This document summarizes an analytical review of 15 sources on online professional development for teachers from 10 peer-reviewed journals and 5 books. The review examines the nature of the studies on topics like online synchronous discussion, communities of practice, and short courses. The purpose is to analyze online professional development for teachers and tutors.
Analytical review of the literature on SRL using web-based technologiesDavid Smart
The document summarizes a presentation on a review of literature about self-regulated learning using web-based technologies. It analyzed 10 studies on the topic and found that self-regulated learning influences web-based performance, more web-based learning is not always better, good self-regulated learning skills lead to better academic performance, students need help developing self-regulated learning skills, age influences self-regulated learning more than gender, and there are implications, limitations and need for future research.
The document discusses future trends in learning for individuals and schools. It explores how personal learning networks and adaptive learning systems that customize content to each student's needs could transform education. Traditional schools may need to change their infrastructure to support more personalized, autonomous, and collaborative learning enabled by new technologies. The challenges will be developing students' information, visual, and digital literacy skills and assessing learning in new ways.
Identity crisis: who is teaching whom online?suegreener
This document discusses how teacher roles are changing with the increased use of learning management systems in higher education. It explores how some pioneering teachers are using these online platforms and tools to transition to more constructivist pedagogies that emphasize student-centered and collaborative learning. The study aims to understand teacher perspectives on shifting roles and identities as they reconcile a more directive online presence with giving students more equal status and participation. While these systems provide new opportunities for personalized feedback and mobile learning, teachers still play a key role through their design of online activities and assessments to drive higher-order learning outcomes.
James M Thompson Free Web Page Design Pptjamathompson
The document discusses integrating technology into lesson plans to improve student learning and performance. It provides a list of technology resources teachers can use, including websites for creating free web pages and wikis to incorporate differentiated learning and develop students' higher-order thinking skills. Research cited found that technology-enhanced learning can improve student achievement, decrease the academic achievement gap, and improve social and testing outcomes.
The document reports on preliminary results from a survey by Caywood and Keeler in 2013 that found an increase in communication, collaboration, and sharing through online tools. The investigation into the effects of online collaboration is still ongoing. The document provides references from numerous other studies conducted between 2003 and 2013 on topics related to online collaboration, asynchronous discussion groups, social media and education, and building online learning communities.
Converged Learning: the spectrum of technology-mediated learningCristo Leon
New Jersey Institute of Technology (NJIT), a four year polytechnic research university in the United States utilized a participatory strategic planning process to implement an innovative approach to the modes of delivery for instruction that exist between face to face and online instruction. NJIT defines the spectrum of integration of online and on-ground instruction as Converged Education. This spectrum allows students to either participate face to face, join remotely through real-time video conferencing technology (synchronously), or watch classroom instruction asynchronously. The article opens with a general background of NJIT's approach to the new idea of converged instructional delivery. Then the process for defining and clarifying the terms and conceptions of the various modes to be adopted is presented. Finally, the resulting implementation of the new policy and its reflection in course offerings is shown and discussed
This document discusses the educational benefits of multiplayer online games and simulations. It notes that these types of games can promote problem solving, critical thinking, collaboration, and basic computer skills. The document provides several citations for research articles that have studied how educational gaming can support distance learning and socialization among remote students.
Analytical review of the literature on SRL using web-based technologiesDavid Smart
The document summarizes a presentation on a review of literature about self-regulated learning using web-based technologies. It analyzed 10 studies on the topic and found that self-regulated learning influences web-based performance, more web-based learning is not always better, good self-regulated learning skills lead to better academic performance, students need help developing self-regulated learning skills, age influences self-regulated learning more than gender, and there are implications, limitations and need for future research.
The document discusses future trends in learning for individuals and schools. It explores how personal learning networks and adaptive learning systems that customize content to each student's needs could transform education. Traditional schools may need to change their infrastructure to support more personalized, autonomous, and collaborative learning enabled by new technologies. The challenges will be developing students' information, visual, and digital literacy skills and assessing learning in new ways.
Identity crisis: who is teaching whom online?suegreener
This document discusses how teacher roles are changing with the increased use of learning management systems in higher education. It explores how some pioneering teachers are using these online platforms and tools to transition to more constructivist pedagogies that emphasize student-centered and collaborative learning. The study aims to understand teacher perspectives on shifting roles and identities as they reconcile a more directive online presence with giving students more equal status and participation. While these systems provide new opportunities for personalized feedback and mobile learning, teachers still play a key role through their design of online activities and assessments to drive higher-order learning outcomes.
James M Thompson Free Web Page Design Pptjamathompson
The document discusses integrating technology into lesson plans to improve student learning and performance. It provides a list of technology resources teachers can use, including websites for creating free web pages and wikis to incorporate differentiated learning and develop students' higher-order thinking skills. Research cited found that technology-enhanced learning can improve student achievement, decrease the academic achievement gap, and improve social and testing outcomes.
The document reports on preliminary results from a survey by Caywood and Keeler in 2013 that found an increase in communication, collaboration, and sharing through online tools. The investigation into the effects of online collaboration is still ongoing. The document provides references from numerous other studies conducted between 2003 and 2013 on topics related to online collaboration, asynchronous discussion groups, social media and education, and building online learning communities.
Converged Learning: the spectrum of technology-mediated learningCristo Leon
New Jersey Institute of Technology (NJIT), a four year polytechnic research university in the United States utilized a participatory strategic planning process to implement an innovative approach to the modes of delivery for instruction that exist between face to face and online instruction. NJIT defines the spectrum of integration of online and on-ground instruction as Converged Education. This spectrum allows students to either participate face to face, join remotely through real-time video conferencing technology (synchronously), or watch classroom instruction asynchronously. The article opens with a general background of NJIT's approach to the new idea of converged instructional delivery. Then the process for defining and clarifying the terms and conceptions of the various modes to be adopted is presented. Finally, the resulting implementation of the new policy and its reflection in course offerings is shown and discussed
This document discusses the educational benefits of multiplayer online games and simulations. It notes that these types of games can promote problem solving, critical thinking, collaboration, and basic computer skills. The document provides several citations for research articles that have studied how educational gaming can support distance learning and socialization among remote students.
This document analyzes literature on student engagement in online learning. It identifies five key themes: 1) Time influences engagement, with more engaged students spending more time online. 2) Instructors play an important role in engagement through facilitation, feedback and social presence. 3) Making content personally relevant and contextualized increases engagement. 4) Fostering students' sense of self-efficacy and appreciation promotes engagement. 5) Challenges to engagement include technical issues, lack of community and insufficient interaction. The document concludes by discussing limitations and implications for improving online learning engagement.
This document discusses tutoring in online collaborative learning courses. It explains that collaborative learning involves active knowledge construction through negotiation, explanation, and argumentation. The role of the teacher is to guide learners in the inquiry process and monitor their understanding. Online collaborative learning allows people from different backgrounds to learn across time and space but lacks social cues. A major pitfall is assuming collaboration will occur spontaneously without proper training or experience in collaborative learning. The document also discusses challenges of online tutoring like adaptivity and providing sufficient support and monitoring.
The document discusses communities of practice (CoPs), defined as groups of people who share a passion for something they know how to do and who regularly interact to improve their skills. It explores the concepts of situated learning and legitimate peripheral participation developed by Lave and Wenger. The document also discusses how CoPs, situated learning, and legitimate peripheral participation can be incorporated into traditional and online learning environments to create collaborative learning communities.
The document discusses self-regulated online learning and the importance of reflective journaling. It notes that prompting learner reflection and self-monitoring improves learning outcomes for online students. Self-regulated learning involves metacognitive skills like self-monitoring and self-assessment, which are important for online learners and can be developed through reflective prompts. The number of students taking online courses is growing significantly each year.
The document summarizes a research study that investigated the effects of reflective journaling with prompts and exemplars on self-regulated learning skills and knowledge of teaching mathematics for understanding among graduate students in an online course. The study used a randomized experimental design to compare outcomes between groups that received prompts alone versus prompts and exemplars in their reflective journals. It was hypothesized that the combined use of prompts and exemplars would better promote learning outcomes related to self-regulation and mathematics pedagogy.
This research proposal examines teacher classroom websites and the content that engages parents in student learning. The researcher aims to determine which content on teacher websites motivates parents to access the sites more frequently and engage with their child's learning. The proposal provides background on the rise of school websites for communication and typical features like calendars, assignments, and student work. It also discusses barriers to parent engagement online like the digital divide or poor website design. The purpose is to explore how specific content can increase parent motivation and involvement through classroom websites. A qualitative case study of a K-12 private school is proposed to address these questions.
Assessment for e-learning and online learningmelanieroul6610
This document summarizes a presentation on research related to assessment and learning in online and blended environments. It includes 10 references on topics like the cultural shift with online assessment, benefits and challenges of technology, effective learning and assessment strategies, and the importance of self-regulation in e-learning. The presentation covered methods, findings organized into 4 themes, discussion, conclusions, and implications of the research.
Undergraduate and Graduate Student Use of Social Media WhitepaperProQuest
Social media is such an intrinsic part of the way students interact, it is natural that academic libraries would consider making services available through these communication channels. For the benefit of academic libraries, ProQuest commissioned a study by Hanover Research to gauge the current and potential uses of social media for academic research. We present the findings here, along with some top-line recommendations to assist libraries in executing an effective social media strategy.
Thutong Presentation at the e-schools 2008 conferenceJoy Rosario
The document discusses the goals and operational principles of the Thutong Education Portal in South Africa. The portal aims to (1) provide teachers and learners access to high quality educational resources, (2) facilitate collaboration and sharing of resources, and (3) encourage the development and improvement of education through community engagement. Key features of the portal include dedicated learning spaces, communication tools, and a comprehensive search function to find relevant resources. Usage and member statistics from the portal's launch indicate growing adoption within the South African education community.
The document discusses tools that support different levels of learning with technology. It categorizes tools for information seeking, information presentation, knowledge organization, knowledge integration, and knowledge generation. Examples of tools are given for each category, such as digital libraries and websites for information seeking or concept maps and graphic organizers for knowledge organization. The document also lists several recommended websites for using these tools in education.
The study aimed to examine students' perceptions of and comfort levels with avatars of different ages used for instruction. The researchers hypothesized that students would be more comfortable learning from and perceive as more intelligent an older male avatar. Participants were 36 university students who viewed video demonstrations of either a younger or older male avatar professor and completed surveys about their experience. The researchers sought to determine if perception of avatar age impacts perceived intelligence and teaching ability.
Yavelberg upgrading e-portfolios using Web 2.0 toolsJosh Yavelberg
This document discusses upgrading ePortfolios using Web 2.0 concepts for formative development. The author conducted design-based research using an open-source LMS platform incorporating ePortfolio features, social networking, and classroom group sites. A survey of 20 courses found that most students found the system easy to use and helpful for learning. Challenges included technical issues, navigation, and lack of engagement once outside the classroom. Students wanted clearer communication and opportunities to share work and get feedback to improve learning. Future research should expand participation and assess cognitive reflection and growth over time.
Dr. Diane Hamilton explores the relationship between media choices and teach experience in online courses. This presentation won best award at the CSI conference.
Using different Web 2.0 tools and a wiki as the central platform, I was able to expand on a chosen novel to integrate skills. In the future I will be using graded readers since recommended by the students, either Matilda or Rabbit Proof Fence.
Prezentacja "Marka 2.0 - spraw, by social media pracowały na rzecz Twojej marki" - przedstawiona na Kongresie Dyrektorów Marketingu "Future Marketing 2011 w Sopocie", 30-05-2011.
This document analyzes literature on student engagement in online learning. It identifies five key themes: 1) Time influences engagement, with more engaged students spending more time online. 2) Instructors play an important role in engagement through facilitation, feedback and social presence. 3) Making content personally relevant and contextualized increases engagement. 4) Fostering students' sense of self-efficacy and appreciation promotes engagement. 5) Challenges to engagement include technical issues, lack of community and insufficient interaction. The document concludes by discussing limitations and implications for improving online learning engagement.
This document discusses tutoring in online collaborative learning courses. It explains that collaborative learning involves active knowledge construction through negotiation, explanation, and argumentation. The role of the teacher is to guide learners in the inquiry process and monitor their understanding. Online collaborative learning allows people from different backgrounds to learn across time and space but lacks social cues. A major pitfall is assuming collaboration will occur spontaneously without proper training or experience in collaborative learning. The document also discusses challenges of online tutoring like adaptivity and providing sufficient support and monitoring.
The document discusses communities of practice (CoPs), defined as groups of people who share a passion for something they know how to do and who regularly interact to improve their skills. It explores the concepts of situated learning and legitimate peripheral participation developed by Lave and Wenger. The document also discusses how CoPs, situated learning, and legitimate peripheral participation can be incorporated into traditional and online learning environments to create collaborative learning communities.
The document discusses self-regulated online learning and the importance of reflective journaling. It notes that prompting learner reflection and self-monitoring improves learning outcomes for online students. Self-regulated learning involves metacognitive skills like self-monitoring and self-assessment, which are important for online learners and can be developed through reflective prompts. The number of students taking online courses is growing significantly each year.
The document summarizes a research study that investigated the effects of reflective journaling with prompts and exemplars on self-regulated learning skills and knowledge of teaching mathematics for understanding among graduate students in an online course. The study used a randomized experimental design to compare outcomes between groups that received prompts alone versus prompts and exemplars in their reflective journals. It was hypothesized that the combined use of prompts and exemplars would better promote learning outcomes related to self-regulation and mathematics pedagogy.
This research proposal examines teacher classroom websites and the content that engages parents in student learning. The researcher aims to determine which content on teacher websites motivates parents to access the sites more frequently and engage with their child's learning. The proposal provides background on the rise of school websites for communication and typical features like calendars, assignments, and student work. It also discusses barriers to parent engagement online like the digital divide or poor website design. The purpose is to explore how specific content can increase parent motivation and involvement through classroom websites. A qualitative case study of a K-12 private school is proposed to address these questions.
Assessment for e-learning and online learningmelanieroul6610
This document summarizes a presentation on research related to assessment and learning in online and blended environments. It includes 10 references on topics like the cultural shift with online assessment, benefits and challenges of technology, effective learning and assessment strategies, and the importance of self-regulation in e-learning. The presentation covered methods, findings organized into 4 themes, discussion, conclusions, and implications of the research.
Undergraduate and Graduate Student Use of Social Media WhitepaperProQuest
Social media is such an intrinsic part of the way students interact, it is natural that academic libraries would consider making services available through these communication channels. For the benefit of academic libraries, ProQuest commissioned a study by Hanover Research to gauge the current and potential uses of social media for academic research. We present the findings here, along with some top-line recommendations to assist libraries in executing an effective social media strategy.
Thutong Presentation at the e-schools 2008 conferenceJoy Rosario
The document discusses the goals and operational principles of the Thutong Education Portal in South Africa. The portal aims to (1) provide teachers and learners access to high quality educational resources, (2) facilitate collaboration and sharing of resources, and (3) encourage the development and improvement of education through community engagement. Key features of the portal include dedicated learning spaces, communication tools, and a comprehensive search function to find relevant resources. Usage and member statistics from the portal's launch indicate growing adoption within the South African education community.
The document discusses tools that support different levels of learning with technology. It categorizes tools for information seeking, information presentation, knowledge organization, knowledge integration, and knowledge generation. Examples of tools are given for each category, such as digital libraries and websites for information seeking or concept maps and graphic organizers for knowledge organization. The document also lists several recommended websites for using these tools in education.
The study aimed to examine students' perceptions of and comfort levels with avatars of different ages used for instruction. The researchers hypothesized that students would be more comfortable learning from and perceive as more intelligent an older male avatar. Participants were 36 university students who viewed video demonstrations of either a younger or older male avatar professor and completed surveys about their experience. The researchers sought to determine if perception of avatar age impacts perceived intelligence and teaching ability.
Yavelberg upgrading e-portfolios using Web 2.0 toolsJosh Yavelberg
This document discusses upgrading ePortfolios using Web 2.0 concepts for formative development. The author conducted design-based research using an open-source LMS platform incorporating ePortfolio features, social networking, and classroom group sites. A survey of 20 courses found that most students found the system easy to use and helpful for learning. Challenges included technical issues, navigation, and lack of engagement once outside the classroom. Students wanted clearer communication and opportunities to share work and get feedback to improve learning. Future research should expand participation and assess cognitive reflection and growth over time.
Dr. Diane Hamilton explores the relationship between media choices and teach experience in online courses. This presentation won best award at the CSI conference.
Using different Web 2.0 tools and a wiki as the central platform, I was able to expand on a chosen novel to integrate skills. In the future I will be using graded readers since recommended by the students, either Matilda or Rabbit Proof Fence.
Prezentacja "Marka 2.0 - spraw, by social media pracowały na rzecz Twojej marki" - przedstawiona na Kongresie Dyrektorów Marketingu "Future Marketing 2011 w Sopocie", 30-05-2011.
The document discusses interactive whiteboards (IWBs), including their benefits and drawbacks in classroom instruction. Some benefits mentioned are increased interactivity, motivation, and ability to present multimedia lessons. However, concerns are raised that IWBs may encourage passive learning if not used correctly. Research shows mixed results on impacts of IWBs on student achievement, but positive impacts are seen when used long-term. Effective use of IWBs depends on developing teachers' skills in using the technology to enhance pedagogy.
The document discusses different types of software testing including unitary tests, integration tests, and instrumentation tests. It provides examples of how unitary tests can be used to develop regular expressions, parse deep links, improve an invoice generator, and refactor legacy code. Tips are provided on following a given-when-then style for unitary tests and testing one thing at a time. Integration tests and instrumentation tests are discussed for developing APIs and testing apps end-to-end. Continuous integration and continuous delivery are also summarized.
This document discusses online professional development. It includes 13 references on the topic. The methods, findings, discussion, conclusions and implications of the referenced sources on online professional development are summarized. Limitations are also addressed.
REFERENCESAl Fiky, A. (2011). Blended Learning Educational kailynochseu
REFERENCES
Al Fiky, A. (2011). Blended Learning: Educational Design, Multi-media, Creative Thinking. Amman (Jordan): Dar Athaqafa for publishing and distribution.
Allan, B. (2007) Blended learning tools for teaching and training. London, UK: Facet Publishing.
Allen, I.E., and Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Sloan Consortium: USA. http://www.onlinelearningsurvey.com/reports/changingcourse.pdf.
Arbaugh, J. B. and Duray, R. (2002) Technological and structural characteristics, students learning and satisfaction with web-based courses - an exploratory study of two on-line MBA programs. Management Learning, 33(3), 331-347.
Aycock, A., Garnham, C., & Kaleta, R. (2002). Lessons learned from the hybrid course project. Teaching with Technology Today, 8(6).
Babb, S., Stewart, C., & Johnson, R. (2010). Constructing communication in blended learning environments: Students’ perceptions of good practice in hybrid courses. Journal of Online Learning and Teaching, 6(4).
Baruque, L. B. and Melo, R. N. (2004) Learning theory and instructional design using learning objects. Journal of Education Multimedia and Hypermedia, 13(4), 343-370.
Bonk C.J and Graham C.R (2005). Handbook of blended learning: Global perspectives local designs, Pfeiffer Publishing, San Francisco, CA (2005).
Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological choices in studies into students' experiences of blended learning in higher education. Internet and Higher Education, 10, 231-244.
Clark, D. (2006). Blended learning. Retrieved from:
www.epic.co.uk/assets/files/wp_blended_learning.pdf
Cobb, P. (1994) Where is the mind? Constructivist and socio-culture perspectives on mathematical development. Educational Researcher, 23(7), 13-20.
De George-Walker, Linda & Keeffe, Mary. (2010). Self-determined blended learning: A case study of blended learning design. Higher Education Research and Development. 29. 1-13. 10.1080/07294360903277380.
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. Learning and training innovations news line. Retrieved March 22nd, 2013 from
http://www.ltimagazine.com/ltimagazine/article/articleDetail.jsp?id=11755
.
Duhaney, D. C. (2004). Blended learning in education, training, and development. Performance Improvement, 43(8), 35-38.
Dziuban, C., Moscal, P., & Hartman, J. (2005). Higher education, blended learning, and the generations: Knowledge is power - No more. In J. Bourne and J.C. Moore (Eds.), Elements of quality online education: Engaging communities (pp. 85-102) Needham, MA: Sloan-C.
Ertmer, P. A. and Newby, T. J. (1993) Behaviorism, cognitive, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95−105.
Gra ...
1. The document is a list of 36 references related to multiliteracies and Web 2.0.
2. The references cover topics like how Web 2.0 tools can support new literacies, participatory learning, and digital literacy skills.
3. Many of the references also discuss the implications of Web 2.0 and new literacies for education, including how they influence student learning and teaching practices.
The document summarizes scholarly publications completed by students from the Learning Technologies doctoral degree programs between December 2009 and December 2014. It lists accomplishments of several doctoral students, including journal articles, book chapters, books, and conference presentations. The accomplishments are organized alphabetically for ease of reference. It then discusses the importance of faculty maintaining a digital presence through various online platforms like ResearchGate, Academia, and Google Scholar to increase their professional reputation and research impact.
Community of Inquiry Model: Three Presences of TeachingSeth Allen
The community of inquiry model is a framework for online learning that consists of three interdependent elements: cognitive presence, social presence, and teaching presence. Cognitive presence refers to how students construct meaning through communication and critical thinking. Social presence involves connecting with others on a personal level. Teaching presence includes course design, facilitation of discourse, and direct instruction. Together these three elements support critical inquiry and promote a deep understanding of complex ideas in an online community.
Constructivism and Educational TechnologyRandy Rodgers
The document discusses constructivism and how educational technologies can support a constructivist approach to learning. It analyzes the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky in terms of their principles regarding constructivism. The document proposes a professional development program for educators that blends constructivism with technology integration based on the theories of these educators. It suggests workshops could demonstrate how technologies like weblogs can be instructional tools when incorporated through a constructivist framework.
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
This document analyzes research on collaborative online learning. It describes the criteria used to include or exclude papers in the analysis. Specifically, papers had to mention collaborative, online, and learning to be included. Papers were excluded if they discussed online learning without collaboration or vice versa. The document lists 15 references that met the inclusion criteria and were analyzed for findings on collaborative online learning. It notes the analysis covered methods, findings, discussion, conclusions, limitations and implications.
Chad Warren presented on student engagement and blended learning. The presentation discussed methods for blended learning course design, communication types, and student engagement. It reviewed findings on how technologies like wikis and virtual learning environments can encourage student participation and engagement both in and out of class. The conclusion discussed implications and limitations of using blended learning to impact student involvement.
This document discusses how information and communication technologies (ICT) resources can help with teaching and learning. It defines ICT resources as tools that can process, store, retrieve, transmit, and exchange information electronically. Some examples of ICT resources mentioned are computers, laptops, tablets, interactive whiteboards, projectors, video sharing platforms, and online assessment tools. The document then explains how these resources can engage students, facilitate collaboration, provide access to digital content, and support personalized learning. Finally, it provides references that discuss the role of ICT resources in promoting learning and the effectiveness of using these technologies in education.
NSTA Saturday Evening Presentation On Inspire 3 18 2010Bradford Davey
The document proposes designing an online learning community called INSPIRE to engage high school students interested in STEM and NASA. It discusses keys to online learning success such as relevant content, clear expectations, and support for flexible, self-directed learners. INSPIRE will provide NASA-themed activities and competitions to motivate learning while facilitating interaction between students and educators through online and live events. An initial trial involved 1800 students who on average accessed the site twice a week and found it engaging.
The document discusses various terms related to e-learning including web-based instruction, virtual learning, online learning, and e-learning. It provides definitions for each term from different sources. The document also discusses the success of e-learning and how it depends on motivating learners. It outlines the typical stages involved in the development of e-learning content.
This document discusses technology use in education in various contexts. It references projects using technology in India and rural Canada. The author questions how technology can best reach learners rather than comparing online vs. offline instruction. The document also discusses government technology initiatives in Malaysia but a lack of teacher preparedness and some successes. It explores how teachers are trained to use technology and how they implement it in the classroom. The working thesis is that cultural norms must be considered for successful technology integration but it cannot replace teachers and is best used to enhance educational opportunities.
Supporting Reading with an integrated skills WikiChristine Jones
In this presentation that I did at TESOL Arabia in 2010, I highlighted the methods used to support reading in the class with an out of class integrated skills wiki. It took time to build and to create the right kind of support for the reading, but the students did enjoy it.
This document summarizes a presentation on using distance education to enhance curriculum. It discusses findings on the importance of interaction and support for distance learners. It also discusses the importance of technical ability and support systems for effective distance education. The conclusion discusses implications and limitations of enhancing curriculum through distance education. The presentation references 10 sources on topics like learner discomfort, quality of distance education programs, and student mindsets for distance learning.
This document summarizes the activities of EDUS in 2011 related to the eLC project. Key activities included:
1) Developing an EU FP7 project on enabling creative collaboration through technology involving several European universities.
2) Developing a Spanish Ministry of Science project on e-portfolios and hosting a seminar on digital portfolios in higher education.
3) Writing a proposal for a Marie Curie project on enhancing educational time quality through mobile technologies.
4) Supervising several PhD theses related to online education topics.
The document also lists several publications, conference presentations, and other dissemination activities that resulted from EDUS's work in 2011.
[EADTU-ENQA PLA] Blended learning courses in higher education: state of playEADTU
Blended learning courses in higher education are common but implementation varies. The document discusses:
1) Concepts of blended learning combining online and in-person learning.
2) Most institutions offer some blended courses but less than 20% of courses on average.
3) Blended learning could provide more effective pedagogy, convenience, and lower costs if online and in-person components are well integrated.
4) Challenges include balancing innovation/production, adapting to learner roles/digital divides. Effective design is key to progress blended learning.
Steven Rhine has extensive experience as a professor of education, having held positions at several universities. He received his doctorate from UCLA and has published many works on topics related to teacher education, technology integration, and mathematics education. The document provides his resume detailing his educational background, professional experience, publications, and areas of expertise.
This document summarizes 10 sources that examine learners' perceptions and perspectives of online/e-learning. The sources studied students' views of online versus face-to-face learning, quality of online learning from the student perspective, comparisons of campus-based versus online courses, and students' perceptions of online courses. Overall, the research investigated how students perceive features of online environments and their associations between perceptions of online course quality and technologies used.
Similar to An analytical review of the literature on online (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
22. References: Cady, J., & Rearden, K. (2009). Delivering online professional development in mathematics to rural educators. Journal of Technology and Teacher Education, 17(3), 281-298. Chen, Y., Chen, N., & Tsai, C. (2009). The use of online synchronous discussion for web-based professional development for teachers. Computers & Education, 53(4), 1155-1166. Cornelius, S., & Macdonald, J. (2008). Online informal professional development for distance tutors: Experiences from the Open University in Scotland. Open Learning, 23(1), 43-55. Kao, C., & Tsai, C. (2009). Teachers’ attitudes toward web-based professional development, with relation to internet self-efficacy and beliefs about web-based learning. Computers & Education, 53(1), 66-73. Lloyd, M., & Duncan-Howell, J. (2010). Changing the metaphor: The potential of online communities in teacher professional development. In J. Lindberg & A. Olofsson (Eds.), Online Learning communities and Teacher Professional Development: Methods for Improved EducationDelivery (pp. 60-76). Hershey, Pennsylvania: Information Science Publishing. Mackey, J. (2009). Virtual learning and real communities: Online professional development for teachers. In E. Stacey & P. Gerbic (Eds.), Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education (pp.163-181). Hershey, Pennsylvania: Information Science Publishing. Marrero, M. E., Woodruff, K. A., Schuster, G. S., & Riccio, J. (2010). Live, online short-courses: A case study of innovative teacher professional development. International Review of Research in Open and Distance Learning, 11(1), 81-95.
23. Romano, M. (2008). Online discussion as a potential professional development tool for first-year teachers. Technology, Pedagogy and Education, 17(1), 53-65. Stockero, S. (2010). Serving rural teachers using synchronous online professional development. In J. Yamamoto, C. Penny, J. Leight, & S. Winterton (Eds.), Technology Leadership in TeacherEducation: Integrated Solutions and Experiences (pp. 111-124). Hershey, Pennsylvania: Information Science Publishing. Summerville, J., & Johnson C. (2006). Rural creativity: A study of district mandated online professional development. Journal of Technology and Teacher Education, 14(3), 347-361. Vassiliki, Z., & Swan, B. (2010). Challenges of online teacher professional development communities. In J. Lindberg & A. Olofsson (Eds.), Online learning communities and teacher professional development: Methods for improved education delivery (pp. 114-133). Hershey, Pennsylvania: Information Science Publishing. Vavasseur, C., & MacGregor, S. (2008). Extending content-focused professional development through online communities of practice. Journal of Research on Technology in Education, 40(4), 517-536. Wearmouth J., Smith, A., & Soler, J. (2004). Computer conferencing with access to a guest expert in the professional development of special education needs coordinators. British Journal of Educational Technology, 35(1), 81-93. Whitehouse, P. (2010). Online Pedagogy Design and development: New models for 21st century online teacher professional development. In J. Lindberg & A. Olofsson (Eds.), Online learning communities and teacher professional development: Methods for improved education delivery (pp. 247-262). Hershey, Pennsylvania: Information Science Publishing. Zhou, G., Varnhagen, S., Sears, M., Kasprzak, S., & Shervey, G. (2007). Online professional development for inservice teachers in information and communication technology: Potentials and challenges. Canadian Journal of Learning and Technology, 33(2).
Editor's Notes
Slide 1: An analytical review of the literature on online professional development for teachers and tutors. Presented by Jane Feener as partial fulfillment of the course requirements for Education 6610. This analysis of the literature on online professional development was based on 15 studies.
Slide 2: Online professional development refers to Internet-based learning opportunities which can include educational courses, activities, workshops, resources and online interactions with colleagues, instructors and mentors (Chan, Chan & Tsai, 2009).
Slide 3 : The changing landscape of the 21st century requires today’s teachers to be lifelong learners who are continually developing new skills. Traditional face to face professional development for teachers and tutors who do not live close together has been difficult to plan and provide (Cornelius & Macdonald, 2008). In contrast, teacher professional development that is delivered online has helped many organizations to develop OPD programs which take advantage of computer-based technology to create learning environments that allow professionals to access training from a remote site and schedule learning at their own pace (Zhou, Varhagen, Searts, Kasprzak, & Shervey, 2007).
Slide 4: As part of the analysis, 15 sources were selected from 10 peer-reviewed educational technology journals and five educational technology books. All sources included an electronic medium and had the words online, web-based and professional development as part of the title. Furthermore, the studies had to include research participants which excluded meta-analyses and book reviews from the analysis. All the studies were identified through database searches of both Education Resources Information Center (ERIC) and Google Scholar and ranged from 2004 to 2010.
Slide : The nature of the studies in this analysis contained a variety of features. The most common delivery method of the courses in the studies was in the online format using either a synchronous or asynchronous discussion format. Although two studies followed a blended format. The participants were all teachers or tutors with most of the learners being K-12 teachers with two studies having graduate students. The number of teachers and tutors in the studies ranged anywhere from 8 up to 421. The most common subject matter studied was teacher education and mathematics.
Slide 6: The purpose of this analysis was to identify similarities and differences, to identify patterns and search for common themes on online professional development. Using a content analysis where all documents were sorted and thought about, a number of common topics were identified and further analysis of the results
Slide : The analysis of the 15 studies revealed four main themes regarding online professional development. These themes were 1) flexibility, 2) communities of practice, 3) effective learning, and 4) challenges of using technology for online professional development.
Slide : Online professional development has the potential to offer its participants flexibility (Marrero, Woodruff, Schuster & Riccio, 2010; Summerville & Johnston, 2006; Zhou et al., 2007). OPD can make available to educators anytime, anyplace professional development (Chen et al., 2009)
Slide 9: Furthermore, OPD course which are asynchronous allow educators to complete coursework either at home or work and to log on anytime day or night (Summerville & Johnston, 2006). Similarly, a synchronous course format gave teachers an opportunity to interact, collaborate, and gain knowledge from other like-minded educators without having to travel (Marrero et al., 2010).
Slide 10: In addition, online professional development offers flexibility to teachers and tutors by providing them with choice over which courses to take as well as allowing for self-paced learning. Personal preference by the participants to choose courses that dealt with specialized topics relating to their particular area of teaching is a benefit of OPD. Likewise, the ability of teachers and tutors to have the convenience of working at their own pace was an attractive feature of participating in online courses (Summerville & Johnson, 2006; Zhou et al., 2007).
Slide 11: Another theme that emerged about online professional development is that it supports a community of practice. A community of practice can develop collegial contacts, facilitate sharing, promote collaboration and reflection as well as reduce isolation. However, a community of practice can also experience challenges in the online medium.
Slide : Online professional development can help teachers build a network of collegial contacts from which they can receive support. Teachers can meet new colleagues and share new ideas (Summerville & Johnson, 2006). OPD can promote collaboration among teachers by increasing communication (Vavasseur & MacGregor, 2008) and providing the opportunity for diverse educators to work toghether toward a common goal (Vassiliki & Swan, 2010). Oonline professional development courses facilitate the sharing of information within the communities of practice as well as helping keep teachers up to date with current developments in their field. The discussion forum in online courses was used for requesting advice and help, giving notices, disseminating information, making social exchanges (Cornelius & Macdonald, 2008). Furthermore, beginning teachers supported each other during their online course through the use of the online discussion forum by offering words of encouragement to each other (Romano, 2008).
Slide : Online professional development is an effective way to develop a professional learning community. The formation of the professional learning community can be achieved through videoconferencing as a type of face-to-face synchronous online discussion (Stockero, 2010) and through face-to-face discussions with colleagues in a school community of practice (Mackey, 2009). Initiating a learning community can be difficult in the online learning environment and even harder to maintain after the course was completed (Zhou et al., 2007)
Slide 14: The theme of online professional development being effective is evident throughout the results. Participants reported an increase in knowledge (Cady & Rearden, 2009; Mackey, 2009; Marrero et al., 2010; Romano, 2008; Vassiliki & Swan, 2010; Wearmouth et al., 2004). Participants reported an increase in knowledge in four of the studies (Cady & Rearden, 2009; Mackey, 2009; Marrero et al., 2010; Vassiliki & Swan, 2010). Online courses had a positive impact on classroom instruction and gains were shown in content knowledge (Vassiliki & Swan, 2010) as well as pedagogical content knowledge (Cady & Rearden, 2009). The use of a blended online professional development course promoted learning among online participants as they were introduced to new ideas and challenged to expand their knowledge (Mackey, 2009). Furthermore, online professional development was shown to improve teaching skills. Teachers engaged in online PD were exposed to new ideas as to how to teach which made a positive impact on their teaching. Furthermore, teachers felt that through a critical discussion of issues they were conceptualizing and thus sharing ideas as well as problem solving with other students (Wearmouth et al., 2004)
Slide 15: Online professional development can increase teacher’s use of technology. Teachers gained more favorable views and profieciency with using technology after completing an online course (Vavasseur and MacGregor, 2008). Teachers not only improve their content knowledge but they also become more tech-savvy because of their involvement with online PD (Vassiliki & Swan, 2010). Teachers reported that they became more capable to integrate ICT after completing an online course and understood the appropriate teaching methods for ICT integration after completing an online course (Zhou et al., 2007)
Slide : A final theme related to OPD that emerged from the analysis is the challenges faced by this form of learning. One challenge raised by participants is the issue with technology and their profieciency with using it. Teachers felt that the unpredictable nature of internet connections was a short-coming of the online course structure (Cady & Rearden, 2009). Furthermore, a number of barrier can exist to online learning such as access issues, unfamiliarity with the medium, and a lack of confidence by participants to express their personal views in the dicussiion forums (Wearmouth et al., 2004). Another chanllenge raised in one of the studies was whether or not this form of professional development has really been successful in achieving all the goals some online professional development courses they set.
Slide : OPD is a viable means to offer professional development to teachers and tutors. A major benefit that OPD offers over traditional face-to-face professional development is flexibility. The ability of teachers and tutors to chose their courses, work at their own pace and at any time was valued (Chen et al., 2009; Marrero et al., 2010; Summerville & Johnston, 2006; Zhou et al., 2010). Furthermore, OPD is an effective way to deliver professional development. Results showed that OPD leads to improved knowledge (Cady & Rearden, 2009; Mackey, 2009; Marrero et al.,2010; Vassiliki & Swan, 2010), teaching skills (Romano, 2008; Wearmouth et al., 2004) and reflective thinking (Romano, 2008; Wearnouth et al., 2004). As teachers move into the 21st century is a model which fits well in today’s fast changing educational climate that demands teachers to continually learn new content and teaching methods (Lloyd & Howell, 2010; Whitehouse et al., 2010).
Slide : There was some evidence to suggest that being a part of a community of practice in an OPD course offers many benefits to participants (Cady & Rearden, 2009; Mackey, 2009; Romano, 2008; Wearmouth et al., 2004). This formation of collegial contacts as part of a community of practive in OPD is important because it allowed teachers and tutors to share information and promote teacher reflection (Cornelius & Macdonald, 2008; Romano, 2008; Wearmouth et al., 2004). However, there is evidence to suggest that using technology in OPD courses can also pose difficulties to teachers and tutors. Issues with students’ proficiency with technology can hamper students’ ability to be successful (Cady & Rearden 2009; Wearmouth et al., 2004). Moreover, it can be hard to form an online learning community and even harder to maintain it (Mackey, 2009; Zhou et al., 2007). There is a need to support teachers as they use OPD by providing support staff to assist with technical problems (Cady & Rearden, 2009; Marrero et al., 2010; Summerville & Johnson, 2006) and act as mentor teachers to encourage collaboration (Chen et al., 2009; Romano, 2008; Wearmouth et al., 2004; Zhou et al., 2007)
Slide : There are a number of limitations which may have affected the results of this analysis. For example, the studies used different course formats. Two of the studies included a blended course format which may have different results than if the articles has focused entirely on either online or face-to-face interactions. Another limitation is that the analysis of the studies included both tutors and teachers at both the K-12 education system as well as at the post secondary level. The use of post secondary students and tutors may have affected the results. References to tutors could have been excluded which would have then left OPD to be examined as it related just to teachers (Cornelius & Macdonald, 2008; Romano, 2008). A final boundary that could have been changed was to either look only at studies that were asynchronous or synchronous in nature. Both of these types of discussions were included in the 15 studies that were examined and the use of different forums may have impacted the analysis especially concerning the results on community of practice.
Slide : A number of implications for OPD emerged from the results of the analysis of these studies. First, there is a need to provide more support to teachers taking OPD courses. This support may be accomplished by helping teachers to learn how to use the technology and providing support when there are technical issues (Cady & Rearden, 2009;Vassiliki et al., 2010). Second, the role of a ‘guest expert’ or a mentor teacher is seen as helpful in facilitating reflective thinking (Wearmouth et al., 2004). Finally, many of the studies highlighted the importance of a community of practice for offering support, sharing ideas and information (Cornelium & Macdonald, 2008; Mackey, 2009; Marrero et al., 2010; Vavasseur & MacGregor, 2008)
Slide 21: The results of the analysis of the 15 articles suggested that online professional development offers many benefits to teachers and tutors. Online professional development provides teachers and tutors with flexibility, a community of support and an effective learning environment. However, this analysis has also shown that there are challenges that are presented when using OPD courses as a way to deliver professional development. The findings from this analysis can be helpful in the design of future online courses (Chen et al., 2009). The studies highlighted the importance for OPD to be flexible so that teachers and tutors can access the courses when needed. Similarly, OPD courses should incorporate features which allow teachers and tutors to form a community of practice. Finally, OPD was an effective way to provide teachers and tutors with content and pedagogical knowledge so there is a need for further research to examine how this new knowledge is being transferred into classroom practice (Stockero, 2010).