1) The document discusses using the game-based student response system Kahoot to enhance higher-order thinking skills and teach new concepts in a more engaging way.
2) It proposes using "blind Kahoots" where students are asked questions to pique their curiosity before concepts are explained to promote deeper learning.
3) Research cited found that gamification of learning through tools like Kahoot can increase student motivation and engagement by appealing to different learning styles.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
Presentation at the Active Learning Conference, Anglia Ruskin University, 12th September, 2017.
Many are now questioning the relevance of the lecture in mainstream education as learners seek personalised interaction and feedback, and more flexible ways to study (Buitendijk, 2017). However, the answer is not to replace the lecture, but to reinvent it, using technology to empower both learners and teachers. Evidence is now emerging that use of engagement tools and learning analytics in lectures can have a significant impact on critical learning measures, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). This session will reveal how video, learning analytics and communication tools are transforming the lecture, engaging both onsite and distance learners, whilst impacting on student learning outcomes.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
Presentation at the Active Learning Conference, Anglia Ruskin University, 12th September, 2017.
Many are now questioning the relevance of the lecture in mainstream education as learners seek personalised interaction and feedback, and more flexible ways to study (Buitendijk, 2017). However, the answer is not to replace the lecture, but to reinvent it, using technology to empower both learners and teachers. Evidence is now emerging that use of engagement tools and learning analytics in lectures can have a significant impact on critical learning measures, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). This session will reveal how video, learning analytics and communication tools are transforming the lecture, engaging both onsite and distance learners, whilst impacting on student learning outcomes.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Innovative Blended Learning: Promoting a Paradigm ShiftKelsey Skaggs
Presented by Brian Coffey and Brian Seymour.
Blended learning is more than an buzzword: it is a revolutionary way to engage students in deeper learning. Experience blended learning from the perspective of two practitioners who are changing the way their schools teach. Discuss the importance of using technology as a strategic instructional tool and how to create an atmosphere that encourages educators to truly innovate their learning environments.
Personalized Learning: A Guide for Engaging Students with TechnologyK-12 Blueprint
What is Personalized Learning? Watch this SlideShare presentation and learn the essential characteristics of Personalized Learning Environments, the keys to effective implementation, supporting research, and an in-depth exploration of Personalized Learning: A Guide for Engaging Students with Technology and assorted professional development materials. Visit www.k12blueprint.com/plg for more information
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
World Education Summit 2013 presentation.
Topic: Creating Excellence in School Education
Note: These are speaker notes slides. The prevention slides have only images and tag lines which might not have all the information required to understand the flow, so posting this version
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe institutions are exploring the opportunities technology affords to provide a better,
more consistent, and more personalised service to their students and stakeholders In particular, the
development of learning analytics may empower distance learning institutions to provide near realtime
actionable feedback to teachers and students about what the “best” next step in their learning
journeys might be. For example, several institutions have started to explore the use of learning
analytics dashboards that can display learner and learning behaviour to teachers and instructional
designers in order to provide more real-time, or just-in-time support for students. Learning analytics
might provide opportunities for (semi-) automatic personalisation as well as increased flexibility of
online provision, while at the same time potentially benefiting from efficiency and retention gains
when providing education at scale. Nonetheless, there are several critics towards this learning
analytics and data-centred movement. Some critics tend to focus on the perceived dilution of the
role of the human teacher as a provider of the personal support role to (semi-) automated support
provisions. In this BERA keynote, I aim to provide a balanced perspectives of the affordances and
limitations of learning analytics
https://www.bera.ac.uk/event/ed-tech-nov
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
Online Assessment through Moodle Platform in Higher EducationNiroj Dahal
This presentation was done at ICT in Education Conference organized by TU, KUSOED and OSLOMET as a part of NORHED project on 19-21 September 2019 at Hotel Yellow Pagoda, Kathmandu.
Innovative Blended Learning: Promoting a Paradigm ShiftKelsey Skaggs
Presented by Brian Coffey and Brian Seymour.
Blended learning is more than an buzzword: it is a revolutionary way to engage students in deeper learning. Experience blended learning from the perspective of two practitioners who are changing the way their schools teach. Discuss the importance of using technology as a strategic instructional tool and how to create an atmosphere that encourages educators to truly innovate their learning environments.
Personalized Learning: A Guide for Engaging Students with TechnologyK-12 Blueprint
What is Personalized Learning? Watch this SlideShare presentation and learn the essential characteristics of Personalized Learning Environments, the keys to effective implementation, supporting research, and an in-depth exploration of Personalized Learning: A Guide for Engaging Students with Technology and assorted professional development materials. Visit www.k12blueprint.com/plg for more information
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
World Education Summit 2013 presentation.
Topic: Creating Excellence in School Education
Note: These are speaker notes slides. The prevention slides have only images and tag lines which might not have all the information required to understand the flow, so posting this version
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe institutions are exploring the opportunities technology affords to provide a better,
more consistent, and more personalised service to their students and stakeholders In particular, the
development of learning analytics may empower distance learning institutions to provide near realtime
actionable feedback to teachers and students about what the “best” next step in their learning
journeys might be. For example, several institutions have started to explore the use of learning
analytics dashboards that can display learner and learning behaviour to teachers and instructional
designers in order to provide more real-time, or just-in-time support for students. Learning analytics
might provide opportunities for (semi-) automatic personalisation as well as increased flexibility of
online provision, while at the same time potentially benefiting from efficiency and retention gains
when providing education at scale. Nonetheless, there are several critics towards this learning
analytics and data-centred movement. Some critics tend to focus on the perceived dilution of the
role of the human teacher as a provider of the personal support role to (semi-) automated support
provisions. In this BERA keynote, I aim to provide a balanced perspectives of the affordances and
limitations of learning analytics
https://www.bera.ac.uk/event/ed-tech-nov
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
Online Assessment through Moodle Platform in Higher EducationNiroj Dahal
This presentation was done at ICT in Education Conference organized by TU, KUSOED and OSLOMET as a part of NORHED project on 19-21 September 2019 at Hotel Yellow Pagoda, Kathmandu.
How the Centre for Innovation in Higher Education (CIHE) drives and enhances multi-disciplinary pedagogic innovation
Presented at the Advance HE Teaching and Learning Conference 2-4 July 2019 by Dr Simon Pratt-Adams (Director of CIHE), Dr Emma Coonan (Research Fellow, CIHE), Dr Paul Dyer (Senior Lecturer in Biomedical Science, Anglia Ruskin University), David Jay (Language Skills Tutor, Anglia Ruskin University), Sarah Etchells (Acting Director of Studies, Anglia Ruskin University) and Paul Driver (Learning Technologist, Anglia Ruskin University).
Keynote given by Rebecca Ferguson at the University of Leeds Centre for Research in Digital Education Research Symposium on 16 May 2019. You can download the Innovating Pedagogy reports from http://www.open.ac.uk/blogs/innovating/
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
This presentation helps explain why 1:1 technology in classroom can help transform teaching. Included are reasons why to use 1:1, technology concepts to help teaching in 1:1 classes easier, and tips on lesson planning in 1:1 classrooms.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Blind kahoot for enhancing HOTS( higher order thinking skills) and learning new concepts
1.
2. By/ Walaa Salem
Blind Kahoot for Enhancing HOTS&
Learning New Concepts
P r e s e n t e d b y
W a l a a S a l e m
3. Outlines
• The importance of change
• The gamification
• The Kahoot! (definition, use, pros& cons
• The blind Kahoot!
• The HOTS & LOTS
• The references
• The application part
4. • One of the universal human needs is to learn
to discover our world to connect and to grow
through the learning experience itself. How
can we make learning experience more
relevant, meaningful and powerful to all Ss, no
matter their age, background or needs?
6. • Creating interactive engaging lessons is every
educator’s goal when planning instruction.
Once students are motivated, they become
engaged; for this reason, their attention
increases (Glover et al., 2005).
7. • A new way to bring, away from paper
assessment.
• Engage the students in the assessment
process
• Actual application of knowledge
• Integrate tasks to learning
• Insert engagement and joy
8. • The “gamification” of learning increases
student engagement by appealing to all
students, even the most introverted,
combining both a cooperative fast-paced
learning environment and friendly
competition (Kapp, 2012)
10. Kumar (1999) notes that computer games as
educational tools have an intrinsic motivation factor
that encourages curiosity and creates the impression
that students are in control of their own learning
12. What is Kahoot! ?
• A game-based student response system in a
web browser.
• Creating quizzes that include video, pictures,
photos and music.
• Online learning platform transferring a simple
quiz into a game-show.
• A scored game-show
14. • Kahoot is free, easy for instructors to learn,
simple process for students (no account
registration or downloading of application),
compatible with smart phones, tablets, or
computers, real-time results help instructors
provide clarification when needed, music and
colors add to student excitement and energy,
increases student engagement
15. • The Kahoot! platform aims to give the teacher
material and guidelines for facilitating the
assessment process inside his classroom
16. • Randall and Zundel (2012) agreed that
feedback improves learning because it gives
students the opportunity to learn from their
mistakes
17. • Kahoot is one of many applications that
support virtual learning, either via student
engagement, participation, or achievement.
18. • Singer (2016) notes that Kahoot!’s game-like
features have helped turn it into classroom
phenomenon with about 20millionusers(2016)
19. According to Singer(2016), students remarked that
they enjoyed this assignment because they were
creatively using technology within a learning
environment
20. • While many people use Kahoot for reviewing,
re-energizing and as a formative assessment
tool, blind Kahoots are designed to teach new
material in an engaging and impactful way and
with lasting effect.
21. • “A class without Kahoot! is like a car without
wheels”
24. Blind Kahoot
• powerful way to teach new concepts and is all
about building and reinforcing knowledge
brick by brick into a single game.
25. According to Miller(2017): there are steps for using a
blind Kahoot:
1. start with an introductory question.
2. surprise with a blind question. This tricky question
hooks students into the lesson … attracts their
curiosity!
3- explain and discuss the answer to the blind
question. this is where students are equipped to
understand the ideas behind the blind question
4- provide reinforcement questions. let students apply
what they’ve learned right away
5- repeat the blind question from before. now, students
will be equipped to answer it.
27. Posing questions
• Furrer and Skinner (2003) suggest that the
essential mechanism that enables motivation to
facilitate deep student learning is student
engagement. When students are engaged, they
can move from being motivated to deep active
learners. Carroll (2017) indicates that they have
developed a model to capture some of the key
drivers for motivating students for deep learning.
As these are organized under three main
components; emotional states, the self in
context, and social relationships.
28. Students will develop:
• Communication
• Team work
• Collaboration
• General knowledge
• HOTS
• Creativity
29.
30.
31.
32.
33. • References
• Clark, R., & Mayer, R. (2008). eLearning and the science of instruction: Proven guidelines for consumers and designers of
multimedia learning. San Francisco, CA: Pfeiffer.
• Giesbers, B., Rienties, B., Gijselaers, W. H., Segers, M., & Tempelaar, D. T. (2009). Social presence, Web videoconferencing
and learning in virtual teams. Industry of Higher Education, 23(4), 301-309.
• Glover, D., Miller, D., Averis, D., & Door, V. (2005). Leadership implications of using interactive whiteboards. Management in
Education, 18(5), 27-30.
• Hannon, J., & D'Netto, B. (2007). Cultural diversity online: Student engagement with learning technology. The International
Journal of Educational Management, 21(5), 418-422.
• Kahoot. (2014). Retrieved January 7, 2015, from www.getkahoot.com
• Neo, M. (2005). Web-enhanced learning: Engaging students in constructivist learning. Campus-Wide Information System,
22(1), 4-14.
• Matthews.J& Matthews.M,(2015) Curriculum Teaching and Technology . Online Technology for Student Engagement: Kahoot
Instructor: Dr. Shirley Walrod
• Miller, M.(2017) Teach with Kahoot!: Go beyond review with the Blind Kahoot Retrieved from
http://ditchthattextbook.com/2017/04/17/teach-with-kahoot-go-beyond-review-with-the-blind-kahoot/
• Nixon, C., & Helms, M. M. (1997). Developing the "virtual" classroom: A business school example. Education + Training,
39(6), 349-353.
• Randall, L., & Zundel, P. (2012). Students' perceptions of the effectiveness of assessment feedback as a learning tool in an
introductory problem-solving course. Canadian Journal for the Scholarship of Teaching and Learning, 3(1), 19.
• Plump.M & LaRosa.J, (2015).Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based
Technology Solution for eLearning Novices 2017-05-03
34. References
• Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and
education. San Francisco, CA: Pfeiffer.
• Kumar, D. (1999). Pedagogical dimensions of game playing. ACM Intelligence Magazine, 10(1).
• Raymer, R. (2013, September 13). The rock stars of eLearning: An interview with Karl Kapp. eLearn Magazine.
Retrieved from http://elearnmag.acm.org/archive.cfm?aid=2524223
• Sen, L. C., & Al-Hawamdeh, S. (2001). New mode of course delivery for virtual classroom. Aslib Proceedings: New
Information Perspectives, 53(6), 238-242.
• Singer, N. (2016, April 16). Kahoot app brings urgency of a quiz show to the classroom. The New York Times.
Retrieved from http://www.nytimes.com/2016/04/17/technology/kahootapp-brings-urgency-of-a-quiz-show-to-
the-classroom.html?_r=1
• Stanford, P., Crowe, M. W., & Flice, H. (2010). Differentiating with technology. Teaching Exceptional Children Plus,
6(4), 9.
35.
36. Contact info:
• Matt Miller
• Blog: DitchThatTextbook.com
• Email: matt@DitchThatTextbook.com
• Twitter: @jmattmiller / #DitchBook
• Facebook: facebook.com/DitchThatTextbook
37. Contact info:
Walaa salem
E-mail: walaa_salim@yahoo.com
FB :
https://www.facebook.com/walaa.salem.102?
ref=bookmarks
Mobile phone: 01271397760
