This presentation covers the use of Google Applications for Education (GAFE) to support student centered eLearning. Particular reference is made to collaborative learning, learning portfolios and personal learning networks.
The panel discusses how their schools use Google Apps to collaborate more effectively. They discuss the new suggesting mode in Google Docs, classwork management tools, shared calendars and lesson plans. They then discuss how they protect their Google Apps data using Spanning backup to prevent data loss from deleted accounts or hardware failures. Spanning provides daily automated backups and granular restoration. Finally, they discuss projects like science experiments shared in Google Earth and Docs, and using Hangouts to broadcast performances or record lessons.
15 Effective Tips for Schools Using Google Apps for EducationDatto
Get the latest Google Apps for Education best practice advice. In this deck, Backupify shares tips and tricks directly from the source - successful teachers using Google Apps in the classroom on a daily basis.
- Google Drive is a cloud-based storage and collaboration tool that allows users to create and edit documents, spreadsheets, presentations, and other files and share them with others.
- Google Apps for Education (GAFE) is a free version of Google Drive and other Google apps provided to educational institutions that offers additional security, privacy, and management features.
- GAFE allows for collaboration on files in real-time, communication through commenting and chat, easy file sharing, and version history to track changes.
14 Ways to Increase Google Apps Adoption at Your SchoolDatto
Did your school "Go Google" and is now looking to improve Google Apps for Edu adoption? We tapped a panel of edtech and Google Certified pros to get their best practice advice on successfully implementing and adopting Google Apps.
This document discusses how Google Apps tools can be used in education. It provides an overview of Google Apps for Education, which allows schools to manage student and staff accounts under the school's domain. Key Google Apps tools for educational use include Gmail for communication, Google Docs for collaboration, and Google Forms/Sheets for data collection and analysis. Examples are given of how various Google Apps can be embedded in classroom lessons and used for professional development, projects, and administrative tasks. The document advocates for adopting Google Apps to improve access, collaboration, and technology skills among students and staff.
Google Drive is a cloud-based storage and collaboration tool that allows users to create, store, share, and edit documents, spreadsheets, presentations, and other files from any device with an internet connection. It provides 15GB of free storage and integrates closely with Google's suite of productivity apps like Docs, Sheets, Slides, Forms, and Drawings. Users can easily upload files to Drive, share access with others to view, comment on, or edit files collaboratively, and access their Drive documents from any device. Drive enables convenient collaboration and file sharing without cluttering email inboxes.
The document discusses the implementation of a new learning platform called The Learning Platform at Berkhamsted School. The platform aims to make learning more collaborative, accessible, and student-focused by integrating Google Apps like Gmail, Docs, Calendar and Sites into an upgraded version of the existing Moodle platform. It is hoped that the new platform will ease the workload of teachers, improve learning outcomes for students, and promote digital literacy. The platform allows for real-time collaboration on documents, creation of student websites and portfolios, and new ways of organizing and sharing content.
Universities and schools are increasingly adopting Google Apps as a free alternative to Microsoft Office due to its low costs and collaborative features. Google Apps allow many users to work on documents simultaneously from any internet-connected device. Studies show students and teachers prefer Google Apps for their simplicity and ease of sharing work. While Google Apps still have limitations like reliance on internet access, many see their innovations as making the software more capable over time for education needs like communication, research, and digital citizenship skills.
The panel discusses how their schools use Google Apps to collaborate more effectively. They discuss the new suggesting mode in Google Docs, classwork management tools, shared calendars and lesson plans. They then discuss how they protect their Google Apps data using Spanning backup to prevent data loss from deleted accounts or hardware failures. Spanning provides daily automated backups and granular restoration. Finally, they discuss projects like science experiments shared in Google Earth and Docs, and using Hangouts to broadcast performances or record lessons.
15 Effective Tips for Schools Using Google Apps for EducationDatto
Get the latest Google Apps for Education best practice advice. In this deck, Backupify shares tips and tricks directly from the source - successful teachers using Google Apps in the classroom on a daily basis.
- Google Drive is a cloud-based storage and collaboration tool that allows users to create and edit documents, spreadsheets, presentations, and other files and share them with others.
- Google Apps for Education (GAFE) is a free version of Google Drive and other Google apps provided to educational institutions that offers additional security, privacy, and management features.
- GAFE allows for collaboration on files in real-time, communication through commenting and chat, easy file sharing, and version history to track changes.
14 Ways to Increase Google Apps Adoption at Your SchoolDatto
Did your school "Go Google" and is now looking to improve Google Apps for Edu adoption? We tapped a panel of edtech and Google Certified pros to get their best practice advice on successfully implementing and adopting Google Apps.
This document discusses how Google Apps tools can be used in education. It provides an overview of Google Apps for Education, which allows schools to manage student and staff accounts under the school's domain. Key Google Apps tools for educational use include Gmail for communication, Google Docs for collaboration, and Google Forms/Sheets for data collection and analysis. Examples are given of how various Google Apps can be embedded in classroom lessons and used for professional development, projects, and administrative tasks. The document advocates for adopting Google Apps to improve access, collaboration, and technology skills among students and staff.
Google Drive is a cloud-based storage and collaboration tool that allows users to create, store, share, and edit documents, spreadsheets, presentations, and other files from any device with an internet connection. It provides 15GB of free storage and integrates closely with Google's suite of productivity apps like Docs, Sheets, Slides, Forms, and Drawings. Users can easily upload files to Drive, share access with others to view, comment on, or edit files collaboratively, and access their Drive documents from any device. Drive enables convenient collaboration and file sharing without cluttering email inboxes.
The document discusses the implementation of a new learning platform called The Learning Platform at Berkhamsted School. The platform aims to make learning more collaborative, accessible, and student-focused by integrating Google Apps like Gmail, Docs, Calendar and Sites into an upgraded version of the existing Moodle platform. It is hoped that the new platform will ease the workload of teachers, improve learning outcomes for students, and promote digital literacy. The platform allows for real-time collaboration on documents, creation of student websites and portfolios, and new ways of organizing and sharing content.
Universities and schools are increasingly adopting Google Apps as a free alternative to Microsoft Office due to its low costs and collaborative features. Google Apps allow many users to work on documents simultaneously from any internet-connected device. Studies show students and teachers prefer Google Apps for their simplicity and ease of sharing work. While Google Apps still have limitations like reliance on internet access, many see their innovations as making the software more capable over time for education needs like communication, research, and digital citizenship skills.
Why Google Classroom is the Future of EducationJulia Alden
Julia Alden discusses the popularity of Google Classroom as a teaching tool, and how the program facilitates the learning, monitoring and the school experience.
This document discusses the importance of creativity in education and how technology can foster creativity. It notes that creativity is as important as literacy and numeracy. While people understand creativity is important, they don't always understand what it is. The document outlines how digital tools can encourage production skills and creativity in instructional environments. It also discusses using failure and diverse instructors to promote creativity. Courses at Seton Hall University focus on innovative student-created projects and encourage risk-taking without fear of failure to develop creativity.
Joseph Martinelli gave a presentation on integrating Google Drive into teaching. He outlined the benefits of using Google Drive, including easy file creation and sharing, accessibility from any device, version tracking of documents, and collaboration features. Google Drive allows teachers to provide feedback to students and track changes in their work. It also connects to other Google apps like Docs, Slides and Sheets. While online collaboration through Google Drive has advantages like bringing people together remotely, it can be challenging to discuss projects in real-time without face-to-face meetings.
This document provides an overview of Google tools and strategies that can be used for educational innovation. It describes Google's mission to organize the world's information and make it universally accessible. Key aspects of Google's philosophy are applied to learning, such as focusing on the student. The document then reviews various Google tools and resources that can be incorporated into classrooms, including Google Earth, Maps, Docs, and Sites. It provides examples of uses and recommends getting a Google account and concentrating on one tool initially to facilitate adoption of these technologies for teaching and learning.
This document discusses collaboration at different levels and provides tools and resources to facilitate online collaboration. It introduces several free and paid collaborative tools like Diigo, Google Drive, Socrative and GroupBoard. It also provides protocols and activities to establish norms for online collaboration using tools like Google Drive, Socrative, GroupBoard, iCardSort and video recording. The goal is to enable purposeful collaboration among students, teachers, schools and communities.
Google Docs is a free web-based office suite and data storage service that allows multiple users to collaborate on documents, spreadsheets, and presentations simultaneously. It was launched in 2006 as Google Spreadsheets and evolved to include additional features. Key benefits include real-time collaboration, automatic saving of the most recent version, and 1GB of free storage that can be accessed from any internet-connected device.
The document compares Google Apps and Microsoft Live.edu as online education platforms. Both offer free cloud-based versions of productivity applications like docs, sheets, slides and email that allow students to create, collaborate and access their work from any internet-connected device. They also provide online storage for files and media. While they have similar features, Google Apps integrates better across platforms and Live.edu offers more online storage. The document suggests that these types of cloud-based education tools could help enable new classroom models where students use WiFi devices to access and complete assignments stored online.
Google Apps for Education by Global Talent TrackViraj Damani
Global Talent Track (GTT) is a path breaking global educational initiative and corporate training solutions company, set up by some of the best minds from the industry, academia and technology domains.
GTT is working with over 900 colleges across 15 states in India with an aim to create empowerment through employability. We are an authorized partner of Google for consulting and implementation of Google Apps for education in India and have proven expertise in realizing successful roll-out for over 800 plus colleges across India.
To learn how you can get the most out of the free Google Apps for Education suite and transform the way your people work together, get in touch with the experts at GTT, India's premier Google Apps provider.
The document discusses Google's suite of productivity apps including Gmail, Calendar, Docs, Forms, Spreadsheets, Presentations, and Sites. It provides overviews of the features and capabilities of each app, and includes demonstrations of creating and sharing documents, forms, and presentations. The document also discusses advantages and disadvantages of the apps and provides resources for getting additional help and support.
The document provides practical ideas for teaching in a 1:1 classroom setting where each student has a laptop. It discusses using technology as a tool to drive the curriculum through project-based learning and authentic assessments. The teacher should incorporate communication, collaboration, creativity, and community as outlined by ISTE standards. Clear expectations and lesson planning are important to avoid excuses from students about technology issues. Practical tips include having laptops charged and using classroom management software.
Slide show about the use of iPads in the classroom. Created for a 5 day technology integration workshop for ESL mentor teachers in Ipoh, Malaysia, May 1-5, 2014.
This document outlines the schedule and goals for an ESL Mentor Training workshop held from May 1-5, 2014 in Ipoh, Malaysia. The workshop aims to provide better understanding of effective technology integration, help participants begin developing an online professional reputation, and leave with lessons and resources that can be implemented. The schedule includes introductions, reviewing workshop goals, an overview of the learning management system Schoology, discussions of eportfolios and their purposes, examples of eportfolios, an assignment, and a session on professional blogging.
This document discusses using an "e-learning action plan" approach to guide teachers in effectively integrating technology into their teaching practice, with the goals of improving student engagement and learning relationships. The e-learning action plan approach uses an inquiry cycle focused on selecting learning outcomes, planning teaching strategies using ICT tools, implementing and tracking results. Teachers are encouraged to develop these plans in professional learning groups to support collaborative technology integration aligned with pedagogical goals.
This document provides an overview of Google Apps for Education. It describes Google Apps as a collection of web-based programs and file storage that do not require software installation. The core applications include Gmail, Google Docs, Google Sites, Google Drive for file storage, and Google Forms for surveys. Additional tips are provided on collaboration, sharing, and storing files securely in Google Drive. Contact information is given for questions about using Google Apps in education.
Using Virtual Communication and Collaboration to Enhance Curriculum Sarah Lowey
The document discusses various digital tools that are essential for 21st century learning, including blogs, wikis, and Google Apps. Blogs allow students to publish online journals and diaries, which can increase writing skills and knowledge sharing. Wikis facilitate collaboration and allow students to collectively create and edit content. Google Apps like Docs, Sites, and Drive enable students to create, share, and collaborate on projects online. These digital tools provide opportunities for communication, reflection, publishing student work, and facilitating collaboration both within and outside the classroom. The document advocates that teachers choose one tool to implement based on their learning objectives and provide guidance to help students get started.
This document discusses incorporating Web 2.0 tools and social media into K-12 classrooms. It identifies tools like blogs, wikis, and social media that facilitate collaboration and personalized learning. It provides examples of how these tools can be used for lessons, like having students create historical fan pages on Facebook or debate current events on Twitter. The document emphasizes choosing tools based on educational goals and ensuring student safety when using social media.
These are the class preparation sheets for my EDP 370: Applied Child Development Course. This course is taught as a 'hacked' course. Lectures are prerecorded for students to listen to at home, we complete activities in-class. The culminating project is the Children's Thinking Project (adapted from Penelope Oldfather & West, 1999). Thus, we integrated a series of interviews from American Public Media: Dick Gordon's The Story radio program into the pedagogy for students to develop their interviewing skills.
This document discusses ways to integrate Google Docs and Slides into the classroom to improve communication, organization, and presentation. It provides examples of how these tools can facilitate group activities, research, and communicating final projects. It acknowledges that suggestions are intended for a classroom with a one-to-one laptop ratio, but also notes considerations for classrooms with only one computer, multiple computers, or handheld devices. Tips include sharing documents for collaboration, conducting live collaborative brainstorming and research, and communicating guidelines and deadlines.
This document identifies and describes Google tools that can be used to promote active learning. It discusses how Google tools encourage collaboration and are free to use. It then provides examples of how specific Google tools like Gmail, Google Docs, Google Calendar, Google Maps, Google Earth, and Google SketchUp can be used for classroom projects and activities.
This document provides an introduction to an action research study that will examine the impact of implementing Google Apps as a learning management system in a grade 8 classroom. The study aims to see how Google Apps affects student initiative, collaborative group work, and compatibility issues between student work done on different operating systems. The researcher believes action research is well-suited for examining technology innovations in the classroom. The document outlines the researcher's area of focus and research questions regarding how Google Apps may enable more effective instruction inside and outside the classroom.
This document discusses new models for designing learning environments including pedagogy, technology, learning theories, and standards. It summarizes key technology trends impacting education like mobile devices, cloud computing, and open educational resources. Models for blended and online learning are presented along with learning theories including connectivism and heutagogy. Standards from ISTE, Quality Matters, and iNACOL are also referenced.
The document discusses Moodle, an open-source learning management system. Moodle allows for online courses and has over 1.1 million users in 222 countries. It can be used to facilitate discussions, assign work, add quizzes and journals, and provide additional learning materials like links and files. Moodle offers tools for collaboration, individualized activities, scheduling, and sharing resources. The document addresses common concerns teachers have about using online learning and Moodle, and provides responses on how Moodle can enhance classroom learning.
Why Google Classroom is the Future of EducationJulia Alden
Julia Alden discusses the popularity of Google Classroom as a teaching tool, and how the program facilitates the learning, monitoring and the school experience.
This document discusses the importance of creativity in education and how technology can foster creativity. It notes that creativity is as important as literacy and numeracy. While people understand creativity is important, they don't always understand what it is. The document outlines how digital tools can encourage production skills and creativity in instructional environments. It also discusses using failure and diverse instructors to promote creativity. Courses at Seton Hall University focus on innovative student-created projects and encourage risk-taking without fear of failure to develop creativity.
Joseph Martinelli gave a presentation on integrating Google Drive into teaching. He outlined the benefits of using Google Drive, including easy file creation and sharing, accessibility from any device, version tracking of documents, and collaboration features. Google Drive allows teachers to provide feedback to students and track changes in their work. It also connects to other Google apps like Docs, Slides and Sheets. While online collaboration through Google Drive has advantages like bringing people together remotely, it can be challenging to discuss projects in real-time without face-to-face meetings.
This document provides an overview of Google tools and strategies that can be used for educational innovation. It describes Google's mission to organize the world's information and make it universally accessible. Key aspects of Google's philosophy are applied to learning, such as focusing on the student. The document then reviews various Google tools and resources that can be incorporated into classrooms, including Google Earth, Maps, Docs, and Sites. It provides examples of uses and recommends getting a Google account and concentrating on one tool initially to facilitate adoption of these technologies for teaching and learning.
This document discusses collaboration at different levels and provides tools and resources to facilitate online collaboration. It introduces several free and paid collaborative tools like Diigo, Google Drive, Socrative and GroupBoard. It also provides protocols and activities to establish norms for online collaboration using tools like Google Drive, Socrative, GroupBoard, iCardSort and video recording. The goal is to enable purposeful collaboration among students, teachers, schools and communities.
Google Docs is a free web-based office suite and data storage service that allows multiple users to collaborate on documents, spreadsheets, and presentations simultaneously. It was launched in 2006 as Google Spreadsheets and evolved to include additional features. Key benefits include real-time collaboration, automatic saving of the most recent version, and 1GB of free storage that can be accessed from any internet-connected device.
The document compares Google Apps and Microsoft Live.edu as online education platforms. Both offer free cloud-based versions of productivity applications like docs, sheets, slides and email that allow students to create, collaborate and access their work from any internet-connected device. They also provide online storage for files and media. While they have similar features, Google Apps integrates better across platforms and Live.edu offers more online storage. The document suggests that these types of cloud-based education tools could help enable new classroom models where students use WiFi devices to access and complete assignments stored online.
Google Apps for Education by Global Talent TrackViraj Damani
Global Talent Track (GTT) is a path breaking global educational initiative and corporate training solutions company, set up by some of the best minds from the industry, academia and technology domains.
GTT is working with over 900 colleges across 15 states in India with an aim to create empowerment through employability. We are an authorized partner of Google for consulting and implementation of Google Apps for education in India and have proven expertise in realizing successful roll-out for over 800 plus colleges across India.
To learn how you can get the most out of the free Google Apps for Education suite and transform the way your people work together, get in touch with the experts at GTT, India's premier Google Apps provider.
The document discusses Google's suite of productivity apps including Gmail, Calendar, Docs, Forms, Spreadsheets, Presentations, and Sites. It provides overviews of the features and capabilities of each app, and includes demonstrations of creating and sharing documents, forms, and presentations. The document also discusses advantages and disadvantages of the apps and provides resources for getting additional help and support.
The document provides practical ideas for teaching in a 1:1 classroom setting where each student has a laptop. It discusses using technology as a tool to drive the curriculum through project-based learning and authentic assessments. The teacher should incorporate communication, collaboration, creativity, and community as outlined by ISTE standards. Clear expectations and lesson planning are important to avoid excuses from students about technology issues. Practical tips include having laptops charged and using classroom management software.
Slide show about the use of iPads in the classroom. Created for a 5 day technology integration workshop for ESL mentor teachers in Ipoh, Malaysia, May 1-5, 2014.
This document outlines the schedule and goals for an ESL Mentor Training workshop held from May 1-5, 2014 in Ipoh, Malaysia. The workshop aims to provide better understanding of effective technology integration, help participants begin developing an online professional reputation, and leave with lessons and resources that can be implemented. The schedule includes introductions, reviewing workshop goals, an overview of the learning management system Schoology, discussions of eportfolios and their purposes, examples of eportfolios, an assignment, and a session on professional blogging.
This document discusses using an "e-learning action plan" approach to guide teachers in effectively integrating technology into their teaching practice, with the goals of improving student engagement and learning relationships. The e-learning action plan approach uses an inquiry cycle focused on selecting learning outcomes, planning teaching strategies using ICT tools, implementing and tracking results. Teachers are encouraged to develop these plans in professional learning groups to support collaborative technology integration aligned with pedagogical goals.
This document provides an overview of Google Apps for Education. It describes Google Apps as a collection of web-based programs and file storage that do not require software installation. The core applications include Gmail, Google Docs, Google Sites, Google Drive for file storage, and Google Forms for surveys. Additional tips are provided on collaboration, sharing, and storing files securely in Google Drive. Contact information is given for questions about using Google Apps in education.
Using Virtual Communication and Collaboration to Enhance Curriculum Sarah Lowey
The document discusses various digital tools that are essential for 21st century learning, including blogs, wikis, and Google Apps. Blogs allow students to publish online journals and diaries, which can increase writing skills and knowledge sharing. Wikis facilitate collaboration and allow students to collectively create and edit content. Google Apps like Docs, Sites, and Drive enable students to create, share, and collaborate on projects online. These digital tools provide opportunities for communication, reflection, publishing student work, and facilitating collaboration both within and outside the classroom. The document advocates that teachers choose one tool to implement based on their learning objectives and provide guidance to help students get started.
This document discusses incorporating Web 2.0 tools and social media into K-12 classrooms. It identifies tools like blogs, wikis, and social media that facilitate collaboration and personalized learning. It provides examples of how these tools can be used for lessons, like having students create historical fan pages on Facebook or debate current events on Twitter. The document emphasizes choosing tools based on educational goals and ensuring student safety when using social media.
These are the class preparation sheets for my EDP 370: Applied Child Development Course. This course is taught as a 'hacked' course. Lectures are prerecorded for students to listen to at home, we complete activities in-class. The culminating project is the Children's Thinking Project (adapted from Penelope Oldfather & West, 1999). Thus, we integrated a series of interviews from American Public Media: Dick Gordon's The Story radio program into the pedagogy for students to develop their interviewing skills.
This document discusses ways to integrate Google Docs and Slides into the classroom to improve communication, organization, and presentation. It provides examples of how these tools can facilitate group activities, research, and communicating final projects. It acknowledges that suggestions are intended for a classroom with a one-to-one laptop ratio, but also notes considerations for classrooms with only one computer, multiple computers, or handheld devices. Tips include sharing documents for collaboration, conducting live collaborative brainstorming and research, and communicating guidelines and deadlines.
This document identifies and describes Google tools that can be used to promote active learning. It discusses how Google tools encourage collaboration and are free to use. It then provides examples of how specific Google tools like Gmail, Google Docs, Google Calendar, Google Maps, Google Earth, and Google SketchUp can be used for classroom projects and activities.
This document provides an introduction to an action research study that will examine the impact of implementing Google Apps as a learning management system in a grade 8 classroom. The study aims to see how Google Apps affects student initiative, collaborative group work, and compatibility issues between student work done on different operating systems. The researcher believes action research is well-suited for examining technology innovations in the classroom. The document outlines the researcher's area of focus and research questions regarding how Google Apps may enable more effective instruction inside and outside the classroom.
This document discusses new models for designing learning environments including pedagogy, technology, learning theories, and standards. It summarizes key technology trends impacting education like mobile devices, cloud computing, and open educational resources. Models for blended and online learning are presented along with learning theories including connectivism and heutagogy. Standards from ISTE, Quality Matters, and iNACOL are also referenced.
The document discusses Moodle, an open-source learning management system. Moodle allows for online courses and has over 1.1 million users in 222 countries. It can be used to facilitate discussions, assign work, add quizzes and journals, and provide additional learning materials like links and files. Moodle offers tools for collaboration, individualized activities, scheduling, and sharing resources. The document addresses common concerns teachers have about using online learning and Moodle, and provides responses on how Moodle can enhance classroom learning.
Learn Now is proposing to offer online learning courses using the Moodle learning management system. Moodle allows for a constructivist approach and social collaboration between students. It has many beneficial tools and is free and open source. Several institutions have switched from Blackboard to Moodle due to cost and functionality. While Moodle has some disadvantages compared to Blackboard, investing in Learn Now could help many learners by increasing access to education and allowing them to learn flexibly.
The document discusses how social learning tools can improve student engagement in online learning environments. It provides examples of successful social tools like integrated videos, document sharing, video conferencing, and online communities. While social tools offer benefits like bridging diversity and collaboration, challenges include potential distraction and a need for instructors to model proper use. Overall, social learning moves the classroom into a more engaging "Learning Cloud" environment that prepares students for future learning.
Distance learning allows students to learn without face-to-face contact with teachers through telecommunication technologies. It began with correspondence courses via mail but now uses online platforms like Moodle, Google Classroom, and Edmodo. These platforms allow flexible learning environments and borderless classrooms by providing features for instruction, collaboration, and accessing course content remotely. Common methods are live synchronous video sessions and asynchronous learning, which gives students flexibility to work at their own pace.
Service Design Network SF: Learning in the Digital AgeFjord
Fjord and the Service Design Network SF hosted their kick-off 2014 event on "Learning in the Digital Age." This deck, presented by Karin Little (Executive Service Design Director) and Thomas Schneider (Design Director) gives an overview for how education is changing in a digital world.
Educational design and innovative pedagogies for open and online teaching and...Patrick McAndrew
This document discusses emerging trends in educational technology and pedagogy including MOOCs, badges, learning analytics, seamless learning, crowd learning, citizen inquiry, geo-learning, gaming, maker culture, and digital scholarship. It notes that these innovations are interconnected and have the potential to transform formal education by complementing traditional methods rather than replacing them. Key themes discussed are how to support less experienced MOOC students, using analytics to improve learning design, harnessing crowd knowledge flexibly, linking formal and informal learning across contexts, and empowering learner-driven making and investigation.
Educational design and innovative pedagogies for open and online teaching and...EADTU
1. The document discusses various emerging pedagogical innovations in open and online teaching and learning, including MOOCs, badges, learning analytics, seamless learning, crowd learning, and more.
2. It notes that these innovations are not independent of each other and instead fit together into new disruptive forms of education that transcend traditional boundaries.
3. The document provides examples and potential issues or considerations for several of the innovations, such as the need for support structures in MOOCs and privacy concerns regarding location-based learning.
This document summarizes the WebToWhere Project, which received first place in the 2012 ISTE SIGOL Online Learning Awards. The project, led by Dr. Gail Casey of Deakin University and Geelong High School in Australia, uses new media and technologies to provide a more personalized approach to global learning. It features online sharing spaces for students and teachers from different schools to interact, student avatars, peer and self-assessment, and opportunities for informal learning anytime and anywhere. The goal is to design learning that is authentic, provides student choice and role models, and supports teachers in learning, unlearning and relearning through action research.
Developing online learning resources: Big data, social networks, and cloud co...eraser Juan José Calderón
1) The document discusses developing online learning resources (OLR) to support pervasive knowledge through integrating technologies like big data, social networks, cloud computing, and the semantic web.
2) It proposes a framework to enhance OLR that incorporates big data to create value from educational data, cloud computing for flexible implementation, and social networks/Web 2.0 as knowledge sources.
3) Integrating these technologies can help redefine OLR to support pervasive knowledge through multiple knowledge acquisition channels and flexible technological adoption.
Virtual Worlds From Three Supporting Areas Of ResearchElizabeth Anderson
This document discusses virtual worlds from three areas of research: defining virtual worlds, approaches to virtual learning, and aspects of the virtual learning experience. It first defines virtual worlds as having evolved from text-based systems to fully interactive 3D spaces. It then examines Richard Bartle's widely accepted definition of virtual worlds as having five core attributes: rules that enable changes, player representation, interaction, sensory feedback and persistence. Finally, it looks at fundamental aspects of the modern virtual learning experience.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
In this modern, age of society where everyone requires individual attention to his/her self in order to gain far more than publicly gather information. Internet becomes the part of life in these circumstances when technology is much more active than any other source of communication. People need to have all information regarding their field of interest at one place stop and this could only be possible because of internet. According to a research, students engage with a lot more new information's from various sources. Particularly, students are more independent in electronic based courses than traditional way of learning courses. Although the virtual source of teaching courses are not so effective because of student unable to pay attention being as in practical classrooms but students are still progressive.
This paper is depending on the effectiveness of e-learning system in the field of education. E-learning can be perceived as a computer-learning program in which students can be taught over computer. However, today the concept of e-learning has been totally changed, it is the collection of technological sources to provide the information you required within a very short period of time. What is good e-learning process? The components and the future perspective of the e-learning program will covered in this paper.
Digital leadership focuses on developing 21st century skills like creativity, collaboration, and problem-solving through technology integration. Teacher and student surveys found that Google Classroom, Edmodo, and QR codes were popular tools to engage students. Transitioning to 1:1 devices requires shifting perceptions, supporting teachers, and using technology for interactive learning both in and out of class. Blended learning combins digital tools, BYOD, and interactive lessons to prepare students. True digital leadership requires developing a collaborative culture where all stakeholders contribute to transformation.
Moodle is an open-source learning management system that allows educators to create online courses, post documents, manage discussions, and administer quizzes and surveys. It provides features like a class schedule, assignments, profiles, chats, wikis, a glossary, email, lessons, and workshops. Moodle encourages collaboration among students and is customizable to fit the needs of different courses. Online learning through Moodle can help students who have fallen behind by enhancing the curriculum and providing additional support. It also allows students to collaborate, show their understanding, and develop 21st century skills through student-centered activities in a global learning environment.
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow educational interactions and foster student engagement outside the traditional classroom. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Theories that support VLEs include engagement theory and involvement theory. While VLEs increase access and interaction, challenges include costs, training, technology support, and security issues.
Online learning in k 12 schools presentationJonasMM
Online learning involves instruction and content delivered primarily via the Internet, amounting to distance education without teachers and students being physically together. It aims to expand access to education and provide flexible options. As technology empowers students, educators should use it to establish new learning environments centered around student needs. Online learning allows participatory collaboration, authentic real-world learning, and instruction through multiple media like text and visuals, preparing students with 21st century skills. While an adjustment, online learning modules can engage students, improve retention, offer new opportunities, and benefit students with different learning styles.
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow for educational interactions and help turn online spaces into places for learning. They have emerged alongside increased student use of social media and can provide interactive learning similar to in-person classes. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Research suggests that VLEs increase engagement and involvement through collaboration, which can help improve student learning outcomes. However, VLEs also present challenges such as costs, training needs, and technical support requirements.
Instructional Technology Trends in Education discusses emerging trends in educational technology including increased use of mobile devices, open-source content competing with textbooks, and educators connecting through social media. It also examines the growing interest in online learning communities for teachers and the role of virtual learning environments and systems in facilitating distance and on-campus learning. Specific examples from Malaysia are provided on the Frog Virtual Learning Environment being implemented nationwide to improve education.
Similar to Google Apps for Education (GAFE): Giving Students an eLearning Space (20)
This presentation reflects on a certificate course aimed at teaching faculty eLearning officers the skills to become instructional designers. The course covered topics like learning theories, technologies in teaching, and instructional design over 12 weeks with activities like discussions and a wiki. While participants engaged well and evaluations were positive, explicitly using a theory of transformational learning may have better helped officers question assumptions and see themselves as instructional designers. Specifically, incorporating reflective activities grounded in Mezirow's work on meaning perspectives and critical reflection could have facilitated transformative learning.
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
The document provides an overview of Massive Open Online Courses (MOOCs), including their history, types (cMOOCs, sMOOCs, xMOOCs), key characteristics, and pedagogical approaches. It discusses the earliest MOOC in 2008 and the emergence of main MOOC platforms Coursera and edX. While sMOOCs focus on transmission of information, cMOOCs emphasize connectivist learning and xMOOCs aim to research new learning models. For MOOCs to succeed, teachers will need to change practices and address issues of learning, identity and monetization.
My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three more parts to the workshop: the Learning Management System, Cloud Services and Tablet Devices.
This is a presentation that I gave to the Hong Kong Vocational Training Council Learning and Teaching Steering Committee. I was asked to present on the Learning Management System, Education 3.0 and future directions in eLearning. I tied it all together by presenting Education 3.0 as the driver to change the past (LMS) into the future (open, mobile learning supported by learning analytics).
The Learning Management System: Adapt or DisappearIain Doherty
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
Leveraging Moodle for Engaging LearningIain Doherty
This is my keynote presentation for the inaugural Moodle Moot in Hong Kong. I argue that we need to re-think the role of the teacher and to put in place a teaching model that centres on the connect learning developing a personal network. I then argue that Moodle can support this approach to teaching.
This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).
Writing for Publishing in Technology Enhanced Learning ResearchIain Doherty
This document provides an overview of writing for publishing in technology enhanced learning research. It discusses credentials for writing on this topic, key questions researchers should be able to answer about their work, common issues in technology research studies, and how to structure papers effectively by writing for the audience, clearly identifying issues and goals, rigorously applying methods, and drawing clear conclusions. The document aims to help researchers strengthen their writing and publishing.
Enhancing the Undergraduate Experience Through A Collaborative Wiki Exercise ...Iain Doherty
This is a presentation that I gave at the ICEL 2012 conference in Hong Kong. The presentation outlines a randomized control trial that examined the an intervention to have nursing students learn discipline specific terms through a collaborative wiki exercise.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...Iain Doherty
This is a presentation that I gave at the CITE 2012 Research Symposium at The University of Hong Kong. Essentially the presentation makes a case for the need to look at learning experiences and learning outcomes in order to truly determine whether or not an eLearning strategy has been effective. In other words, Moodle generated data will not do the trick.
E-Learning in a Changing Landscape of Emerging Technologies and PedagogiesIain Doherty
This is the presentation that I gave at the Opening Plenary Panel of the 2012 CITE Research Symposium at The University of Hong Kong. I guess that my aim was to start people off thinking a little bit about how higher education has made use of technologies for teaching and learning. I also wanted to send a positive message about what might be done.
Effective Online Communication and PresentationIain Doherty
This is a presentation that I gave to student teachers at Ningbo Polytechnic on effective online presentation and communication skills. I decided to broaden the presentation out a bit to talk about effective teaching online.
This document discusses several cutting edge eLearning technologies and practices, including mobile devices and applications, tablet devices and applications, iTunes U, YouTube Edu, virtual worlds, serious gaming, and learning analytics. It provides examples of how universities are innovatively using these technologies, such as providing all first-year science students at the University of Adelaide iPads to replace textbooks, or Duke University distributing iPads to students for field research data collection. The document also discusses several open questions and need for evidence regarding the educational benefits of these new approaches.
This is a presentation that I gave to education students at Ningbo Polytechnic. The pedagogical perspective relates to the three core Moodle functional areas - delivering content, collaboration & communication, and delivering assessments.
This is the PowerPoint from a presentation that I gave to the Faculty of Medicine at The University of Hong Kong. It is very similar to the presentation that I gave to the Faculty of Dentistry with the exception that there are examples of application used in medicine.
The document discusses the potential educational benefits of using iPads in teaching and learning. It outlines how iPads could support the educational process by providing resources, engaging students in tasks and activities, and enabling new forms of assessment. While iPads offer possibilities, more research is still needed to demonstrate clear educational benefits. The document also lists specific apps that could be used for classroom interactions, assignments, reading materials, note-taking, collaboration and assessing students.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Google Apps for Education (GAFE): Giving Students an eLearning Space
1. Dr Iain Doherty
Director, eLearning Pedagogical Support Unit
Centre for the Enhancement of Teaching and Learning
30th July 2013
The University of Hong Kong
2. » What Does Moodle Offer?
» What is Google Apps For Education (GAFE)?
» What Can Individual Teachers Do with Google
Applications?
˃Part One
» What Can Individual Teachers Do with Google
Applications?
˃Part Two
» What Are The Potential Downsides?
3. Moodle can be thought of
pretty much as a teacher-
centric environment.
Where is the student
in all of this?
4. To be fair to Moodle, students
can and do have a presence:
» Discussion forums
» Wiki exercises
» Database activities
» Blogs
» Poll
» Survey
5. However, what happens when
we think of students authoring
content and / or maintaining a
portfolio of their learning?
Moodle does not do so well here and we
need to look to alternatives to provide
students with an environment in which they
can be authors and architects of their own
learning.
6. Google Apps For Education (GAFE)
is an enterprise level “software”
solution for cloud based
collaborative teaching and learning.
Applications include but are not limited to Google
Drive, Google Docs, Google Sheets, Google Slides,
Google Sites, Gmail and Calendar.
Many more applications in the Google Market Place.
7. » An educational institution signs up with
Google Apps for Education and is issued with
a unique domain name.
» Signing up is easy and Google Apps For
Education is free.
» The institution then has administrative control
over the domain.
8. » The dashboard provides the
administrator with control over
e.g. analytics, appearance,
access (or not) to the various
Google Apps.
» GAFE is controlled from an
administrative dashboard.
» However, security etc. is the
responsibility of Google and they
spend a lot more money on
security than any higher
education institution.
9. » There’s more . . . Google are
committed to a future of cloud
based computing.
» Google Apps are available on any
device, anywhere, anytime.
» This means that the user’s content
is always accessible.
» Finally, collaboration can occur on any
device, anywhere, anytime.
10. “The world [students] encounter in higher education
. . . is hierarchical, substantially introvert, guarded,
careful, precise and measured . . . [Students] aren’t
demanding different approaches; rather they are
making such adaptations as are necessary for the
time it takes to gain their qualifications. Effectively,
they are managing a disjuncture, and the situation is
feeding the natural inertia of any established system.
It is, however, unlikely to be sustainable in the long
term” (JISC, 2009).
11. » Google Apps facilitates student centered
collaborative learning in a cloud based environment
rich with possibilities.
» We can help to prepare our students for their place
in the 21st Century workforce.
» This is 21st Century learning and the future is now.
12. » We want our students to be active learners engaging at
a deep level with course content, with one another and
with the teacher.
» Google Apps are not necessary for this – deep
engagement can occur face to face – but Google Apps
facilitate collaborative learning activities.
» Google Apps also present different possibilities e.g.
media rich interactive presentations.
13.
14. Google Apps For Education
Google Drive
Google Docs
Nicky’s presentation
15.
16. The portfolio can
include both their
learning and their
reflections on
their learning
Students can
maintain a
portfolio of their
learning
The portfolio can
provide evidence
of achievement
for employability
(Konsky, 2012)
The portfolio can
provide the
foundation for life
long learning
The world of education may be
changing with e.g. MOOC
Certificates becoming evidence of
achievement
Coursera
edX
Badges as evidence of
learning
Mozilla Badges
Envision a future where the
personal portfolio is of
paramount importance for
employment
18. Following on from the idea
that the way that
knowledge is produced,
circulated and consumed
has changed radically, GAFE
can function as a Personal
Learning Environment
(PLE).
A Personal Learning
Environment is a visual
representation of the
environment in which the
learner learns – formal and
informal.
19. In the last five years, the twin
concepts of the personal
learning environment (PLE) and
personal learning network
(PLN) have been offered as
alternatives to more traditional
environments such as the
learning management system
(LMS) and institutionally-based
courses. During that time, a
substantial body of research
has been produced by
thinkers, technologists and
practitioners in the field.
Dozens of
studies, reviews, conference
presentations, concept papers
and diagrams are now
available.
PLENK 2010
20. “Being aware of the learning
environment that
encourages and motivates
you the most to study and
increase your own
knowledge is not always a
matter of course. Finding
the best possible learning
environment, tools and
strategies to get your
learning process in to a
higher level may take a lot
of time and effort, but once
you have found your own,
learning can give you much
more of itself”.
My Personal Learning Environment
21. When our staff and students
could all enjoy a centralized
platform to participate in e-
learning, we heard students at
other institutions complained
about logging into different
systems for different courses.
The one and only “controlled”
environment gained popularity
- adoption rate leaped from
45% to 69% of all courses
between 2004 and 2006. On
the other hand, the world wide
web (www) continues to
evolve, so does the e-learning
environment of a CityU
student.
eLearning Environment of a CityU
Student (Learning Beyond Blackboard)
22. Google Apps For Education
A Personal Learning Environment
Nicky’s presentation
23. » You can make use of Google Apps if you
have a Google Account.
» Google runs a site to keep users informed
about Google Apps.
» There are other options but Google Apps
provides a one stop shop for cloud based
collaborative learning.
24. » There will be
concerns over data
privacy even though
Google have a clear
privacy policy.
» There will be concerns over ownership of data
but Google are clear that “users” own the data.
» Security will be an issue but Google can spend
more on security than just about any organization
in the world.
25. » Committee of Inquiry into the Changing Learner
Experience. (2009). Higher Education in a Web
2.0 World. Bristol: Committee of Inquiry into the
Changing Learner Experience.
» Joint Information Systems Committee. (2009).
Effective Assessment in a Digital Age: A Guide to
Technology Enhanced Assessment and Feedback.
Retrieved from
http://www.jisc.ac.uk/media/documents/progra
mmes/elearning/digiassass_eada.pdf
26. » Joint Information Systems Committee. (2008).
Effective Practice in a Digital Age: A Guide to
Technology-Enhanced Learning and Teaching. Joint
Information Systems Committee. Retrieved from
http://www.jisc.ac.uk/publications/documents/eff
ectivepracticedigitalage.aspx
» Konsky, B. R. Von, & Oliver, B. (2012). The
iPortfolio˃: Measuring Uptake and Effective
Use of an Institutional Electronic Portfolio in
Higher Education. Australasian Journal of
Educational Technology, 28(1), 67–90. Retrieved
from
http://www.ascilite.org.au/ajet/ajet28/vonkons
ky.pdf