Authoring, Sharing and Annotating Digital Learning Resources on Inquiry-Based Science Education

Going personal - How Emerging Technologies Can Support Individualized Learning

Miami-Dade County Public Schools

This document discusses emerging technologies that can support individualized learning. It outlines lessons learned from technology-driven school innovations, including balancing investment in technology with pedagogical knowledge. Emerging technologies that may be adopted in the next 1-5 years are discussed, including cloud computing, mobile learning, learning analytics, and 3D printing. Issues around implementing technologies in schools are also addressed, such as developing teacher competence, leadership, and assessment strategies. The document advocates for holistic approaches to technology implementation that focus on curriculum, assessment, and professional development.

Acode53

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The document discusses blended learning in Europe and the UK. It notes that while blended learning is commonly discussed, there are varying definitions and little consensus on a single definition. It provides some examples of definitions that describe blended learning as incorporating classroom and online learning, or a combination of traditional and technology-enhanced teaching methods. The document also reviews the current state of blended learning at national and institutional levels in Europe and the UK, noting a lack of recent activity and funding cuts that have affected related organizations.

Library challenges within Further Education

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The document discusses library challenges in supporting social science students at Edinburgh College. It outlines how the library liaison team responded to challenges faced by social science students, which included lack of research skills, confidence, and understanding of academic resources. The team provided research support sessions, ensured relevant library resources, and worked with learning technologists. Future engagement ideas could help students overcome challenges like the digital divide and improve skills for further study and employment.

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The role of technology in delivering the curriculum

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This document discusses the role of technology in delivering curriculum. It outlines a systematic planning process for identifying instructional goals and objectives, assessing learners and instruction, and implementing instructional activities and media. The planning process involves analyzing learners, assessing instructional media and technology options, and choosing an instructional media based on practicality, appropriateness for learners, activity level, and matching objectives. The role of technology is to upgrade teaching and learning quality, increase teacher and student capabilities, and broaden education delivery through new approaches like open universities and lifelong learning.

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Elaine Balen-Climacosa

This document discusses the role of technology in curriculum development and delivery. It outlines how technology plays a crucial role in instruction delivery to learners while keeping faculty at the center. It also describes different types of projected and non-projected media that can be used as instructional tools. Several factors for selecting the appropriate technology are presented, including practicality, appropriateness for learners, activity suitability, and matching learning objectives. In conclusion, the role of technology is to upgrade teaching quality, increase teacher and student capabilities, and broaden education delivery both inside and outside the traditional classroom.

OER pp

Laura Stusser-McNeil

Open educational resources (OER) provide benefits for both students and teachers but also present some challenges. For students, OER are less expensive than textbooks, offer a variety of voices and formats, and are widely available. However, students need access to technology and skills to use digital materials, and not all OER are accessible. For teachers, OER allow customization and updating of materials without publisher restrictions, but finding and curating quality resources takes time and requires an open spirit to share work.

The roles of technology in delivering the curriculum presentation transcript

Tacker Sio

Technology plays an important role in delivering curriculum by upgrading teaching and learning quality, increasing a teacher's ability to effectively teach students, and broadening education delivery. When selecting technology, educators should consider practicality, appropriateness for learners, how well the medium fits instructional objectives, and whether it will actively engage students. Examples of instructional media include real objects, printed materials, projected images, videos, and computer presentations. The role of technology is to revolutionize education through student-centered learning and paradigm shifts in curriculum delivery.

Fims student conference2012_sandygallipeau

Sandra Gallipeau

The document discusses Sandra Chambers Gallipeau's co-op experience working in the Learning and Curriculum Support department at the University of Guelph Library. It provides an overview of her responsibilities, which included assisting with the Learning Objects Project Team. The rest of the document outlines best practices for developing learning objects, including following instructional design models, considering learning styles and standards, and ensuring objects are authentic and engaging for users. Evaluation of learning objects is also emphasized.

R. Parsons OER 101 f20 assignment 9 1

rparsons55

Open educational resources (OER) are academic materials like textbooks, assignments, and courses that reside freely online for public use. OER can help make education more affordable and equitable for students by eliminating textbook costs and allowing immediate access to course materials. For faculty, OER allow customizing curriculum and gaining access to expertise and new ideas. However, finding high-quality OER takes time, and not all students learn as well online due to technology issues or language barriers with many resources only in English.

The Role Of Management 22.5.2008

NVL - DISTANS

The document discusses organizing meaningful network-based learning. It addresses pedagogy, teaching methods, organizing teaching facilities, the teacher's role, and student learning. Teachers need basic computing skills to build the learning environment and guide the learning process. When implementing network-based learning, consideration should be given to teacher tools and work hours, initiating students to the platform, including multiple teachers, and ensuring sustainability. Students must understand expectations and have adequate skills and accessible tools. An example of a network between educational units is provided to offer more choices for students to study programs not available at their local unit.

Using Technology to Foster Exploration and Reflection in Science

Lucy Gray

The document discusses using technology to enhance an inquiry-based science curriculum called Science Companion. It describes piloting technology additions to two Science Companion units on collecting and examining life and motion. Technologies were used to support student interactions with science content and reflection. A future proposal aims to develop an integrated science and technology curriculum called Science and Technology Together with online lessons and collaboration spaces. The presentation seeks input on balancing hands-on and technology-enhanced science learning for elementary students.

Creating a digital learning environment backbone

jbsd43

This document provides an overview of creating a digital learning environment at Riverside Secondary school. It introduces Jeremy Brown, the Digital Immersion Coordinator, and details that the school has 1350 students, 80 teachers, and most technology comes from in-house or an SD43 technology project. It outlines several technology programs offered and goals of blended classrooms, connected learning, and developing digital citizens and higher-order thinking skills. It addresses considerations around infrastructure, devices, software, and management of a digital learning environment.

Lesson planning for inquiry based science

ebdenn

The document introduces a game called "Petals Around the Rose" where the goal is to calculate the score from rolling five dice, which will always be even or zero. It then discusses stages of scientific inquiry from confirmation "cookbook" experiments to more open-ended student-designed investigations. Finally, it provides several science education resources and frameworks for lesson planning, including backward design and 5E learning cycles.

Differentiated Instruction in the Science Classroom

The document provides an overview of differentiated instruction. It defines differentiated instruction as a systematic approach to planning curriculum and instruction that considers students' individual learning needs and maximizes their learning potential. The document discusses differentiating content, process, products, based on students' readiness levels, interests, and learning profiles. It provides examples of differentiation strategies teachers can use such as flexible grouping, varied assignments, and ongoing assessment.

Differentiation in the science classroom

williamskristi

This document discusses differentiation in the science classroom. It defines key terms like differentiated instruction and assessment and explains they allow teachers to meet the varying needs of students. The teacher's role is to gather data on students' interests, skills and intelligence profiles to plan lessons accordingly. Examples are provided of using flexible grouping, choice boards, tiered lessons and technology to challenge all students. Reflective questions help students take ownership of their learning.

Experiential Learning & Reflection

Croydon College

Inquiry based learning[1]

teeneeweenee

Inquiry-based learning focuses on having students actively investigate topics rather than passively receiving information from the teacher. It emphasizes learning how scientific knowledge is gained through evidence rather than just presenting established facts. The teacher acts as a facilitator rather than dispenser of knowledge, allowing students to take a more independent role in the learning process. Research shows that understanding science requires building new knowledge on existing concepts and that effective learning involves social interaction and student control over the learning process.

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The Swedish Agency for Flexible Learning promotes new ways of learning through flexible education models and methods for adult education organizations. The agency provides information, advice, support for development projects, and helps spread research to increase knowledge of flexible learning. It has 100 employees across two operational units and works to develop flexible learning, gather knowledge, and disseminate tools and education to broaden teachers' skills in flexible education.

Theory, introduction to the course, 27.10.2014, Essi Vuopala

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This document outlines a university course on learning theory and the pedagogical use of technology. The course will introduce students to three perspectives on learning: self-regulated learning, collaborative learning, and learning of expertise. It will examine how technology can support learning and collaborative knowledge construction. Students will study collaborative learning models and themes related to guiding and evaluating learning. They will complete group projects, write a collaborative online book, and have an oral exam to be assessed on their knowledge and participation.

Theory, introduction to the course, 27.10.2014, Essi Vuopala

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This document outlines a university course on learning theory and the pedagogical use of technology. The course will introduce students to three perspectives on learning: self-regulated learning, collaborative learning, and learning of expertise. It will examine how technology can support learning and collaborative knowledge construction. Students will study collaborative learning models and themes related to guiding and evaluating learning. They will complete group assignments, produce a collaborative "science book," and be assessed through participation, an exam, and the book.

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Pollen was a project aimed at supporting primary school science teaching and learning through hands-on and inquiry-based education. It provided tools, training, materials and assessment to more than 400 schools and over 36,000 pupils across 12 Seed Cities. Main activities included children's experiments, over 1,824 hours of teacher training, and community involvement. Resources developed included an interactive portal, methodological guides, and issue briefs. Key findings showed improved teacher confidence in teaching science, generally positive pupil attitudes, and that ongoing training, experienced teachers as trainers, and connecting schools to their environment through inquiry-based learning were most effective.

Webinar 2010. Presentacion Ami Volansky

webinar20101a1

This document summarizes research from a 3-year experiment in Israel on introducing 1-to-1 computing in classrooms. The experiment involved 14 classes with grades 4-6. Results showed improvements in effective learning time, reduced discipline problems, and teachers taking on more supportive roles. Students reported more engaging and relevant learning, deeper engagement and motivation, and increased self-efficacy. The research also outlines lessons learned, including the need for ongoing teacher training, technical support, relevant digital content, and sufficient annual funding per student. Remaining challenges include the traditional assessment system and getting the Ministry of Education to become a learning organization.

The Future Clasroom

Aula Botin

This document summarizes the future classroom experiences from Stockholm University. It discusses Sweden's school system and use of ICT in schools. It then describes the classroom of the future at Stockholm University, which aims to be an experimental environment for exchanging experiences and exploring pedagogical issues. The classroom of the future provides students and faculty with a flexible interface between technical and pedagogical uses of ICT. It is open to various groups for workshops on digital portfolios, digital storytelling, and other technologies.

Contextualization of Open Educational Resources in Asia and Europe

Jan Pawlowski

The document discusses lessons learned from case studies on contextualizing open educational resources (OER) in Asia and Europe. It finds that successful initiatives integrate OER with existing programs, have policy support, and focus on capacity and awareness building. Cross-border collaboration is needed but has been limited, and quality assurance must consider different country and organization requirements. Early sharing of ideas and materials through their full lifecycle can facilitate collaborative OER development across borders. Continued partnership and clear actions for global collaboration are important next steps.

Supporting teachers' development of technology integration knowledge and skills.

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Thinking schools tct 2019

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The document discusses various approaches to teaching thinking in schools, including those developed by Feuerstein, Lipman, and de Bono. It notes that while brain-based learning is popular, there is limited evidence for most approaches. Effective teaching of thinking skills seems to involve embedding them across the curriculum rather than separate lessons. Developing discussion, argumentation, and the ability to change one's mind are important thinking skills for the digital age. The Exeter Thinking Schools program aims to make explicit thinking and self-improvement central to everything the school does, for both students and staff, in working to establish a culture of thinking.

2016-04-06 research seminar

ifi8106tlu

This document discusses new learning practices and learning analytics for educational innovation. It provides an overview of CEITER, a research center focusing on learning analytics and educational innovation. Some key points: - CEITER aims to measure and support new collaborative, creative, and problem-based learning practices through learning analytics and educational research. - Examples of projects include measuring technology use in schools, tools for collaborative learning, and tracing learning in digital environments. - Research looks at the coupling of individual and collective learning, with cognition seen as mediated by social and material environments. - CEITER aims to build research infrastructure to increase funding opportunities, recruit students, and boost visibility through a more systematic, collaborative approach.

Presentation at the EDU_LEARN Conference 2011, Barcelona, Spain

FernUniversität in Hagen

This document discusses open educational resources (OER) and team-based approaches to OER development. It summarizes a Delphi study on challenges to adopting OER in Germany. Experts identified cultural, OER-specific, legal, and technical hurdles. Case studies show some networks' approaches to OER, and expert interviews suggest commercializing, networking, and cooperation effects. The document recommends establishing common knowledge bases, quality criteria, team approaches using blended models, and logical/pedagogical infrastructures to promote OER.

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A learning design toolkit for creating effective learning activities

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This document summarizes a learning design toolkit created by researchers to help teachers design effective learning activities. The toolkit addresses the gap between educational technology potential and how technologies are actually applied based on sound pedagogical principles. It involves reviewing learning theories, defining components of learning activities, and mapping them to real examples. The toolkit guides teachers through articulating information needs to produce lesson plans. It prompts them to consider pedagogical approaches, tasks, tools, and assessments when creating or modifying activities.

The Nordic Open Education Alliance: Global Collaborations through Open Educat...

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The presentation introduces the Nordic Open Education Alliance which aims at promoting and support the uptake of Open Educational Resources (OER) in the Nordic countries. The presentation discusses the current status in the Nordic countries and the possibilities to engage in global collaborations. How can we support OER as a tool for educators around the globe? How can we create, re-use and share OER to support global collaborations?

Innovative Learning Environments – Insights from Recent OECD/CERI Analyses

The document discusses recent analyses from the OECD/CERI (Centre for Educational Research and Innovation) on innovative learning environments. It summarizes a project that aims to understand effective learning environments through international research reviews and case studies of innovative schools and programs. Key findings from the project highlight the importance of learner-centered, social, and assessment-focused environments that promote connected learning across activities and subjects.

DialogPlus toolkit

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This document introduces a learning design toolkit to help teachers create effective learning activities. It discusses the gap between the potential of educational technologies and how they are applied with good pedagogical principles. The toolkit guides teachers through articulating information needs to produce a lesson plan. It prompts them to consider pedagogical approaches, tasks, tools/resources, roles, and assessments for a learning activity. The document provides examples of linking these components, such as mapping a didactic approach to assimilative tasks and knowledge-based assessments. The toolkit can be used for guidance, mapping pedagogy to tools, repurposing activities, and researching new e-learning models.

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The document discusses educational technology and its applications. It defines educational technology as using computer hardware, software, and educational theory to facilitate learning. Educational technology helps provide personalized learning, prepares students for modern careers, and gives teachers tools to assess student learning. The document also discusses barriers to educational technology implementation in classrooms and how universal design for learning principles can help address the needs of diverse learners through representation, engagement, and flexible ways of interaction. Technologies discussed include assistive tools for students with disabilities and communication disorders as well as instructional software and distance learning applications.

Using moodle to_create_pal_packs

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PAL Packs are self-study packs created in Moodle that contain resources, activities, and assessments to allow for personalized and active learning. They have a flexible structure and focus on developing quality learning experiences through instructions, learning objectives, varied content like videos and tutorials, activities like forums and wikis, and assessments like quizzes or assignments. Support is available to help instructors create PAL packs, which provide benefits like flexible learning, differentiation for learning styles, engagement, and teaching independent learning skills.

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