This document discusses several key considerations for developing effective global e-learning programs, including cultural factors, technology access, and pedagogical approaches. It highlights how cultural beliefs about teaching and learning can impact program delivery. Local tutors are seen as important for making resources culturally relevant and pedagogically adapted. Partnerships with local institutions can help with cultural adaptation of content and ensuring relevance for different student audiences.
BC DL Conference 2010 - Teacher Education and Virtual SchoolingMichael Barbour
Barbour, M. K. (2010, April). Teacher education and virtual schooling. A presentation at the British Columbia Partners in Online Learning Conference, http://knowevents.ca
The JCPC Department Initiatives Intervention aims to build eLearning communities at the University of Jos through a fellowship program and by supporting departmental initiatives. The fellowship program provides modules for participants to master online pedagogy and share their knowledge. It encourages collaborative teaching and active, application-based learning. Supported departmental initiatives also focus on using technology to address discipline-specific challenges and encourage collaboration between faculty members on experimental learning projects. Both programs ultimately seek to empower university departments and units to improve teaching, learning, and research through the use of information and communication technologies.
Copy of Course Design for Non-Designersmiketeaching
The document provides guidelines for designing effective online courses, including:
1) Ensuring student engagement by defining learning objects and adopting strategies to gain student attention. Teacher presence is also important through interaction, feedback, and encouragement.
2) Considering practical suggestions such as using graphics, animations and interactive elements while avoiding excessive text. Discussions and activities should be motivating, engaging, and purposeful.
3) Ensuring quality by following standards and rubrics from organizations like Sloan-C and Quality Matters which address elements like learning effectiveness, accessibility, and faculty/student satisfaction. Resources for online course design are also referenced.
Developing an Online Course 101 - 2014 Brightspace Ignite WisconsinD2L Barry
This document outlines the goals and approach of an online course called DOC 101 that teaches faculty at the University of Wisconsin Colleges Online how to develop online courses. The goals are for faculty to learn the design language of their online learning system, Brightspace, and to improve their skills in developing interactive online content, assessments, and facilitating learning. The course walks faculty through steps like creating a syllabus, learning objectives, assessments, and interactive learning activities. Initial results are promising, with 12 out of 14 faculty completing the course and half still actively developing their online courses.
AERA 2019 - Examining the Validity of the International Association for K–12 ...Michael Barbour
Adelstein, D., & Barbour, M. K. (2019, April). Examining the validity of the International Association for K–12 Online Learning (iNACOL) Standards: Improving K–12 online course design. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
Identifying Staff Digital Literacy Requirements For Online Coursework SubmissionBryony Bramer
Identifying Staff Digital Literacy Requirements For Online Coursework Submission presentation delivered at the Blackboard Teaching and Learning Conference April 2014 by Bryony Bramer.
SITE 2018 - Examining the Validity of the iNACOL Standards: Improving K-12 On...Michael Barbour
Adelstein, D., & Barbour, M. K. (2018, March). Examining the validity of the iNACOL standards: Improving K-12 online course design. A brief paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
This document discusses several key considerations for developing effective global e-learning programs, including cultural factors, technology access, and pedagogical approaches. It highlights how cultural beliefs about teaching and learning can impact program delivery. Local tutors are seen as important for making resources culturally relevant and pedagogically adapted. Partnerships with local institutions can help with cultural adaptation of content and ensuring relevance for different student audiences.
BC DL Conference 2010 - Teacher Education and Virtual SchoolingMichael Barbour
Barbour, M. K. (2010, April). Teacher education and virtual schooling. A presentation at the British Columbia Partners in Online Learning Conference, http://knowevents.ca
The JCPC Department Initiatives Intervention aims to build eLearning communities at the University of Jos through a fellowship program and by supporting departmental initiatives. The fellowship program provides modules for participants to master online pedagogy and share their knowledge. It encourages collaborative teaching and active, application-based learning. Supported departmental initiatives also focus on using technology to address discipline-specific challenges and encourage collaboration between faculty members on experimental learning projects. Both programs ultimately seek to empower university departments and units to improve teaching, learning, and research through the use of information and communication technologies.
Copy of Course Design for Non-Designersmiketeaching
The document provides guidelines for designing effective online courses, including:
1) Ensuring student engagement by defining learning objects and adopting strategies to gain student attention. Teacher presence is also important through interaction, feedback, and encouragement.
2) Considering practical suggestions such as using graphics, animations and interactive elements while avoiding excessive text. Discussions and activities should be motivating, engaging, and purposeful.
3) Ensuring quality by following standards and rubrics from organizations like Sloan-C and Quality Matters which address elements like learning effectiveness, accessibility, and faculty/student satisfaction. Resources for online course design are also referenced.
Developing an Online Course 101 - 2014 Brightspace Ignite WisconsinD2L Barry
This document outlines the goals and approach of an online course called DOC 101 that teaches faculty at the University of Wisconsin Colleges Online how to develop online courses. The goals are for faculty to learn the design language of their online learning system, Brightspace, and to improve their skills in developing interactive online content, assessments, and facilitating learning. The course walks faculty through steps like creating a syllabus, learning objectives, assessments, and interactive learning activities. Initial results are promising, with 12 out of 14 faculty completing the course and half still actively developing their online courses.
AERA 2019 - Examining the Validity of the International Association for K–12 ...Michael Barbour
Adelstein, D., & Barbour, M. K. (2019, April). Examining the validity of the International Association for K–12 Online Learning (iNACOL) Standards: Improving K–12 online course design. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
Identifying Staff Digital Literacy Requirements For Online Coursework SubmissionBryony Bramer
Identifying Staff Digital Literacy Requirements For Online Coursework Submission presentation delivered at the Blackboard Teaching and Learning Conference April 2014 by Bryony Bramer.
SITE 2018 - Examining the Validity of the iNACOL Standards: Improving K-12 On...Michael Barbour
Adelstein, D., & Barbour, M. K. (2018, March). Examining the validity of the iNACOL standards: Improving K-12 online course design. A brief paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
The document describes a case study where an instructor taught students online using open educational resources after their university closed due to protests. Surveys found that students were generally satisfied with the online learning experience, though some noted drawbacks like lack of collaboration and slower pace. While openness could increase, the study showed that the instructor's role is vital for student performance and blogs can encourage active learning and community when used for education.
The document discusses several hot topics in education that were discussed last year, including STEM education, single gender schools, flipped classrooms, students with gay parents, blended learning, teacher evaluation, student assessment, extended school year, digital textbooks, and online K12 courses. It provides an overview of each topic, outlining both sides of key debates around innovative approaches and controversial issues.
Collaborating in the development of learning literaciesSEDA
The document discusses collaborating across professional groups to integrate learning literacies for staff, students, and policies. It begins with learning outcomes and introduces three case studies on staff development at City University, student development through the University of Manchester's "My Learning Essentials" program, and policy development at Queen Mary University of London. Participants then engage in a world cafe discussion on the topics before reflecting. The goal is for developers across fields to work together to facilitate integrated development of various literacies and embed them within curricula. Challenges include differing perceptions of literacies and ensuring approaches are sustainable and reach all students.
How dialogical learning can be authentic and mobileakorhonen
The document discusses a study on implementing a mobile and authentic learning model called DIANA for vocational teacher training. The study tested a blended learning approach combining contact lessons, distance learning, and web-based learning. It utilized mobile apps like blogs, Google Drive, and messaging to facilitate collaborative peer learning and reflection on authentic tasks. Results found that most students found the mobile devices and blog platform useful for this dialogical and authentic learning, though some felt a computer would have sufficed. Students reported building competence through collaborative work and peer assessment in their groups.
Leading e-Learning Integration in Higher Education: Challenges and StrategiesCITE
4 March 2010 (Thursday) | 09:00 - 12:30 | HKU | http://citers2010.cite.hku.hk/abstract/3 | Dr. David KENNEDY, Director and Associate Professor, Teaching and Learning Centre, Lingnan University
Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What ...Michael Barbour
Barbour, M. K., (2021, December). Pandemic pedagogy around the globe: What we got right in our response to COVID-19 and what can we learn? [Keynote]. Kōtuitui Online Teachers Hui 2021
The document discusses blending digital learning in teacher education programs. It begins with definitions of blended learning as a combination of face-to-face and online instruction. It then discusses how K-12 classrooms are increasingly using mobile devices, laptops, and tablets, and how teacher education programs should keep up with these trends. Specifically, it references the Horizon Report and National Speak Up Survey on technology use in K-12. It promotes 21st century skills like collaboration, communication, and critical thinking when integrating technology into teacher education.
AERA 2017 - Examining the International Association for K–12 Online Learning ...Michael Barbour
Adelstein, D., & Barbour, M. K. (2017, April). Examining the International Association for K–12 Online Learning (iNACOL) standards for K–12 online course design. A poster presentation at the annual meeting of the American Educational Research Association, San Antonio, TX.
Blended Learning group presentation in my ICT classDwi Rahayu
The document discusses blended learning and its benefits. Blended learning combines traditional face-to-face learning with online learning to provide benefits such as accessibility, flexibility, enhancing independence, and various learning experiences while still allowing for social interaction. It also discusses the Blended E-Learning Cooperative Approach (BelCa) which combines e-learning, face-to-face learning, and cooperative learning in small groups. BelCa emphasizes various learning processes to promote cooperative learning.
DLAC 2021 - How Useful was Digital Learning as a K-12 Tool During the Pandemi...Michael Barbour
Banzon, M., Mohammed, S., Neufeld, P., Barbour, M. K., & Cavanaugh, C. (2021, June). How useful was digital learning as a K-12 tool during the pandemic: A debate [Panel]. Digital Learning Annual Conference, Austin, TX.
Presentation of Sandra Lovrenčić, for EDEN's European Online and Distance Learning Week on 'Student Voice on the Opportunities and Benefits of Online and Distance Education during the Pandemic' - Thursday, November 4, 2021, 13:00-14:00
More info:
https://www.eden-online.org/eden_conference/student-voice-on-the-opportunities-and-benefits-of-online-and-distance-education-during-the-pandemic/
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Engaging Students In and Out of the Classroom: Featuring North Kansas City Sc...Blackboard
Districts today are trying to increase student engagement in order to ultimately increase student achievement. Blended learning, the teaching practice that combines teaching methods from both face-to-face and online learning, offers a model of instruction to engage students in and out of the classroom. It has proven highly effective in helping schools and districts address the challenges of student achievement, limited resources, and the expectations of 21st century learners.
North Kansas City School District (NKCSD) shares how the district uses online learning in the classroom and beyond to provide a personalized and connected learning experience. Using a 1-1 laptop program, every high school student participates in blended learning, where the teacher utilizes online learning during class and posts assignments and discussion questions for after the bell rings. A representative from NKCSD shares how the district trains teachers and administrators using modeling to create effective blended classes.
Finally, also reviewed is how Blackboard online learning solutions help districts to enhance classroom instruction by extending their courses online for an engaging, individualized and effective learning experience.
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
Creating a Buzz: Getting Faculty and Students Excited About Library Resourcescredomarketing
Brandy Burbante, Assistant Librarian and Assistant Professor at Nicholls State University discusses how she creates buzz around her library’s resources—sometimes before her subscriptions even begin! She’ll explain how such campaigns can help justify the cost of investing in new resources to administrators, and the difference they can make to how many students take advantage of valuable library services.
The document discusses learners and their use of technology:
n Learners are immersed in technology but have varying levels of digital skills, and their technology use outside of academics does not always translate smoothly to educational contexts.
n While learners expect institutions to provide reliable technology, some feel disadvantaged by a lack of access or skills. Others are making sophisticated use of different tools in personalized ways.
n Understanding learners' true digital abilities, strategies, challenges, and differentiated experiences is important for teaching effectively in digital environments.
This document summarizes discussions from an ESL curriculum innovation retreat held in 2014. The retreat aimed to identify benefits and consequences of curriculum changes, and approaches to enhance student learning and progression. The agenda included discussions on connecting with current challenges, ideas for innovation and design, and next steps. Faculty identified issues like underprepared students, gaps between levels, and lack of motivation. Ideas proposed included pairing classes, field trips, and engaging students in more integrated reading. The retreat concluded that curriculum redesign could address critical thinking and reading through narrowed, deeper content. A survey found faculty support for scaffolding research and critical thinking skills throughout the program. The retreat explored approaches like content-based thematic units, acceleration models, and combining reading
This document discusses an online graduate course on emerging powers that utilizes social media and collaboration. It notes that the world is constantly changing so the course content needs frequent revisions. The course framework is flexible with modular content from different instructors and disciplines. It incorporates dynamic resources like videos, news feeds, films and case studies to promote learning about various world views. Social media like blogs and chats encourage student interaction and collaboration on projects, though some assignments like editing Wikipedia proved unworkable. The multi-disciplinary approach benefits students if instructors provide timely feedback to focus discussions on current events.
Nanzih was a rural area where people used oxcarts for transportation in the past. Now, people can take the MRT to work. In the future, Nanzih is expected to become a central part of Kaohsiung city with a more complete transportation system as the area changes from rural to urban.
The document discusses the effects of Agent Orange used by the United States during the Vietnam War and profiles victims who were born with disabilities. It notes photos of victims that haunted the author and describes the victims as living but without truly knowing life. However, it also profiles victims who have achieved success despite their disabilities, such as a musician who plays piano with his feet, a student who won an academic competition, and a young scientist, showing what the crippled can do.
The document describes a case study where an instructor taught students online using open educational resources after their university closed due to protests. Surveys found that students were generally satisfied with the online learning experience, though some noted drawbacks like lack of collaboration and slower pace. While openness could increase, the study showed that the instructor's role is vital for student performance and blogs can encourage active learning and community when used for education.
The document discusses several hot topics in education that were discussed last year, including STEM education, single gender schools, flipped classrooms, students with gay parents, blended learning, teacher evaluation, student assessment, extended school year, digital textbooks, and online K12 courses. It provides an overview of each topic, outlining both sides of key debates around innovative approaches and controversial issues.
Collaborating in the development of learning literaciesSEDA
The document discusses collaborating across professional groups to integrate learning literacies for staff, students, and policies. It begins with learning outcomes and introduces three case studies on staff development at City University, student development through the University of Manchester's "My Learning Essentials" program, and policy development at Queen Mary University of London. Participants then engage in a world cafe discussion on the topics before reflecting. The goal is for developers across fields to work together to facilitate integrated development of various literacies and embed them within curricula. Challenges include differing perceptions of literacies and ensuring approaches are sustainable and reach all students.
How dialogical learning can be authentic and mobileakorhonen
The document discusses a study on implementing a mobile and authentic learning model called DIANA for vocational teacher training. The study tested a blended learning approach combining contact lessons, distance learning, and web-based learning. It utilized mobile apps like blogs, Google Drive, and messaging to facilitate collaborative peer learning and reflection on authentic tasks. Results found that most students found the mobile devices and blog platform useful for this dialogical and authentic learning, though some felt a computer would have sufficed. Students reported building competence through collaborative work and peer assessment in their groups.
Leading e-Learning Integration in Higher Education: Challenges and StrategiesCITE
4 March 2010 (Thursday) | 09:00 - 12:30 | HKU | http://citers2010.cite.hku.hk/abstract/3 | Dr. David KENNEDY, Director and Associate Professor, Teaching and Learning Centre, Lingnan University
Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What ...Michael Barbour
Barbour, M. K., (2021, December). Pandemic pedagogy around the globe: What we got right in our response to COVID-19 and what can we learn? [Keynote]. Kōtuitui Online Teachers Hui 2021
The document discusses blending digital learning in teacher education programs. It begins with definitions of blended learning as a combination of face-to-face and online instruction. It then discusses how K-12 classrooms are increasingly using mobile devices, laptops, and tablets, and how teacher education programs should keep up with these trends. Specifically, it references the Horizon Report and National Speak Up Survey on technology use in K-12. It promotes 21st century skills like collaboration, communication, and critical thinking when integrating technology into teacher education.
AERA 2017 - Examining the International Association for K–12 Online Learning ...Michael Barbour
Adelstein, D., & Barbour, M. K. (2017, April). Examining the International Association for K–12 Online Learning (iNACOL) standards for K–12 online course design. A poster presentation at the annual meeting of the American Educational Research Association, San Antonio, TX.
Blended Learning group presentation in my ICT classDwi Rahayu
The document discusses blended learning and its benefits. Blended learning combines traditional face-to-face learning with online learning to provide benefits such as accessibility, flexibility, enhancing independence, and various learning experiences while still allowing for social interaction. It also discusses the Blended E-Learning Cooperative Approach (BelCa) which combines e-learning, face-to-face learning, and cooperative learning in small groups. BelCa emphasizes various learning processes to promote cooperative learning.
DLAC 2021 - How Useful was Digital Learning as a K-12 Tool During the Pandemi...Michael Barbour
Banzon, M., Mohammed, S., Neufeld, P., Barbour, M. K., & Cavanaugh, C. (2021, June). How useful was digital learning as a K-12 tool during the pandemic: A debate [Panel]. Digital Learning Annual Conference, Austin, TX.
Presentation of Sandra Lovrenčić, for EDEN's European Online and Distance Learning Week on 'Student Voice on the Opportunities and Benefits of Online and Distance Education during the Pandemic' - Thursday, November 4, 2021, 13:00-14:00
More info:
https://www.eden-online.org/eden_conference/student-voice-on-the-opportunities-and-benefits-of-online-and-distance-education-during-the-pandemic/
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Engaging Students In and Out of the Classroom: Featuring North Kansas City Sc...Blackboard
Districts today are trying to increase student engagement in order to ultimately increase student achievement. Blended learning, the teaching practice that combines teaching methods from both face-to-face and online learning, offers a model of instruction to engage students in and out of the classroom. It has proven highly effective in helping schools and districts address the challenges of student achievement, limited resources, and the expectations of 21st century learners.
North Kansas City School District (NKCSD) shares how the district uses online learning in the classroom and beyond to provide a personalized and connected learning experience. Using a 1-1 laptop program, every high school student participates in blended learning, where the teacher utilizes online learning during class and posts assignments and discussion questions for after the bell rings. A representative from NKCSD shares how the district trains teachers and administrators using modeling to create effective blended classes.
Finally, also reviewed is how Blackboard online learning solutions help districts to enhance classroom instruction by extending their courses online for an engaging, individualized and effective learning experience.
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
Creating a Buzz: Getting Faculty and Students Excited About Library Resourcescredomarketing
Brandy Burbante, Assistant Librarian and Assistant Professor at Nicholls State University discusses how she creates buzz around her library’s resources—sometimes before her subscriptions even begin! She’ll explain how such campaigns can help justify the cost of investing in new resources to administrators, and the difference they can make to how many students take advantage of valuable library services.
The document discusses learners and their use of technology:
n Learners are immersed in technology but have varying levels of digital skills, and their technology use outside of academics does not always translate smoothly to educational contexts.
n While learners expect institutions to provide reliable technology, some feel disadvantaged by a lack of access or skills. Others are making sophisticated use of different tools in personalized ways.
n Understanding learners' true digital abilities, strategies, challenges, and differentiated experiences is important for teaching effectively in digital environments.
This document summarizes discussions from an ESL curriculum innovation retreat held in 2014. The retreat aimed to identify benefits and consequences of curriculum changes, and approaches to enhance student learning and progression. The agenda included discussions on connecting with current challenges, ideas for innovation and design, and next steps. Faculty identified issues like underprepared students, gaps between levels, and lack of motivation. Ideas proposed included pairing classes, field trips, and engaging students in more integrated reading. The retreat concluded that curriculum redesign could address critical thinking and reading through narrowed, deeper content. A survey found faculty support for scaffolding research and critical thinking skills throughout the program. The retreat explored approaches like content-based thematic units, acceleration models, and combining reading
This document discusses an online graduate course on emerging powers that utilizes social media and collaboration. It notes that the world is constantly changing so the course content needs frequent revisions. The course framework is flexible with modular content from different instructors and disciplines. It incorporates dynamic resources like videos, news feeds, films and case studies to promote learning about various world views. Social media like blogs and chats encourage student interaction and collaboration on projects, though some assignments like editing Wikipedia proved unworkable. The multi-disciplinary approach benefits students if instructors provide timely feedback to focus discussions on current events.
Nanzih was a rural area where people used oxcarts for transportation in the past. Now, people can take the MRT to work. In the future, Nanzih is expected to become a central part of Kaohsiung city with a more complete transportation system as the area changes from rural to urban.
The document discusses the effects of Agent Orange used by the United States during the Vietnam War and profiles victims who were born with disabilities. It notes photos of victims that haunted the author and describes the victims as living but without truly knowing life. However, it also profiles victims who have achieved success despite their disabilities, such as a musician who plays piano with his feet, a student who won an academic competition, and a young scientist, showing what the crippled can do.
The document discusses several environmental issues including pollution of oceans, deforestation, and water contamination. It notes that forests and trees provide oxygen and help mitigate floods. However, forests are being destroyed through burning. It also highlights that water pollution is a major global problem caused by vehicle emissions, factory waste, and oil spills. The document calls on people to protect the environment, grow more trees, and work to solve these challenges to keep the planet healthy.
Anping Fort in Tainan City was originally built by the Dutch in the 17th century and called Fort Zeelandia. It has since gone through periods of occupation and destruction under the Dutch, Japanese, and others. The fort and surrounding area now contain several parks and museums celebrating Tainan's history and Aboriginal culture, including the Cha-Ha-Mu Aboriginal Park and Museum, Historic Harborside Park, and Lin Mo-Niang Park. Tainan Park is also a major attraction, covering over 10 million square feet and containing botanical gardens, performance venues, and other facilities.
This document summarizes a student project about fishing tools in the community of Ban Wang Dad in Thailand. The project involved researching and documenting the traditional fishing tools used by villagers, surveying community members about fishing tool customs and traditions, and creating a cultural branding presentation to share the experience with other students abroad and conserve the local culture. The fishing tools are an important part of the community's heritage in Ban Wang Dad and have been used for fishing by villagers for a long time.
The document describes Ho Nueng, a traditional cuisine from Taling Chan Sub District in northern Thailand. Ho Nueng involves wrapping ingredients like fish, chicken, or pork mixed with herbs and spices in banana leaves and steaming them. The document provides the recipe and instructions for making Ho Nueng. It aims to educate new generations and conserve this important part of local culture.
This document provides information about Ka Nom Tean, a cultural food from Ban Wang Luk village in Sukhothai, Thailand. The author studied the cultural significance and tradition of making Ka Nom Tean, which has been passed down for generations. The purpose was to understand and conserve local culture while sharing their experience with international peers. The author documented the process of making Ka Nom Tean and its ingredients of sticky rice flour, coconut, sesame, and sugar filling wrapped and steamed in banana leaves.
The document discusses a community project in Ban Wang Dad Sub District, Bandan District, Sukhothai Province, Thailand. The project aims to study and conserve the local Ha Tuen tradition. Specifically, it involves investigating the Ha Tuen cultural tradition, creating a presentation about it, and exhibiting the work to both the local community and international students to promote cultural understanding and preservation.
The document discusses the use of polystyrene boxes at a school in Malaysia. It finds that 76.5% of students use polystyrene boxes on a daily basis to store and transport food. While cheap and good for storing hot/cold items, polystyrene boxes are not environmentally friendly. The document suggests students and teachers reduce polystyrene box usage by bringing food from home or using alternatives to reduce waste.
The document discusses the concept of a global citizen and their responsibilities. A global citizen understands their responsibility to others, the environment, and society. They are aware of how their actions impact people worldwide. Being a global citizen means gaining skills and knowledge related to local, national, and global issues to promote civic participation and progress worldwide.
The document describes Ho Nueng, a traditional cuisine from Taling Chan Sub District in northern Thailand. Ho Nueng involves wrapping ingredients like fish, chicken, or pork mixed with herbs and spices in banana leaves and steaming them. The document provides the recipe and instructions for making Ho Nueng. It aims to educate new generations and conserve this important part of local culture.
Ci Rong Wu - Tainan Municipal Fusing Junior High SchoolBritish Council
The document provides useful tips on how to keep healthy, including playing sports, eating well, sleeping well, and being in a good mood. It recommends running, swimming, playing ball, or riding a bike for exercise. It also suggests eating a balanced diet with foods from different groups each day. The document advises sleeping 8 hours per night for rest and recommends positive thinking and laughter to stay in a good mood.
The document discusses the importance of being a global citizen and participating in civil society organizations. It describes CIVICUS, a global alliance that promotes citizen participation and civil society movements in over 100 countries. CIVICUS holds world congresses, including one in Botswana that attracted over 1,000 people from 100 countries. It also discusses the duties of citizens, which include cooperating with the government, obeying laws, paying taxes, and serving one's country and community.
Global citizen refers to citizenship on a global level where people participate in public affairs and policy to pursue social justice and a just community. As a global citizen, one thinks of the world as their country and doing good for the world as their religion. It entails responsibility to reduce inequality and environmental harm through participatory action. The concept of global citizen education is increasingly incorporated in education to develop citizens who can remain calm and competent in any situation.
This document repeats the phrase "Making a hot pot by ourselves" multiple times without providing any additional context or details about making a hot pot at home. The document suggests preparing a hot pot meal independently but does not explain the steps involved or ingredients needed.
The document introduces the author, Danielle Victoria anak Egong, a 14-year-old student from Sarawak, Malaysia. It discusses what it means to be a global citizen and the responsibility to avoid environmental degradation. It then explains the importance of air for human breathing and plant photosynthesis. The document also defines air pollution as contamination from human activities that can harm the natural environment. Some key pollutants are identified such as smoke, vehicle fumes, and factory emissions. Ways to reduce global warming through actions like planting trees, reducing toxic chemicals, and practicing the 3Rs are suggested. The document concludes by emphasizing factors that cause air pollution and their effects, and calling for actions like not smoking and carpooling
The document discusses three main types of pollution: land, air, and water pollution. It provides sources and facts for each type as well as ways to prevent pollution. Land pollution comes from industrial activities, waste, and deforestation. Air pollution sources include vehicles, industry, and wildfires. Water pollution is caused by waste from factories, agriculture, and households. Prevention methods include reducing waste and emissions, choosing greener products and transportation, and properly disposing of chemicals.
This document outlines key aspects of developing online learning courses. It discusses the need for online learning to be personalized and flexible. Effective online teachers require strong communication, technology and instructional design skills. Quality online courses focus on learner-centered practices and involve self-directed learning, active participation, collaboration, authentic assessment and acquiring 21st century skills. The document emphasizes that good teaching, not the medium, facilitates learning in online environments.
(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.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
The document summarizes key findings from Project Tomorrow's national research on blended learning outcomes. It discusses trends identified in the research including that learning is now a 24/7 endeavor for students and self-directed collaborative learning is preferred. A case study on Poudre School District Global Academy finds improved student achievement, growth, and teacher effectiveness with their blended model. Lawrence Public Schools' implementation focuses on student achievement, engagement, teacher effectiveness, and parental support.
Discover Key Data Points from Project Tomorrow Report on Social LearningJulie Evans
The webinar discussed key findings from Project Tomorrow's Speak Up research on social learning. It highlighted students' vision for more digitally-rich, un-tethered, and social-based learning. While students see value in social learning tools, administrators and parents still have concerns around safety, privacy, and ensuring academic use. New technologies will need to address these concerns while providing features students want for collaborating with classmates and personalizing learning.
Blended Learning: Doing it Right the First TimeStaci Trekles
This document discusses blended learning curriculum and how to do it effectively. It summarizes a study on factors that influence student engagement in online and blended learning. The study found that clear communication from teachers, meaningful assignments, and flexibility are important for student success. It also found that students may misjudge their readiness for online learning and need preparation and support. The document provides resources and a framework to help educators develop blended curriculum and support students. It emphasizes considering all areas like technology skills, time management, and instructor presence when planning blended programs.
Teacher's Guide to International Collaborationdmidness
The document is a teacher's guide for international collaboration that provides resources and guidance for setting up cross-cultural, project-based learning opportunities between students in different countries. It discusses the benefits of international collaboration, provides examples of successful projects, and offers tips and tools for connecting classrooms globally. The guide also highlights organizations that support international exchange and lists opportunities for professional development. The goal is to help students learn from their international peers and better understand different cultures and perspectives in an increasingly interconnected world.
Structured Internet Learning for Geography 2002Martin Pluss
This document discusses using learning technologies in geography teaching. It provides examples of:
- Developing teacher skills with learning technologies through professional development and collaboration.
- Using learning technologies to support independent and collaborative student learning both inside and outside the classroom.
- Integrating learning technologies into the geography curriculum and syllabus to enhance student learning of key concepts and skills.
Growth in K-12 online learning continues at a rapid pace, but what do we know about best practice when learners are physically separated from their teachers and peers? Find out about the latest trends and research in online learning environments with a special focus on Idaho as a national leader in providing transformative educational opportunities for learners.
Thomas university online collaboration courseMayte Esponda
The document summarizes a training for teachers on collaborative online education projects hosted by Thomas University. The agenda includes an introduction to collaborative projects, why they are effective, key factors, examples of projects, and training on using technology tools. Thomas University partners with schools internationally on projects like reading buddies to help students develop skills in areas like critical thinking, foreign languages, and feeling part of a global community. Teachers interested in the training course should apply by July 15th.
Pedagogical practices of K-12 online global collaborative educatorsJulie Lindsay
This document summarizes research on the pedagogical practices of K-12 educators who implement online global collaboration. It discusses what online global collaboration is, why it is important, and outlines barriers and enablers. It presents emerging pedagogical practices like adopting constructivist and connectivist approaches. Interviews with global educators revealed attributes of having a "Global Collaborator Mindset" and implications for adopting a whole school approach to online global collaborative learning.
This document summarizes key findings from a new report on online learning trends. The report is based on a national research project that surveyed hundreds of thousands of K-12 students, parents, teachers, and administrators. Some key findings include:
- Participation in online classes by middle and high school students has grown significantly in recent years.
- Factors driving greater interest in online learning include keeping students engaged, increasing graduation rates, and providing scheduling flexibility.
- Barriers to further adoption include concerns about course quality, standards alignment, and lack of support for teachers. Providing proper tools, training and incentives could help motivate more teachers to teach online.
FETC 2019 Students Emerging Trends Julie Evans 013019Julie Evans
Julie Evans presented on emerging trends in digital learning based on Project Tomorrow's Speak Up research. Some key findings were that students have a vision for un-tethered, socially-based learning using their own mobile devices. They are interested in taking online classes, particularly in math and science. Students report benefits of technology in learning like better grades, collaboration, and personalized pacing. Many students also engage in self-directed YouTube learning. While students prefer digital formats, many still wish for more interesting classes at school.
This document summarizes a presentation about evaluating blended learning implementations. It discusses:
1) Key research from Project Tomorrow on the state of blended learning in K-12 schools, finding it is implemented in many schools and seen to have benefits like increased personalization and engagement.
2) Challenges principals face in implementing blended learning like ensuring student access to technology and developing models of student responsibility.
3) How school administrators currently measure impact, most commonly through teacher and student feedback and achievement results.
4) Details of two efficacy studies Project Tomorrow conducted on blended learning, including factors that affect outcomes and limitations in isolating blended learning impact. Key findings showed maturity in the blended learning model and consistency in
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
The Educational Equity Imperative: Leveraging Technology to Empower Learning ...Julie Evans
The document summarizes key findings from the Speak Up 2017 research project on technology use in K-12 education. It finds that while developing important workplace skills through technology is a priority, equity of access remains a challenge. While more schools are implementing 1:1 mobile programs, principals note inequities between Title 1 and non-Title 1 schools. Providing mobile devices helps address inequities, but many students still lack home internet access. Rural students in particular struggle to complete digital homework outside of school. The panel discussion calls for ensuring equitable technology resources and helping teachers leverage technology for skill development and equity.
Botany Downs Secondary College in Auckland, New Zealand has been selected as part of the Microsoft Innovative Schools program for its innovative approaches in three areas: physical learning environments that encourage collaboration, personalized learning environments using data to tailor instruction, and professional learning communities among teachers. The school features open classroom designs and technology access to support individualized learning. Student progress is closely tracked to help teachers personalize instruction. Professional development emphasizes collaborative inquiry among teachers.
The eLearning Club as a Support Strategy in Technology Integrationrexcris
The document discusses the establishment of e-Learning Clubs (ELCs) in schools in the Philippines as a strategy to support technology integration. The goals of the ELCs are to better prepare students and teachers for ICT-based learning, design and implement curriculum-based learning activities using ICTs, and enhance students' ICT skills through peer-to-peer learning. ELCs have student and teacher coordinators who plan ICT activities, provide technical support, and ensure activities align with curriculum goals. Both students and teachers observed benefits including increased student motivation, specialized skill development, and opportunities for authentic learning. Challenges included classroom management, scheduling, and lack of focus on curriculum.