partnered to move course materials online, establish student teams, and implement new assessments including a wiki project and individual infographic. Initial student feedback was mixed but became more positive. Outcomes included improved technology skills, interest in the major, and sample student work that exceeded expectations. Future plans include modifying the wiki project into online discussion boards to improve collaboration logistics.
Challenge Based Learning (CBL) is an instructional approach that presents students with challenges to solve or products to create. It provides multiple entry points and solutions, focuses on universal challenges with local solutions, and connects multiple disciplines. CBL teaches 21st century skills through authentic projects, uses technology for collaboration, and allows students to publish their work. It assesses both the problem solving process and the quality of students' solutions.
A wiki is a website that allows for collaborative editing, where multiple people can easily edit and contribute content. Wikis have several benefits for educational use, allowing students to work together on group projects and share resources. Educators can monitor student activity and edits on a wiki. Wikis also do not display advertisements and educator wikis are free for teachers and students to use.
Online and Blended Learning: Visions, Challenges & OpportunitiesJeremy Williams
Presentation delivered at the Griffith International Summit, Intercontinental Hotel, Sanctuary Cove, Gold Coast, 16 July 2013. (An earlier version was presented at the Griffith Business School Program Leadership Retreat: 'Tricks of the Trade: Managing Online and F2F Course Delivery', 10 July 2013.)
This document discusses the use of wikis in education. It begins by defining wikis as websites that allow collaborative editing without technical skills. Examples are given of how wikis can be used in classrooms for projects, discussions, and sharing resources. Research is cited showing wikis support cooperative and active learning. Specific classroom examples demonstrate how teachers have utilized wikis as hubs for instruction, collaboration between students, and connecting classrooms globally.
The document discusses wikis and their benefits for collaboration and organization. Wikis allow any user to easily edit and update content. They simplify website creation by automatically generating pages and links. Many wikis also function as collaborative communities where multiple users can contribute and edit content. Wikis help organize information through internal linking of pages and provide version histories of document changes.
Karen Cangialosi discusses open education and its three cornerstones of access, agency, and connection. She advocates for making education more accessible and equitable for all students by using open educational resources (OER) which are free, digital, and openly licensed materials. Cangialosi argues that open education can provide transformational experiences by giving students agency and allowing them to become agents of social change. She presents various open tools and practices that move beyond traditional learning management systems by encouraging community engagement, collaboration, and contribution to the public knowledge commons.
Making good decisions about blended learning march 2017John Hannon
This document summarizes a presentation about making good decisions for blended learning design. It discusses focusing design on student interactions, not just content delivery. It also emphasizes sequencing learning activities strategically to prepare students for assessments. Additionally, it suggests adapting designs over time using Puentedura's SAMR model and drawing on tools like social media, gapminder, and infographics that students already use. The goal is to help educators make informed choices about blended learning to improve student learning experiences and outcomes.
The document describes an opportunity and proposed product called Learn More Together, which aims to address the lack of social interaction in massive open online courses (MOOCs) by facilitating online and local study groups. It outlines problems with existing tools, a business model centered around helping organize study groups and fundraising for MOOC students, potential partners and funding sources, and an experienced founding team ready to build a minimum viable product.
This document discusses how online tools can be used to build collaborative communities for student group work. It describes how students were placed in groups to develop a PowerPoint presentation using online tools for communication and collaboration, including email, NeatChat, Skype and Google Docs. These tools helped the geographically isolated students communicate, collaborate in real-time, and feel more comfortable working together. Social bookmarking sites like Delicious were also introduced to help students organize information and share resources within a community of practice. The document evaluates the benefits and successes of using these online tools to enhance collaboration between students.
The document discusses 21st century learning environments and how they differ from traditional education. It focuses on the shift to informal, lifelong, and passion-based learning enabled by new technologies. Key aspects include open educational resources, social and collaborative learning, blurred lines between content producers and consumers, and building online learning communities. Learning is becoming more about participation and knowledge construction through interaction, rather than formal presentation of information.
Use this template "as is" or to customize your own presentation on open textbooks. Included are specific slides on the history and role of the BC Open Textbook Project (BCcampus) located in British Columbia, Canada.
Group 3 Presentation - Wikispaces for Educatorstsbrazile
Wikis provide a dynamic learning experience by allowing students and teachers to collaboratively share work, ideas, pictures, links and other content online. They offer opportunities for students to create online portfolios, collaborate on projects, and access class information from any device. Wikispaces wikis are free for educators to use, with visual editing tools and other features that make sharing content easy. Wikis are well-suited for project-based and inquiry-based learning across subjects for grades 5 and up.
Using a Wiki for Collaboration and CoordinationConnie Crosby
Based on a webinar presented to the Association of Independent Information Professionals (AIIP) these slides look at use of a wiki for event planning, and getting started using wikis for larger projects. A list of helpful resources are also included
The document discusses how integrating various Web 2.0 technologies can impact the classroom by engaging today's digital native students. It outlines how technologies like learning management systems, wikis, and blogs allow students to learn in new ways and teachers to improve communication. Specific Web 2.0 tools that are mentioned include HotChalk, PBWiki, ClassBlogMeister, and ePALS SchoolBlog. The document advocates that teachers focus less on specific technologies and more on developing 21st century skills in students.
This document discusses using blogs and wikis for learning in educational settings. It provides examples of how blogs and wikis can be used to post course materials and resources, host online discussions, create class publications, share lesson plans, integrate multimedia, get feedback, and create fully functional websites. It also describes how blogs and wikis can support creative, collaborative, and communicative learning by allowing students to share content with authentic audiences and engage in reflection, team-based and individual work. Specific uses mentioned include hosting class critical reflections, e-portfolios, projects, units, investigations, and community projects to support real, engaging, and authentic learning.
Presentation from award winning teacher Vicki Davis as presented to an education class at the College of William and Mary in February 2007. (c) Vicki A Davis, All Rights reserved
This document provides information about using technology to connect students globally through information communication and collaboration. It discusses how new literacies like blogs, wikis, and video sharing can be used to have students communicate, collaborate, create, and contribute. Several specific global collaborative learning projects are described that partner students, educators, and community members around the world. The document emphasizes that technologies should be used to foster meaningful communication and collaboration, and to prepare students to become responsible global citizens.
This document summarizes a workshop on blended learning and inquiry-based design that engages faculty and students. The workshop introduces the Community of Inquiry framework, which views education as a collaborative and constructivist experience. It describes the three presences - social, cognitive, and teaching - that comprise a community of inquiry. Participants engage in activities to relate the framework to their own contexts. The workshop addresses how the presenters' institution developed a climate for change by applying the Community of Inquiry model across departments and encouraging collaboration. Participants are asked to consider how they can apply the ideas from the workshop in their own work.
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
The document describes the redesign of a large introductory information technology course from a traditional lecture format to a more active and collaborative format. The instructors partnered to move course materials online, establish student teams, and implement new assessments including a wiki project and individual infographic. Initial student feedback was mixed but became more positive. Outcomes included improved technology skills, interest in the major, and sample student work that exceeded expectations. Future plans include modifying the wiki project into online discussion boards to improve collaboration logistics.
The document describes the redesign of a large introductory information technology course from a traditional lecture format to a more active and collaborative format. The instructors partnered to move course materials online, establish student teams, and implement new assessments including a wiki project and individual infographic. Initial student feedback was mixed but became more positive. Outcomes included improved technology skills, interest in the major, and sample student work that exceeded expectations. Future plans include modifying the wiki project into online discussion boards to improve collaboration logistics.
Open SUNY NDLW: Using open source virtual-reality environments for community...Erin Maney
Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses.
DIVERSE EDULEARN12 Conference presentationdiverselincoln
DIVERSE is a cross-departmental study that aims to get students more involved in their studies through a social collaboration tool called DIVERSE that combines social networking with educational research. DIVERSE allows students to share resources through "resource clouds" and collaborate by adding relevant materials to these clouds and rating resources' usefulness. The project studies how students use online resources and provides analytics to help improve teaching and the student experience.
Project based learning (PBL) provides students with an authentic learning experience that focuses on solving real-world challenges. It allows for varied solutions, connection across disciplines, and development of 21st century skills. PBL gives students the opportunity to apply their knowledge by creating a solution or product, rather than just learning about a topic. Teachers can assess students on both the process of working through a project and the quality of the final solution or product. Resources are provided to help teachers design effective PBL projects and assessments.
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
Modding the Metaverse; The Pedagogy of Participation - AoIR 2007Joanna Robinson
The document discusses participatory pedagogy and its advantages over traditional didactic teaching methods. Participatory pedagogy incorporates student experiences and knowledge, encourages interaction, and gives students an active role in the learning process. It also discusses how virtual worlds and Web 2.0 technologies can support participatory learning through interactive and collaborative features. The document describes a workshop held in Second Life to explore collaborative modding and building of virtual learning spaces.
eLearning Summer School: Exploring assumptions about online assessmentEloise Tan
1. The document discusses online assessment and the need for careful consideration of pedagogy when implementing online tools.
2. It notes that effective online assessment requires alignment between objectives, methods, tasks and tools, as well as sustainable investment, robust infrastructure, support and training.
3. The document questions assumptions about students' technical skills and advocates a learner-centered rather than tech-driven approach to assessment.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Presented at the University of Liverpool/Laureate Online Education Faculty Conference, Liverpool, July 2013.
Authors: Kahn, P.E., Lucy Everington, L., Kelm, K., Reid, I. and Watkins, F.
The document describes a study that developed an e-assessment model to evaluate students' collaborative knowledge building using the social content network Diigo. Four students participated in a 10-day task tagging resources, adding their own interpretations, and working to combine ideas into solutions. The results showed students effectively engaged in adding meaning but faced challenges switching to proposing collaborative solutions.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
A 21st century classroom should have digital resources and tools to prepare students for an increasingly digital world. This includes equipment like computers, projectors, and digital cameras as well as training teachers to integrate technology. Teachers are changing the learning environment by using digital tools for lectures, collaboration, submitting assignments, and assessing students. The goal is for students to develop digital literacies and multimedia skills through more student-centered, project-based learning that incorporates authentic assessments and publishing student work online.
The document discusses key 21st century skills and concepts for teachers including creativity and innovation, critical thinking, problem solving, communication and collaboration. It provides examples of digital tools that can support developing these skills in students, such as Glogster, Wiggio and Everloop. The document also summarizes ISTE NETS standards for teachers which focus on promoting creative and innovative thinking in students, engaging them in solving real-world problems, and using collaborative tools to support learning.
(1) Mary Thorpe discusses conceptualizations of online interaction and challenges of designing effective online learning activities.
(2) She provides an example course where online interaction is well-integrated and successful - students collaborate online through structured activities tied to assessment.
(3) Key factors in the design include identifying students with specific roles, authentic tasks, and ensuring participation without depending on tutors' moderation skills. When online interaction is well-conceived and designed, it can be highly effective for learning.
The document provides a rationale and background for a project called "Living Landscapes" aimed at developing students' awareness of their local environmental landscapes. It discusses choosing a globally relevant topic, considerations for a multicultural online learning environment, and outlines learning outcomes, concepts, student activities and assessments for the project which uses a blog for sharing work. It also reflects on how the project was implemented and challenges that arose.
The document provides an overview of using an inquiry-based approach to learning in the 21st century classroom. It discusses how this approach is student-centered and focuses on problem-solving, collaboration, and using technology. The summary also outlines the main stages of implementing an inquiry project, including selecting a topic, planning learning experiences, facilitating the process, and using authentic assessment.
Similar to Deep Learning Design: the middle ring (20)
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore inquiry as a pedagogical stance and the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants will leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
The document is a presentation about digital citizenship given by Darren Kuropatwa at the Building Learning Communities Conference in Boston, MA in July 2017. It discusses the importance of digital citizenship and responding to adversity with persistent kindness. It provides examples of digital citizenship issues and scenarios for discussion. It encourages participants to think about their own digital footprint and how to be good digital citizens.
Presented at the Riding the Wave Conference in Gimli, Manitoba. May 2017.
In two words, you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than facts, you recall relationships & deeper connections between characters. Some of the powerful ways we leverage digital for deeper learning includes challenging sources of information (fake news), exploring bias (developing empathy through multiple perspectives), and creating powerful feedback loops that foster deeper learning.
Powerful narratives, in a word or two, bring to mind a wealth of ideas & relationships; more than just facts. How can we find stories that make our teaching sticky and help kids find, and more importantly tell, stories that make learning stick? This workshop will equip teachers with the skills & knowledge to foster deeper learning across the curriculum by intentionally leveraging digital tools to foster deeper learning.
Tales of Learning and the Gifts of Footprints v4.2Darren Kuropatwa
This document appears to be a presentation about digital learning and storytelling. It discusses shifting from compliance to care, private to public learning, and consumer to participatory models. It addresses what digital storytellers look like and principles of learning including starting where students are, learning being done by and for students, students talking about learning, having learning targets, and feedback. It encourages generosity, sharing tales of learning, and giving the gifts of footprints.
Presented at the Richmond District Conference, Feb 2017.
A series of stories woven together to start a conversation with middle and high school students, teachers, and parents about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning. Held at the BYTE Conference 2017 in Portage la Prairie, Manitoba.
A group of educators from the BYTE Conference 2017 (Build Your Teaching Experience) share their ideas about learning as a series of visual metaphors they found on their phones.
The document discusses storytelling and how it can be used as a tool for learning. It suggests that storytelling allows students to think in metaphors and learn through stories. It provides examples of how digital tools like QR codes and apps can be used to incorporate storytelling into the classroom. It also outlines some rules of thumb for using storytelling, such as personalizing tasks to students' experiences, collaborating on group projects, and getting feedback from both inside and outside the classroom.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document contains multiple sections on topics related to technology and its impact on society, including how the internet allows information to be easily shared but also persist indefinitely, issues around online privacy and bullying, and ways for parents to support their children's safe and responsible internet use. The document advocates for empowering youth and promoting kindness both online and off.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
A group of educators from the Anderson Union High School & Redding School Districts and share their ideas about learning as a series of visual metaphors.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document contains a collection of images, quotes, and short passages on topics related to online communities, sharing, and empowerment through technology. The snippets discuss how the internet allows information to be easily shared, encourages learning, and can help empower victims of bullying. The overarching theme is about the positive impact community and connection through online platforms can provide.
Slides to support a master class at the Building Learning Communities Conference in Boston, MA. 18 July 2016.
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Slides in support of a professional learning day for administrators in Hanover School Division focused on answering the question: What is Inquiry Learning?
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. Deep Learning
Design
flickr photo by dkuropatwa http://flickr.com/photos/dkuropatwa/
3754807087 shared under a Creative Commons (BY-NC-SA) license
2.
3.
4.
5.
6.
7.
8. "- the virtual connection
- authentic partnerships
- resources required such as time, furniture,
devices
- student voice needs to be a driver of learning
- learning partnerships with peers, teacher, home
plays into the learning environment
- relevant and rigorous learning is individualized
for students
- environment needs to be created intentionally
- view environment as a learning space
- physical needs"
10. This isn't as new as I thought, there are
some freshly minted terms, but the concepts
are present in our schools now. I would
guess that a majority of teachers could point
to ways they are already doing this.
NB: beware confirmation bias
11. "There are many elements of
pedagogical practice listed in the
accelerating category:
- research proven model
- learning goals
-personalized learning
- choice
- authentic tasks
- students as partners in learning design process
- peer feedback/ self feedback
- criteria
- varying complexity of learning tasks
- student centred learning
- promote metacognition and self monitoring
- family support
These all need un-packing and exemplars with how
this might look in our classrooms with diverse needs."
12. "Skype activities.
Moving away from CPU labs.
Use of software for substitution that would
be done without tech.
Fast forward is an example of learning
responsiveness to individual performance.
Teacher knowing where to redirect student
learning based on curriculum.
Project based learning beyond the
classroom. Connecting to other learning
around the world.
Practical implications of putting this theory
into practice. “
"- Building on the SAMR model (reminder)
- using the technology to ""hook"" students
to deepen their own learning"
13. Wasting
Water
flickr photo by final gather http://flickr.com/photos/23629083@N03/8339034555 shared under a Creative Commons (BY-ND) license
14. talkPeople need to
about what they’re learning
cc licensed ( BY ) flickr photo by Travis Hornung:
http://flickr.com/photos/awfulshot/158891604/
15. First Turn/Last Turn
The First Turn: In turn, share one of your ideas/quotes
don’t comment on it.Here’s the tricky part:
Group members comment in round-robin order
no cross-talkHere’s the tricky part:
The Last Turn: Initiator now shares their thinking.
Repeat The Process
16. Wasting
Water
"Learning Partnerships
- making connections to experts both from the environment & industry
Learning Environments
- local connections - ie Shoal lake, MB Hydro
- making it relevant
Pedagogical Practices
- moving from teacher directed to student driven
Leveraging Digital
- real world feedback (publish online)
- Skype interviews
- differentiation
Using the internet as a vehicle to move students from a research based
inquiry, to real world connection and relevance"
Δs
19. Wasting
Water
Δs"Learning partnerships
- ask an expert
- consulting with people who know about the topic adds richness to the learning
- either face to face or virtually
Learning environments
- add an open topic to the list
- underscores the opportunity for student voice,choice, relevance, and activating personal connection
and experiences
Pedagogical practices
- add cycles of self and peer feedback
- not only to take advantage of feedback on ""am I on the right track"", but also to intentionally check
your thinking (metacognitive goals)
- establishing habits of mind
Leveraging digital
- enable many more technology resources
- e.g. Videoconferencing, topographical maps
- developing digital skills, promoting creativity, etc."
20. Wasting
Water
Δs
"Learning Partnerships - engage the use of experts...make connections to
the community
Learning Environments - aim for diverse learning spaces that meet the
needs of different students.
Pedagogical Practices - student voice in creation of topic choices, and in
co-constructing rubrics.
Leveraging Digital - getting the many perspectives around an issue,
creating opinions from that and applying it to my life and how I live."
21. Wasting
Water
Δs
"Learning Partnerships - accessing community groups so that learning is
mutually beneficial...a true partnership
Pedagogical Practices - more authenticity with co-constructed criteria,
flexibility
Learning Environments - start with a local scene (MB) and culminate with a
global passion project
Leveraging Digital - To use digital as a tool that will enhance all aspects of
inquiry-based learning with a goal of independance and confidence"
22. Wasting
Water
Δs" - having the students generate list
- have teachers meet and collaborate
- moving outside of the classroom in multiple ways
- co-creation of criteria by students
- tapping into experts in person or via Skype
- learning environment - relevance of actual activity - introductory activity -
look at wasting water in Manitoba - Shoal Lake, Fort Whyte
- family connections that make water relevant
- connections to themselves
- local water treatment plants
- ask an expert
- connect to career explorations"
23. Wasting
Water
Δs
"- hands on
- digital -connect with experts and others from around the world
- Authentic - include co-constructing criteria
- Turn into a unit - Go deep - but less covered
- Relationship has to be developed and is the key"
24. flickr photo by Vintage Collective http://flickr.com/photos/thevintagecollective/4077471076 shared under a Creative Commons (BY) license