This document summarizes the iMOOC – Essentials of Clear Writing MOOC offered at NUS from September to November 2013. It provided an overview of the course content which focused on essay structure, language accuracy, idiomatic expressions, and coherence/conciseness. It also reported statistics on course registration, participation levels for video lectures, in-video quizzes and exercises. Survey results showed most participants wanted to improve their writing skills and felt the course met its objectives, with many reporting increased confidence and a willingness to take another MOOC.
Designing a course outline especially with reference to English for Specific Purposes. These slides provides all necessary details and cover major points of topics.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
Craig, D. (2014, September). Challenges and opportunities in flipped writing classrooms: A preliminary report. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
This study evaluates the implementation of a Flipped Classroom approach
in two academic English writing courses at a Korea nuniversity. The Flipped
Classroom approach inverts a traditional class design with students viewing
lectures at home and doing homework in class. It was developed in response
to a perceived lack of classroom time for engagement and an increase in
access to computer and Internet technologies.
Two writing courses for 67 English majors at a Korean university were
flipped with the intention of reducing lecture time and increasing students’
discussion of and engagement with writing concepts and practice during class
time. Instruction was designed to match these goals. For each major topic,
students watched a video and took an online quiz to assess their recall of
ideas from the video lecture prior to attending class. In class, students were
given time to ask questions about the lectures and assignments. They were
then asked to do class activities that encouraged them to come to a deeper
understand of the course content. These activities included worksheets, a
range of group activities, self- and peer-review of essays, and writing.
PowerPoint presentations were created for major topics in the course (7
total). From these presentations, video lectures were created. Four different
screencasting programs were used (Movenote, ActivePresenter, knovio, and
Present.me) in order to evaluate which of the programs best fit the
development needs of the instructor and the viewing preferences of the
students.
This research was conducted as a type of action research (Lewin, 1946).
The researcher was also the lecturer for the two writing courses. As such, the
focus of the research was to better understand and improve on the
instructional design of the course. To accomplish this, data were collected
from numerous sources, including quizzes, one-on-one and whole class
interactions, a research journal, and student survey responses. Preliminary
findings will be presented in three categories: student perceptions, teacher perceptions, and instructional design.
Based on student and teacher experiences, the there are a number of
instructional design changes that will take place in future classes. Videos will
be shorter. This will be accomplished by making more videos that focus on
fewer elements in each. Quizzes remain a good way to encourage students to
watch the video lectures and to assess their understanding of the content
prior to coming to class. It is clear, however, that a better way to push
students to both view the videos and take the quizzes is needed. Lastly,
more/better activities need to be developed for classes.
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
We are the only school in Malaysia with over 88% of its pupils are Siamese ethnic. ( it was 100% back then )
SK Tasek, Pengkalan Hulu is a Grade B SKM school
We are a small family of 12 teachers, 67 pupils and 51 parents (not including the bunch of very supportive community)
The most important and related note is that English became the third language here
Low percentage in PBS and UPSR
Lack of interest in English lesson
Unsupportive surrounding
Plan 1: “Mat Salleh” day
Plan 2: “Tasek Got Talent”
Plan 3: “Make it real”
Creating informal learning environment outside the classroom
One day each week formally known as English Day
Everybody must converse in English on the day
The main objective is to encourage pupils to converse and not to be grammatically correct
The programme is to build up confidence level and finding hidden talent in pupils
Pupils to perform on the Got Talent Stage
Pupils can choose the type of performance
It can either be individual or group performance
It is an approach used during lesson in the classroom
Pupils will be introduced to the new vocab by using the real things/object/animal/etc.
It will help pupils to be familiar to the vocab faster and easier.
Teacher have to be creative in finding substitution for any object which is too large or unavailability.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
This project examined the impact of different multimedia designs in instructional videos. An eye-tracking machine recorded learners while they were shown a slide presentation alongside a video of the instructor. Learners frequently switched between the video and slides, on average every 2.4 seconds. Speakers who gestured, repeated keywords, or began new points often sparked these switches. The switch patterns were evaluated using Multimedia Learning Theory to determine what they might reveal about the cognitive load of the presentation on the learner. The switches appear to show synchronization attempts (or failures) between the speaker and the multimedia, and yield insight for managing optimal cognitive load. Interviews clarified these eye-tracking results, and together they confirm and expand several helpful guidelines for multimedia use in instructional videos.
Introducing "knowledge readings": Systems engineering the pedagogy for effect...CIT, NUS
By Joseph Kasser.
This presentation shows that by a slight modification to the current concept of operations of a class in which the students provide the lecture rather than the instructor, the learning experience can be more effective. The modification is called ‘knowledge readings’ which:
Allow students to exercise cognitive skills at levels 3-6 of the upgraded version of Blooms’ taxonomy.
Provide a better learning experience, since learning for the purposes of presentation is a good way of ensuring retention of the knowledge.
Easily identify if students understand the knowledge being taught in the session.
Demonstrate that different people perceive information differently.
Enable the instructor to correct misinterpretations as they arise.
Provide students with the opportunity to practice presentation skills and obtain feedback on content and style.
The major contribution of this presentation is the use of systems engineering to combine the modified Bloom’s taxonomy (Overbaugh and Schultz, 2013) with the often quoted learning pyramid developed in the 1960’s at the National Training Laboratories, Bethel, Maine (Lowery, 2002), and the earlier Dale Cone of Experience (Dale, 1954).
Designing a course outline especially with reference to English for Specific Purposes. These slides provides all necessary details and cover major points of topics.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
Craig, D. (2014, September). Challenges and opportunities in flipped writing classrooms: A preliminary report. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
This study evaluates the implementation of a Flipped Classroom approach
in two academic English writing courses at a Korea nuniversity. The Flipped
Classroom approach inverts a traditional class design with students viewing
lectures at home and doing homework in class. It was developed in response
to a perceived lack of classroom time for engagement and an increase in
access to computer and Internet technologies.
Two writing courses for 67 English majors at a Korean university were
flipped with the intention of reducing lecture time and increasing students’
discussion of and engagement with writing concepts and practice during class
time. Instruction was designed to match these goals. For each major topic,
students watched a video and took an online quiz to assess their recall of
ideas from the video lecture prior to attending class. In class, students were
given time to ask questions about the lectures and assignments. They were
then asked to do class activities that encouraged them to come to a deeper
understand of the course content. These activities included worksheets, a
range of group activities, self- and peer-review of essays, and writing.
PowerPoint presentations were created for major topics in the course (7
total). From these presentations, video lectures were created. Four different
screencasting programs were used (Movenote, ActivePresenter, knovio, and
Present.me) in order to evaluate which of the programs best fit the
development needs of the instructor and the viewing preferences of the
students.
This research was conducted as a type of action research (Lewin, 1946).
The researcher was also the lecturer for the two writing courses. As such, the
focus of the research was to better understand and improve on the
instructional design of the course. To accomplish this, data were collected
from numerous sources, including quizzes, one-on-one and whole class
interactions, a research journal, and student survey responses. Preliminary
findings will be presented in three categories: student perceptions, teacher perceptions, and instructional design.
Based on student and teacher experiences, the there are a number of
instructional design changes that will take place in future classes. Videos will
be shorter. This will be accomplished by making more videos that focus on
fewer elements in each. Quizzes remain a good way to encourage students to
watch the video lectures and to assess their understanding of the content
prior to coming to class. It is clear, however, that a better way to push
students to both view the videos and take the quizzes is needed. Lastly,
more/better activities need to be developed for classes.
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
We are the only school in Malaysia with over 88% of its pupils are Siamese ethnic. ( it was 100% back then )
SK Tasek, Pengkalan Hulu is a Grade B SKM school
We are a small family of 12 teachers, 67 pupils and 51 parents (not including the bunch of very supportive community)
The most important and related note is that English became the third language here
Low percentage in PBS and UPSR
Lack of interest in English lesson
Unsupportive surrounding
Plan 1: “Mat Salleh” day
Plan 2: “Tasek Got Talent”
Plan 3: “Make it real”
Creating informal learning environment outside the classroom
One day each week formally known as English Day
Everybody must converse in English on the day
The main objective is to encourage pupils to converse and not to be grammatically correct
The programme is to build up confidence level and finding hidden talent in pupils
Pupils to perform on the Got Talent Stage
Pupils can choose the type of performance
It can either be individual or group performance
It is an approach used during lesson in the classroom
Pupils will be introduced to the new vocab by using the real things/object/animal/etc.
It will help pupils to be familiar to the vocab faster and easier.
Teacher have to be creative in finding substitution for any object which is too large or unavailability.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
This project examined the impact of different multimedia designs in instructional videos. An eye-tracking machine recorded learners while they were shown a slide presentation alongside a video of the instructor. Learners frequently switched between the video and slides, on average every 2.4 seconds. Speakers who gestured, repeated keywords, or began new points often sparked these switches. The switch patterns were evaluated using Multimedia Learning Theory to determine what they might reveal about the cognitive load of the presentation on the learner. The switches appear to show synchronization attempts (or failures) between the speaker and the multimedia, and yield insight for managing optimal cognitive load. Interviews clarified these eye-tracking results, and together they confirm and expand several helpful guidelines for multimedia use in instructional videos.
Introducing "knowledge readings": Systems engineering the pedagogy for effect...CIT, NUS
By Joseph Kasser.
This presentation shows that by a slight modification to the current concept of operations of a class in which the students provide the lecture rather than the instructor, the learning experience can be more effective. The modification is called ‘knowledge readings’ which:
Allow students to exercise cognitive skills at levels 3-6 of the upgraded version of Blooms’ taxonomy.
Provide a better learning experience, since learning for the purposes of presentation is a good way of ensuring retention of the knowledge.
Easily identify if students understand the knowledge being taught in the session.
Demonstrate that different people perceive information differently.
Enable the instructor to correct misinterpretations as they arise.
Provide students with the opportunity to practice presentation skills and obtain feedback on content and style.
The major contribution of this presentation is the use of systems engineering to combine the modified Bloom’s taxonomy (Overbaugh and Schultz, 2013) with the often quoted learning pyramid developed in the 1960’s at the National Training Laboratories, Bethel, Maine (Lowery, 2002), and the earlier Dale Cone of Experience (Dale, 1954).
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Bring-Your-Own-Laptop Open Book Examination for a Large Class – Fears, Tears ...CIT, NUS
By Seow Teck Keong.
The AY2013/14 Semester 1 final examination for the LSM1301 – General Biology module was conducted as a bring-your-own-laptop open-book examination. The average enrolment of the LSM1301 module in the first semester of the academic year is about 700 to 800 students, and in AY2013/14, the module had 672 students. In anticipation of the large class size, preparations for the bring-your-own-laptop examination began in May 2013, when the Centre for Instructional Technology was first contacted, intensified from September 2013 onwards, and culminated with the final examination being held on 22 November 2013. While it was indeed a joy that the examination was successfully held with only minor hiccups, the road towards the finale was definitely rough and tough, one that was filled with fears and tears. If you are considering the possibility of implementing this mode of examination, you are invited to come and listen to this sharing of a journey that is not to be embarked by the faint-hearted.
Exploring Teaching and Learning in Active Learning Seminar Room with Special ...CIT, NUS
By Andreas Dewanto.
Special Programme in Science (SPS) is a scholastic programme under the purview of Faculty of Science, National University of Singapore. The programme annually admits 30-40 bright and motivated students to go through Integrated Science Curriculum, an innovative multi-faceted curriculum with the objective of (1) grooming budding science students toward research excellence, and (2) exposing them into multidisciplinary aspect of science. This curriculum is accomplished through innovative pedagogical techniques which incorporate elements of peer-learning and blended-learning. Crucial in this effort is the support from the Faculty in providing the programme with access to Active Learning Room. My presentation is thus to elaborate on these initiatives and how these initiatives are implemented in Active Learning Room setting, bringing up examples on how teaching and learning are actually executed in various SPS courses.
Flipping Screens: Teaching with iPads and Apple TVCIT, NUS
By Johan Geertsema
As part of a CIT trial my students and I each received an iPad last semester. But what is the added value of such technology for teaching? In this presentation, focusing in particular on mirroring screens by means of an Apple TV unit installed in the classroom, I will explain how we used the devices; I will also share the results of a student survey at the end of the semester.
After briefly explaining the classroom setup and the main apps we used, I will consider the chief benefits of teaching with iPads and an Apple TV:
enhanced interactivity through flipping screens, which enables increased discussion of course readings as well as student work (peer review)
community building by subverting teacher/learner hierarchies
the iPad as a vehicle for e-portfolios, with students learning how to record and organize their work
use of back channel to document classes
I will highlight some of the problems that came up, which ranged from technical issues to the pressures of multitasking, and will end by gesturing towards ways of taking this trial forward, in particular the possibility that flipping screens in large classes could help in flipping classes.
The presentation will as far as possible take the form of a hands-on demonstration: I plan to present using an iPad and Apple TV, show a video taken during class, and perhaps ask volunteer members of the audience to mirror their screens.
Wikipedia as a teaching tool in humanities modulesCIT, NUS
By Gerard Sasges
For me, the internet is a great way to allow educators in the humanities to build classes around outcome-based projects rather than around exams or other assignments. In this presentation I'm going to discuss a graduate modules I taught at NUS in SEM 1 of AY2012-13, SE5213. The module's subject was revolt and revolution in Southeast Asia. All work except for the final exam was web-based. The first half of the modules saw students write book reviews they then uploaded to Google Books and Goodreads. In the second half of the module, students created Wikipedia entries on topics of their choice. Wikipedia-based projects, I will argue, represent an exciting opportunity to create humanities modules that allow students to engage in the public and genuinely useful production of knowledge. In my presentation, I'll touch on aspects of module design, discuss how the module worked in practice, highlight some of the more exciting outcomes of the classes, and invite discussion of ways to improve the modules and apply the ideas to other contexts.
Releasing the reins: Technologies that put students in chargeCIT, NUS
By Chris McMorran
A challenge faculty members face is knowing when to stop preparing content and start giving students more responsibility over what they learn. In this presentation, I first outline a range of technologies I have used at NUS to increase student involvement in classes with enrollments that range from five to 450. Then I focus on two technologies I have incorporated to not only allow students to demonstrate their understanding of course content, but also put students in charge of deciding what and how they will learn. Specifically, I highlight Google Maps and the NUS Wiki as learner-centered tools. I show how the technologies work, share student work and student feedback about the tools, and discuss several challenges to their use. This presentation aims to inspire others to release some control over course content in order to help students develop skills, gain knowledge, and demonstrate abilities through readily accessible tools.
By Lee Hon Sing
WebEx provides an online meeting environment in which a presenter can communicate with the audience through powerpoint slides, word documents and screen sharing. It is thus a very useful environment for conducting online classes and discussion meetings. It has also tools such as chat and polling facilities which enhance the interaction between the presenter and the audience. The sessions can be recorded for future referencing. In this presentation I shall give a quick demonstration and share on my experience on using WebEx for my seminar classes.
Search, citation and plagiarism: skills for a digital age have to be taught!CIT, NUS
By N. Sivasothi
A "writing workshop" of three 24-hour essays is integrated into a first year core module (biodiversity) and a personal statement and field report are requirements of a popular second year elective (ecology).
General and specific feedback is provided by motivated TAs to students in groups and individually. Offered both semesters, the typical enrolment is about 200 students. It had became clear that skills for a digital age had to be specifically taught to enhance scholarship. Some of those lessons are discussed here.
Besides the slew of tips for conducting an effective Google search, an ability to adapt the vocabulary of specific disciplines and an evaluation of site credibility are important skills.
Learning and understanding citation of sources in detail has turned out to be key in ensuring an appreciation and differentiation of the diversity of resources available online. This helps eliminate unintended plagiarism (which we evaluate using Turnintin) and facilitates an understanding of scholarship.
Other basics which require exploration are Creative Commons for use of digital resources, Wikipedia as a jump start rather than a primary resource, the quick way to invoke NUS Digital Library access to journals and the basics of email etiquette.
While our writing workshops were initiated to emphasise the critical basics of clear and effective writing, a critical component will be digital skills.
"Sitting up and taking notes": Using the iPad for reading and writingCIT, NUS
By Johan Geertsema
In this presentation I will share some of my experiences teaching with the iPad, focusing in particular on its usefulness for taking notes. I will share how I have been using the iAnnotate app for marking up class readings and commenting on student work. Academic articles and books can be loaded and read in class. Annotating articles and essays in PDF format and backing them up to a computer is very useful, as is the ability to find passages instantaneously. When it comes to writing, while the device has inherent limitations due its size, which militates against extensive text production (e.g. lengthy papers), nevertheless it is ideal for providing feedback on student papers. Additionally, I will briefly look at the advantages and drawbacks of apps such as Bluefire Reader and Kobo, which allow one to read and annotate DRM-protected ePub files. Finally, I will highlight my use of apps such as Soundnote and Evernote, which are helpful for the kind of writing at which the iPad excels: taking notes.
Using SMS to increase interaction with students during lecturesCIT, NUS
By Adrian Roellin
QuestionSMS is a Classroom Response System developed by NUS. It can be used to obtain real-time feedback from the students, be it in form of short informal polls or allowing students to ask questions anonymously. After a quick live demonstration, I will show how I use this tool to improve interaction with students during my lectures.
Clinical examination skills can be imparted effectively using videos for beds...CIT, NUS
By Naresh Kumar
Background & Purpose
Efforts to impart psychomotor skills through IVLE using McGill Videos have been tried since October 2007 at NUS. The post OSCE survey for year 3 and 4 students in academic year 2008-2009 revealed that it was difficult to use the videos in local context. A common observation arose that there was a need for – ‘standardization of clinical examination techniques’. This study was aimed towards developing a standardised clinical examination video for Orthopaedics and also to prove its effectiveness in standardizing the clinical examination techniques for students and examiners.
Methodology
The steps were as follows:
Production of the standardized video
Video workshop demonstrating clinical examination techniques
Post workshop student feedback
Analysis of feedback
Analysis of workshop attendees vs. non attendees performance in the final phase 3 exam
Results
Out of 260 students, 128 students attended the pre-exam video workshop. The post workshop feedback questionnaire had 6 questions per joint/region. The positive response rate per question was: A-94.5%, B-85.5%, C-84.5%, D 90.9%, E- 95.5%, F- 91.8%.
216 students out of 260 students were examined in the Orthopaedic stations in OSCE. Workshop attendee students scored average 74.01% marks. Non-attendees scored 61.88% marks. Out of 128 workshop attendee students - 37.2% students received positive comments, and 9.1% non-attendees received positive examiner comments.
Conclusions
Psychomotor clinical examination skills in Orthopedics are acquired at the bedside and in the classroom. Clinical standardization can only be achieved by having a standardised video which is available over a common platform i.e. IVLE.
Recording your lecture – which is the best option?CIT, NUS
By Victor Tan
eLearning week is coming to your faculty. You are not supposed to conduct physical lectures. Let's say you want to do something more than cancelling the lectures or putting lecture notes in IVLE. What can you do? In this talk, the speaker will introduce, compare and comment on the various options of recording the lectures and putting them online. These include Webcast, Breeze, Camtasia, Ink2Go, WebEx and others.
Chat, social media & online technologies - Interacting with library users onlineCIT, NUS
By Aaron Tay
As content become increasingly available online through ebooks and ejournals, and our users shift to online methods of searching , communication and interaction, the library needs to evolve to handle these new behavioral patterns.
This talk will describe how NUS Libraries is engaging users online using online chat reference services, social media platforms like Facebook and Twitter.
NUS Libraries is also embracing the elearning and has experimented with a variety of tools and services such as Webex, Breeze as well as videos created using Flash or Camtasia.
With the wealth of tools & services available, which are the right tools? What are users preferences with regards to say online chat reference versus physical chat reference? Attending lectures live online vs. in person? Do users really want or expect to obtain help online versus chat for long research and difficult questions?
26 ways of looking at Twitter: Three frameworks for integrating technology in...CIT, NUS
by Edward O'Neill
Where does instructional technology fit in the teaching-learning process? This is our enduring question. This presentation offers three complementary ways we can answer this question.
Who is reading, and who is writing? In what networks do these messages circulate?
What does the technology do and enable? Is it supporting close textual analysis, the presentation of examples or simply capturing elements of the classroom experience?
Which moments in the teaching-learning process do the technology support? E.g. does the technology arouse interest, give learners feedback, etc.?
Rather than expound abstractly on this framework, this presentation consists of 26 ways of using Twitter for teaching and learning. Inspired by Wallance Stevens' poem "13 Ways of Looking at a Blackbird", I will shift from a bird to a tweet, and I will double down on Stevens' poem by going from 13 to 26. For Twitter-haters, Twitter merely serves as a stand-in for any technology that can support learning.
Maximising the potential of IVLE: A showcase of good practicesCIT, NUS
By Kiruthika Ragupathi. Centre for Development of Teaching and Learning, NUS.
http://www.youtube.com/watch?v=JMKgYFGbjyc&p=83FA1CD871F4A4E5
Have you ever wondered what your colleagues do in their IVLE courses? Ever thought of how you can optimise IVLE's potential to enhance your teaching? Or you have tried using IVLE before but was dissatisfied with the outcome? In this session, we will help you discover practical ways that IVLE is being employed by our fellow colleagues to enhance their students' learning experience. We will also showcase some good practices in planning and managing the tools in IVLE.
Probing the boundary of my comfort zone: A novice's experience of using WebEx...CIT, NUS
By Cha Yeow Siah. Department of Psychology, NUS.
Probing the boundary of my comfort zone: A novice's experience of using WebEx for online tutorial
Technological innovations have equipped us with an increasing array of tools to conduct lessons. However, most of us have a fair amount of reservation when it comes to adopting such tools in our teaching, for various reasons. These include having to deal with the uncertainties that a lesson may go awry because of technical difficulties one experiences during class, having to adjust our teaching approach because of the different medium; and last but not least, the additional time and effort required for learning the tool, for adapting lessons to suit the use of the tool, and for carrying out additional coordination. In this presentation, I hope to share with you my first experience of using WebEx for my online tutorial during the faculty e-learning week, by highlighting on some of the above mentioned challenges. I will also report the reaction and feedback from students after the experience.
Google Docs and the Lonely Craft of WritingCIT, NUS
By Eleanor Wong. Faculty of Law, NUS.
http://www.youtube.com/watch?v=FR0Zlt42lr0&p=83FA1CD871F4A4E5
Giving feedback on a student's written work has traditionally been an ex post facto exercise. This weakens the immediacy of the feedback and thus its formative effect. With Google Docs, we can shine a light onto the process in real time and improve the quality of learning.
Blogging for reflective learning: Best practices and worst mistakesCIT, NUS
By Anand Ramchand. Department of Information Systems, NUS.
http://www.youtube.com/watch?v=vPAKvOwb64s&p=83FA1CD871F4A4E5
The majority of our students are intimately familiar with blogs as a communication medium, having consumed their content on a regular basis. Creating content on a blog, on the other hand, is an exercise in reflection and can be used to stimulate deeper thought in students. Together with the social interaction and collaboration that occurs in blogging, the technology is an ideal platform to engage students in the individual and social processes of knowledge construction. However, administering an exercise that requires students to blog regularly throughout a semester poses several challenges. In this presentation, I share my experiences in using student blogs to encourage active and reflective learning, and some of the practices that worked (and those that didn't) to achieve this.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
5. Delivery
• Each week, one topic; last week was wrap-up
• Had three 30-minute segments
• 10 to 12-minute lecture (included in-video
quizzes)
• 20 minutes of practice exercises
• Discussion forum
• https://nus.coursera.org/clearwriting001/wiki/orientation
6. Statistics
Registration and participation
• Weekly
– “registrant” refers to those who registered
– “participant” refers to those who registered and
viewed and/or attempted exercises.
Pre and post survey
• Profile
• Motivation
• Satisfaction
7. Results of surveys
Table 1. Registration numbers over five weeks
Week 1
Week 2
784
94
Week 3 Week 4 Week 5
81
42
Total Number of active participants: 909
8.3% did nothing after registration
36
Total
1096
8. level of participation: video
Table 2. No. of participants who viewed video
(cumulative)
Total Lecture
view
Total Lecture
unique view
Week Week Week Week Week
1
2
3
4
5
759
616
456
390
636
309
159
109
99
112
9. level of participation: in-video quizzes
Table 3. No. of participants who attempted in-video
quizzes (cumulative)
Week Week Week Week Week Week
1
2
3
4
5
6
1203 997 681 598 840 11
Total In-video
Quiz
Total unique In- 136
video Quiz
107
61
60
59
1
10. level of participation: exercises
Table 4. No. of participants who attempted exercises
(cumulative)
Week Week Week Week Week
1
2
3
4
5
169
275
249
277
339
Total exercises
Total unique
exercises
56
57
46
44
41
11. rate of change of lectures viewed
Figure 1. Number of
participants who viewed
lecture videos by topic
14. pre-course surveys findings (N=418)
motivation of doing the course?
• almost all wants to improve their writing skills
• a few hope to use the skills learned to handle
the Qualifying English Test
• a few mentioned to handle English for
Academic Purposes module ES1102
15. post-course surveys findings (N=25)
persistence in doing the course?
• desire to test their knowledge
• consolidate the skills learned
• All agreed that the course had met its
objectives
• 23 said that their experience has been very
positive or positive
16. post-course surveys findings (N=25)
• 9 reported feeling confident of the ability in
the four targeted areas
• 19 reported that they were somewhat
confident
• 22 respondents said that they would consider
taking another MOOC
17. Conclusions
• As the number of participants is small (namely
1096 registrants and 909 active registrants) and
this is a short course, the statistics presented in
this report may not be conclusive.
• Nonetheless, they do reflect the general trend
observed in MOOCs.
• Most importantly, results of the Post-course
survey (though small) are encouraging.
• Further analysis will have to be done for better
insights and learning points.
Editor's Notes
As observed in Table 1, the number of participants is 784 at the start of the course on 30 September 2013. While it drops drastically in Week 2, it is interesting to note there are 36 new registrants in Week 5, the last week of the course. This trend is consistent with that of courses offered as MOOC on Coursera and other similar platforms.
What is the level of participation over the five weeks (cumulative) of Essentials of Clear Writing?The level of participation may be seen from the number of participants who viewed the video lectures, and attempted the video quizzes and practices at the end of each segment and each week. Table 2 shows that in Week 1, 309 participants viewed the video (unique views). The number of unique views falls by about 50% in Week 2 and stabilizes from Weeks 3 to 5. This number increases slightly in Week 5, which is the Consolidation of the four weeks’ of lessons.
Table 3 shows the number of participants who attempted the in-video quizzes. The figures show that some participants made several attempts at doing the video quizzes, as reflected when a comparison is done between “total in-video quiz” and “total unique in-video quiz”. This suggests that a number of participants show some degree of persistence and engagement. However, consistent with the trend in lectures viewed, the level of participation falls in Week 2 but stabilizes in the subsequent weeks.
Table 4 shows the statistics for the number of participants who attempted the practice or homework at the end of each week. The results show that the number of participants who attempted these quizzes is much lower than those who attempted the in-video quizzes. the number of participants who attempted the homework across the weeks does not fall as significantly over time. In fact, the number seems to have stabilized at Week 3, namely at an average of 250 homework attempted by around 40 participants from Weeks 3 to 5. In summary, these statistics reflect trends typical of MOOCs where the level of participation falls quickly especially at the initial weeks before achieving a steady state, which in the case of this MOOC is Week 3.
What is the level of sustainability for each unit, for lectures viewed and homework attempted? Figure 1 shows an overview of the rate of change over time in terms of lectures viewed. It can be seen that by Week 5 , only 12% of the initial number of 567 participants continued to view the video lectures.
Further details of the number of participants who viewed the lectures by topic are shown in Table 5. The last column shows the percentage change compared to the number at the start, which is 567 participants. It can be observed that after segment 1.1, the number falls steeply by 62% but the drop rate slows starting Week 2 , namely sustaining at a 2% drop from segment 2.2 to segment 5.4.
In terms of homework attempted, similar to trend observed in lectures viewed, there was a steep drop from segment 1.1 to segment 1.2 by 55% (see Figure 2). The number of participants who attempted homework is 154 (at the initial stage), which is almost one fifth of those who viewed the lectures.
Based on results of the pre-and post-course surveys, what is participants’ motivation of doing the course? What is the general impression of the course?There are 418 respondents who completed the Pre-course Survey and for almost all of them the motivation for enrolling in the course was to improve their writing skills. A few expressed that they were hoping to use the skills learned to handle the Qualifying English Test in November 2013 and a few also mentioned that they needed the skills for the English for Academic Purposes module ES1102.
What motivated these respondents to persist was the desire to test their knowledge and to consolidate the skills learned. This number (25) represents about 44% of the 56 participants who attempted the homework from Week 1 of the course (see Table 4).
In general the Post-course survey indicates that motivation is a prime determining factor in the successful completion of the course i.e. the viewing of all lecture videos and attempts at the homework. If we consider that at Week 1, 56 unique participants attempted the homework, this final figure of about 23 active participants would represent a healthy 41%.