Blended learning with EDX
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This document outlines the goals and format for a professional development workshop for faculty at BC. It will include sessions for faculty to write responses to questions, discuss issues in small groups, and share ideas with the whole group. The workshop aims to help BC address accreditation goals around differentiated instruction, assessment, and using data to improve learning. It also ties to debates about creating learning-centered classrooms that focus on student learning rather than lecture-based teaching.
European Distance Learning Week: Getting course evaluations ‘just right’
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Presentation of Dr Mark Nichols, Director of Technology Enhanced Learning, The Open University UK for the European Distance Learning Week's second day webinar on "Quality in open, online and technology enhanced learning"- 8 November 2016
Recordings of the discussion are available: https://eden-online.adobeconnect.com/p4vvgr2g7g4/
https://eden-online.adobeconnect.com/p4cqdhsuxmj/What is micro teaching?
Presentation held for the online workshop with Agricultural teacher trainers for the TAP programme in Uganda.
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The lesson observation sheet documented a wind power station course taught on October 8, 2017. The teacher introduced the lesson with a small story and engaged students through group work, class discussions, and questions. Various teaching methods and media like worksheets and the whiteboard were used. The teacher demonstrated clear speaking skills and effective classroom management. The lesson concluded with a review and student feedback showed it was a good lesson.
Eminent Presentation Henk Van Dieten
The document proposes a redesign of secondary education based on modern views of learning and business organization. It suggests forgetting traditions and regulations to create a school for all junior college students using new groupings of students, teachers, buildings and information and communications technology. The outcome would be a service-oriented school focused on authentic learning through problem-solving in realistic settings using core concepts across knowledge fields. Teachers would have different roles like tutors and assistants instead of traditional classrooms. Information and communications technology like digital lessons, portfolios and an electronic learning environment would play an important role in the new model.
Overview of Online Teaching and Learning
The document discusses online teaching and learning. It describes online learning as education that uses computer technology and digital tools as the medium of instruction. It identifies characteristics of online learners as being autonomous, motivated, self-disciplined, and having strong reading, writing, and computer skills. The document outlines different types of online learning as fully online, blended, synchronous, and asynchronous and discusses strategies for effective online teaching including clear expectations, feedback, assessments, and preparing an engaging online environment.
Learning Styles - Training for trainers - LeadFarmProject
1) The document discusses different theories and concepts related to training, education, and adult learning. It addresses pedagogy versus andragogy, the five principles of andragogy, Kolb's experiential learning cycle, and Honey and Mumford's four learning styles.
2) The trainer's role is to help make learning voluntary, break topics into manageable parts, relate topics to jobs or existing knowledge, and ask questions to promote feedback. Trainers should understand different learning styles and motivation factors.
3) Motivation to learn involves curiosity, self-efficacy, attitudes, needs according to Maslow's hierarchy, competence, and external motivators like incentives. The environment, readiness to learn, and
Course outline
Creating the course outline is the primary requisite for the content and the activities you plan to have in the course.
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This document outlines the goals and format for a professional development workshop for faculty at BC. It will include sessions for faculty to write responses to questions, discuss issues in small groups, and share ideas with the whole group. The workshop aims to help BC address accreditation goals around differentiated instruction, assessment, and using data to improve learning. It also ties to debates about creating learning-centered classrooms that focus on student learning rather than lecture-based teaching.
European Distance Learning Week: Getting course evaluations ‘just right’
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Presentation of Dr Mark Nichols, Director of Technology Enhanced Learning, The Open University UK for the European Distance Learning Week's second day webinar on "Quality in open, online and technology enhanced learning"- 8 November 2016
Recordings of the discussion are available: https://eden-online.adobeconnect.com/p4vvgr2g7g4/
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Presentation held for the online workshop with Agricultural teacher trainers for the TAP programme in Uganda.
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The lesson observation sheet documented a wind power station course taught on October 8, 2017. The teacher introduced the lesson with a small story and engaged students through group work, class discussions, and questions. Various teaching methods and media like worksheets and the whiteboard were used. The teacher demonstrated clear speaking skills and effective classroom management. The lesson concluded with a review and student feedback showed it was a good lesson.
Eminent Presentation Henk Van Dieten
The document proposes a redesign of secondary education based on modern views of learning and business organization. It suggests forgetting traditions and regulations to create a school for all junior college students using new groupings of students, teachers, buildings and information and communications technology. The outcome would be a service-oriented school focused on authentic learning through problem-solving in realistic settings using core concepts across knowledge fields. Teachers would have different roles like tutors and assistants instead of traditional classrooms. Information and communications technology like digital lessons, portfolios and an electronic learning environment would play an important role in the new model.
Overview of Online Teaching and Learning
The document discusses online teaching and learning. It describes online learning as education that uses computer technology and digital tools as the medium of instruction. It identifies characteristics of online learners as being autonomous, motivated, self-disciplined, and having strong reading, writing, and computer skills. The document outlines different types of online learning as fully online, blended, synchronous, and asynchronous and discusses strategies for effective online teaching including clear expectations, feedback, assessments, and preparing an engaging online environment.
Learning Styles - Training for trainers - LeadFarmProject
1) The document discusses different theories and concepts related to training, education, and adult learning. It addresses pedagogy versus andragogy, the five principles of andragogy, Kolb's experiential learning cycle, and Honey and Mumford's four learning styles.
2) The trainer's role is to help make learning voluntary, break topics into manageable parts, relate topics to jobs or existing knowledge, and ask questions to promote feedback. Trainers should understand different learning styles and motivation factors.
3) Motivation to learn involves curiosity, self-efficacy, attitudes, needs according to Maslow's hierarchy, competence, and external motivators like incentives. The environment, readiness to learn, and
Course outline
Creating the course outline is the primary requisite for the content and the activities you plan to have in the course.
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This proposal will explore:
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• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
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A presentation for an international delegation of teachers about formative teaching and assessment at our school.
Animate a digital training session - Training of trainers - LeadFarm Project
- Digital training relies on effective pedagogy to facilitate the acquisition of knowledge and key concepts through innovative and engaging methods. The trainer aims to make the training useful, concrete, cooperative and flexible for learners.
- As a trainer, it is important to stimulate discussion and sharing between learners through topics, challenges, and responding to questions in a timely manner. Virtual classroom sessions should last 1-1.5 hours with 10-12 learners and focus on 1-2 course themes.
- Trainers should connect regularly, such as every other day for 30 minutes, to observe discussions, answer outstanding questions within 48 hours, and moderate exchanges to ensure accurate information. Preparation is key for successful virtual classroom sessions
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The E-Tutor can be a little like a jack of all trades. An E-Tutor's role can vary greatly and include functions such as administrator, facilitator, mentor, assessor and subject matter expert.
Gppsd aisi project presentation
This document discusses the costs of various literacy programs and initiatives in the school division, including Reading Recovery which costs approximately $683,100 for partial implementation across 11 schools. It also summarizes research that shows the importance of early literacy skills before grade 3 and targeting support to students who need it. The next steps proposed are to build teacher capacity in grade 1 literacy instruction, provide intensive literacy support for struggling grade 2 students, and focus on high needs students. Coaching of all teachers to improve literacy strategies is also recommended.
Assessment - Training of trainers - LeadFarm Project
This module discusses assessment in the context of digital training. It outlines objectives to evaluate learners' skill acquisition and provides examples of assessment methods like questionnaires, forums, and pre-post training evaluations. Evaluation criteria from Kirkpatrick's model are described, including reaction, learning, behavior change, and results. Methods for evaluating satisfaction, skills, application of skills, and impact/ROI are presented. The importance of defining expected outcomes, measuring initial levels, and involving multiple evaluators is emphasized. Other assessment metrics like completion rates, time spent learning, scores, and connection rates are also mentioned.
Curriculum Development for Quality Sustenance in Higher Education
This document discusses issues with curriculum development in higher education in India and proposes solutions. It notes that curriculum should primarily focus on employability and delivering work skills to students. However, currently curriculum, syllabus, pedagogy, and faculty are not equipped to deliver these skills. The document recommends making curriculum more practical and contemporary by involving industry in designing syllabus, encouraging faculty internships, focusing on interactive learning over lectures, and evaluating students on skills like communication in addition to academics. The goal is to make education more relevant and ensure it fosters both pursuit of knowledge and employability.
EDP 332 Open Learning Environments
In an open learning environment, teachers should provide students with resources, tools, and scaffolds. Resources can be static like unchanging information or dynamic like information that updates and evolves. Teachers should provide tools for processing, manipulating, and communicating information. Scaffolds support learning by providing conceptual, metacognitive, procedural, and strategic guidance to help students solve problems in an open-ended way. The goal is to foster a constructivist learning environment where students own the problems and learn through active, authentic problem-solving.
Week 12 ruth - 2014-15
This document provides guidance for an inquiry assignment involving planning an integrated unit. It outlines the steps to take which include choosing a theme, developing an inquiry question, collaborating with others, creating a unit plan, and presenting it. It emphasizes addressing curriculum expectations, blended learning, and answering an inquiry question related to a problem of practice. It also summarizes information from a webcast on planning authentic integrated learning using backward design with three stages: identifying desired results, determining acceptable evidence, and planning learning experiences and instruction.
Student Voices - Part 2
This document provides suggestions from a student on ways to make learning more relevant and engaging for students. It suggests that teachers tell stories from their own experiences, invite professionals to speak, discuss current events, facilitate interactions between students at different universities, start online discussions before class, assign group projects to solve real-world problems, and use hypothetical situations to show practical applications. The overall goal is to help students make connections between course content and the real world.
Module 7: Delivering and Managing Training Programs
A manager plans, organizes, leads, controls, and coordinates programs to decide the direction of an effort and influence people to follow that vision. They get groups of people to enact new visions or directions through skills like planning, preparation, problem-solving, effective communication, and creating a positive environment. Leadership and management skills include managing individuals, groups, events, and oneself as well as engaging and motivating others through listening and understanding people.
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Student Voices is a series that explores classroom innovation from the student's perspective. Each part is written by a college student and cover topics ranging from technology to real-world skills.
Distance education
Distance education is education that does not take place in the same physical location as the teacher, instead using media like computers, the internet, television or telecommunications. It has advantages like saving time, allowing more efficient learning through online assignments and quizzes, but disadvantages include lacking the social atmosphere of a classroom and teacher jokes/mimics. Evaluation focuses on student success, pleasure and satisfaction.
Chapter 10 - Establish a Study Center in the Elementary Classroom by William ...
Chapter 10 - Establish a Study Center in the Elementary Classroom by William Allan Kritsonis, PhD
See: www.nationalforum.com
Dr. William Allan Kritsonis
Introduction to Module 5
This document provides an agenda and overview for an online module about online learning and ICT integration in training programs. The module will discuss strategies for online learning opportunities, potential tools to use, and how to design effective online activities to support training. Learners will prepare for and participate in an online discussion, collaborate online in groups to research and create a presentation, and present their findings online. The goals are to actively engage students online and demonstrate delivery skills through online presentations.
Technology infusion
This document summarizes the technology resources available in an urban third grade inclusion classroom, including a Promethean Board, Activote student response system, and ActivSlate devices. The Promethean Board is used daily for educational games, videos, and displaying data to engage students. The Activote system allows teachers to rapidly collect assessment data to identify students needing extra support. Both teachers feel the high level of technology has changed their teaching for the better by providing limitless options to deliver content in an engaging way and get instant feedback on student understanding.
Udl assignment
Advance Learning School is a magnet school for grades 1-5 that focuses on reading and technology. It uses a blended learning model where students learn content online at home and apply skills in the classroom. Students are grouped by tier based on performance and each has an iPad for instruction. The curriculum aims to develop communication, critical thinking, reading, and technology proficiency using tools like smart boards, clickers, and assistive technology. Students are assessed every 5 weeks through verbal, written, computerized, or response system tests. The goal is to maximize individualized instruction through flexibility.
Making the most of mocks 1
The document discusses making mock exams more learning-focused and outlines a possible approach.
1) Teachers mark exams lightly and record marks/comments on a spreadsheet to enable peer/self-assessment and inform teaching. Data generates personalised feedback and class analysis.
2) Feedback lessons involve self/peer-assessment using a student-friendly rubric, focusing on key skills rather than the entire rubric. Students must engage with targets by redoing questions.
3) Post-mock analysis identifies absolute key skills middle-achieving students need to improve.
4) Actions include reflecting on learning intentions, providing mentors advice on target students, and producing resources on weak areas.
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...
Ranga Venkatachary, Program Director, Centre for Online and Distance Education, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Symposium 1
This document describes an Outstanding Newly Qualified Teacher Programme in Belgium that aims to support new teachers' emotional welfare and development. The program focuses on three dimensions: professional skills, social/relational skills, and personal development. It aims to increase teacher confidence, provide effective mentorship, improve teaching quality, foster a collaborative school culture, and boost retention rates. The program includes research, policy documents, mentoring tools/guides, and monitoring instruments. Several examples of mentoring tools are presented, including models for examining teaching dilemmas and a card game to facilitate coaching conversations. The program also involves a website and social media presence to build a community for new teachers.
MinJoon Portfolio5 (S/S)
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
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Blended Learning Project
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
Looking back to the future in vocational education
A presentation for an international delegation of teachers about formative teaching and assessment at our school.
Animate a digital training session - Training of trainers - LeadFarm Project
- Digital training relies on effective pedagogy to facilitate the acquisition of knowledge and key concepts through innovative and engaging methods. The trainer aims to make the training useful, concrete, cooperative and flexible for learners.
- As a trainer, it is important to stimulate discussion and sharing between learners through topics, challenges, and responding to questions in a timely manner. Virtual classroom sessions should last 1-1.5 hours with 10-12 learners and focus on 1-2 course themes.
- Trainers should connect regularly, such as every other day for 30 minutes, to observe discussions, answer outstanding questions within 48 hours, and moderate exchanges to ensure accurate information. Preparation is key for successful virtual classroom sessions
The E-Tutor: A Jack Of All Trades
The E-Tutor can be a little like a jack of all trades. An E-Tutor's role can vary greatly and include functions such as administrator, facilitator, mentor, assessor and subject matter expert.
Gppsd aisi project presentation
This document discusses the costs of various literacy programs and initiatives in the school division, including Reading Recovery which costs approximately $683,100 for partial implementation across 11 schools. It also summarizes research that shows the importance of early literacy skills before grade 3 and targeting support to students who need it. The next steps proposed are to build teacher capacity in grade 1 literacy instruction, provide intensive literacy support for struggling grade 2 students, and focus on high needs students. Coaching of all teachers to improve literacy strategies is also recommended.
Assessment - Training of trainers - LeadFarm Project
This module discusses assessment in the context of digital training. It outlines objectives to evaluate learners' skill acquisition and provides examples of assessment methods like questionnaires, forums, and pre-post training evaluations. Evaluation criteria from Kirkpatrick's model are described, including reaction, learning, behavior change, and results. Methods for evaluating satisfaction, skills, application of skills, and impact/ROI are presented. The importance of defining expected outcomes, measuring initial levels, and involving multiple evaluators is emphasized. Other assessment metrics like completion rates, time spent learning, scores, and connection rates are also mentioned.
Curriculum Development for Quality Sustenance in Higher Education
This document discusses issues with curriculum development in higher education in India and proposes solutions. It notes that curriculum should primarily focus on employability and delivering work skills to students. However, currently curriculum, syllabus, pedagogy, and faculty are not equipped to deliver these skills. The document recommends making curriculum more practical and contemporary by involving industry in designing syllabus, encouraging faculty internships, focusing on interactive learning over lectures, and evaluating students on skills like communication in addition to academics. The goal is to make education more relevant and ensure it fosters both pursuit of knowledge and employability.
EDP 332 Open Learning Environments
In an open learning environment, teachers should provide students with resources, tools, and scaffolds. Resources can be static like unchanging information or dynamic like information that updates and evolves. Teachers should provide tools for processing, manipulating, and communicating information. Scaffolds support learning by providing conceptual, metacognitive, procedural, and strategic guidance to help students solve problems in an open-ended way. The goal is to foster a constructivist learning environment where students own the problems and learn through active, authentic problem-solving.
Week 12 ruth - 2014-15
This document provides guidance for an inquiry assignment involving planning an integrated unit. It outlines the steps to take which include choosing a theme, developing an inquiry question, collaborating with others, creating a unit plan, and presenting it. It emphasizes addressing curriculum expectations, blended learning, and answering an inquiry question related to a problem of practice. It also summarizes information from a webcast on planning authentic integrated learning using backward design with three stages: identifying desired results, determining acceptable evidence, and planning learning experiences and instruction.
Student Voices - Part 2
This document provides suggestions from a student on ways to make learning more relevant and engaging for students. It suggests that teachers tell stories from their own experiences, invite professionals to speak, discuss current events, facilitate interactions between students at different universities, start online discussions before class, assign group projects to solve real-world problems, and use hypothetical situations to show practical applications. The overall goal is to help students make connections between course content and the real world.
Module 7: Delivering and Managing Training Programs
A manager plans, organizes, leads, controls, and coordinates programs to decide the direction of an effort and influence people to follow that vision. They get groups of people to enact new visions or directions through skills like planning, preparation, problem-solving, effective communication, and creating a positive environment. Leadership and management skills include managing individuals, groups, events, and oneself as well as engaging and motivating others through listening and understanding people.
Student Voices, Part 3
Student Voices is a series that explores classroom innovation from the student's perspective. Each part is written by a college student and cover topics ranging from technology to real-world skills.
Distance education
Distance education is education that does not take place in the same physical location as the teacher, instead using media like computers, the internet, television or telecommunications. It has advantages like saving time, allowing more efficient learning through online assignments and quizzes, but disadvantages include lacking the social atmosphere of a classroom and teacher jokes/mimics. Evaluation focuses on student success, pleasure and satisfaction.
Chapter 10 - Establish a Study Center in the Elementary Classroom by William ...
Chapter 10 - Establish a Study Center in the Elementary Classroom by William Allan Kritsonis, PhD
See: www.nationalforum.com
Dr. William Allan Kritsonis
Introduction to Module 5
This document provides an agenda and overview for an online module about online learning and ICT integration in training programs. The module will discuss strategies for online learning opportunities, potential tools to use, and how to design effective online activities to support training. Learners will prepare for and participate in an online discussion, collaborate online in groups to research and create a presentation, and present their findings online. The goals are to actively engage students online and demonstrate delivery skills through online presentations.
Technology infusion
This document summarizes the technology resources available in an urban third grade inclusion classroom, including a Promethean Board, Activote student response system, and ActivSlate devices. The Promethean Board is used daily for educational games, videos, and displaying data to engage students. The Activote system allows teachers to rapidly collect assessment data to identify students needing extra support. Both teachers feel the high level of technology has changed their teaching for the better by providing limitless options to deliver content in an engaging way and get instant feedback on student understanding.
Udl assignment
Advance Learning School is a magnet school for grades 1-5 that focuses on reading and technology. It uses a blended learning model where students learn content online at home and apply skills in the classroom. Students are grouped by tier based on performance and each has an iPad for instruction. The curriculum aims to develop communication, critical thinking, reading, and technology proficiency using tools like smart boards, clickers, and assistive technology. Students are assessed every 5 weeks through verbal, written, computerized, or response system tests. The goal is to maximize individualized instruction through flexibility.
Making the most of mocks 1
The document discusses making mock exams more learning-focused and outlines a possible approach.
1) Teachers mark exams lightly and record marks/comments on a spreadsheet to enable peer/self-assessment and inform teaching. Data generates personalised feedback and class analysis.
2) Feedback lessons involve self/peer-assessment using a student-friendly rubric, focusing on key skills rather than the entire rubric. Students must engage with targets by redoing questions.
3) Post-mock analysis identifies absolute key skills middle-achieving students need to improve.
4) Actions include reflecting on learning intentions, providing mentors advice on target students, and producing resources on weak areas.
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...
Ranga Venkatachary, Program Director, Centre for Online and Distance Education, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Symposium 1
This document describes an Outstanding Newly Qualified Teacher Programme in Belgium that aims to support new teachers' emotional welfare and development. The program focuses on three dimensions: professional skills, social/relational skills, and personal development. It aims to increase teacher confidence, provide effective mentorship, improve teaching quality, foster a collaborative school culture, and boost retention rates. The program includes research, policy documents, mentoring tools/guides, and monitoring instruments. Several examples of mentoring tools are presented, including models for examining teaching dilemmas and a card game to facilitate coaching conversations. The program also involves a website and social media presence to build a community for new teachers.
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Looking back to the future in vocational education
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Curriculum Development for Quality Sustenance in Higher Education
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Module 7: Delivering and Managing Training Programs
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Chapter 10 - Establish a Study Center in the Elementary Classroom by William ...
Chapter 10 - Establish a Study Center in the Elementary Classroom by William ...
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...
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Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
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