This document provides a lesson on understanding 12-hour and 24-hour time systems. It includes instructions for students to independently work through a presentation that teaches how to convert between the two systems and identify time differences. The presentation includes examples, a practice quiz, and a final assessment task of completing a flight timetable that requires calculating arrival and departure times.
This document discusses student and teacher perceptions of online homework systems in mathematics classrooms. It provides background on popular online homework systems like WeBWorK, WebAssign, and MyMathLab. There are perceived advantages like automatic grading and feedback, randomized problems to reduce copying, and ability to retry problems. Disadvantages include needing computer access and learning curves for using the systems. Research on student perceptions found increased engagement, as measured by more homework attempts and higher scores. However, some debate remains around online systems' ability to grade open-ended or explanation-based questions.
The authors developed three online interactive workbooks using the Articulate platform for social care, early childhood care, and youth and community work students. Students provided real-time feedback on the workbooks through surveys after using each one. The feedback helped troubleshoot technical issues and influenced changes to the subsequent workbooks. Gathering and responding to student feedback required redefining team roles, with the instructional designer becoming more student-focused, the librarian taking on blended library and instructional design skills, and the lecturer receiving more support. This new collaborative model helped improve e-learning adoption across various disciplines.
This document discusses issues related to the introduction and use of new technologies in schools, specifically related to accessibility and responsibility. It notes that while new technologies are being introduced to engage students, accessibility for students with special educational needs was not considered. It finds that there is no clear structure of responsibility for new technologies, and that accessibility is not monitored. Traditionally, educational consultants acted as "brokers" to ensure smooth implementation, but budget cuts have reduced this support. The document also discusses how students may fail to enforce their accessibility rights due to a lack of empowerment and control over their learning.
The document discusses challenges faced by Queensbury School in Bradford, UK in educating students with special educational needs (SEN) or disabilities. It notes that the school has seen decreased funding in recent years as student numbers dropped after poor OFSTED reviews, despite improvements. This has reduced support staff and resources while the number of students with needs has increased. Key issues include a lack of effective information sharing between staff about students' needs, large class sizes with limited support, insufficient assistive technologies, and accessibility problems with the aging school building. Improving funding is necessary to help address these challenges through increased staffing and resources.
The document describes a learning activity designed by Angela Phillips for teaching mathematics to secondary school students. The activity aims to be mathematically rich, engage students, and allow choice and collaboration. It involves students generating math questions from an image, posting questions online for others to answer. Phillips considers accessibility issues like descriptions for visually impaired students and formats for different disabilities. The activity and its strengths and limitations in accessibility are evaluated.
This document summarizes three articles about using technology to enhance mathematics education. Article one discusses a study where third graders used online virtual manipulatives to learn fractions and achieved improved test scores and enjoyment. Article two describes how technologies like calculators and spreadsheets can engage students in lessons on topics like division and weight calculation. Article three explains how a school uses streamed online video clips to demonstrate geometry concepts in a way that helps students better understand and pay attention. The document argues that incorporating diverse technologies can enhance students' mathematical abilities.
The document describes three cases of educators using MIT OpenCourseWare (OCW) materials to supplement their teaching:
1. Triatno Harjoko, head of the architecture department at the University of Indonesia, is using OCW materials to transition to a more active, student-centered learning model by analyzing course design and learning outcomes.
2. Richard Hall, a computer science instructor at LaTrobe University in Australia, used OCW materials to quickly refresh his knowledge of computer graphics for a last-minute teaching assignment.
3. Kian Wah Liew, a secondary school math teacher in Malaysia, uses OCW video lectures supplemented by his own explanations to introduce students to complex math concepts,
The document summarizes a project where students created webpages for math revision. Key points:
- Students created revision webpages as homework to improve their skills, incorporating class lessons.
- Peer and self-assessments found the projects improved revision for most students and they enjoyed the process.
- The project was presented at a conference, where feedback recommended expanding its scope and research base.
- To fully achieve its goals, the project needs to involve all math students and be supported by teachers over time.
This document discusses student and teacher perceptions of online homework systems in mathematics classrooms. It provides background on popular online homework systems like WeBWorK, WebAssign, and MyMathLab. There are perceived advantages like automatic grading and feedback, randomized problems to reduce copying, and ability to retry problems. Disadvantages include needing computer access and learning curves for using the systems. Research on student perceptions found increased engagement, as measured by more homework attempts and higher scores. However, some debate remains around online systems' ability to grade open-ended or explanation-based questions.
The authors developed three online interactive workbooks using the Articulate platform for social care, early childhood care, and youth and community work students. Students provided real-time feedback on the workbooks through surveys after using each one. The feedback helped troubleshoot technical issues and influenced changes to the subsequent workbooks. Gathering and responding to student feedback required redefining team roles, with the instructional designer becoming more student-focused, the librarian taking on blended library and instructional design skills, and the lecturer receiving more support. This new collaborative model helped improve e-learning adoption across various disciplines.
This document discusses issues related to the introduction and use of new technologies in schools, specifically related to accessibility and responsibility. It notes that while new technologies are being introduced to engage students, accessibility for students with special educational needs was not considered. It finds that there is no clear structure of responsibility for new technologies, and that accessibility is not monitored. Traditionally, educational consultants acted as "brokers" to ensure smooth implementation, but budget cuts have reduced this support. The document also discusses how students may fail to enforce their accessibility rights due to a lack of empowerment and control over their learning.
The document discusses challenges faced by Queensbury School in Bradford, UK in educating students with special educational needs (SEN) or disabilities. It notes that the school has seen decreased funding in recent years as student numbers dropped after poor OFSTED reviews, despite improvements. This has reduced support staff and resources while the number of students with needs has increased. Key issues include a lack of effective information sharing between staff about students' needs, large class sizes with limited support, insufficient assistive technologies, and accessibility problems with the aging school building. Improving funding is necessary to help address these challenges through increased staffing and resources.
The document describes a learning activity designed by Angela Phillips for teaching mathematics to secondary school students. The activity aims to be mathematically rich, engage students, and allow choice and collaboration. It involves students generating math questions from an image, posting questions online for others to answer. Phillips considers accessibility issues like descriptions for visually impaired students and formats for different disabilities. The activity and its strengths and limitations in accessibility are evaluated.
This document summarizes three articles about using technology to enhance mathematics education. Article one discusses a study where third graders used online virtual manipulatives to learn fractions and achieved improved test scores and enjoyment. Article two describes how technologies like calculators and spreadsheets can engage students in lessons on topics like division and weight calculation. Article three explains how a school uses streamed online video clips to demonstrate geometry concepts in a way that helps students better understand and pay attention. The document argues that incorporating diverse technologies can enhance students' mathematical abilities.
The document describes three cases of educators using MIT OpenCourseWare (OCW) materials to supplement their teaching:
1. Triatno Harjoko, head of the architecture department at the University of Indonesia, is using OCW materials to transition to a more active, student-centered learning model by analyzing course design and learning outcomes.
2. Richard Hall, a computer science instructor at LaTrobe University in Australia, used OCW materials to quickly refresh his knowledge of computer graphics for a last-minute teaching assignment.
3. Kian Wah Liew, a secondary school math teacher in Malaysia, uses OCW video lectures supplemented by his own explanations to introduce students to complex math concepts,
The document summarizes a project where students created webpages for math revision. Key points:
- Students created revision webpages as homework to improve their skills, incorporating class lessons.
- Peer and self-assessments found the projects improved revision for most students and they enjoyed the process.
- The project was presented at a conference, where feedback recommended expanding its scope and research base.
- To fully achieve its goals, the project needs to involve all math students and be supported by teachers over time.
The document discusses Angela Phillips' experience in the H818 course, which aimed to develop students as networked practitioners. It describes how Angela engaged with different online networks and groups but found some areas challenging due to having dyslexia. While she felt confident sharing resources through video, websites and presentations, she found it harder to participate in written online forums and received fewer comments on her work than some peers. The document concludes that Angela needs to further develop skills in engaging with peer feedback to fully become a networked practitioner, and that she encourages networking among her own students and colleagues.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
The document discusses implementing technology to enhance learning and student outcomes. It describes John Dewey's views on progressive education and the need for teachers to continually improve their practice. The TPACK framework is presented as a way for teachers to effectively integrate technology, pedagogy, and content knowledge. The document also discusses implementing learning activities, with Adu (2010) providing steps for introducing technology, including examining the activity, deciding on technology, evaluating, and determining suitability. It emphasizes that implementation must be carefully planned and piloted to ensure problems are addressed before wider use. The importance of openly sharing all implementation stages on forums is discussed to help others.
A Study of the Challenges to Information and Communications Technology in Gir...HCI Lab
This document summarizes a study on the challenges to integrating information and communications technology (ICT) in girls' schools in Saudi Arabia. It begins with an introduction on ICT integration in education and Saudi Arabia's ongoing educational reforms. A literature review covers different levels of ICT integration and previous findings on benefits and challenges. The study aims to understand challenges to current partial ICT integration and future full integration, through interviews with Saudi female teachers and administrators. Findings show current challenges as lack of training, awareness of ICT's value, and evaluation requirements. Challenges to future full integration include developing ICT curricula and pedagogy, technical support, and resources. Cultural factors like gender roles and social customs also impact I
This is the paper written about the project carried out between September 2014 - January 2015 at University of Oulu for the Ubiquitous Computing Fundamentals course.
UbiTeach is a project carried out for the Ubiquitous Computing Fundamentals course at the University of Oulu. UbiTeach is a multi-device interactive application that supports and enhance learning and teaching experiences within a classroom by offering additional means to propose and solve exercises, gain insights and feedbacks about the students. The team went through 7 steps:
- Concept Idea
- Literature survey about the state of the art
- System design
- UI design
- Prototyping
- Evaluation in-the-wild
- Final Report
This was the last part of my presentation in National Meet ,NCERT,New Delhi on 22nd Dec,2012 celebration of National Mathematics Year.This slide show will give idea to teachers about the use of Technology in Teaching Mathematics.
Pratima Nayak,KV,Fort William,Kolkata
pnpratima@gmail.com.
The Open Learning Initiative (OLI) was created to address limitations of traditional lecture-based education by using technology to enact online instruction differently. OLI courses present expository content and interactive practice problems with immediate feedback, collecting analytics to provide feedback to students, instructors, course designers, and researchers. Evaluation studies have found OLI courses are as or more effective than traditional courses in promoting learning, and students report enjoying the interactive format more than passive lectures.
A study on the role of digital gadgets in transformation of Traditional Learn...Dr. C.V. Suresh Babu
Presentation, Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
The document describes a timetabling system project for educational institutions. The system will allow students and teachers to view timetables through a web interface and mobile app. It will also enable institution administrators to manage institution details and timetables through an online admin panel. Key features include supporting multiple institutions, user accounts, timetable viewing, notifications, attendance tracking, timetable import/synchronization, and download capabilities. The project aims to develop a modern replacement for outdated timetabling systems using technologies like Django, AngularJS, and mobile push notifications.
All Black and Blended: Broken Promises and Serious ChallengesMark Brown
The document discusses challenges with blended learning and educational technology. It notes that most initiatives reinforce traditional pedagogy rather than disrupt it, and that blended learning may do little to change existing practices. It also outlines issues like the gap between formal and informal learning, emergence of new business models, complexity of designing new learning models, developing skills and willingness to change among educators, and a lack of clear evidence about the benefits of blended learning. The conclusion acknowledges blended learning is here to stay but calls for finding the right blend for different contexts and building a better future for all students.
The document outlines a research project that will examine using student-generated webpages to improve math revision and development. It will include:
- Researching similar projects and effective revision/learning techniques using sources like blogs, wikis, and peer assessment.
- Designing a student webpage project and assessment rubric for a pilot Year 8 class. Test results will compare this class to a non-participant class.
- Drawing information from sources on the TPACK model, technology-enhanced learning, revision pedagogy, and the impact of peer review/feedback.
- Presenting findings and examples on a project webpage using text, images, links, video and audio. This open format can easily share results.
The Science by Doing website provides curriculum-aligned science education resources for Australian high school students. It includes digital activities, lessons, and assessments. Students can access interactive activities and record observations in an e-notebook. Teachers are supported with comprehensive lesson plans, teaching strategies, and professional development materials aligned with the 5E inquiry model. While the site engages students and supports teachers well, it lacks some practical features like search and does not address accommodating diverse learners. Overall, the site is a valuable free resource that schools should adopt for their science curriculum.
Reported By Mr. John Philip Gulapa in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
The document outlines the objectives of an EdTech Teachers meeting which are to clarify the role of EdTech Teachers, model innovative teaching techniques using web 2.0 tools, and demonstrate collaboration. It discusses how education needs to shift to prepare students for a changing world where information is easily accessible online and learning needs to focus on problem solving, teamwork and communication over memorization. Examples are given of new technologies students engage with and statistics on technology usage to argue this shift is needed.
This document summarizes a workshop on computer-supported collaborative learning (CSCL) at the workplace. The workshop was organized to further develop understanding of how CSCL can be applied and studied in workplace settings. Presentations were given on conceptual frameworks for CSCL@Work, theories of collaborative cognition, and case studies of CSCL in industries and healthcare. Participants then discussed challenges and criteria for CSCL@Work frameworks. The workshop aimed to identify research questions at the intersection of CSCL and computer-supported cooperative work (CSCW) and establish an interdisciplinary network to advance the field.
This document analyzes the effects of staff development trainings on teachers' use of technology in the classroom. It reviews literature on barriers to implementing technology after trainings. The author conducted surveys, focus groups, and observations of teachers involved in an education technology grant. The findings showed that most teachers attended trainings and implemented some new skills, but did not use technology to its fullest potential. The implications are that districts should provide better follow up support to help teachers fully utilize technology after trainings.
Mobile Technology in Undergraduate Chemistry Courses: paper presented by Dr. Michael Lewis and Dr. Layne Morsch at the American Chemical Society National Meeting, Dallas, TX (March 2014)
This document discusses developing a math course for 1st grade students on the World Wide Education online learning platform. It will use Technological Pedagogical Content Knowledge (TPCK) as a framework to design the course. A survey will be used to evaluate teachers' perceptions of teaching effectiveness on the platform. Student grades and engagement will also be compared between traditional and online courses to evaluate learning effectiveness. The goal is to determine if the integration of math content, interactive technology, and student-centered teaching improves learning outcomes for students on the online platform.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
James Madison's quote "If men were angels, no government would be necessary" suggests that governments are needed because people are not perfectly virtuous. Governments are formed to establish order and protect people's rights because without oversight, people may act in self-interest at the expense of others. The colonies called a convention because the Articles of Confederation gave too much power to state governments and too little power to the national government, causing economic and diplomatic problems. At the convention, delegates established a new Constitution that created a stronger federal government with separated powers to provide checks and balances.
The document discusses Angela Phillips' experience in the H818 course, which aimed to develop students as networked practitioners. It describes how Angela engaged with different online networks and groups but found some areas challenging due to having dyslexia. While she felt confident sharing resources through video, websites and presentations, she found it harder to participate in written online forums and received fewer comments on her work than some peers. The document concludes that Angela needs to further develop skills in engaging with peer feedback to fully become a networked practitioner, and that she encourages networking among her own students and colleagues.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
The document discusses implementing technology to enhance learning and student outcomes. It describes John Dewey's views on progressive education and the need for teachers to continually improve their practice. The TPACK framework is presented as a way for teachers to effectively integrate technology, pedagogy, and content knowledge. The document also discusses implementing learning activities, with Adu (2010) providing steps for introducing technology, including examining the activity, deciding on technology, evaluating, and determining suitability. It emphasizes that implementation must be carefully planned and piloted to ensure problems are addressed before wider use. The importance of openly sharing all implementation stages on forums is discussed to help others.
A Study of the Challenges to Information and Communications Technology in Gir...HCI Lab
This document summarizes a study on the challenges to integrating information and communications technology (ICT) in girls' schools in Saudi Arabia. It begins with an introduction on ICT integration in education and Saudi Arabia's ongoing educational reforms. A literature review covers different levels of ICT integration and previous findings on benefits and challenges. The study aims to understand challenges to current partial ICT integration and future full integration, through interviews with Saudi female teachers and administrators. Findings show current challenges as lack of training, awareness of ICT's value, and evaluation requirements. Challenges to future full integration include developing ICT curricula and pedagogy, technical support, and resources. Cultural factors like gender roles and social customs also impact I
This is the paper written about the project carried out between September 2014 - January 2015 at University of Oulu for the Ubiquitous Computing Fundamentals course.
UbiTeach is a project carried out for the Ubiquitous Computing Fundamentals course at the University of Oulu. UbiTeach is a multi-device interactive application that supports and enhance learning and teaching experiences within a classroom by offering additional means to propose and solve exercises, gain insights and feedbacks about the students. The team went through 7 steps:
- Concept Idea
- Literature survey about the state of the art
- System design
- UI design
- Prototyping
- Evaluation in-the-wild
- Final Report
This was the last part of my presentation in National Meet ,NCERT,New Delhi on 22nd Dec,2012 celebration of National Mathematics Year.This slide show will give idea to teachers about the use of Technology in Teaching Mathematics.
Pratima Nayak,KV,Fort William,Kolkata
pnpratima@gmail.com.
The Open Learning Initiative (OLI) was created to address limitations of traditional lecture-based education by using technology to enact online instruction differently. OLI courses present expository content and interactive practice problems with immediate feedback, collecting analytics to provide feedback to students, instructors, course designers, and researchers. Evaluation studies have found OLI courses are as or more effective than traditional courses in promoting learning, and students report enjoying the interactive format more than passive lectures.
A study on the role of digital gadgets in transformation of Traditional Learn...Dr. C.V. Suresh Babu
Presentation, Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
The document describes a timetabling system project for educational institutions. The system will allow students and teachers to view timetables through a web interface and mobile app. It will also enable institution administrators to manage institution details and timetables through an online admin panel. Key features include supporting multiple institutions, user accounts, timetable viewing, notifications, attendance tracking, timetable import/synchronization, and download capabilities. The project aims to develop a modern replacement for outdated timetabling systems using technologies like Django, AngularJS, and mobile push notifications.
All Black and Blended: Broken Promises and Serious ChallengesMark Brown
The document discusses challenges with blended learning and educational technology. It notes that most initiatives reinforce traditional pedagogy rather than disrupt it, and that blended learning may do little to change existing practices. It also outlines issues like the gap between formal and informal learning, emergence of new business models, complexity of designing new learning models, developing skills and willingness to change among educators, and a lack of clear evidence about the benefits of blended learning. The conclusion acknowledges blended learning is here to stay but calls for finding the right blend for different contexts and building a better future for all students.
The document outlines a research project that will examine using student-generated webpages to improve math revision and development. It will include:
- Researching similar projects and effective revision/learning techniques using sources like blogs, wikis, and peer assessment.
- Designing a student webpage project and assessment rubric for a pilot Year 8 class. Test results will compare this class to a non-participant class.
- Drawing information from sources on the TPACK model, technology-enhanced learning, revision pedagogy, and the impact of peer review/feedback.
- Presenting findings and examples on a project webpage using text, images, links, video and audio. This open format can easily share results.
The Science by Doing website provides curriculum-aligned science education resources for Australian high school students. It includes digital activities, lessons, and assessments. Students can access interactive activities and record observations in an e-notebook. Teachers are supported with comprehensive lesson plans, teaching strategies, and professional development materials aligned with the 5E inquiry model. While the site engages students and supports teachers well, it lacks some practical features like search and does not address accommodating diverse learners. Overall, the site is a valuable free resource that schools should adopt for their science curriculum.
Reported By Mr. John Philip Gulapa in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
The document outlines the objectives of an EdTech Teachers meeting which are to clarify the role of EdTech Teachers, model innovative teaching techniques using web 2.0 tools, and demonstrate collaboration. It discusses how education needs to shift to prepare students for a changing world where information is easily accessible online and learning needs to focus on problem solving, teamwork and communication over memorization. Examples are given of new technologies students engage with and statistics on technology usage to argue this shift is needed.
This document summarizes a workshop on computer-supported collaborative learning (CSCL) at the workplace. The workshop was organized to further develop understanding of how CSCL can be applied and studied in workplace settings. Presentations were given on conceptual frameworks for CSCL@Work, theories of collaborative cognition, and case studies of CSCL in industries and healthcare. Participants then discussed challenges and criteria for CSCL@Work frameworks. The workshop aimed to identify research questions at the intersection of CSCL and computer-supported cooperative work (CSCW) and establish an interdisciplinary network to advance the field.
This document analyzes the effects of staff development trainings on teachers' use of technology in the classroom. It reviews literature on barriers to implementing technology after trainings. The author conducted surveys, focus groups, and observations of teachers involved in an education technology grant. The findings showed that most teachers attended trainings and implemented some new skills, but did not use technology to its fullest potential. The implications are that districts should provide better follow up support to help teachers fully utilize technology after trainings.
Mobile Technology in Undergraduate Chemistry Courses: paper presented by Dr. Michael Lewis and Dr. Layne Morsch at the American Chemical Society National Meeting, Dallas, TX (March 2014)
This document discusses developing a math course for 1st grade students on the World Wide Education online learning platform. It will use Technological Pedagogical Content Knowledge (TPCK) as a framework to design the course. A survey will be used to evaluate teachers' perceptions of teaching effectiveness on the platform. Student grades and engagement will also be compared between traditional and online courses to evaluate learning effectiveness. The goal is to determine if the integration of math content, interactive technology, and student-centered teaching improves learning outcomes for students on the online platform.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
James Madison's quote "If men were angels, no government would be necessary" suggests that governments are needed because people are not perfectly virtuous. Governments are formed to establish order and protect people's rights because without oversight, people may act in self-interest at the expense of others. The colonies called a convention because the Articles of Confederation gave too much power to state governments and too little power to the national government, causing economic and diplomatic problems. At the convention, delegates established a new Constitution that created a stronger federal government with separated powers to provide checks and balances.
The document discusses the world as a globe and provides an index. It instructs the reader on how to look at the world and use an index. The document contains a brief statement that the world is a globe and lists some topics without descriptions.
Jack and the beanstalk resource for grade two - lesson onefinkyv
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
A União Europeia está considerando novas regras para regular as grandes empresas de tecnologia. As regras propostas incluem limites para a coleta e uso de dados pessoais e novas leis antitruste para impedir práticas anticompetitivas. As empresas de tecnologia terão que mostrar como seus algoritmos são usados para tomar decisões que afetam os usuários.
VLD treats CBUs like perishable goods since any delay or damage can negatively impact quality and customer loyalty. VLD is responsible for receiving CBUs from the plant and delivering them to dealers or ports while maintaining quality. For exports, VLD prepares documentation, conducts quality checks, and coordinates customs clearance and vessel loading to deliver CBUs on time. Continuous improvement is emphasized through kaizen to eliminate inefficiencies in operations.
PROBLEMS ARE THE GOLDEN EGGS
problems??? day by day in our proffessional life we faces so many problems, but didn't recognize about the problem. Because we are habituate to facing to problems, if we want to solve the problems, first we can feel YES am facing a problem then you have a chance to solve it... after that we should find is it REPEATATIVE problem or New problem, on the bases of the issue we can take further steps, how to break it. how to analyse, how to find countermeasure, how to check is it suitable or not, how to make standard.... if you want to know gothrough my presentations..
This is my first presentation posted in Slideshare
Summary of two evaluation studies in educational technologyu083133
This document summarizes two evaluation studies related to educational technology.
Study 1 evaluated an action learning program through interviews, group interviews, comparing participants and stakeholders, and meetings with providers. The study aimed to collect and interpret data effectively to understand changes and ensure appropriate participation.
Study 2 evaluated the implementation of interactive whiteboards in a school using questionnaires. Teachers found the technology presented information well but required large space and light control. Setup and learning took time initially but teachers felt confident within 5-10 minutes.
The document outlines the agenda and objectives for year 2 of a collaborative project between a school board and university aimed at enhancing math teaching and learning through technology. The agenda includes sharing lessons on problem solving strategies, formative assessment, and planning school visits. The objectives are to further develop communities of practice around math education and digital tools, test solutions to identified problems in student learning, and strengthen the partnership. Key activities involve video-based lesson studies, reflective practice, and continuing the professional learning network.
UBC Chinese Visiting Scholars keynote Jan 2019 Robert Peregoodoff slideshare ...Rob Peregoodoff
January 18, 2019. Rob Peregoodoff delivered a keynote address to 120 participants of the Visiting Scholar Overseas Study Program, sponsored by the China Sponsorship Council and hosted by the University of British Columbia Faculty of Education. The theme of the workshop was, "Structure for Change"
Enhancing learning through innovative technologies: observations from UCS & b...andyramsden
The document discusses using technology to enhance learning and teaching at University Campus Suffolk. It describes how the Elevate Team works to encourage staff and students to use innovative technologies, share good practices, and evaluate the impact on learning. Audience response systems like clickers are highlighted as an effective way to engage students during lectures and promote discussion. Developing an active community of practice is emphasized as important for staff learning and development from initiation to full implementation of technologies.
Michael terry: Online Delivery of Functional Skills (Theory and Practice)Jisc
This document provides an overview of the process of creating an online Functional Skills course. Some key points:
- The course was created to widen accessibility for learners who cannot attend normal classes. It has proven effective for those who start in-person but later need to continue online.
- The initial course focused on Level 2 literacy and was hosted on Moodle. Resources were kept simple to maximize accessibility.
- Over 250 learners are now enrolled across various levels and subjects. The pass rate this year is 100%.
- Close tutor guidance is important as learners generally do not have opportunities for in-person engagement while completing exercises or receiving information. Feedback on exercises is the main method of teaching
The document outlines a professional development schedule from 1:00-4:00 PM that includes four sessions: 1) simplifying your life with digital tools, 2) an introduction to the new Google Forms interface, 3) using Google Forms for flipped assessments, and 4) building an online classroom. The final session, from 3:00-4:00 PM, focuses on choosing web tools, learning management systems, managing online content, and designing online course workflow. Contact information is provided for the presenters.
Design and implementation of students timetable management systemNnachi Isaac Onuwa
This document summarizes a student's project on designing and implementing a mobile-based timetable management system for the Department of Computer Science at Akanu Ibiam Federal Polytechnic. The project aims to address the problems with the current manual timetabling system, such as delays in producing timetables and inability to make last-minute changes. The student proposes developing a mobile application using genetic algorithms and technologies like Java, XML and PHP to automate the timetabling process and make timetables easily accessible to students and staff. The application will store timetable data in a MySQL database and be accessible via Android mobile devices for improved convenience.
This document provides an extended abstract for a project that implemented student-generated webpages to improve mathematical revision. The project was conducted with a Year 8 mathematics class in South Australia. Students created individual revision webpages on an online platform and provided peer feedback on each other's pages. They then revised their work based on the feedback. The project aimed to engage effective revision techniques identified in research literature. A case study approach was used to analyze the project's effectiveness. The abstract describes developing multimedia artifacts, including an animated clip and Prezi poster, to showcase the project at an education conference. Feedback from peers was incorporated to improve the artifacts.
eLearning in practice in Higher Education by Prof. Edward ReeveDr Poonsri Vate-U-Lan
This presentation provides an overview of e-learning practices at Utah State University. It begins with definitions of key terms like asynchronous learning, synchronous learning, and blended courses. It then showcases USU's use of an learning management system (Canvas), interactive video conferencing, lecture capture software, and other tools to support online and blended courses. The presentation outlines best practices for e-learning like developing clear course objectives, interactive content, and continuous evaluation. It concludes by discussing trends that may impact e-learning's future, such as mobile learning, social learning, and personalization.
This document summarizes the RoboESL project implementation at the 56th Junior High School of Athens. It discusses the three teams involved, including an official team of 10 pupils, and the activities conducted over 12 hours using EV3 Lego Mindstorms robots. The project followed a problem-based learning model and constructivist framework. Key activities included building robots, programming them to follow lines and complete tasks like parking. The project aimed to improve student engagement and skills in areas like science, technology, mathematics and computer science.
This document discusses four trends in differentiated instruction: choice boards/menus, learning centers, educational software, and allowing multiple student product possibilities for assessments. Choice boards and menus allow students to choose their own activities to meet lesson goals. Learning centers provide hands-on learning opportunities but can be noisy and space-intensive. Educational software provides benefits like feedback and practice but issues with resources, training and guiding students. Multiple student product possibilities engage different learners but can be difficult to grade objectively.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. EVS, also known as polling systems, allow lecturers to pose questions to students who respond using keypad devices. Results are immediately displayed, providing formative feedback. The document outlines the benefits of EVS in improving engagement and learning, as well as tips for effective usage and potential drawbacks such as logistical challenges.
This document summarizes a scoping study on formative e-assessment commissioned by JISC. The study used a participatory methodology involving practitioners to develop design patterns for formative e-assessment. Through literature reviews and case studies, the study explored issues in formative assessment and the role of technology. Workshops were held to develop patterns from case stories and apply them to future scenarios. The study concluded that collaborative elicitation of patterns from cases has potential for professional development, but formative e-assessment is a complex topic that requires further work.
Blended learning - Online Learning and Traditional LearningArpit Srivastava
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
Discovery Education and Read, Write, Think are free educational websites that provide various resources for teachers, students, and parents. Both sites offer lesson plans, interactive simulations, and worksheets. Discovery Education focuses on streaming videos and customized professional development, while Read, Write, Think emphasizes interactive tools like calendars and organizers that engage students in applying their knowledge. The document explores how features of both sites, such as simulations and group projects, incorporate different levels of Bloom's Taxonomy and can be used to enhance learning.
Blended learning whitepaper - El libro Blanco del Aprendizaje Semi presencialItslearning México
Blended learning combines online and in-person learning. This document discusses several models of blended learning and provides examples of how teachers have implemented blended learning in their classrooms. It describes the flipped classroom model where students learn content at home via online videos and then complete assignments in class with teacher guidance. It also outlines the station rotation model where students rotate between learning stations, some involving online content and activities. Finally, it discusses the Learning by Design approach where students take more control over their learning by researching topics that interest them and then creating projects to demonstrate their understanding.
This document discusses four trends in differentiating instruction: technology, group work, learning centers, and hands-on learning through laboratories. For each trend, benefits are outlined such as increased engagement through technology and opportunities for social skill development with group work. Challenges are also noted, like the cost of keeping technology updated and the potential for distraction. The document concludes with an example kindergarten STEM lesson plan incorporating learning centers to teach double digit addition.
Instructional software refers to computer programs designed to deliver instruction or assist instruction. There are 5 main types: drill and practice, tutorials, simulations, instructional games, and problem-solving software. Each type has advantages for physical science classes. Drill and practice allows rehearsal for long-term memory. Tutorials provide self-paced instruction with feedback. Simulations allow students to experience real-world situations. Games enhance motivation and learning through competition. Problem-solving software teaches those skills through scenarios and practice.
This document summarizes the development of an intelligent tutoring system called the Accounting Tutor. It describes the key components of the system, including: (1) a student modeler that tracks a student's knowledge, problems, and learning strategies; (2) a problem solver that solves accounting problems; (3) a diagnoser that identifies discrepancies between a student's work and the ideal solution; and (4) a tutor that provides feedback, instruction, and problems based on the student's needs. It also describes an accounting platform and user interface to facilitate problem solving. The goal is to test the system in a classroom and evaluate its effectiveness in helping students learn accounting concepts.
2. WELCOME EVERYONE
Do you know what “24-hour time” means?
Today, you will go through this presentation by yourselves and you will learn to:
• Convert 12- and 24-hour time systems.
• Identify time differences between 12- and 24-hour systems.
• Explain the different time systems. (Optional).
I am here to help you as always,
Mrs Fink.
Dreamstime, n.d. [Image file].
3. HARRY RECEIVES A TEXT
FROM HIS MUM:
“15:10?” He wonders.
“What does that mean?”
Fink, 2013a. [Image file].
5. 24-HOUR TIME SHOWS THE
HOURS & MINUTES SINCE MIDNIGHT.
For instance:
At 11am, it has been 11 hours since midnight. So 11am = 11:00.
At 2pm, it has been 14 hours since midnight. So 2pm = 14:00.
6. 24-HOUR TIME SHOWS THE HOURS & MINUTES SINCE MIDNIGHT
A “24-hour clock” identifies the time
without the use of AM/PM information
that is used in a “12-hour clock”.
(e.g.: 11:00am = 11:00).
Kahlai, 2011. [Image file].
24-hour time is useful in military, travel and medical industries to avoid confusion.
7. CONVERTING 12- & 24-HOUR TIMES
LOOK AT THE TABLE →
To convert 12- to 24-hour time:
•
If “AM” time – edit if necessary to show four digits.
(e.g. 11am = 11:00).
•
If “PM” time - add “12”.
(e.g. 2:00pm = 2 + 12 = 14:00).
To convert 24- to 12-hour time:
•
If hour > 12, subtract 12 and note as “PM”.
(e.g. 15:00 (greater than 12) = 15 – 12 = 3:00pm).
•
Jobs for Teams, 2013. [Image file].
If time < 12 - edit if necessary to show four digits.
(e.g. 9:15am = 09:15).
*PRINT THIS PAGE
8. UNDERSTANDING 24-HOUR TIME
Instructions:
1. Watch the video →
2. Upon completion, return to this
presentation for next steps.
FutureSchoolVideos. 2011. [Video file.]
SOLA Optical, n.d. [Image file.]
9. TIME TO PRACTICE
• Time to practice!
• Instructions:
1. Complete the practice questions →
2. Take your time & use your printed
page to guide you when necessary.
3. Upon completion, “print screen”
(results) and email to Mrs Fink before
returning to this presentation.
(http://www.outlook.com).
More Than a Sunday Faith, 2013. [Image file].
Mathopolis. (2013). [Web quiz].
10. YOUR TASK
Instructions:
1. An airline timetable is missing key information!
2. Using what you have learned today, calculate the missing pieces of
information.
3. Use Word, Excel or PowerPoint to present your findings.
Present all times in 12- and 24-hour time.
4.
Email to Mrs Fink. http://www.outlook.com
• The next two slides have the information you need for the task!
13. IF YOU HAVE TIME…
• Harry is confused. How would you explain
24-hour time to him?
Instructions:
1. Write a short paragraph and email to Mrs
Fink. http://www.outlook.com
Fink, 2013b. [Image file].
16. WORDS 1083
Curriculum
The „measurement and geometry‟ strand of the Australian curriculum states that grade 5 students must learn to “compare 12- and 24-hour time
systems and convert between them (ACMMG110)” (Australian Curriculum and Reporting Authority [ACARA], n.d.(a)). The resource has been created
to teach and assess this sub-strand.
Learning objectives:
Students will read, convert between, and perform calculations with 12- and 24-hour time systems.
Design and content
Students today need to be web literate (Siemon et al, 2011). Online tools (like this) bring numerous sources together, allow students to work at
their own pace, and enable individual tracking and assessment (Crowther Centre for Learning & Innovation, Victorian Council of School
Organisations, 2012).
17. Students learn the 12- and 24-hour time systems by independently performing some basic calculations. As such, individual work supports the
lesson goal. The resource allows students to practice the new skill and provides instant feedback. Results are then shared with the teacher. Finally,
pupils complete a summative assessment task.
The approach has been guided by the work of Ralph Tyler, who states that lessons should be structured based on responses to four key questions
(Armitage et al, 2012).
Firstly, what is the relevant curriculum? This lesson fulfils the ACARA requirement for grade 5 students to understand the 12- and 24-hour time
systems (ACARA, n.d.(a)). It extends on the grade 4 sub-strand as students can use AM/PM notations and perform simple time problems (ACARA,
n.d.(b)).
Secondly, Tyler asks what learning experiences meet these objectives. The resource is student-centred. Students independently navigate the
resource, interacting with the elements and performing the tasks. This constructivist approach means students learn through their own experience
(Learning Zone Express, 2012). Students restructure their existing schemas as the new information is presented (Webb, 2012). 24-hour time is introduced,
taught and practiced; ideally removing any existing student misconceptions (Psychohawks, 2010).
The resource commences with a welcome. Students learn best when they feel safe (Dusenbury, 2012). Students are then presented with an SMS
from “Harry‟s mum”. The familiar image would resonate and presents an authentic, relatable problem. Real life experiences enhance learning (Siemon
et al, 2011).
18. Materials used appeal to a breadth of students. A timeline explains the time systems and a table displays key conversions. A video presentation
enriches the learning experience. Students have individual learning styles and when content is delivered in various formats, it caters for diversity
(ACARA, 2013). In addition, students are at the „concrete operation stage‟. They are engaged and assisted by concrete materials. (Siemon et al,
2011). All components within the resource are presented visually.
Thirdly, Tyler asks how these learning experiences can be tied to the curriculum. All elements of the resource directly link to the teaching and
assessment of the curriculum. The lesson supports a guided teaching approach and the technology frees up the teacher to provide assistance where
needed (Siemon et al, 2011). Students work separately as they build an individual understanding of the time system.
Finally, Tyler suggests that assessment links directly to the learning objectives. The following section details this.
The assessment criteria
There are two assessment components of the resource. The first assessment is formative where students will receive instant feedback. Ideally,
students are always given feedback before summative assessment. (National Union of Students, n.d.). The final assessment is summative.
19. After being taught the principles of 12- and 24-hour time systems, students are given the opportunity to apply the theory and practice
converting between the two time systems. A short quiz is presented and students receive instant, constructive feedback. For any errors, the
“Mathopolis” (2013) software provides constructive feedback that helps students‟ future efforts and significantly aids their learning (University of Sussex,
n.d.). The teacher will receive the results via email and can then provide additional support to students whilst the summative task is being undertaken.
Teachers receive this information to gather feedback on the lesson and identify future learning needs.
Finally, the end task is summative assessment and as such, an assessment of learning. (Siemon et al, 2011). Students are presented with a series
of calculations that will evaluate whether the lesson has successfully met the curriculum requirements. The calculations, shown in the resource, are
linked to a „rich assessment task‟ as students are asked to complete the missing elements of a flight timetable. Pupils are familiar with travel timetables
and by presenting them with authentic problems, they are given the opportunity to apply their knowledge to a real-life situation. Students are
motivated by such tasks. (Siemon et al, 2011). Furthermore, rich assessment tasks provide students with valuable skills as they authentically “represent
the way the skills will be used in the future”. (Clarke et al, 2002).
To support diverse needs, students should be provided with numerous ways to submit their work. (National Union of Students, n.d.). All submission
options are electronic and whilst this avenue may not harness each individual‟s strengths, it is good for students to practice their technology skills in a
safe and supportive environment. Students must become familiar users of technology to prepare them for today‟s digital world. (Collins et al, n.d.).
20. Good teachers challenge all students. (Siemon et al, 2011). The resource will also extend students where required. Within the summative
assessment component, the calculations link to the grade 6 mathematics as they introduce the subject of times tables (ACMMG139). (ACARA,
n.d.(c)). Furthermore, the task touches on another grade 5 curriculum sub-strand (ACMSP120) as students are asked to “calculate timetables using
varied data representations”. (ACARA, n.d.(a)). For instance, some numbers are represented as decimals, others in hour/minute format. The final
extension is optional and students are asked to explain the 24-hour time system to “Harry”. Asking students to explain their thinking aids cognitive
development and highlights opportunities for further teaching. (Siemon et al, 2011). This task would identify any gaps in student thinking.
Responses to the summative task are emailed to the teacher. Assessment must anticipate action (Clarke as cited in Siemon et al, 2011) and this
task will provide the teacher with an insight into individuals‟ learning needs and follow-up requirements (if any). The (optional) text-based question
would also provide the teacher with information on the depth of individuals‟ understanding and possible further extension. Students should receive
individual and constructive feedback for their assessment. A “mark” is not necessary as the task is short and students will easily gain an overview of
their performance. Furthermore, if a minority of students completed the extension task, it should develop as a class discussion to enrich others‟
understanding.
21. REFERENCES
Armitage, A., Evershed, J., & Hayes, D. (2012). Teaching and Training in Lifelong Learning. Retrieved 27 December 2013, from
http://reader.eblib.com.au.ezproxy.lib.swin.edu.au/(S(0mgxa4htibtcsadlwxmh0k14))/Reader.aspx?p=879704&o=132&u=Fh7%2fZAtohe9yzuAh70YtnQ%3d%3d
&t=1388137765&h=604D067B89F5AACCC4CFF3B4054518F18CD7DCFB&s=10920094&ut=405&pg=211&r=img&c=-1&pat=n
Australian Curriculum and Reporting Authority (ACARA). (n.d.(a)). Mathematics: Year 5. Retrieved 19 December 2013, from
http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10#level5
Australian Curriculum and Reporting Authority (ACARA). (n.d.(b)). Mathematics: Year 4. Retrieved 19 December 2013, from
http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10#level4
Australian Curriculum and Reporting Authority (ACARA). (n.d.(c)). Mathematics: Year 6. Retrieved 26 December 2013, from
http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10#cdcode=ACMSP120&level=5
Australian Curriculum and Reporting Authority (ACARA). (2013). Student diversity and the Australian Curriculum: Advice for principals, schools and
teachers. Retrieved 26 December 2013, from http://www.australiancurriculum.edu.au/StudentDiversity/Pdf/StudentDiversity
Clarke, D., & Clarke, B. (2002). Using rich assessment tasks in mathematics to engage students and inform teaching. Background paper for Seminar for
Upper Secondary Teachers, Stockhold, 2002. Retrieved 26 December 2013, from http://www.arm.catholic.edu.au/educational-resources/curriculum/pditems/assessment_paper_rich%20tasks.pdf
22. REFERENCES
Collins, A., & Halverson, R. (n.d.). Rethinking Education in the Age of Technology: The Digital Revolution & the Schools. Retrieved 26 December 2013,
from http://llk.media.mit.edu/courses/readings/Collins-Rethinking-Education.pdf
Crowther Centre for Learning & Innovation, Victorian Council of School Organisations. (2012). Personalised Learning Summary Report. Retrieved 27
December 2013, from http://www.viccso.org.au/userfiles/files/Personalised_Learning_Report_2011_FINAL_April_2012.pdf
Dreamstime. (n.d.). Stock images: Happy smiley cartoon face. [Image file]. Retrieved 29 December 2013, from http://www.dreamstime.com/stockimages-happy-cartoon-smiley-face-image2268974
Dusenbury, L. (2012). Creating a Safe Classroom Environment. Retrieved 29 December 2013, from http://www.educationworld.com/a_curr/creatingsafe-classroom-environment-climate.shtml
Fink, V. (2013a). iPhone message. [Image file]. Received via email, 24 December, 2013.
Fink, V. (2013b). iPhone message. [Image file]. Received via email, 24 December, 2013.
FutureSchoolVideos. (2011). 24-hour time. [Video file]. Retrieved 26 December 2013, from http://www.youtube.com/watch?v=hBiCJt6B9Ow
Jobs for Teams. (2013). How to tell the time like a soldier. [Image file]. Retrieved 28 December 2013, from
http://www.jobsforteams.com/2013/04/01/how-to-tell-time-like-a-soldier/
23. REFERENCES
Kahlai, T. (2011, 1 December). Time – AM/PM v 24-hour clock. [Image file]. Retrieved 24 December 2013, from
http://thoikahlai.blogspot.com.au/2011/12/time-ampm-vs-24-hour-clock.html
Learning Zone Express. (2012). Child development theorists: Freud to Erikson to Spock and beyond. [Video file]. Retrieved from
http://swinburne.kanopystreaming.com.ezproxy.lib.swin.edu.au/video/child-development-theorists-freud-erikson-spock%E2%80%A6and-beyond.
Mathopolis. (2013). Question 1. Retrieved 24 December 2013, from
http://www.mathopolis.com/questions/q.php?id=3698&site=1&ref=/time.html&qs=3698_3699_3700_3701_3702_3703_3704_3705
More Than a Sunday Faith. (2013). Practice = preparation. [Image file]. Retrieved 26 December 2013, from
http://www.morethanasundayfaith.com/2013/09/practice-preparation/
National Union of Students. (n.d.). Charter on feedback and assessment. Retrieved 26 December 2013, from
http://www.nusconnect.org.uk/asset/news/6010/FeedbackCharter-toview.pdf
Psychohawks. (2010). Theories of cognitive development: Jean Piaget. Retrieved 26 December 2013, from
http://psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-piaget/.
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: foundation to middle years. Australia: Oxford.
24. REFERENCES
.
SOLA Optical. (n.d.). Summary. [Image file]. Retrieved 26 December 2013, from http://www.solahistory.com/contents.html
University of Sussex. (n.d.). Teaching and Learning Development Unit – Effective Feedback. Retrieved 27 December 2013, from
http://www.sussex.ac.uk/tldu/ideas/assessment/efffb
Webb, P. K. (2012). Piaget: implications for teaching. Theory into practice. 19(2). 93-97. Retrieved from
http://calteach.ucsc.edu/aboutus/documents/Webb-Piaget.pdf