The Nature and Scope of Curriculum DevelopmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Teaching & Learning with Technology: In Practice
A course learning activity of Cebu Technological University - Argao Campus
Prepared by:
Joan Aliñabon
Rheanne Mae Princesa
Jane Marie Boladola
Mary Kristhel Merenello
The Nature and Scope of Curriculum DevelopmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Teaching & Learning with Technology: In Practice
A course learning activity of Cebu Technological University - Argao Campus
Prepared by:
Joan Aliñabon
Rheanne Mae Princesa
Jane Marie Boladola
Mary Kristhel Merenello
Process skills of science facilitate children to expend their experience and involved them in hands-on and minds-on activities. Science teachers should provide activities to our children, which facilitate them to develop scientific skills. It helps them to develop a better understanding of science and problem-solving skills through experience.
The Presentation will develop an understanding of the science process skills. Process skills provide an opportunity for teachers to reflect on the ways they understand the process of science (observation, classification, communication, prediction, and so on). By using these process skills, students could collect information, test their ideas, and construct scientific explanations of the world.
Process skills of science facilitate children to expend their experience and involved them in hands-on and minds-on activities. Science teachers should provide activities to our children, which facilitate them to develop scientific skills. It helps them to develop a better understanding of science and problem-solving skills through experience.
The Presentation will develop an understanding of the science process skills. Process skills provide an opportunity for teachers to reflect on the ways they understand the process of science (observation, classification, communication, prediction, and so on). By using these process skills, students could collect information, test their ideas, and construct scientific explanations of the world.
STLHE 2015 - From Mobile Access to Multi-device Learning Ecologies: A Case StudyPaul Hibbitts
As mobile access is turning into primary access, many universities and organizations find themselves constantly challenged to keep up with student expectations. At the same time, we have moved further into an age of networked information and students have easier access to better quality educational resources outside of university than ever before. Faced with these opportunities, university instructor and software interaction designer Paul Hibbitts has pushed the boundaries of his multi-device course companions in order to improve learner experience and better support an open and ever-evolving learning ecology.
Learning by design: constructing knowledge through design inquiry around educ...cilass.slideshare
A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning.
Games for Learning – Design Principles for Student Engagement in Blended Lear...DreamBox Learning
Educational games and apps are a useful tool for Blended Learning, making it important to choose games in different content areas that not only align with standards and support learning goals, but engage students as well. In this session, Max Holechek, UX Designer, Ayu Othman, Art Director and Dr. Tim Hudson, explored games from a developers eyes. They discussed how game design principles can be used effectively to increase student engagement and achievement, both in the classroom and in digital environments. They shared examples of games that employ these principles in different content areas and in games that are solely developed for entertainment. They also explained how to classify and select educational games according to their purposes and needs.
#anzmlearn Learner Experience Design: Employing empathy to deliver experienceJoyce Seitzinger
Keynote at the ANZMlearn Symposium, 24 November 2015 at Swinburne University. Key question: How can we use experience design techniques focused on empathy for the learner, in our educational designs?
Learner Experience Design - Totara User GroupKineo
Mark Harrison, Director at City & Guilds Kineo, highlights what good learner experience design looks like, showcasing user personas and how these can affect your learning programme.
Through building various online learning solutions, and more recently addressing the mobile learner, it has been imperative to maintain a consistent theme across our entire experience. We didn't just guess, in fact, to deliver good design, we had to synthesize a group of design and cognitive systems, such as graphic, multimedia, instructional, user-interace, user-experience, etc... Why? Because all of these matter when designing and developing learning experiences, and all have different considerations dependent on device or screen-size.
Epic's Tin Can expert Andrew Downes presented at the eLearning Network's event, 'LMSs and the Tin Can API', explaining the impact Tin Can has on learning design. This presentation covers how Tin Can influences the way we create e-learning and what we need to take into consideration when we use this new learning technology.
Develop Learner Agency Using Universal Design for Learning (UDL) Frameworkitslearning, inc.
Learn the process of developing learner agency using Universal Design for Learning (UDL) framework. Real-world, illustrative examples from a forward-thinking district that has been building on a UDL framework since 2008.
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
Enhancing Effectiveness through Enterprise EducationGary Wood
As higher educators, ‘we are trying to tackle the ‘wicked’ problem of preparing students for jobs that don’t yet exist, using technologies that have not yet been invented, in order to solve problems we don’t know are problems yet’ (Jackson 2008).
To face this challenge, we need our students and graduates to be enterprising: able to spot and respond to opportunities by having ideas, and the skills and confidence to do something about them. Enterprise education develops your students’ capability to succeed in being enquiring, deep learners, and contributes to making them successful graduates, equipped to face the challenges of their future careers.
In this workshop, delivered at the University of St Andrew's by Dr Gary C Wood, Enterprise Education Developer and Head of Sheffield Engineering Leadership Academy, University of Sheffield, delegates explored the value of providing enterprising learning experiences for their students, and discussed and share some approaches to help do this successfully.
Note: A handout of the Enterprise Capabilities set out in this presentation is available at http://tinyurl.com/EAentcap
The SAMR Model of technology integration is used by many teachers across the globe to ensure their use of technology leads to better learning outcomes for students. After reading lists of learning activities and apps sorted into this continuum using other platforms, we thought it might be nice to create a list of how Microsoft apps, services and software might fit into this popular model. Check out the ideas below and print out our handy infographic to inspire some ideas in your classroom this year.
“Stories not only teach us how to act – they inspire us to act. Stories communicate our values through the language of the heart, our emotions. And it is what we feel – our hopes, our cares, our obligations – not simply what we know that can inspire us with the courage to act.“ – Marshall Gantz
A presentation delivered for the DiG Festival in Newcastle, NSW on 16 October, 2014. http://www.digfestival.com.au/dig-innovation-the-power-of-your-public-narrative/
A set of slides to support a workshop focused on showing the power of using social media in education for professional learning and classroom activities. Most sections on pages are hyperlinked.
Tools for 21st Century Learning Design - Web Tool EditionPip Cleaves
This deck shares web tools matched to 21st Century Learning dimensions. The aim of this is to provide some tools for those who do not always work in the app world.
21st Century Learning Design - James Ruse Agricultural High School - 28 April...Pip Cleaves
A slide deck to support a workshop at James Ruse Agricultural High School, NSW Austrlaia on 28th April, 2014. All other resources can be found at: http://bit.ly/jrahs2804
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
5. Collaboration
interdependent | shared responsibility | decisions
learning activity
australian curriculum
general capabilities
personal and social capabilities
ethical behaviours
intercultural communication
Sunday, 28 April 13
6. Level 3
• Learners DO work together in pairs or groups
• AND learners DO have shared responsibility for
achieving a shared purpose or joint outcome
• AND they DO make substantive decisions
together about the purpose, content, process,
or product of their work
• BUT their work is NOT interdependent.
Level 4
• Learners DO work together in pairs or groups
• AND they DO have shared responsibility
• AND they DO make substantive decisions
together about the purpose, content, process,
or product of their work
• AND their work is interdependent.
Level 0
• Learners DO NOT collaborate in pairs or
groups: they work individually on the learning
activity.
Level 1
• Learners DO collaborate informally in pairs or
groups
• BUT they DO NOT have shared responsibility for
achieving a joint purpose or outcome.
Level 2
• Learners DO work together in pairs or groups
• AND they DO have shared responsibility for
achieving a joint purpose outcome
• BUT they are NOT required to make
substantive decisions together about the goals,
content, process or product of the work.
Collaborationlearning activity
Sunday, 28 April 13
8. Knowledge
Construction
interdisciplinary | build | new
learning activity
Thinking designed by factor[e] design initiative from The Noun Project
australian curriculum
general capabilities
Literacy
Numeracy
intercultural communication
Sunday, 28 April 13
9. Level 0
• The learning activity does NOT require students
to construct knowledge.
• Students can complete the activity by
reproducing information or by using familiar
procedures.
Level 1
• The learning activity DOES REQUIRE students to
construct knowledge by interpreting, analysing,
synthesizing, or evaluating information or ideas
• BUT the activity’s main requirement is NOT
knowledge construction.
Level 2
• The learning activity’s main requirement IS
knowledge construction
• BUT the learning activity does NOT require
students to apply their knowledge in a new
context.
Level 3
• The learning activity’s main requirement IS
knowledge construction
• AND the learning activity DOES require students
to apply their knowledge in a new context
• BUT the learning activity does NOT have learning
goals in more than one subject.
Level 4
• The learning activity’s main requirement IS
knowledge construction
• AND the learning activity DOES require students
to apply their knowledge in a new context
• AND the knowledge construction IS
interdisciplinary. The activity DOES have learning
goals in more than one subject.
Knowledge
Constructionlearning activity
Sunday, 28 April 13
10. ICT for LearningLearning Activity
multimodal | ethical | freedom
Computer designed by Alyssa Mahlberg from The Noun Project
Sunday, 28 April 13
11. ICT for LearningLearning Activity
multimodal | ethical | freedom
Computer designed by Alyssa Mahlberg from The Noun Project
australian curriculum
general capabilities
ICT
ethical behaviours
literacy
numeracy
Sunday, 28 April 13
12. Level 0
• Learners DO NOT have the opportunity to
use ICT for this activity
Level 1
• Learners DO have opportunities to use ICT
to practice basic skills or reproduce
information
• BUT they are NOT constructing knowledge.
Level 2
• Learners’ use of ICT is required to construct
knowledge in ways that add value to learning.
• BUT they are not required to use ICT to
design and create multi-modal ideas,
products and solutions for authentic users
Level 3
• Learners’ use of ICT is required to construct
knowledge and ICT use adds value to
learning
• AND Learners use ICT to design and create
multi-modal ideas, products and solutions for
authentic users
• BUT ICT work does not demonstrate ethical
use, social-ethical protocols, or any additional
21C capabilities.
Level 4
• Learners’ use of ICT is required to construct
knowledge and ICT adds value to the learning
• AND learners use ICT to design and create
multi-modal ideas, products and solutions for
authentic users
• AND learners’ ICT work demonstrates ethical
use with strong application of social-ethical
protocols
• AND ICT use demonstrates one or more
additional 21 C capabilities.
ICT for Learning
Learning Activity
Sunday, 28 April 13
13. Self Regulation
time | intentions | plan
learning activity
Thinking designed by MichaelV. Suriano from The Noun Project
Sunday, 28 April 13
14. Self Regulation
time | intentions | plan
learning activity
Thinking designed by MichaelV. Suriano from The Noun Project
australian curriculum
general capabilities
personal and social capabilities
ethical behaviours
critical and creative thinking
Sunday, 28 April 13
15. Level 0
• Pre-requisites for self regulation are NOT in
place.
• Learning activities DO NOT provide
substantive time and opportunity for
learners to develop self-regulation skills.
Level 1
• Learning activities DO provide substantive
time and opportunity for learners to develop
self-regulation skills
• BUT learners do NOT know the learning
intentions and associated success criteria in
advance of the learning work.
Level 2
• Learning activities DO provide substantive
time and opportunity for learners to develop
self-regulation skills
• AND learners DO know the learning
intentions and associated success criteria in
advance of the learning work
• BUT learners DO NOT have the opportunity
to plan their own work.
Level 3
• Learning activities DO provide substantive
time and opportunity for learners to develop
self-regulation skills
• AND learners DO know the learning
intentions and associated success criteria in
advance of the learning work
• AND learners DO have the opportunity to
plan their own work.
• BUT learners do not have the opportunity to
use feedback to improve their learning work.
Level 4
• Learning activities provide substantive time
and opportunity for learners to develop self-
regulation skills
• AND learners DO know the learning
intentions and associated success criteria in
advance of the learning work.
• AND learners DO have the opportunity to
plan their own work.
• AND learners DO use feedback to improve
their learning work.
Self Regulation
learning activity
Sunday, 28 April 13
17. Skillful
Communication
coherent | multimodal | authentic audience
student work
Interview designed by Sarah Abraham from The Noun Project
australian curriculum
general capabilities
personal and social capabilities
intercultural communication
literacy
numeracy
Sunday, 28 April 13
18. Level 0
• Learners are NOT required to produce
coherent communication using a range of
communication modes
Level 1
• Learners ARE required to produce coherent
communication using a range of
communication modes
• BUT they are NOT required to design their
communication for an authentic purpose or
particular audience
Level 2
• Learners ARE required to produce coherent
communication using a range of
communication modes
• AND they are required to design their
communication for an authentic purpose or
particular audience
• BUT learners are NOT required to produce
substantive, multi-modal communication
Level 3
• Learners ARE required to produce coherent
communication using a range of
communication modes
• AND they ARE required to design their
communication for an authentic purpose or
particular audience
• AND learners ARE required to produce
substantive, multi-modal communication
• BUT learners are NOT required to reflect on
and use the process of their learning to
develop and improve their communication.
Level 4
• Learners ARE required to produce coherent
communication
• AND they are required to design their
communication for an authentic purpose or
particular audience
• AND learners are required to produce
substantive, multi-modal communication
• AND learners are required to reflect on and
use the process of their learning to develop
and improve their communication.
Skillful
CommunicationLearning Activity
Sunday, 28 April 13
19. Real World
Problem Solving
and Innovation
authentic | solve | share
Learning Activity
Earth designed by Thibault Geffroy from The Noun Project
Sunday, 28 April 13
20. Real World
Problem Solving
and Innovation
authentic | solve | share
Learning Activity
Earth designed by Thibault Geffroy from The Noun Project
australian curriculum
general capabilities
critical and creative thinking
numeracy
literacy
intercultural communication
Sunday, 28 April 13
21. Level 0
• The learning activity’s main requirement IS NOT
problem-solving.
• Students use a previously learned answer or
procedure for most of the
• work.
Level 1
• The learning activity’s main requirement IS
problem-solving
• BUT the problem IS NOT a real-world problem.
Level 2
• The learning activity’s main requirement IS
problem-solving
• AND the problem IS a real-world problem
Level 3
• The learning activity’s main requirement IS
problem-solving
• AND the problem IS a real-world problem
• BUT students DO NOT innovate. They are NOT
required to implement their ideas in the real
world, or to communicate their ideas to someone
outside the academic context who can
implement them.
Level 4
• The learning activity’s main requirement IS
problem-solving
• AND the problem IS a real-world problem
• AND students DO innovate. They ARE required to
implement their ideas in the real world, or to
communicate their ideas to someone outside the
academic context who can implement them.
Real World
Problem Solving
and Innovation
Learning Activity
Sunday, 28 April 13
22. 21st Century
Learning Design
making the new australian curriculum even more relevant
Website with resources: http://bit.ly/21cldsite
Summary with General Capabilities: http://bit.ly/21cldacgc
Workshop Slide Deck: http://pipcleaves.edublogs.org
Microsoft Partners in Learning Network: http://www.pil-network.com/
on twitter search #21cld and #pilaus
Sunday, 28 April 13