ATP 2014 Flipped Learning
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- The document outlines a session on flipped learning where participants will learn about flipped learning concepts, evaluate its use, and create a flipped learning blog with embedded videos and quizzes. - Flipped learning involves students learning new content from video lectures at home and doing homework in the classroom with teacher guidance. This empowers students by giving them ownership of their learning using distributed tools that promote creativity. - The presenter will demonstrate how to create a blog on resourcdblogs.com and add pages, posts, videos, quizzes and comments to facilitate flipped learning. Potential issues around privacy, access to technology, time investment and school policies are also addressed.
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This document discusses the impact of educational research on teaching practice. It notes that while a significant amount of pedagogical research is conducted, it is unclear how much makes its way to frontline teachers and what effect it has. The document also references studies that examine factors like teachers' workloads and what could improve teaching quality. It notes debates around evidence-based education and whether research undermines teachers' authority. Overall, the document examines questions around how educational research is accessed by and impacts teachers and students.
Glyndwr Teaching and Research
This document discusses teaching, research, and evidence-based practice in education. It begins with an introduction of the author and their background in teaching psychology and research. Several questions are posed about how to measure learning, what success looks like, and whether educational research has any hope. Research and its impact on frontline teachers is discussed, with questions around how much research actually reaches teachers and the impact it has. Evidence-based practice and its potential to undermine teachers' moral authority is debated. Challenges to implementing research like teachers' resistance to new ideas and "practice ready" scholarship are addressed. Ways to measure the impact of educational interventions and what effective teaching looks like are considered throughout.
AS Week 13 Dr. Money
The document discusses twin studies and the differences between monozygotic (MZ) and dizygotic (DZ) twins. It states that MZ twins share the same gestational environment and genetic material, while DZ twins only share on average 50% of their genetic material and may have different social environments. The objectives are to: 1) Define sex and gender in terms of labels; 2) Describe sex and gender in the context of the biological approach and nature-nurture debate; 3) Describe the case study of Money from 1975.
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KySTE 2015 Flipped Instruction PD
The document discusses flipped instruction, which is a hybrid approach to learning that moves lectures outside of class time through videos and uses class time for interactive activities and engagement. It provides reasons for using flipped instruction like fostering collaboration and critical thinking. Tips are given for getting started with flipped instruction, such as introducing videos to replace lectures and using polling tools to do formative assessments in class. The presentation aims to explain what flipped instruction is, why to use it, and how to implement it.
8 Techniques and Tons of Tools for Creating Excellent Engaging Lessons
This document discusses 8 engaging ways to use technology in the classroom to create lessons that are not boring. It provides examples of tools for each technique: 1) Incorporate student input and gather feedback using tools like Socrative, Plickers, and Twitter. 2) Gamify lessons using techniques like gamifying grading, awarding badges, integrating educational games, and competition. 3) Let students create using tools like Canva, ThingLink, and Blendspace. 4) Get interactive using online whiteboards and Bounceapp. 5) Have students collaborate using Google Drive, MindMeister, and collaborative research. 6) Use project-based learning with resources from TeachThought. 7) Use simulations in subjects like
Minimum 350 WordsAs explained in the lesson notes, IGOs are supr.docx
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As explained in the lesson notes, IGOs are supranational organizations that are heavily connected to regional or international security and international law. A prime example is the UN. Today, the UN is involved in a number of peacekeeping missions around the world. Each time the UN intervenes it sets precedent, which could evolve into customary law.
For this forum, please visit the UN peacekeeping homepage and choose one current or past mission to focus on. For that mission, explain the circumstances that created the need to intervene (background), the purpose of the mission (mandate) and any interesting facts and figures about it. Be sure to use more than one source and incorporate references to course material. Please be sure to paraphrase and cite the information rather than quoting it. I recommend thinking of it as telling the story behind the mission much like the producers did in the movie Black Hawk Down. What happened and what did the UN do about it? Is there something unique about the mission that is setting precedent or impacting international law?
UN peacekeeping homepage - http://www.un.org/en/peacekeeping/operations/
Week 2 - Instructor Guidance
Week Two Instructor Guidance
Welcome to Week Two of EDU620: Meeting Individual Student Needs with Technology. Please begin this week by opening the Week Two unit homepage and reviewing the Week Two homepage and the learning outcomes for the week, the schedule overview, the required and recommended resources, the introduction to the week, and a listing of the assessments for the week. Next, return here and read this Instructor Guidance page.
Overview
Recall that in Week One you viewed videos modeling innovative uses of technology in the classroom and by completing the assessments you have now developed a foundational understanding of how technology can be effectively integrated instructionally. This week, it is important that you recognize that how technology is integrated into classroom instruction entails more than just teaching basic computer skills. Effective technology integration occurs when technology is used across the curriculum in ways that support learning. Therefore, Week Two is designed to ensure you expand upon your early understandings of technology integration and recognize that technology can be a powerful motivator for expanding student learning opportunities.
As part of the Week One Post Your Introduction discussion, you were encouraged to review the weekly homepages for the course and take note of the assessments each week. Now is an appropriate time to revisit the Week Six Final Project instructions and Grading Rubric to be sure you understand the scope of what you will do in that assessment and how your participation in Week Two supports your success.
Intellectual Elaboration
"We keep moving forward, opening new doors, and doing new things, because we're curious and curiosity keeps leading us down new paths." -Walt Disney
The ab ...
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The document summarizes a presentation about a project called "Student4WebES" that aimed to teach employability skills to students through web conferencing. The project found that few students understood web conferencing. It trained students to set up and participate in webinars, had students conduct webinars with local employers, and produced guides. Students gained skills like communication and teamwork. Now the presenters want to create a structured online course on setting up webinars to embed these skills for wider use. They are seeking feedback and interest in piloting the course.
[R]evolution: Teaching Basic Computer Skill - Workshop Slides
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- Programming will be tailored to meet the specific needs and skill levels of each community through assessments and feedback
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Flipping your class with / out technology
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Web 2.0 for Educators
The document discusses the future of education and technology in the classroom. It suggests that classrooms of the future may replace desks and books with digital devices like laptops, e-readers, and tablets. Teachers could use technologies like video conferencing, Google Docs, podcasts, and social media to enhance instruction, collaboration, and student engagement. Challenges include training teachers, funding infrastructure upgrades, and preparing students with 21st century skills for a changing job market that increasingly requires technology proficiency.
Innovative practice
1. The document discusses technology enhanced learning (TEL) and online pedagogy, highlighting various models for developing online curricula, including the SOLSTICE model and Salmon's 5 stage model of online participation.
2. It also addresses student expectations of higher education and technology use, noting both opportunities and challenges in connecting with digital native students.
3. Guidelines are provided for effective online discussion, emphasizing the importance of structure, reflection, and facilitating meaningful discourse among students.
Leading a digital school kiosks 2013
Six professional conversations on topics pertinent to contemporary teachers in the digital age of education from the Leading a Digital School Conference, Melbourne Australia 2013.
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The document discusses the MOSEP project which aimed to develop an online training course for e-portfolio tutors. The goal was to help 14-16 year olds develop self-esteem and skills for lifelong learning by using e-portfolios. Teachers were trained on supporting self-reflection, identifying strengths, and using e-portfolios. The online course was tested with positive feedback on structure, comprehensibility, and helping reflection. Overall, the project aimed to promote skills for career-planning and reducing dropout rates among youth.
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The document summarizes the graduation of the 2007 class of a Diploma of E-Learning program. It discusses the structure of the 18-month online program, the types of e-learning projects students completed, and highlights individual students and their experiences learning online. It concludes by congratulating the graduating class and encouraging them to continue learning and advocating for e-learning.
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UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
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The document discusses best practices for active learning and engagement in online teaching. It provides an overview of active learning strategies and challenges of the online classroom. Examples are given of online tools and strategies that demonstrate active learning, including asynchronous discussions, synchronous meetings, and student presentations. Research supports using interactive techniques, group work, and applying the seven principles of good teaching to enhance online engagement.
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The document discusses the Global Teaching InSights (GTI) initiative, which aims to make quality teaching practices from around the world visible and accessible to teachers through an online platform. The GTI platform features short video clips illustrating different teaching practices in various classroom contexts. It allows teachers to observe, analyze, and discuss teaching approaches from other countries. The goal is to foster collaboration and sharing of effective practices to improve student learning worldwide. The document outlines the development process for the first version of the GTI platform, including selecting classroom video footage, developing online resources, and launching the initial platform by the end of 2020.
Waters, adam eme 2040 multimedia presentation
The document discusses how teachers can effectively integrate multimedia into the classroom. It defines multimedia as the presentation of material using both words and pictures. The document outlines several benefits of multimedia for students, including that it can promote engagement, help students retain information better, and that students who learn with multimodal designs outperform those using traditional single modal designs. It also discusses best practices for using multimedia in the classroom, such as keeping presentations simple, ensuring content is age-appropriate, and actively involving students rather than passive viewing.
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An innovative approach has been taken in the design of the foundation year for a new Extended Degree in Computing, whereby assessment is by competencies in a 120 credit module. The students need to pass 40 competencies to pass. In order to pass a competency they may have to demonstrate this first in class to the tutor where there is a practical element, and in addition the students are required to write a reflective blog post about each competency.
This paper will discuss how the use of Lego Serious Play was used first of all as a means to develop the students' communication skills and to explore effective teamwork and personal skills. The students are encouraged to draw, mind map, take photos or video of any aspect of their learning, and to use these within their reflective multimedia blog posts.
An introduction to reflective practice used the 'what - so what - now what' as a starting point; considered how reflective practice is used by the military who routinely conduct after-action reviews; and then how Gibbs six point reflection cycle can provide trigger points for reflective writing. This provided a pedagogical foundation for why reflection was used, but more importantly for the students it provided why it was beneficial to them both in academia and in preparation for placement or graduate employment.
An abundance of research has highlighted that communication is a skill that all graduates need to demonstrate, and is one our Computing graduates most often need to develop. The outcomes of the blogs to date have demonstrated that allowing students to take a more creative approach to expressing themselves has helped them to become more confident in reflective practice and articulation of their learning.
Ed 480 Ppt
Digital video and multimedia can enhance classroom learning in several ways:
1) It actively engages students and allows for collaboration through group work and feedback as students create their own video clips.
2) Producing video clips gives students a sense of learning and accomplishment and connects their learning to the real world.
3) When used appropriately, multimedia keeps students focused, supports different learning modes, and makes teaching and learning more meaningful and motivating.
Enacting Instruction Online
The Open Learning Initiative (OLI) was created to address limitations of traditional lecture-based education by using technology to enact online instruction differently. OLI courses present expository content and interactive practice problems with immediate feedback, collecting analytics to provide feedback to students, instructors, course designers, and researchers. Evaluation studies have found OLI courses are as or more effective than traditional courses in promoting learning, and students report enjoying the interactive format more than passive lectures.
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NSLC 2014 Session 2 : Critical Thinking in Psychology
This document summarizes a session on teaching critical thinking skills in psychology. It includes:
- Learning outcomes related to describing critical thinking, reflecting on teaching those skills, describing components of a toaster, and discussing strategies to embed critical thinking in the curriculum.
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Week 11 AS Biological Psychology
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A2 Week 9 Depression
Depression is a mood disorder characterized by four main domains of symptoms: affective (depressed mood, sadness), behavioral (social withdrawal, restlessness), cognitive (feelings of guilt, worthlessness), and physical (changes in sleep, appetite). The main types of depression are major depressive disorder (clinical depression), dysthymic disorder (chronic depression), and bipolar disorder (manic-depression). Major depressive disorder involves having five or more symptoms for at least two weeks, while dysthymic disorder involves three or more symptoms for at least two years. Depression affects about 10% of people worldwide and is one of the leading causes of disability.
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The document provides information about a lesson on gender and sex. It defines the terms sex and gender, with sex referring to biological differences and gender describing socially constructed masculine and feminine characteristics. It also discusses several genetic conditions - Klinefelter syndrome, XYY syndrome, and Turner syndrome - that affect sex and gender development. The lesson objectives are for students to be able to describe and identify the differences between sex and gender, and apply the learning approach to explaining gender development.
Week 8 Observation and Analysis
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ATP 2014 Flipped Learning
- 1. ATP 2014 Flipped learning: flipping fantastic? Jamie Davies Sponsoredby
- 2. Learning Outcome Type Things By the end of the session participants will be able to: -Outline the concepts underlying ‘flipped learning’ -Evaluate the use of ‘flipped learning’ -Create a ‘flipped learning’ blog with embedded videos and quizzes -Evaluate the use of blogs in education.
- 3. Jamie Davies Teacher of Psychology & Information Systems Manager for Teaching and Learning, Wyke Sixth Form College. MSc in the Teaching of Psychology, Glyndwr University. Creator of Resourcd.com Editor for PsychBLOG.co.uk
- 7. “Levels of access to and use of technology are high among young learners – especially out of school. However, their experience of technology in formal education generally differs from that at home and there are increasing indications that learners’ expectations of technology, and, as a result, of learning, are not being met.” (BECTA 2008)
- 11. Should we not actually be empowering learners by giving them ownership of their learning using a collection of distributed tools that promote creativity and innovation? How can we achieve this in post-16 education? Can I pose a question?
- 14. Jamie’s Flipped The power of blogs…
- 23. Blogs & Flipped Learning 1. Create a blog on resourcdblogs.com 2. Create a ‘Page’ and ‘Post’ 3. Create a quiz / assessment 4. Embed a video 5. Post a comment
- 26. Possible Issues Privacy and copyright infringement Access to technology and internet Initial investment of time School policies on internet based communication What if they don’t do it?
- 29. 1. Be consistent
- 30. 2. Be reflective
- 31. 3. It takes time
- 32. 4. Experiment …
- 34. Any questions? f l i p