Presenting virtually in the 21st century can be a challenge. It is NOT the same as presenting face-to-face. Understand what is required to be successful in your webinars.
What's going to happen to the teaching profession over the next decade? Will technology supplant the human at the front of the room? This session explores some of those future scenarios; and then provides four future-proofing strategies for sustaining the present great work in the profession.
Tech Steering Commitee Meeting - May 2011Dan Spencer
Presentation slides for the May 2011 Technology Steering Committee Meeting about Gov. Snyder's education white paper "Any Time, Any Place, Any Way, Any Pace."
iSocialMedia: The Virtual Assistants & Social Media MarketingPortfolio
"iSocialMedia: The Virtual Assistants & Social Media Marketing"
Originally a video found at:
http://www.youtube.com/virtualassistantinc
Connect with us!
http://www.virtualassistant.org/
http://www.facebook.com/virtualassistantinc
http://virtualassistantinc.wordpress.com/
http://virtual-assistant-org.blogspot.com/
http://twitter.com/VAsocial
virtual assistant, virtual assistants, small business services, virtual business services, one stop business service, business assistant, virtual assistant, administrative services, business support, support system, back office infrastructure, services, social media marketing
The industry is all about Chat bots, Speech synthesis and recognition, Natural Language Processing... In this session, we'll detail how to build advanced interactions in Javascript with Cisco Spark and Tropo. We'll take the example of the Interactive Voice Responder that was setup for the CodeMotion Milan Conference this year. Last part of the session will be interactive so that we can share our various experiences with frameworks and industry gaps.
Connect with us!
http://www.virtualassistant.org/
http://www.facebook.com/virtualassistantinc
http://virtualassistantinc.wordpress.com/
http://virtual-assistant-org.blogspot.com/
http://twitter.com/VAsocial
virtual assistant, virtual assistants, small business services, virtual business services, one stop business service, business assistant, virtual assistant, administrative services, business support, support system, back office infrastructure, services, advantages
What's going to happen to the teaching profession over the next decade? Will technology supplant the human at the front of the room? This session explores some of those future scenarios; and then provides four future-proofing strategies for sustaining the present great work in the profession.
Tech Steering Commitee Meeting - May 2011Dan Spencer
Presentation slides for the May 2011 Technology Steering Committee Meeting about Gov. Snyder's education white paper "Any Time, Any Place, Any Way, Any Pace."
iSocialMedia: The Virtual Assistants & Social Media MarketingPortfolio
"iSocialMedia: The Virtual Assistants & Social Media Marketing"
Originally a video found at:
http://www.youtube.com/virtualassistantinc
Connect with us!
http://www.virtualassistant.org/
http://www.facebook.com/virtualassistantinc
http://virtualassistantinc.wordpress.com/
http://virtual-assistant-org.blogspot.com/
http://twitter.com/VAsocial
virtual assistant, virtual assistants, small business services, virtual business services, one stop business service, business assistant, virtual assistant, administrative services, business support, support system, back office infrastructure, services, social media marketing
The industry is all about Chat bots, Speech synthesis and recognition, Natural Language Processing... In this session, we'll detail how to build advanced interactions in Javascript with Cisco Spark and Tropo. We'll take the example of the Interactive Voice Responder that was setup for the CodeMotion Milan Conference this year. Last part of the session will be interactive so that we can share our various experiences with frameworks and industry gaps.
Connect with us!
http://www.virtualassistant.org/
http://www.facebook.com/virtualassistantinc
http://virtualassistantinc.wordpress.com/
http://virtual-assistant-org.blogspot.com/
http://twitter.com/VAsocial
virtual assistant, virtual assistants, small business services, virtual business services, one stop business service, business assistant, virtual assistant, administrative services, business support, support system, back office infrastructure, services, advantages
Using data visualization to increase engagement in learningKim Ducharme
5 Lessons Learned About Data Visualization from Middle-schoolers
— Using data visualization to increase engagement in learning
Presented at the Data Visualization Summit in Boston, September 12, 2013.
Abstract: Middle schoolers, a notoriously tough crowd to engage, actually have a lot to say. In this talk, we share lessons learned while creating online educational environments that put struggling readers in charge of their learning. Data visualizations were central to our process, affecting everything from how we operated as a group, to our research approach, student insights, and our design strategy. We played at the intersection of learning analytics, a rich network of reading content, and interactive dashboard visualizations. Our aim was to instill in middle schoolers the belief that they can grow their intellect and expertise in reading, to engage them in taking control of their own goals and progress, and support them in having a deep experience with text.
How do children learn? How are they taught? These are two fundamental questions in education. Caleb Gattegno provides a direct and lucid analysis, and concludes that much current teaching, far from feeding and developing the learning process, actually stifles it. Memory, for instance, the weakest of the mental powers available for intelligent use, is almost the only faculty to be exploited in the educational system, and holds little value in preparing a student for the future. Gattegno’s answer is to show how learning and teaching can properly work together, what schools should achieve, and what parents have a right to expect.
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
Using data visualization to increase engagement in learningKim Ducharme
5 Lessons Learned About Data Visualization from Middle-schoolers
— Using data visualization to increase engagement in learning
Presented at the Data Visualization Summit in Boston, September 12, 2013.
Abstract: Middle schoolers, a notoriously tough crowd to engage, actually have a lot to say. In this talk, we share lessons learned while creating online educational environments that put struggling readers in charge of their learning. Data visualizations were central to our process, affecting everything from how we operated as a group, to our research approach, student insights, and our design strategy. We played at the intersection of learning analytics, a rich network of reading content, and interactive dashboard visualizations. Our aim was to instill in middle schoolers the belief that they can grow their intellect and expertise in reading, to engage them in taking control of their own goals and progress, and support them in having a deep experience with text.
How do children learn? How are they taught? These are two fundamental questions in education. Caleb Gattegno provides a direct and lucid analysis, and concludes that much current teaching, far from feeding and developing the learning process, actually stifles it. Memory, for instance, the weakest of the mental powers available for intelligent use, is almost the only faculty to be exploited in the educational system, and holds little value in preparing a student for the future. Gattegno’s answer is to show how learning and teaching can properly work together, what schools should achieve, and what parents have a right to expect.
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. Learning
Within the field of education, there are several subsets to the
classic role of “teacher”. As Jane Brindley suggests, we refer to
those in the profession, as a whole, as “Practitioners”.
•
There are those who illuminate minds as did their
forbearer, Socrates – we call them “Educators”.
•
Educators
There are those who are particularly adept at a skill and
pass that skill onto others – we call them “Instructors”.
Practitioners
Trainers
•
Instructors
And, there are those who facilitate learning within the
workforce – we call them “Trainers”.
In the 21st Century, corporate trainers must master both face-toface as well as virtual training that is afforded us by technology.
4. The Godfather of Learning
As practitioners, our roots lie with Socrates and his tradition of asking
questions of his students. Not necessarily to gain a particular answer, but
to guide his students in their thinking as they grasped the subject at hand.
For most of humankind, this was the primary method for the transference
of knowledge and done face-to-face, in close proximity. Even when his
pupil, Plato, completed the transcription of his master’s lectures, Socrates
rejected the written word as a learning conveyance because, “They
cannot talk back”. Discourse and collaboration were essential.
But things would change . . .
4
5. Innovations in Learning
Centuries later, Johannes Gutenberg would enable students at a distance the
next best thing to a formal education guided by mentor – affordable access
to knowledge in the form of books made possible by Gutenberg’s printing
press.
Thoughts, concepts, ideas and insights could be carried great distances
within such books along trade routes to those who hungered for knowledge.
A Paradigm shift . . .
5
6. Innovations in Learning
Later, after Gutenberg’s gift of the printing press, came even more
astounding technological innovations such as the radio, the telephone,
television, the computer and the internet.
With each innovation, the constraints of time and distance were
diminished. And, with these advances, modes of learning advanced
accordingly, making possible Distance Education as we know it.
But not without challenges . . .
Transactional Distance . . .
6
7. Challenges in Virtual Training
and e-Learning
While after two millennia, there may be no equal to the Socratic Method –
practitioner and learner, face-to-face, engaged in a dynamic dialogue
regarding a lesson; there are now virtually limitless possibilities.
Just as the village was once the center of the universe, but now is supplanted
by the Web 2.0, trainers are no longer constrained by the walls of a physical
classroom and the learners it can contain. We may train across time zones
and even continents to reach scores of learners synchronously as well as
asynchronously.
How to do virtual training well may be a combination of better understanding
our “new age” learners and deploying some best practices, garnered from
experience, to better “kindle the flame” of their natural curiosity .
8. Best Practices for delivering
training at a Distance
Best Practice 1
Learners 1st! – “It’s all about them”.
Best Practice 2
Situation 2nd – “Make the best of the situation”.
Best Practice 3
Content 3rd – “If they're not getting it, find another approach”.
Best Practice 4
Find your 20% – “What is most important”?
Best Practice 5
Be Authentic – Be yourself!
10. act, but essential.
If we put the learner first, as practitioners
we understand that they will:
NEED structure –
explain the desired
outcomes, how the
course will proceed
and share your
expectations.
11. If we put the learner first, as practitioners
we understand that they will be
anxious about
change, i.e.
“learning” – put
them at ease.
Learners First – this a juggling
act, but essential.
12. act, but essential.
If we put the learner first, as practitioners we understand
that they will be
confused at times – let them
know you care and that you
are their champion.
13. act, but essential.
If we put the learner first, as practitioners we understand
that they will
NEED support – what
mechanism has been put in
place to address this need?
Tell them what it is.
This cannot be “cut due to funding”.
14. If we put the learner first, as practitioners
we understand that they will
NEED a practitioner
who is prepared – show
them that you care by
doing your homework.
Learners First – this a juggling
act, but essential.
15. act, but essential.
If we put the learner first, as practitioners
we understand that they will
NEED the course
material to be
relevant to their lives.
Answer the unasked question, “What’s in it
for me” and “how does it fit with my
personal goals”?
16. act, but essential.
If we put the learner first, as practitioners we
understand that they will
sometimes be distracted
– interact with them
regularly, give feedback.
Bring them back!
17. act, but essential.
If we put the learner first, as practitioners we understand the value of :
Support
Tutoring
Instructional Design Collaboration
Feedback
Situated Learning
Mentoring
Constructionism
Caring
Scaffolding
Learning Theory
Behaviorism
19. environment
Learning should be a feast.
Greet the guests who come to
dine at your table. Make them
feel comfortable and
welcomed.
Can everyone hear and see?
Can the learners navigate the screens?
Do they know how to get your attention?
Will resource materials be available?
20. Conte
nt
Third
Oh Captain, My Captain
“I stand upon my desk to remind
myself that we must constantly
look at things in a different way.”
21. Content 3rd – Look at things
Sometimes training
differently. is messy and you’ll become the learner.
Don’t give answers. Ask questions.
. . . remind you of anyone?
Don’t stifle collaboration. . .
23. Find your 20% – make it count.
Pareto principle - the “80/20” rule
20% of what we do is vital.
80% of what we do is trivial.
Focus on the vital . . .
24. Find your 20% – make it count.
This will affect the both the trainer and the learner
The learner will remember of 20% of what you taught a month from now.
What 20% do you need them to retain?
Consider . . .
What you have time for
What you’ll cover
What they’ll hear
What they’ll remember
What they’ll use
Find your 20% . . .
Effort
20%
80%
Results
26. Be Authentic! – Don’t be someone
else
au·then·tic
adjective
“not false or copied; genuine; real”
Be authentic. If you’re not, they’ll sense it
and begin to question everything you say.
Be yourself. . .
27. References – Part 1
authentic. (n.d.). Dictionary.com Unabridged. Retrieved July 31, 2013, from
Dictionary.com website: http://dictionary.reference.com/browse/authentic
Bozarth, J. (2008). The Usefulness of Wenger’s Framework in Understanding a
Community of Practice. (Doctoral Dissertation, North Carolina State
University). Retrieved from: http://www.lib.ncsu.edu/resolver/1840.16/4978
Brindley,, J., Walti, C & Zawacki-Richte, O. (2004). The Current Context of
Learner Support in Open Distance and Online Learning: An Introduction. In J. E.
Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open,
distance and online learning environments: (pp. 145-156). [Adobe Digital
Edition]. Retrieved from Carl von Ossietzky Universität Oldenburg website:
http://www.mde.uni-oldenburg.de/40574.html
Harasim, L. (2012). Learning theory and online technologies (pgs. 80 - 108). New
York/London: Routledge
Hase, S. & Kenyon, C. (2001). From andragogy to heutagogy. Retrieved from
28. References – Part 2
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view.
Belmont, CA: Wadsworth Publishing Company.
Peters, O. (1994). Otto Peters on Distance Education-The Industrialization of
Teaching and Learning (Desmond Keegan, ed.). London-New York: Routledge
Schulman , T. (1989). Dead Poets Society. [Motion Picture] Touchstone Pictures.
Smith, L. & Drago, K. (2004). Learner Support in Workplace Training. . In J. E.
Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open,
distance and online learning environments: (pp. 145-156). [Adobe Digital
Edition]. Retrieved from Carl von Ossietzky Universität Oldenburg website:
http://www.mde.uni-oldenburg.de/40574.html
Wenger, É. (2006). Communities of Practice – a Brief Introduction. Retrieved
from http://www.ewenger.com/theory/index.htm
Editor's Notes
What you have time forWhat you’ll coverWhat they’ll hearWhat they’ll rememberWhat they’ll use