This document discusses trends in e-learning and future-focused pedagogies. It covers trends like increased mobile device usage, social media, and cloud connectivity. It also discusses how these trends could impact classrooms and learning. The document then explores principles for effective e-learning pedagogies, including contextualized learning and using technologies to transform how students learn. Key themes discussed include strategies for integrating technology, professional learning for teachers, access and equity concerns, and using inquiry to guide e-learning practices.
This presentation gives you eight simple tips on how to make your PowerPoint presentation slides more visually engaging, creative and fun. Try out these advice and you will make your best PowerPoint presentation ever.
This presentation was created by my powerpoint design agency Slides. We are based in Spain but have clients worldwide.
Drop me an email and we will discuss your project.
Digitized Student Development, Social Media, and IdentityPaul Brown
Originally presented at the ACPA 2016 International Convention in Montreal, Canada. This presentation provides an overview of my research on college student development in digital/social spaces.
Keynote address (Feb, 2016) to the educators in the Fort Nelson school district. We all know that we cannot teach a child without a concection... without a relationship. In the hustle and bustle of our jobs as educators, we often forget our why, the reason we got into education, of trying to make a difference with kids. In this talk, 6 Keys to Connecting are shared and discussed with the challenge of creating a more positive climate and better connections with kids in our classrooms, schools, and organizations.
This presentation gives you eight simple tips on how to make your PowerPoint presentation slides more visually engaging, creative and fun. Try out these advice and you will make your best PowerPoint presentation ever.
This presentation was created by my powerpoint design agency Slides. We are based in Spain but have clients worldwide.
Drop me an email and we will discuss your project.
Digitized Student Development, Social Media, and IdentityPaul Brown
Originally presented at the ACPA 2016 International Convention in Montreal, Canada. This presentation provides an overview of my research on college student development in digital/social spaces.
Keynote address (Feb, 2016) to the educators in the Fort Nelson school district. We all know that we cannot teach a child without a concection... without a relationship. In the hustle and bustle of our jobs as educators, we often forget our why, the reason we got into education, of trying to make a difference with kids. In this talk, 6 Keys to Connecting are shared and discussed with the challenge of creating a more positive climate and better connections with kids in our classrooms, schools, and organizations.
learning in the digital age looks at the way our students our controlled and constrained by orthodox protocols and methodologies. The presentation challenges conventional beliefs yet grounds the challenge in a 'can do' way. We have to work from within a system in order to be able to change it.
Presented April 22, 2010 for the Technology, Colleges, Community (TCC) Online Conference Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices
Role and importance of learning materials in education, Learning objectives a...DrHafizKosar
1. Role and importance of learning materials Importance of Learning Materials in Education Enhancing Understanding
2. Role of learning materials in education for Reinforcing Knowledge
These materials encompass a wide range of resources, including textbooks, multimedia presentations, online resources, simulations, and more. In multiple ways contribute to reinforcing knowledge in education:
1. Textbooks, articles, and multimedia resources contribute to a well-rounded education by presenting different angles and aspects of a topic.
2. Visual aids, such as charts, graphs, diagrams, and videos, help to illustrate complex concepts and make abstract ideas more tangible.
3. Real-world examples, case studies, and practical applications of theoretical concepts help students see the relevance of what they are learning and how it can be applied in different contexts, reinforcing the practical aspects of knowledge.
4. Practice exercises, quizzes, and review questions help students revisit and solidify their understanding of the material, contributing to long-term retention.
5. Different students have different learning styles, and learning materials can be designed to cater to various preferences.
6. With the advent of technology, online resources, e-books, and interactive platforms enable students to learn at their own pace and revisit materials as needed, promoting self-directed learning.
7. Learning materials often include feedback mechanisms, such as answer keys, explanations, and grading rubrics.
8. Interactive elements, gamification, and multimedia content can contribute to a more dynamic and motivating learning experience.
9. Learning materials can facilitate collaborative learning experiences like group projects, discussions, and shared resources.
4. Learning Objectives and Instructional Design
2. Role of learning materials in education for Reinforcing Knowledge
These materials encompass a wide range of resources, including textbooks, multimedia presentations, online resources, simulations, and more. In multiple ways contribute to reinforcing knowledge in education:
1. Textbooks, articles, and multimedia resources contribute to a well-rounded education by presenting different angles and aspects of a topic.
2. Visual aids, such as charts, graphs, diagrams, and videos, help to illustrate complex concepts and make abstract ideas more tangible.
3. Real-world examples, case studies, and practical applications of theoretical concepts help students see the relevance of what they are learning and how it can be applied in different contexts, reinforcing the practical aspects of knowledge.
4. Practice exercises, quizzes, and review questions help students revisit and solidify their understanding of the material, contributing to long-term retention.
5. Different students have different learning styles, and learning materials can be designed to cater to various preferences.
Keynote: 24.01.2023
The promise of technology
Presbyterian Mackenzie University, Brazil.
See the youtube link for the green screen promotion to the session here:
Link to video clip (skip adverts)
https://youtu.be/gEeoTTGpo3s
Presbyterian Mackenzie University in Brazil. It has existed for 70 years and has approximately 30,000 students in 48 undergraduate and 14 graduate courses. The team there have been implementing a framework for competencies that higher education students must develop to achieve Transformative Learning. They hold a training event aimed at approximately a thousand professors who work there known as Transformative Learning Forums. I have been invited to speak at their Forum about innovation and the use of technology in higher education.
To publicise the event, speakers are invited to submit a two-three minute video about their talk, and created a short Green Screen film, hosted it on our Faculty YouTube site, for ease of download at the other end. The feedback has been overwhelmingly positive, the host institution were very pleased with the final version.
Debbie Holley is the Professor of Learning Innovation in the Department of Nursing Sciences, Bournemouth University. You can find out more about her work by following her on twitter @debbieholley1
Mackenzie University
In this farsighted and engaging presentation session, two total learning experts from Brightwave look at the future of the L&D function and the new skills and roles required by its rapid evolution.
First, Brightwave's Head of Learning Design Caroline Freeman explores the trends and changes affecting L&D's evolution, with a focus on three specific new competencies:
• Curation
• Coaching
• Organisational change management
• Community management for social learning
Community Engagement Coordinator Steph Bright then takes over for a further brief presentation aimed at developing knowledge and skills in the emerging field of community management, including:
• Establishing common bonds
• Setting group rituals and expectations
• Tactics for driving learner engagement
This presentation was originally delivered at Capita Knowledge Pool's Learning Discoveries Club social learning day, on Monday May 11th 2015.
In recent years there have been exciting developments in what we know about effective learning practice, including increased calls for a more inclusive approach to learning than we have seen in the past. From competency-rich curriculum to inclusive learning enabled by digital technologies, the time is right to consider what, how and why your school could transform its approach to learning to benefit all, not just some, of the students. Using CORE’s 10 Trends for 2015 as a backdrop, this session will provide a space to explore these ideas. Come prepared to reimagine learning in ways that put your students front and centre.
This CORE breakfast seminar will:
- look at what we know to be sound, effective approaches for thinking about future-focused transformation
explore the big ideas, what we know works and the implications for your own school
- highlight the indicators of effective learning and practice from current research
- share stories of schools who have successfully approached transformation and future-focused learning.
Harnessing the power of connectedness | Growing adaptive expertsKaren Spencer
My session presented at the Connected Education Summit, April 2015 #ConnectAU15
// A future-focused educator: implications for schools, universities, regions and countries
// Connected professional learning: micro and macro levels in digital contexts
// International projects focused on lifting e-capability through networked professional learning
#DEANZ14 | Social networking and professional learningKaren Spencer
ABSTRACT
The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning.
This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning.
This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
NZCETA Keynote presentation | July 2013Karen Spencer
This slidedeck supports my keynote presentation for the NZCETA conference in Christchurch: http://www.nzceta.co.nz/pages/2013_conference.htm
Link to the videos:
"Entrepreneurs": http://bit.ly/fjfk8R
Enabling eLearning media gallery: http://www.elearning.tki.org.nz/Media-gallery
A joint event between Enabling e-Learning and NAPP [29 May 2013] exploring resourcing of e-learning and what it means for leadership capability.
- Te Toi Tupu/MoE, NZ
These slides accompanied a session at Wellesley College (January 2013)
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 New Zealand License.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
This presentation accompanied the keynote I gave to the eWrapper ICT PD cluster on 20 Nov 12.
Feel free to contact me to discuss any of the ideas or resources in this presentation.
Twitter: @virtuallykaren
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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 Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
5. ...what is effective e-
learning?
...what do we mean by ‘future
schooling’?
...what might this look like in
our schools?
I m ag e : F re e D i g i talP h o to s .n e t
6. Yo u r e-learning story
A journey
(and how do you know you’ve arrived?)
A roadmap
(where to next, & why, & how?)
A roadblock, as a question
(what’s in the way?)
7. Part 1: What’s
trending?
S o u rc e : g ap i n g vo i d .c o m
8. education as a human right
I m ag e b y ve n k ylu x ; O L P C
9. Trend 1: mobile & tablets
I m ag e s b y ale x n ad e rh i g g i n s .c o m ; g u ard i an .c o .u k ; atlan ti c .c o m
O L P C o n w i k i p e d i a; n ate rk an e .c o m
17. T h e b e n e fi ts o f u ltra-fas t b ro ad b an d
18. On the Horizon
H o ri z o n R e p o rt: Au s trali an T e rti ary 2 01 2
19. I
How do these trends
touch YOUR life?
How do they - or might
they - touch your
classroom or school
story?
20. Part 2: Future-focused learning
“wicked problems...
highly complex, uncertain, and value-laden”
S o u rc e : F ram e an d B ro w n (2 008, p . 2 2 6).;
i m ag e fro m g ap i n g vo i d .c o m
21. • personalised learning
• equity, diversity, inclusivity
• learning to learn
• rethinking our roles
• a culture of continuous
learning
• new partnerships: de-siloed
schools
n e w te c h n o lo g i e s
c o llab o rati ve p rac ti c e s
33. Part 3: e-Learning pedagogy
“Pedagogies integrating ICT can do more
than enhance learning – they have the
potential to transform learning.
ICT provide tools and environments that
support interactive conceptual learning,
focussed on constructing and creating
knowledge”
34. the theory a pedagogy
approaches
that the that
that bring to life
learner describes
the principles for
makes their principles
learning
own meaning for learning
35. • new audiences
• access expertise,
• rapid data management
• new modes of expression & publishing
• transform visualisations of concepts
• enable new approaches to learning, e.g. Massive
Open Online Courses (MOOC) and connectivism
• a catalyst that challenges the status quo
• stimulate the evolution of learning theories, for
example cognitivism
I m ag e :
36. • feel motivated and engaged
• enhance thinking, communication
and creation skills
• enhance social & collaborative skills
• scaffold and differentiate their
content knowledge
H am (2 01 0)
37. W H AT w e le arn
T h e p ro p e rti e s o f H O W w e le arn
IC Ts
context
38. U s i n g S to ryb i rd to i m p ro ve li te rac y
39. W H AT w e le arn
T h e p ro p e rti e s o f H O W w e le arn
IC Ts
context
41. fo rm ati ve
as s e s s m e n t
o b s e rve . talk .
i n q u i re .
I n q u i re i n to , re fle c t
o n an d o b s e rve
yo u rs e lf
o b s e rve . talk . o b s e rve . talk .
i n q u i re . i n q u i re .
44. T ran s fo rm i n g te ac h i n g an d le arn i n g
45. • Your strategy, aligned to the curriculum
• Professional learning: Teacher’s role is
crucial
• Digital citizenship and cybersafety
• The quality of platform and content
• Access and equity
• Managing the infrastructure and
environment
• The legitimacy of your online learning I m ag e :
46. B e n e fi ts i P ad s p ro vi d e fo r s tu d e n t le arn i n g
47. • iPads or another tablet?
• Leadership strategy for BYOD
• Access, equity and affordability
• The quality of the apps
• Making and creating meaning
• Storage: hardware, software
• Digital Citizenship
I m ag e :
49. • What do my students -
and I - need?
• What technologies (and
PCK) will meet those
needs?
• How can I integrate
ICTs into learning?
• What happened? What
needs to change next
time? Next steps?
50. 3 s c h o o ls | 1 d ay: http://bit.ly/NkJR1E
• K n o w : Cue your
prior knowledge
• R e cogn ise :
Explore new
understanding
• D 0: Apply new ideas
to your context
I m ag e : M J R i c h ard s o n
52. References
• Enabling e-Learning: www.elearning.tki.org.nz
• Supporting future-oriented learning & teaching (NZCER):
http://www.nzcer.org.nz/research/publications/supporting-future-oriented-learning-and-teaching-new-zealand-perspective
• Pedagogy strategy: Learning in an online world:
http://www.curriculum.edu.au/verve/_resources/ICT_LearningOnlineWorld-PedagogyStrategy.pdf
• TPACK: http://www.tpck.org/
• Ham, V. (2009). Outcomes for Teachers and Students in the ICT PD School Clusters Programme 2005-2007 - A National Overview.
Wellington, NZ: Ministry of Education.http://www.educationcounts.govt.nz/publications/ict/49515/6
• Exploring the Potential of Mobile Technologies to Support Teachers and Improve Practice (UNESCO):
http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/