This presentation given at the recent slidetolearn.ning.com event and various Education Queensland training days aims to show how this particular platform is able to help teachers and students to keep up with the speed of learning that is a feature of any contemporary, complex classroom.
It draws on Blooms Taxonomy and challenges teachers to aim higher.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
Presentation on where do secondary schools see ICT and the potential for it in schools. Presented at Victorian Catholic Secondary Teaching and Learning Conference, August 2011
Embodied Cognition & Enactivism: Implications for EducationDoug Holton
Exploring specific theoretical and practical implications of recent research on embodied cognition and enactivism for the design of effective learning environments, especially those targeting conceptual change.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
Presentation on where do secondary schools see ICT and the potential for it in schools. Presented at Victorian Catholic Secondary Teaching and Learning Conference, August 2011
Embodied Cognition & Enactivism: Implications for EducationDoug Holton
Exploring specific theoretical and practical implications of recent research on embodied cognition and enactivism for the design of effective learning environments, especially those targeting conceptual change.
Tech Steering Commitee Meeting - May 2011Dan Spencer
Presentation slides for the May 2011 Technology Steering Committee Meeting about Gov. Snyder's education white paper "Any Time, Any Place, Any Way, Any Pace."
This presentation was delivered on Oct. 20th at the IBM executive conference. The presentation looks at how the Ottawa Catholic School Board is transitioning to a 21st Century Learning and Teaching District. The focus is on pedagogy and not just technology.
Blended learning pace march 2013 slideshare versionapicciano
This presentation was delivered as the keynote at a conference held at Pace University, New York in March 2013. It examines blended learning and MOOCs as harbingers of education's digital future.
Case study - Ireland - St Vincent’s Secondary School, CorkeInstruction EMEA
St Vincent’s Secondary School is a Catholic girls’ secondary school managed by the Religious Sisters of Charity and catering for more than 300 students. Located on the northern side of Cork City - an area of multi social deprivation - a large number of students have unemployed parents, presenting challenges to progress before the students even arrive at the school.
What's going to happen to the teaching profession over the next decade? Will technology supplant the human at the front of the room? This session explores some of those future scenarios; and then provides four future-proofing strategies for sustaining the present great work in the profession.
Presenting virtually in the 21st century can be a challenge. It is NOT the same as presenting face-to-face. Understand what is required to be successful in your webinars.
Tech Steering Commitee Meeting - May 2011Dan Spencer
Presentation slides for the May 2011 Technology Steering Committee Meeting about Gov. Snyder's education white paper "Any Time, Any Place, Any Way, Any Pace."
This presentation was delivered on Oct. 20th at the IBM executive conference. The presentation looks at how the Ottawa Catholic School Board is transitioning to a 21st Century Learning and Teaching District. The focus is on pedagogy and not just technology.
Blended learning pace march 2013 slideshare versionapicciano
This presentation was delivered as the keynote at a conference held at Pace University, New York in March 2013. It examines blended learning and MOOCs as harbingers of education's digital future.
Case study - Ireland - St Vincent’s Secondary School, CorkeInstruction EMEA
St Vincent’s Secondary School is a Catholic girls’ secondary school managed by the Religious Sisters of Charity and catering for more than 300 students. Located on the northern side of Cork City - an area of multi social deprivation - a large number of students have unemployed parents, presenting challenges to progress before the students even arrive at the school.
What's going to happen to the teaching profession over the next decade? Will technology supplant the human at the front of the room? This session explores some of those future scenarios; and then provides four future-proofing strategies for sustaining the present great work in the profession.
Presenting virtually in the 21st century can be a challenge. It is NOT the same as presenting face-to-face. Understand what is required to be successful in your webinars.
Effective and Engaging Learning Environments Chantel Dunn
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
Educational Metaphors - The Hiking MetaphorJoseph Sant
Metaphors are powerful tools that can guide both teaching and learning. This presentation walks through the 'hiking metaphor' and discusses why it might be applicable to mLearning.
Similar to Moving at the Speed of Learning: A case for the iPod touch in schools (20)
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.
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
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!
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Moving at the Speed of Learning: A case for the iPod touch in schools
1. Moving at the speed
of Learning
Jonathan Nalder
Learning Support Teacher,
Project Officer (Transformational & Mobile Learning:
One Laptop per Child Australia)
jnald2@eq.edu.au www.slidetolearn.info
Wednesday, 14 July 2010
About me?
- Learning support teacher at Tullawong SS, a low socio-economic school. Currently working
to support teachers state-wide.
2. One Laptop per Child Australia
Wednesday, 14 July 2010
The other mobile learning appliance I work to support - remote schools - let me know if you
are heading to teach there or if you already do.
- The XO laptop is similar to the iPod touch in its companion device capacity - extends ICT to
personal and mobile spaces
3. Where are you at on the
iDevice adoption curve?
Wednesday, 14 July 2010
Where are you at on the iDevice adoption curve at present?
4. ?
Wednesday, 14 July 2010
- NB. if more than a couple of devices, need to consider app syncing policy
5. future life ?
Wednesday, 14 July 2010
Do you ponder what the future life of our students will be?
- I’m going to present a case for all students, wether deaf or not, then look at specifically
how it relates
6. Assumption: Education = prep for future life
therefore, Teacher = prep for future life
Wednesday, 14 July 2010
I do ponder this - because of these assumptions and what they imply for my job as a teacher.
7. once jobs = factory, routine, repetitive, skilled based
Wednesday, 14 July 2010
8. once school = factory, routine, repetitive, skilled based
Wednesday, 14 July 2010
therefore, if the jobs students would grow up to do where linear and routine, so naturally was
schooling
9. once
Teacher - content - student - test
Wednesday, 14 July 2010
Linear progression of learning, start and stop point.
10. once
library
teacher
the world
learning
other students
Wednesday, 14 July 2010
Teacher main focus/ source of everything
12. “In 2006, the world produced 161
‘exabytes’ of digital information—3
million times the amount of
information contained in all the
books ever written.”
Columbia Journalism Review
Source: The Week magazine, April 17, 2009, volume 9, issue 408, page 17 Columbia Journalism Review
The weekly column "Noted"
Slide courtesy of ADE Coordinator Maxx Judd.
Wednesday, 14 July 2010
13. new challenges emerge
Wednesday, 14 July 2010
Nothing ever stays the same - Rome about 600 years, middle ages 600 years, Renaissance
250 years, Industrial rev 250 years, and now, dealing with effects of industrial revolution as
digital revolution gets underway
- However, since the days of linear, factory education, knowledge has exploded & many new
challenges emerged (c High Noon)
14. High Noon:
20 Global Problems,
20 Years to Solve Them
Greenhouse gas emissions
Deforestation
Biodiversity loss
Fisheries Depletion
Water Shortages
Etc.
Wednesday, 14 July 2010
JS Rischard - 20 global problems, twenty years to solve them - summarises 20 biggest problems and what
they have in common - which is they are getting worse and standard strategies aren’t working - need a new approach to problem solving
- my parents haven’t solved them, my generation is running out of time + our way of thinking hasn’t worked - need new thinking
‘High Noon’ J F Rischard www.amazon.com/High-Global-Problems-Years-Solve/dp/0465070108
15. ubiquitous, ‘everyware’ computing is on the horizon
www.myswissarmyknife.com
Wednesday, 14 July 2010
Just think how many mobile computing devices you own already - they already outnumber
more ‘traditional’ computing. If computing then is everywhere, so must be learning
16. 65%
Complex
Communications
Expert Thinking
59%
53%
46% Routine Cognitive
Routine Manual
40%
1960 1970 1980 1990 2002
The Demand for Skills has Changed
Levy and Murnane for the Organization of Economic Cooperation and Development. Slide courtesy of ADE Coordinator Maxx Judd.
Wednesday, 14 July 2010
By 2002, routine manual skills were needed in only 40% of jobs. Complex skills were already needed in 64% of jobs. Imagine what the trends on the graph
would show today?
17. jobs now = creative, complex, problem solving
school now = creative, complex, problem solving
Wednesday, 14 July 2010
New assumption: If jobs primarily need workers with complex skills, then schools must
provide them
18. meteotek08
Wednesday, 14 July 2010
Student project extraordinaire: fly balloon to space and take photographs http://
teslabs.com/meteotek08
- this is what students today, with cheap digital tech and creative, complex, higher order
thinking can achieve
19. what does a complex classroom look like?
Wednesday, 14 July 2010
20. 1950‘s: a higher order model emerges:
Bloom’s taxonomy
Wednesday, 14 July 2010
people have been thinking about a more complex classroom since the 1950’s
21. 2001: an old model repurposed:
L. Anderson
Bloom’s revised taxonomy
Wednesday, 14 July 2010
Taxonomy was revised by student of Blooms’ 2001 - verbs instead of nouns.
22. Bloom’s digital taxonomy
creating
evaluating
analysing
applying
understanding
remembering
Wednesday, 14 July 2010
here it is mapped against mobile devices.
23. Bloom’s digital taxonomy
Revision by A. Churches
Wednesday, 14 July 2010
Now adapted by Andrew Churches to include references for a digital world - google him and
‘wiki’ for great resources
25. once
Teacher - content - student - test
Wednesday, 14 July 2010
remember where we said learning was?
26. now
task & content & assessment = new content
Wednesday, 14 July 2010
how about this: all in together, combined, because thats real life - and no longer linear
- plus it ends with new content being created, produced and published
27. Challenge Based Learning: ali.apple.com/cbl
Big Idea
Essential Question
The Challenge
Guiding Resources
Guiding Questions Guiding Activities
Web and iTunes U
Solution - Action
Assessment
Publishing - Student Samples Publishing - Student Reflection
Wednesday, 14 July 2010
Challenge Based Learning model is one option to use.
Big idea: voting, then ask what, when, where, why
Essential Qns: how effect me, why important to me? How do elections effect my community?
Challenge: choose one that has action involved: how improve voter turnout?
- See from slide 45 for how I applied this at my school
28. Assumption: Life = always learning
need agility
Wednesday, 14 July 2010
so, based on demands of the future, not past, we can make a new assumption.
And that means - agility, flexibility to survive
29. teacher
other students
teacher
the world
flow...
learning
Wednesday, 14 July 2010
learning in a modern classroom should not sit still
30. learning
now other students flows...
the world (web)
needs...
teacher
Wednesday, 14 July 2010
in fact its now more like this
BUT how can 3 PCs at the back of the room, or 2 hours a week lab time, or even power
hungry, 2 mins just to start up laptops keep up?
31. learning
other Moments of learning need:
students flows...
> Gottfredson
1. Learning for the first time
the world (web)
2. Learning more
3. Remembering or applying
4. Things go wrong
5. Things change
teacher
Wednesday, 14 July 2010
summary of when learning occurs - the last 3 are not so well addressed by standard
teaching, but mobile devices in students own hands could really help - ‘just in time’ not ‘just
in case’ learning
32. need mobility
Wednesday, 14 July 2010
to keep up with the complex classroom & be truly agile and flexible in learning, you need
mobility
33. 2008:
more students at my school have a
mobile device (not incl. a phone)
than regularly use a PC.
Wednesday, 14 July 2010
34. 2009:
shipments of smartphones outgrew
shipments of PC’s and Laptops
Wednesday, 14 July 2010
35. 2010:
students aged 7-16 in the UK are
now more likely to own a mobile
than a book
> National Literacy Trust
Wednesday, 14 July 2010
36. learning
other students
the world (web)
teacher
Wednesday, 14 July 2010
only a converged, easy to use device can interface with and react at the speed of complex
learning - Just in time, not just in case
37. How do the iPhone, iPod touch & iPad
fit with complex learning?
Wednesday, 14 July 2010
38. need blank slate
ready to become whatever a student needs
Wednesday, 14 July 2010
Devices that are locked into one or other functionality won’t do it. Must be one that is as
agile and adaptable as learning itself is - a blank slate ready to become whatever the student
needs.
39. need blank slate
ready to become whatever a student needs
Wednesday, 14 July 2010
Devices that are locked into one or other functionality won’t do it. Must be one that is as
agile and adaptable as learning itself is - a blank slate ready to become whatever the student
needs. Whatever app you (or student) chooses to load, thats what it becomes.
40. “I don’t have to change
myself to fit the device,
it fits me”
Jony Ive, iPad designer.
Wednesday, 14 July 2010
The product is pretty much defined by a single piece of multi-touch glass, and thats it. There is no pointing
device, there isn’t even a single orientation, there is no up, no down, there is no right or wrong way of holding it. I
don’t have to change myself to fit the device, it fits me. - Jony Ive 2010
41. 5 billion downloads
140,000+ apps
250,000+ iTunes U lessons
Wednesday, 14 July 2010
Can you as a teacher compete with that many sources of content? Can you do a better job of
differentiating?
There is no other platform that can. In fact there are more free resources available via iTunes
U then even apps available in this regard.
42. Wednesday, 14 July 2010
Here’s some one who was raised in the linear, skill based age - its never too late to learn
though. She is now able to read again because she can adjust size of fonts -‘in her 100th
year, Virginia bought her first computer - an iPad’ www.youtube.com/watch?v=ndkIP7ec3O8 . And she is
creating her own content (limericks).
43. Wednesday, 14 July 2010
Here’s some one who is NOT being raised in the linear, skill based age - what will her
expectations of school be?
44. Wednesday, 14 July 2010
My iLearn story from Tullawong State School
- Big Qn (following Challenge Based Learning model): what area of my learning do I need to focus on?
45. Wednesday, 14 July 2010
Essential Qn: what does my school data show?
Our toolkit: guiding resources and activities
- memory aids - photos taken of instructions, screenshots by them, & videos recorded by me
46. Wednesday, 14 July 2010
its a mobile device, so we’d go outside - very good for boys, kinaesthetic learners
47. iL e a r n Goal: Create self-directed students who
can reflect and become addicted to learning
Challenge Focus
Area?
Choose Literacy/ Numeracy
- Examine data Find an
App that
will help
Am I
improving?
YES/NO
Am I
improving?
Find a new YES/NO
App/
podcast
Wednesday, 14 July 2010
The Challenge: students choose focus area after examining their school data.
- this is very different from the usual, teacher planned programs.
NB. It was just as important that students began making independent learning decisions as it
was that they actually improved their focus area.
48. T-charts
Wednesday, 14 July 2010
The decision making app: they had to prove the app would be useful for their focus area
before Mr Nalder would download it. Each pro or con added can have a rating of 1-10 applied
- even further practice for students in learning to make their own learning decisions
49. Wednesday, 14 July 2010
Example of app chosen by students- Sentence Spin. We also had great success with MVFractions
50. syncing apps?
Wednesday, 14 July 2010
Once it seemed ok to sync one app to multiple devices, but app store is maturing and now have to
instead start thinking about just doing one copy of each app for each device.
- what the eventual best model of managing school deployments is still developing
- Look for info on the current Victorian iPad trial.
51. Jonathan Nalder jnxyz@mac.com
slidetolearn.ning.com
- online network
www.slidetolearn.info
- teachers guide
Wednesday, 14 July 2010
Further links and communities to support you.