Mattingly "AI & Prompt Design: Large Language Models"
Otan.tech direction.casas.si.2013
1. Technology in the Classroom:
Promising Practices and New
Directions
Branka Marceta, Penny Pearson, Blair Roy
OTAN [Outreach and Technical Assistance Network]
bmarceta@otan.us, ppearson@otan.us,
broy@otan.us
2. Identify frameworks and mandates
• National Educational Technology Plan
• Improving Adult Literacy Instruction: Options for Practice and Research
• New Horizon Report
• Technological Pedagogical Content Knowledge
Examine promising practices
• Text-to-speech, speech-to-text, word processing
• Serious games
• Intelligent tutoring systems
• Electronic entertainment technologies and related tools
Apply new concepts to classroom and distance
education
Discuss effective integration of content, pedagogy and
technology in preparing adult learners for the 21st
Century Skills
Objectives
2CASAS National Summer Institute 2013
4. “calls for applying the
advanced technologies
used in our daily
personal and
professional lives to our
entire education system
to improve student
learning, accelerate and
scale up the adoption of
effective practices, and
use data and
information for
continuous
improvement”
4
National Education Technology Plan
CASAS National Summer Institute 2013
5. CASAS National Summer Institute 2013
A Model of Learning,
Powered by Technology
5
From the National Education Technology Plan 2011, US Department of Education, Office of Educational Technology, page 11
6. Serving the underserved
Adult workforce. Many adults in the workforce are
underproductive, have no postsecondary credential, and
face limited opportunities because they lack fluency in
English or other basic literacy skills. Unfortunately, they
have little time or opportunity for the sustained learning
and development that becoming fluent would require. For
these learners, technology expands the opportunities for
where and when they can learn, enabling them to catch up
and continue to learn. Such resources as Learner Web and
USA Learns make it possible for working adults to take
online courses anytime and anywhere. While individual
adults benefit from more opportunities for advancement,
companies and agencies benefit from the increased
productivity of a fully literate workforce, one continuously
preparing for the future. (See the sidebar on adult learning
resources.)
6CASAS National Summer Institute 2013
7. Improving Adult Literacy Instruction
Options for Practice and Research
The National Research Council
The report recommends a program of research and
innovation to gain a better understanding of adult
literacy learners, improve instruction, and create
the supports adults need for learning and
achievement.
It also discusses technologies that show promise for
supporting adult literacy learners.
Section 6 – Technology to Promote Adult Literacy
7CASAS National Summer Institute 2013
8. Digital Tools for Practicing Skills
from Improving Adult Literacy Instruction: Options for Practice and Research
Group collaborative software
Word processing software
Bulletin boards and discussion tools
Commenting tools embedded in programs
Virtual meeting tools
Speech-to-text and text-to-speech tools
Embedding low-level coaching in electronic texts
Automatic essay scoring
Intelligent tutoring systems
Instant feedback tailored to the situation
Detection and tailoring to emotion and engagement level
Serious games
Immersion environments
Electronic entertainment technologies and related tools
8CASAS National Summer Institute 2013
9. Time-to-Adoption Horizon: One Year or Less
• Cloud Computing
• Mobile Learning
Time-to-Adoption Horizon: Two to Three Years
• Learning Analytics
• Open Content
Time-to-Adoption Horizon: Four to Five Years
• 3D Printing
• Virtual and Remote Laboratories
NMC Horizon Report – k12
9CASAS National Summer Institute 2013
10. Time-to-Adoption Horizon: One Year or Less
• BYOD
• Flipped Classroom
• Online Learning
• Social Media
Time-to-Adoption Horizon: Two to Three Years
• Badges
• Games and Gamification
• Learning Analytics
• Next-Generation LMS
NMC Horizon Report – Community,
Technical and Junior Colleges – part 1
10CASAS National Summer Institute 2013
11. Time-to-Adoption Horizon: Four to Five Years
• The Internet of Things
• Natural User Interfaces
• Virtual Assistants
• Virtual and Remote Laboratories
NMC Horizon Report – Community,
Technical and Junior Colleges – part 2
11CASAS National Summer Institute 2013
12. TPACK
12
Mishra & Koehler, 2006
…knowledge about
technology cannot be
treated as context-free,
and ...good teaching
requires an
understanding of how
technology relates to the
pedagogy and content.
CASAS National Summer Institute 2013
15. OVAE project to use OER’s to teach Science & Math
competencies
• Three year project:
• User groups and subject matter experts use and evaluate OERs
• Online course on how to use OERs
• Identify OER sources like OER Commons MERLOT NROC
Aligning adult education to the National Education
Technology Plan (Final report available soon!)
Exploring the feasibility of using Badges in adult
education to give students certification/credit.
Open Content & Badges
15CASAS National Summer Institute 2013
16. Typing tutorials Google drive
16
Word processing
CASAS National Summer Institute 2013
21. Moodle as an example
• Robust learning management system that addresses most
of the Digital Tools for Practicing Skills
• Communication (discussion, chat)
• Feedback/Commenting on student work
• Low-level coaching in electronic texts
• Highly accessible (screen readers)
• Available reports for learning analytics
• Integration with:
• social media; digital media collections (YouTube); collaborative
environments (Google Apps)
Next Generation LMS
21CASAS National Summer Institute 2013
23. Social Networking
Facebook
• PR for adult education programs; stay in touch with
alumni
• Extend learning and communication; stay in touch with
alumni
• Personal PD for teachers and administrators
Twitter
• Personal PD for teachers and administrators
• Immediate and succinct teacher/learner/learner
communication
23CASAS National Summer Institute 2013
25. Thank You for Attending!
We value your feedback
• Please fill out the evaluation form.
• Return the evaluation to your presenter.
Visit the Resource & Technology Exhibits
• Golden Foyer
• Tuesday & Wednesday, 8:00 am - 5:00 pm
Attend the Poster Session
• Golden Ballroom
• Thursday, 8:00 - 9:15 am
25CASAS National Summer Institute 2013
Editor's Notes
http://www.ed.gov/technology/netp-2010
http://www.ed.gov/technology/netp-2010/learning-engage-and-empower Adult workforce. Many adults in the workforce are underproductive, have no postsecondary credential, and face limited opportunities because they lack fluency in English or other basic literacy skills. Unfortunately, they have little time or opportunity for the sustained learning and development that becoming fluent would require. For these learners, technology expands the opportunities for where and when they can learn, enabling them to catch up and continue to learn. Such resources as Learner Web and USA Learns make it possible for working adults to take online courses anytime and anywhere. While individual adults benefit from more opportunities for advancement, companies and agencies benefit from the increased productivity of a fully literate workforce, one continuously preparing for the future. (See the sidebar on adult learning resources.)
http://sites.nationalacademies.org/dbasse/adult_literacy/#.Ua4yskDU8cs http://sites.nationalacademies.org/dbasse/dbasse_072426#.Ua4yO0DU8cs New Research Report on Improving Adult Literacy Instruction Posted on 05/10/2012 The National Research Council ( NRC ) (www) has released a new report, Improving Adult Literacy Instruction: Options for Practice and Research (www). The report recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement. It identifies factors that affect literacy development in adolescence and adulthood and examines their implications for strengthening literacy instruction for this population. It also discusses technologies that show promise for supporting adult literacy learners.
http://www.otan.us/teachwtech/ Use this search tool to find the technology that matches your course, level, topic and lesson objective. You will find Web sites and other technology suggestions, along with activity guides and tips from experienced teachers.
To see an abstract of the OER STEM project from OVAE use this link: http://pennyspresentations.wikispaces.com/file/view/ProjAbstract-OVAE-081612.docx/374062570/ProjAbstract-OVAE-081612.docx OER resources: Http://www.oercommons.org Http://www.merlot.org Http://www.montereyinstitute.org/ To view other Office of Vocational and Adult Education projects and initiatives check out their Adult Education and Literacy web site: http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html Read more about badges at the MozillaWiki: https://wiki.mozilla.org/Badges
ClassPager is a free resource (Http://www.classpager.com) for one class room. Subscription rates for additional classrooms. Standard text message rates apply Let your students use their mobile devices to reply to polls, receive feedback from you the teacher, receive broadcast messages from the teacher (homework reminders, class cancellations, emergency notifications)
Demo time! Use your device to text the message code given to join the class. Once you join the class, we can then demonstrate how do use polls, send reminders and just a general feel of how it works.
Learning management systems (LMS) are software applications or online environments where educators and students organize, deliver, and interact with online course materials. Traditional LMS generally contain the same basic set of features, including portals for uploading and sharing documents, managing calendars and assignment logs, and simplifying class rosters, and gradebooks. The emergence of technologies such as social media, cloud-based services, and mobile learning are pushing LMS providers to adapt their systems to new tools and services in a simpler, easier fashion, and to work responsively across the range of student and faculty devices. The vision is LMS platforms that operate as complex ecosystems, cooperating with other online environments, especially collaborative spaces like Google Apps, digital media collections like YouTube, and social networks like Facebook and Twitter. Next-generation LMS will make it far easier to collect information on how students are using these disparate resources and tools, and will incorporate learning analytics to understand and interpret those data streams. The integration of tracking and analytics tools such as Tin Can and xAPI has increased the value of these platforms by enabling professors to monitor student behaviors and use the data to gain insights about the effectiveness of the course materials. While next-generation LMS are still more vision than reality, interest in these sorts of capabilities is already driving development, and colleges can expect to begin to see them being implemented broadly within two-to-three years. (Source
What’s Next – Jeopardy Game Education 1 www5.scoe.net/whatsnext/schoola.html Education 2 www5.scoe.net/whatsnext/schoolb.html Employment 1 www5.scoe.net/whatsnext/joba.html Employment 2 www5.scoe.net/whatsnext/jobb.html http://itunes.apple.com/us/artist/sacramento-county-office-education/id508064349