This document discusses digital pedagogies and digital learners. It describes different types of digital learners, including hyper-communicators who use technology to constantly connect, multi-taskers who can seamlessly switch between multiple tasks, and goal-oriented learners who can pursue multiple goals simultaneously. The document also discusses using driving questions to engage learners' curiosity and hook their interest in a topic. Examples of effective driving questions at different levels are provided. Technological pedagogical content knowledge and key trends and challenges in education are briefly outlined. Potentially fast-adopting technologies like cloud computing and collaborative environments are examined, as well as technologies that may take two to three years like game-based learning.
A presentation to the MISA East Mobile Learning Symposium on Feb. 22, 2013 in Ottawa Ont Canada. The focus of the presentation was the need to look at the impact of pedagogy and change knowledge along with technology as outlined in Michael Fullan’s book, Stratosphere.
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
A presentation to the MISA East Mobile Learning Symposium on Feb. 22, 2013 in Ottawa Ont Canada. The focus of the presentation was the need to look at the impact of pedagogy and change knowledge along with technology as outlined in Michael Fullan’s book, Stratosphere.
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Engaging Parents' Support for Emerging Technologies in the Classroom: Data Re...Blackboard
Today's school leaders face many new challenges in creating 21st century learning environments including how to gain the support of parents for emerging technologies such as mobile devices, online learning and digital content.
Join Blackboard and Project Tomorrow for a webinar to hear what students, parents, teachers and administrators think about the use of emerging technologies in the classroom. Following the presentation of the data findings, Julie Evans, CEO of Project Tomorrow, will moderate a panel discussion with administrators and parents who will share their perspectives about how to effectively engage parents' support to facilitate 21st century learning.
Participants will learn which emerging technologies are most valued for learning and enhancing student achievement, as well as gain insights about how to effectively foster parent support for 21st century learning environments.
In this presentation we will take a look at trends in the world of e-Learning.
There are many more to talk about and maybe that are very relevant for you.
But we hope this will give you some ideas and will inspire you for your own learning solutions
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
Starting and Growing A Successful Online Learning Program Blackboard
Learn about the most recent trends in online learning in K-12 school districts from Blackboard’s Practice Leader, John Canuel. Also hear from Stacey Campo, Poway Unified School District’s Instructional Technology Specialist, about the nuts and bolts of a successful district implementation.
Engaging Parents' Support for Emerging Technologies in the Classroom: Data Re...Blackboard
Today's school leaders face many new challenges in creating 21st century learning environments including how to gain the support of parents for emerging technologies such as mobile devices, online learning and digital content.
Join Blackboard and Project Tomorrow for a webinar to hear what students, parents, teachers and administrators think about the use of emerging technologies in the classroom. Following the presentation of the data findings, Julie Evans, CEO of Project Tomorrow, will moderate a panel discussion with administrators and parents who will share their perspectives about how to effectively engage parents' support to facilitate 21st century learning.
Participants will learn which emerging technologies are most valued for learning and enhancing student achievement, as well as gain insights about how to effectively foster parent support for 21st century learning environments.
In this presentation we will take a look at trends in the world of e-Learning.
There are many more to talk about and maybe that are very relevant for you.
But we hope this will give you some ideas and will inspire you for your own learning solutions
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
Starting and Growing A Successful Online Learning Program Blackboard
Learn about the most recent trends in online learning in K-12 school districts from Blackboard’s Practice Leader, John Canuel. Also hear from Stacey Campo, Poway Unified School District’s Instructional Technology Specialist, about the nuts and bolts of a successful district implementation.
presented by Dr Jason Zagami at the Seventh National Interactive Teaching and Learning Conference at St Stephen's College, Upper Coomera, Australia on the 13th of August 2010
This slideshow shall be repurposed locally and used for training women on e-Learning.
Women of Wiki, Calicut runs a Women Empowerment Project by Mrs. Roslinda, Retd. Deputy Head Mistress of GVHSS for Girls, Nadakkavu and her team of volunteers at Panakals Education Trust.
http://www.nclca.org/2011conference/pre-con-C.html
Lisa D'Adamo-Weinstein
Past President, NCLCA
Technology is present in our everyday lives from e-mail to e-Commerce from Internet to Instant Messaging from Youtube videos to video conferencing from social networking to Skyping from texting to online textbooks. Technologies bring together the seemingly disparate concepts of ease and complexity. Compared to just ten years ago, we have much more ease in accessing information, resources, and multimedia, but keeping up with emerging technologies can be complex and overwhelming. Knowing what technologies your students have and how they can be leveraged to increase students' success in college can be intimidating. Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement. Learning center professionals need to leverage emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers. This pre-conference institute will address the following:
Provide a practical guide for how to best understand and evaluate the usefulness of emerging technologies;
Introduce participants to some free technology resources that can help learning center professionals maximize their resources and outreach to students;
Discuss best practices in implementing technology innovations in learning centers; and
Help participants devise a plan for how to choose the technology tools that will help them meet their goals in managing their learning center.
CornellX: What we've learned about Epistemological beliefs, Motivation, Inten...Alexandra M. Pickett
Patrice Torcivia Prusko will provide a presentation that will highlight what we’ve learned about student’s epistemological beliefs, motivation, intent and achievement of goals in a MOOC. The goal of this presentation is to share and reflect with participants on what we can learn about how students learn and what truly motivates them.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Horizon Report K12: What are the trends, challenges and developments in techn...Jason Zagami
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
Trends, challenges and developments in technologies that will influence the f...Jason Zagami
Keynote presentation by Dr Jason Zagami to the ASLA conference on 29 September 2015 at Brisbane, Queensland.
Zagami, J. (2015, September) Trends, challenges and developments in technologies that will influence the future of libraries. Keynote presentation presented to ASLA conference, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/trends-challenges-and-developments-in-technologies-that-will-influence-the-future-of-libraries
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation to the Digital Technologies 2015 EdTechSA on 16 July 2015
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
9. Digital Learners
Multi-taskers
For today’s student, it is normal to perform multiple
tasks and switch between them seamlessly, such as
accessing the Internet, listening to an MP3 player and
text messaging a friend
16. It doesn’t matter what you call it …
• Driving question
• Essential question
• Compelling question
• Key question
Every unit or program you plan needs to have a question
to hook your learners’ interest
17. The driving question that you come up with forms the
basis for inquiry learning
The question needs to be juicy enough that it piques
your learners’ interest
18. The standards ask us to plan learning experiences that
are differentiated
• All learners need work that will be challenging
• C to E learners need work at their level
A good driving question will provide opportunities for
learners to ‘opt in’ to the learning at their level, while
maintaining an inclusive environment
19. Let’s take a look at some sample driving questions
20. Let’s start with an age-old unit about
coal mining
What’s this unit really about?
… Energy
21. How about we pose …
‘What are the forms of renewable and
non-renewable energy?’
This is okay, but it is still purely content-based
If you used this question, the most you could
really grade the learners is a C, as there is
no higher-order thinking involved
22. Consider this question …
‘What would happen if we ran out of coal?’
This is an improvement, but it’s probably not open
ended enough to really push those A level learners
23. Let’s consider a question appealing to learners
‘Why is Homer Simpson a danger at the power plant?’
From here learners can go off in a whole lot of directions
•
• Nuclear power and its pros and cons
• Which countries use it
• Nuclear waste
• What the alternatives are
24. Try something very topical, such as …
‘How big is my carbon footprint?’
This allows you to get the spread from A to E with less
complex activities, still picking up on the energy issues
but the higher-order thinking encompassing topics such
as whole household usage analysis or pulling apart the
statistics Al Gore used in An Inconvenient Truth
25. Let’s look at the levels of these driving questions again
so you can see the depth
• What is coal mining really about?
• What are the forms of renewable and non-renewable energy?
• What would happen if we ran out of coal?
• Why is Homer Simpson a danger at the power plant?
• How big is my carbon footprint?
26. Use a driving question with ICT connectivity to hook
and inspire your Digital Age learners
They can select the ICT tools that will help them
conduct their inquiry
You become the facilitator of their journey
31. Key Trends
Technology increasingly impacting students’ lives
Technology increasingly impacting how we work, play, learn
and socialise
Growing value being placed on creativity and innovation
32. Key Trends
Technology increasingly impacting students’ lives
Technology increasingly impacting how we work, play, learn
and socialise
Growing value being placed on creativity and innovation
Rising interest in alternative and expanded learning
environments
33. Key Trends
Technology increasingly impacting students’ lives
Technology increasingly impacting how we work, play, learn
and socialise
Growing value being placed on creativity and innovation
Rising interest in alternative and expanded learning
environments
Changing model of how learning environments are defined
35. Critical Challenges
Need for training in digital literacy skills and techniques
Lack of alignment between how today’s students think and work
vs. practice and products used to support their learning
36. Critical Challenges
Need for training in digital literacy skills and techniques
Lack of alignment between how today’s students think and work
vs. practice and products used to support their learning
Difficulty of deep reform without a shared vision of a new
education model
37. Critical Challenges
Need for training in digital literacy skills and techniques
Lack of alignment between how today’s students think and work
vs. practice and products used to support their learning
Difficulty of deep reform without a shared vision of a new
education model
Resistance to change in an established system
38. Critical Challenges
Need for training in digital literacy skills and techniques
Lack of alignment between how today’s students think and work
vs. practice and products used to support their learning
Difficulty of deep reform without a shared vision of a new
education model
Resistance to change in an established system
Disconnect between student’s learning experiences inside and
outside the classroom
42. Benefits of Cloud Computing
Tools that can scale on demand when needed and scale back to
conserve resources when usage drops
43. Benefits of Cloud Computing
Tools that can scale on demand when needed and scale back to
conserve resources when usage drops
Inexpensive online storage
44. Benefits of Cloud Computing
Tools that can scale on demand when needed and scale back to
conserve resources when usage drops
Inexpensive online storage
Cost savings for IT support, hardware and software
45. Benefits of Cloud Computing
Tools that can scale on demand when needed and scale back to
conserve resources when usage drops
Inexpensive online storage
Cost savings for IT support, hardware and software
Access to services/tools without additional infrastructure
investment
46. Benefits of Cloud Computing
Tools that can scale on demand when needed and scale back to
conserve resources when usage drops
Inexpensive online storage
Cost savings for IT support, hardware and software
Access to services/tools without additional infrastructure
investment
Access possible from range of devices
49. Benefits of Collaborative Environments
Support user-created content
Facilitate communication and sharing of created or existing
content
50. Benefits of Collaborative Environments
Support user-created content
Facilitate communication and sharing of created or existing
content
Support and reinforce 21st century skills
51. Benefits of Collaborative Environments
Support user-created content
Facilitate communication and sharing of created or existing
content
Support and reinforce 21st century skills
Can connect educators and students with peers worldwide,
broadening perspectives and supporting those with shared
interests
54. Benefits of Game-Based Learning
Provides digital environments for learning that are familiar to
students
55. Benefits of Game-Based Learning
Provides digital environments for learning that are familiar to
students
Engages students—all ages and both genders
56. Benefits of Game-Based Learning
Provides digital environments for learning that are familiar to
students
Engages students—all ages and both genders
Supports 21st century skill acquisition
57. Benefits of Game-Based Learning
Provides digital environments for learning that are familiar to
students
Engages students—all ages and both genders
Supports 21st century skill acquisition
Can be used for skill building, fostering discussion and team
building
58. Benefits of Game-Based Learning
Provides digital environments for learning that are familiar to
students
Engages students—all ages and both genders
Supports 21st century skill acquisition
Can be used for skill building, fostering discussion and team
building
Has research-based evidence of its positive value for learning
61. Benefits of Mobiles
Address increasing desire and need for anytime, anywhere access
Help manage personal information, collaboration, access to and
sharing of files/information, monitoring social networks
62. Benefits of Mobiles
Address increasing desire and need for anytime, anywhere access
Help manage personal information, collaboration, access to and
sharing of files/information, monitoring social networks
Can store and display full-length books
63. Benefits of Mobiles
Address increasing desire and need for anytime, anywhere access
Help manage personal information, collaboration, access to and
sharing of files/information, monitoring social networks
Can store and display full-length books
Are more affordable, accessible and easier to use than desktop or
laptop computers
64. Benefits of Mobiles
Address increasing desire and need for anytime, anywhere access
Help manage personal information, collaboration, access to and
sharing of files/information, monitoring social networks
Can store and display full-length books
Are more affordable, accessible and easier to use than desktop or
laptop computers
Do not have to be purchased or maintained by schools
68. Benefits of Augmented Reality
Simple and portable
Combines real world and virtual data
69. Benefits of Augmented Reality
Simple and portable
Combines real world and virtual data
Can provide powerful, contextual, real-world,
discovery-based learning experiences
70. Benefits of Augmented Reality
Simple and portable
Combines real world and virtual data
Can provide powerful, contextual, real-world,
discovery-based learning experiences
Engages and motivates students
74. Benefits of Flexible Displays
Can be easily and inexpensively produced
Are adaptable, allowing for printing on various
materials and surfaces and in various shapes
and contours
75. Benefits of Flexible Displays
Can be easily and inexpensively produced
Are adaptable, allowing for printing on various
materials and surfaces and in various shapes
and contours
When fully developed, will be smaller and more
portable, integrating context-specific data
displays with everyday objects