Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives.
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
Gifted:Surviving and Thriving in the Primary Years Programmetalentwhisperer
Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
Transformation of higher education is a vital part of the efforts to envision and enact a more sustainable future. Not only are higher education institutions large and complex organizations that can themselves become more sustainable, they are also the place where future leaders have the learning experiences that will shape their professional lives. Universities, polytechnics and colleges around the world are responding to the challenges of sustainable development through innovations in facilities and operations, formal curricula, and student life activities. This talk will highlight examples of how higher education institutions are promoting education for sustainability, with an emphasis on institutions in Southeast Asia. It will also discuss where the greatest challenges and opportunities for improvement remain to provide higher education for sustainability.
BEST PAPER of International Conference on Learning, Education and Pedagogy (LEAP),Singapore
08-09 November 2016
Name:Chris Kitching
Affiliation:University of Notre Dame Australia, Leichhardt, New South Wales, Australia
Childs, M., Keppell, M., Brown, M., Hunter, C., Hard, N. & Hughes, H. (2011). Fostering institutional change and learning leadership – a study of stories of adaptation in blended and flexible learning and distance education. In G. Williams, P. Statham, N. Brown, B. Cleland (Eds.) Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.220-226). http://www.ascilite.org.au/conferences/hobart11/procs/Childs-concise.pdf
This resource addresses inclusion with respect to different forms of face-to-face teaching (e.g., lectures, seminars/tutorials, and practice-based sessions) and associated materials (e.g., hand-outs and lecture slides).
Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives.
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
Gifted:Surviving and Thriving in the Primary Years Programmetalentwhisperer
Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
Transformation of higher education is a vital part of the efforts to envision and enact a more sustainable future. Not only are higher education institutions large and complex organizations that can themselves become more sustainable, they are also the place where future leaders have the learning experiences that will shape their professional lives. Universities, polytechnics and colleges around the world are responding to the challenges of sustainable development through innovations in facilities and operations, formal curricula, and student life activities. This talk will highlight examples of how higher education institutions are promoting education for sustainability, with an emphasis on institutions in Southeast Asia. It will also discuss where the greatest challenges and opportunities for improvement remain to provide higher education for sustainability.
BEST PAPER of International Conference on Learning, Education and Pedagogy (LEAP),Singapore
08-09 November 2016
Name:Chris Kitching
Affiliation:University of Notre Dame Australia, Leichhardt, New South Wales, Australia
Childs, M., Keppell, M., Brown, M., Hunter, C., Hard, N. & Hughes, H. (2011). Fostering institutional change and learning leadership – a study of stories of adaptation in blended and flexible learning and distance education. In G. Williams, P. Statham, N. Brown, B. Cleland (Eds.) Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.220-226). http://www.ascilite.org.au/conferences/hobart11/procs/Childs-concise.pdf
This resource addresses inclusion with respect to different forms of face-to-face teaching (e.g., lectures, seminars/tutorials, and practice-based sessions) and associated materials (e.g., hand-outs and lecture slides).
Keynote Bogata, Colombia: Innovative Pedagogies in a Connected world: Strateg...Mike KEPPELL
Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Diversity of students
o Wide range of learning spaces
o Greater need to connect with students
o Technology moving to a central role
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Personalised learning
o Open education
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Technology affordances
o Seamless teaching
o Scholarship
o Learning analytics
o Feedback as feed-forward
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
References:
1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/
2. Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.
3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728
Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.
AHDS Conference November 2014 - Workshop; Glasgow UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop from Moyra Boland of Glasgow University on partnership working
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Dr. Timothy Gadson - Exploring Innovative Pedagogies: Transforming EducationTimothy Gadson
Go on a captivating journey into innovative teaching methods with Dr. Timothy Gadson in this captivating presentation titled "Exploring Innovative Pedagogies: Revolutionizing Education." Delve into dynamic approaches reshaping the educational landscape and igniting curiosity for lifelong learning. Uncover the potential of project-based learning, the flipped classroom, gamification, and augmented/virtual reality technology to enhance teaching and learning experiences. Acquire practical insights, strategies, and resources to cultivate engaging and inclusive learning environments. Don't miss out on this opportunity to revolutionize your teaching practice!
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing".Hands-on learning can be a form of experiential learning but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service learning, and situated learning.
Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process.[7] As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context.
The general concept of learning through experience is ancient. Around 350 BC, Aristotle wrote in the Nicomachean Ethics "for the things we have to learn before we can do them, we learn by doing them".[8] But as an articulated educational approach, experiential learning is of much more recent vintage. Beginning in the 1970s, David A. Kolb helped develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.
Experiential learning has significant teaching advantages. Peter Senge, the author of The Fifth Discipline (1990), states that teaching is of utmost importance to motivate people. Learning only has good effects when learners have the desire to absorb the knowledge. Therefore, experiential learning requires the showing of directions for learners.
Experiential learning entails a hands-on approach to learning that moves away from just the teacher at the front of the room imparting and transferring their knowledge to students. It makes learning an experience that moves beyond the classroom and strives to bring a more involved way of learning.
Empowering active learning of higher education students through space, pedago...Mike KEPPELL
Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. CRICOS 00111D TOID 3059
DEVELOPING
INTEGRATED LEARNING
CURRICULUM TO
ENGAGE LEARNERS
Professor Mike Keppell
Pro Vice-Chancellor, Learning Transformations
2. Overview
• Enhancing student experience
• Ecosystem
• Trends and challenges
• Guiding pedagogies
• Blended learning
• Role of educators
• Professional development
7. Authentic Learning
• …require students to complete
complex real-world tasks over
a period of time in collaboration
with others as they would in a
real setting or workplace
(Herrington, 2006)
8. Authentic Assessment
• Empowering the learner by
engaging them in assessment
tasks that simulate or engage
the learner in real-life
situations.
• “Engaging and worthy
problems or questions of
importance, in which students
must use knowledge to fashion
performances effectively and
creatively” (Wiggins, 1993, p.
229).
9. Personalised Learning
• Learning pathways
• ePortfolios
• The knowledge, skills and
attitudes that enable learning
and act as a catalyst to
empower the learner to continue
to learn (Keppell, 2015)
10.
11.
12.
13.
14. Peer Learning
• Students teaching and
learning from each other.
• Sharing ideas, knowledge
and experiences
• Emphasises interdependent
as opposed to independent
learning (Boud, 2001).
15. Interactions
• Interactive learning (learner-
to-content)
• Networked learning (learner-
to-learner; learner-to-teacher)
• Student-generated content
(learner-as-designers).
• Connected students
(knowledge is in the network)
• Learning-oriented
assessment (assessment-as-
learning).
18. Teaching Expectations
• Compliance with policies and
standards
• Practice alignment with the
Learning and Teaching
Strategy
• Capabilities and behaviours at
different levels of appointment
• Professional development and
scholarship
19.
20.
21. GCLT (HE)
• Compulsory Units:
• Nature of Learning and
Teaching (recommended
first unit) EDU60001
• Curriculum Design and
Assessment EDU60003
• Elective Units (two from following):
• Digital Learning Environments EDU60002
• Scholarly Teaching: to explore, evaluate and
improve EDU60004
• Dynamics of Diversity for Inclusive Learning and
Teaching
• EDU60005
• Design and Delivery for Online Learning
EDU60014
