A case study of using Whats App to support social cohesion in a PGCE class for students who are learning mainly 'at distance'. How did Whats App support the holding together of a class of students?
The document discusses using Twitter as an instructional tool in online university courses. It notes that learning takes place in a social context and social networking tools like Twitter can enhance social presence and student engagement. The authors describe their experience using Twitter in their online courses to encourage more immediate contact between students and faculty and overcome the transactional distance of online learning. They provide guidelines for instructional use of Twitter, such as establishing relevance, recommending people to follow, modeling effective use, and incorporating Twitter participation into assessments.
Analysis Of Technology Innovation In The Classroomlisamulka
The document proposes using blogs as a tool in first-year composition classrooms to address the need to integrate digital literacy and writing skills. Blogs allow students to write for an audience beyond the classroom, fostering community and citizenship. Benefits include developing audience awareness, building community through linking blogs, and strengthening citizenship through public discourse. While blogs effectively meet learning objectives, instructors must dedicate time to reading blogs and linking them to class discussions to fully realize benefits. The solution foreshadows new media becoming increasingly integrated into writing instruction in the future.
The document discusses the University of Waikato's Mixed Media Pathway program, which uses blended learning for their Bachelor of Teaching degree. It describes how the program allows students to complete most of their studies online or at local schools rather than having to physically attend campus each day. The program was developed in response to teacher shortages and to provide more flexible options for students. While technology plays a role, relationships and support from peers, teachers, and staff are also important factors for student success. Blended learning provides benefits for both students and teaching staff by allowing more flexibility, but also poses challenges in workload management and student support.
This document provides guidance for lecturers on preparing for and teaching online courses. It discusses designing engaging online courses through consistent structure, interactive elements, and accessibility features. It also emphasizes the importance of interaction and communication with students through tools for announcements, discussions, and feedback. Continuous monitoring of student progress and course improvements are highlighted as important aspects of online teaching.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Technology Enhanced Learning Workshop, Social Media for EducatorsTanya Joosten
The document discusses Tanya Joosten's use of social media for educational purposes. It provides tips for using social media profiles and participating in educational hashtags and live Twitter sessions. It emphasizes connecting with colleagues through conferences and professional groups on social media. It also addresses managing student expectations when using social media in the classroom, including issues like devices, apps, hashtags, archives, timing and technical support.
The document discusses how new web technologies can support an emerging educational paradigm focused on self-directed learning. It describes this emerging paradigm as having students who actively construct their own knowledge through collaboration. Social networking tools are proposed to help foster this by allowing open sharing of resources and facilitating interactions between students and faculty. The emerging model is seen as making students an integral part of the educational process by blurring boundaries between teaching and learning.
The document discusses using Twitter as an instructional tool in online university courses. It notes that learning takes place in a social context and social networking tools like Twitter can enhance social presence and student engagement. The authors describe their experience using Twitter in their online courses to encourage more immediate contact between students and faculty and overcome the transactional distance of online learning. They provide guidelines for instructional use of Twitter, such as establishing relevance, recommending people to follow, modeling effective use, and incorporating Twitter participation into assessments.
Analysis Of Technology Innovation In The Classroomlisamulka
The document proposes using blogs as a tool in first-year composition classrooms to address the need to integrate digital literacy and writing skills. Blogs allow students to write for an audience beyond the classroom, fostering community and citizenship. Benefits include developing audience awareness, building community through linking blogs, and strengthening citizenship through public discourse. While blogs effectively meet learning objectives, instructors must dedicate time to reading blogs and linking them to class discussions to fully realize benefits. The solution foreshadows new media becoming increasingly integrated into writing instruction in the future.
The document discusses the University of Waikato's Mixed Media Pathway program, which uses blended learning for their Bachelor of Teaching degree. It describes how the program allows students to complete most of their studies online or at local schools rather than having to physically attend campus each day. The program was developed in response to teacher shortages and to provide more flexible options for students. While technology plays a role, relationships and support from peers, teachers, and staff are also important factors for student success. Blended learning provides benefits for both students and teaching staff by allowing more flexibility, but also poses challenges in workload management and student support.
This document provides guidance for lecturers on preparing for and teaching online courses. It discusses designing engaging online courses through consistent structure, interactive elements, and accessibility features. It also emphasizes the importance of interaction and communication with students through tools for announcements, discussions, and feedback. Continuous monitoring of student progress and course improvements are highlighted as important aspects of online teaching.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Technology Enhanced Learning Workshop, Social Media for EducatorsTanya Joosten
The document discusses Tanya Joosten's use of social media for educational purposes. It provides tips for using social media profiles and participating in educational hashtags and live Twitter sessions. It emphasizes connecting with colleagues through conferences and professional groups on social media. It also addresses managing student expectations when using social media in the classroom, including issues like devices, apps, hashtags, archives, timing and technical support.
The document discusses how new web technologies can support an emerging educational paradigm focused on self-directed learning. It describes this emerging paradigm as having students who actively construct their own knowledge through collaboration. Social networking tools are proposed to help foster this by allowing open sharing of resources and facilitating interactions between students and faculty. The emerging model is seen as making students an integral part of the educational process by blurring boundaries between teaching and learning.
Case study 1 katie jones delivery during lockdown school of creative and cult...Konstantina Martzoukou
This is case study 1 of a new series of teaching and learning we introduced in OneHE online community Mindsets, inspired by the changes caused by the pandemic.
Katie Jones is a Lecturer in Events Management and Marketing within the School of Creative & Cultural Business at Robert Gordon University. Katie teaches modules such as live festival management, corporate & association events management, consumer psychology as well as supervising live client event projects and managing the development of practical industry experience portfolios for the events students. If you would like to share your own case study please get in touch with me k.martzoukou@rgu.ac.uk
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
The document discusses using social networking tools like Web 2.0 to engage digital students in a course. It aimed to provide an environment that promoted self-motivated, autonomous learning. Web 2.0 allows people, not just computers, to connect and share information efficiently. This aligns with emerging educational paradigms of collaborative, team-based learning where students jointly construct knowledge with faculty. Student feedback indicated the social networking site encouraged interaction, collaboration and the development of a learning community.
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
An online education platform was proposed to address issues with current online classes. The proposed platform aims to create a more intuitive, social, and motivating online learning experience for both students and instructors. User research was conducted including surveys of students and interviews of instructors to understand their needs and challenges. Several concept designs were created and refined, including a virtual classroom, desktop widget, and gamification elements. Wireframes were developed for the virtual classroom concept to demonstrate the user interface and flows.
These articles discuss using blogs in education to enhance student learning and reflection, communicate with parents, and build communities of practice. Blogs allow students to write for authentic audiences, reflect on their learning, and receive feedback on language skills. Teachers can use blogs to share resources, stimulate discussion, and improve instruction through collaboration. When integrated according to student needs and learning styles, emerging technologies like blogs can positively impact the learning experience.
The document discusses using social networking in education. It covers how social networking can help students learn through social interactions and building skills. It also addresses educators' interest in using social networking but barriers like privacy concerns. Examples are given of social networking sites used in schools and their educational benefits for students in developing computer skills and global awareness.
The document discusses the potential benefits of using social networking in education. It notes that social networking can help students build connections with teachers and other students to enhance learning. While many educators are interested in using social networking, there are also concerns about issues like privacy and how sites may be blocked in schools. For social networking to truly support learning, it would need to be integrated with other online tools and used in a planned way within educational activities and collaboration.
This dissertation examines an online community of practice formed by teachers of students with visual impairments (TVIs) following a face-to-face technology workshop on using iPads. The study analyzed interactions between TVIs on an online forum over one year to understand how it supported their informal learning and technology proficiency. Findings showed that the forum served as an online community that advanced knowledge from initial training, provided ongoing professional development, and influenced teaching practices. The study also found that membership in the community was effective in supporting TVIs' technology skills and that self-reports of technology use were unreliable for evaluation.
Technology enhanced learning workshop: Social media for educatorsTanya Joosten
This document provides guidance on using social media for educational purposes. It begins by introducing the author, Tanya Joosten, and their role at the University of Wisconsin-Milwaukee. It then lists tips for setting up social media profiles and engaging with colleagues, such as including an image, bio, and connecting through relevant hashtags. Examples of hashtags for different topics like education and technology are given. The document also summarizes research on students' preferences for communication and social media use. Finally, it discusses best practices for integrating social media into pedagogy and outlines expected benefits like increasing communication and engagement.
The secondary research summarizes the following:
1) Public speaking has been an important skill taught at universities since their inception, as it was seen as a valuable life skill.
2) Similar programs like Toastmasters and military speaking workshops help people overcome their fear of public speaking through practice and feedback.
3) The GVSU Speech Lab was founded three years ago and has grown significantly, helping hundreds of students each semester with presentations.
4) Peer tutoring in speech labs is effective as students feel less apprehensive receiving help from near-peers.
(1) Mary Thorpe discusses conceptualizations of online interaction and challenges of designing effective online learning activities.
(2) She provides an example course where online interaction is well-integrated and successful - students collaborate online through structured activities tied to assessment.
(3) Key factors in the design include identifying students with specific roles, authentic tasks, and ensuring participation without depending on tutors' moderation skills. When online interaction is well-conceived and designed, it can be highly effective for learning.
The document describes how to transfer the peer instruction technique of using clickers to an asynchronous online environment. It provides examples of online prompts that pose questions to students along with answer choices. Students first privately select their response, then discuss their reasoning in an online threaded discussion. Afterward, students are surveyed on the question again. This allows instructors to assess changes in understanding and observe student thinking. The benefits listed include promoting student engagement, improving learning through discussion, providing feedback to instructors, and engaging students in active learning.
This document discusses using podcasts in tertiary education to enhance language learning. It argues that podcasts allow for active student engagement through group collaboration, frequent interaction, and feedback. Students can practice and reinforce oral skills by recording podcasts. This promotes autonomy and lifelong learning. When integrated into a blended learning model with an LMS platform, podcasts provide scaffolding, learner support, language recycling, and consolidation. This fosters cognitive and social development while addressing affective factors. Challenges include the digital divide and maintaining student motivation in asynchronous environments. Overall, podcasts promote more active participation compared to traditional methods.
This document discusses the use of social media in education based on surveys of students' technology use and needs. It finds that students want good and frequent communication with instructors and classmates to feel connected. While students use social media heavily, they view email as for "old people." The document also discusses how social media can meet pedagogical needs like increasing communication and engagement. It provides guidance on selecting social media, setting expectations for student behavior, and connecting with others in the education field through social media.
This document provides guidance on using social media for teaching and learning. It discusses how to build a professional network on Twitter by following key influencers, using relevant hashtags, and participating in live Twitter chats. Examples are given of using Facebook to increase instructor-student communication and using Twitter to facilitate in-class feedback and participation. The benefits of sharing content through YouTube, Flickr, and other sites to engage students are outlined. It is emphasized that social media is just a tool and instructors should develop a sound pedagogical strategy to enhance learning outcomes. Questions to consider regarding strategy, evaluation, resources, and policies are presented to help instructors effectively integrate social media.
This document provides a summary of several websites that can serve as resources for online instruction. The websites cover topics like developing and teaching online courses, trends in online learning, facilitating online discussions, and creating meaningful online discussions. Each website provides information, resources, and best practices for online educators.
The document discusses how registered teachers can embrace e-learning to meet the professional standards and criteria. It provides examples of how tools like blogs, videos, and online networks can be used to engage students, communicate with families, collaborate with colleagues, continue professional learning, and more. The overall focus is on how e-learning can support building relationships, cultural responsiveness, effective teaching, and ongoing reflection and improvement.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
The document presents a proposal for an Educational Social Network (ESN) for students in Bangladesh. It discusses how existing social networks have enabled new forms of communication and learning in classrooms. The proposed ESN would allow students to create profiles, interact in online classrooms, discuss course material, and share updates. It highlights benefits like flexibility, repeatable access to content, and convenience. Challenges of privacy, time consumption, and miscommunication are also noted. The overall goal is to use social networking features to support collaboration and creativity among students across Bangladesh.
This document summarizes a presentation on incorporating social media into the classroom. It defines social media and provides statistics on its use in higher education. Questions and concerns about using social media are addressed, such as whether it costs money or takes extra time. Tools for giving social media a try in classes are described, like using Twitter, Google Docs, Skype, and Elluminate. Real examples of social media paying off in the classroom through backchannel conversations and increased collaboration are provided. Contact information is given for those wanting help getting started with social media.
Case study 1 katie jones delivery during lockdown school of creative and cult...Konstantina Martzoukou
This is case study 1 of a new series of teaching and learning we introduced in OneHE online community Mindsets, inspired by the changes caused by the pandemic.
Katie Jones is a Lecturer in Events Management and Marketing within the School of Creative & Cultural Business at Robert Gordon University. Katie teaches modules such as live festival management, corporate & association events management, consumer psychology as well as supervising live client event projects and managing the development of practical industry experience portfolios for the events students. If you would like to share your own case study please get in touch with me k.martzoukou@rgu.ac.uk
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
The document discusses using social networking tools like Web 2.0 to engage digital students in a course. It aimed to provide an environment that promoted self-motivated, autonomous learning. Web 2.0 allows people, not just computers, to connect and share information efficiently. This aligns with emerging educational paradigms of collaborative, team-based learning where students jointly construct knowledge with faculty. Student feedback indicated the social networking site encouraged interaction, collaboration and the development of a learning community.
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
An online education platform was proposed to address issues with current online classes. The proposed platform aims to create a more intuitive, social, and motivating online learning experience for both students and instructors. User research was conducted including surveys of students and interviews of instructors to understand their needs and challenges. Several concept designs were created and refined, including a virtual classroom, desktop widget, and gamification elements. Wireframes were developed for the virtual classroom concept to demonstrate the user interface and flows.
These articles discuss using blogs in education to enhance student learning and reflection, communicate with parents, and build communities of practice. Blogs allow students to write for authentic audiences, reflect on their learning, and receive feedback on language skills. Teachers can use blogs to share resources, stimulate discussion, and improve instruction through collaboration. When integrated according to student needs and learning styles, emerging technologies like blogs can positively impact the learning experience.
The document discusses using social networking in education. It covers how social networking can help students learn through social interactions and building skills. It also addresses educators' interest in using social networking but barriers like privacy concerns. Examples are given of social networking sites used in schools and their educational benefits for students in developing computer skills and global awareness.
The document discusses the potential benefits of using social networking in education. It notes that social networking can help students build connections with teachers and other students to enhance learning. While many educators are interested in using social networking, there are also concerns about issues like privacy and how sites may be blocked in schools. For social networking to truly support learning, it would need to be integrated with other online tools and used in a planned way within educational activities and collaboration.
This dissertation examines an online community of practice formed by teachers of students with visual impairments (TVIs) following a face-to-face technology workshop on using iPads. The study analyzed interactions between TVIs on an online forum over one year to understand how it supported their informal learning and technology proficiency. Findings showed that the forum served as an online community that advanced knowledge from initial training, provided ongoing professional development, and influenced teaching practices. The study also found that membership in the community was effective in supporting TVIs' technology skills and that self-reports of technology use were unreliable for evaluation.
Technology enhanced learning workshop: Social media for educatorsTanya Joosten
This document provides guidance on using social media for educational purposes. It begins by introducing the author, Tanya Joosten, and their role at the University of Wisconsin-Milwaukee. It then lists tips for setting up social media profiles and engaging with colleagues, such as including an image, bio, and connecting through relevant hashtags. Examples of hashtags for different topics like education and technology are given. The document also summarizes research on students' preferences for communication and social media use. Finally, it discusses best practices for integrating social media into pedagogy and outlines expected benefits like increasing communication and engagement.
The secondary research summarizes the following:
1) Public speaking has been an important skill taught at universities since their inception, as it was seen as a valuable life skill.
2) Similar programs like Toastmasters and military speaking workshops help people overcome their fear of public speaking through practice and feedback.
3) The GVSU Speech Lab was founded three years ago and has grown significantly, helping hundreds of students each semester with presentations.
4) Peer tutoring in speech labs is effective as students feel less apprehensive receiving help from near-peers.
(1) Mary Thorpe discusses conceptualizations of online interaction and challenges of designing effective online learning activities.
(2) She provides an example course where online interaction is well-integrated and successful - students collaborate online through structured activities tied to assessment.
(3) Key factors in the design include identifying students with specific roles, authentic tasks, and ensuring participation without depending on tutors' moderation skills. When online interaction is well-conceived and designed, it can be highly effective for learning.
The document describes how to transfer the peer instruction technique of using clickers to an asynchronous online environment. It provides examples of online prompts that pose questions to students along with answer choices. Students first privately select their response, then discuss their reasoning in an online threaded discussion. Afterward, students are surveyed on the question again. This allows instructors to assess changes in understanding and observe student thinking. The benefits listed include promoting student engagement, improving learning through discussion, providing feedback to instructors, and engaging students in active learning.
This document discusses using podcasts in tertiary education to enhance language learning. It argues that podcasts allow for active student engagement through group collaboration, frequent interaction, and feedback. Students can practice and reinforce oral skills by recording podcasts. This promotes autonomy and lifelong learning. When integrated into a blended learning model with an LMS platform, podcasts provide scaffolding, learner support, language recycling, and consolidation. This fosters cognitive and social development while addressing affective factors. Challenges include the digital divide and maintaining student motivation in asynchronous environments. Overall, podcasts promote more active participation compared to traditional methods.
This document discusses the use of social media in education based on surveys of students' technology use and needs. It finds that students want good and frequent communication with instructors and classmates to feel connected. While students use social media heavily, they view email as for "old people." The document also discusses how social media can meet pedagogical needs like increasing communication and engagement. It provides guidance on selecting social media, setting expectations for student behavior, and connecting with others in the education field through social media.
This document provides guidance on using social media for teaching and learning. It discusses how to build a professional network on Twitter by following key influencers, using relevant hashtags, and participating in live Twitter chats. Examples are given of using Facebook to increase instructor-student communication and using Twitter to facilitate in-class feedback and participation. The benefits of sharing content through YouTube, Flickr, and other sites to engage students are outlined. It is emphasized that social media is just a tool and instructors should develop a sound pedagogical strategy to enhance learning outcomes. Questions to consider regarding strategy, evaluation, resources, and policies are presented to help instructors effectively integrate social media.
This document provides a summary of several websites that can serve as resources for online instruction. The websites cover topics like developing and teaching online courses, trends in online learning, facilitating online discussions, and creating meaningful online discussions. Each website provides information, resources, and best practices for online educators.
The document discusses how registered teachers can embrace e-learning to meet the professional standards and criteria. It provides examples of how tools like blogs, videos, and online networks can be used to engage students, communicate with families, collaborate with colleagues, continue professional learning, and more. The overall focus is on how e-learning can support building relationships, cultural responsiveness, effective teaching, and ongoing reflection and improvement.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
The document presents a proposal for an Educational Social Network (ESN) for students in Bangladesh. It discusses how existing social networks have enabled new forms of communication and learning in classrooms. The proposed ESN would allow students to create profiles, interact in online classrooms, discuss course material, and share updates. It highlights benefits like flexibility, repeatable access to content, and convenience. Challenges of privacy, time consumption, and miscommunication are also noted. The overall goal is to use social networking features to support collaboration and creativity among students across Bangladesh.
This document summarizes a presentation on incorporating social media into the classroom. It defines social media and provides statistics on its use in higher education. Questions and concerns about using social media are addressed, such as whether it costs money or takes extra time. Tools for giving social media a try in classes are described, like using Twitter, Google Docs, Skype, and Elluminate. Real examples of social media paying off in the classroom through backchannel conversations and increased collaboration are provided. Contact information is given for those wanting help getting started with social media.
This document provides information on developing character in students through authentic learning experiences like service learning projects. It discusses that character is developed gradually over time, and recommends engaging students in real-world problem solving that addresses community needs and is tied to curriculum. Students learn by planning, taking action, and reflecting on their service experiences.
Using Moodle and Big Blue Button for Engaging Learners in Online Discussions_dua
The document discusses the Engaging Learners in Online Discussion (ELOD) professional development course for online tutors at Open Universities Australia. It provides an overview of ELOD, including its goals of adopting a social constructivist approach to develop tutoring skills through online interaction and reflection. The summary describes how ELOD is run over 4 weeks and 10 hours, using Moodle and asynchronous discussion forums. It also highlights feedback which found ELOD informative and effective at improving understanding of online tutoring.
The document discusses the "Develop Me! Support Me! Retain Me!" approach used at the University of Bradford to support student retention and transition. It provides an overview of the various digital tools and resources used in the approach, including an online social network, surveys, and mobile guides. It also describes the Skills and Personal Reflective Activity (SaPRA) which students complete to reflect on their skills and confidence in areas like academic reading/writing. The approach aims to help students socially and academically integrate into university life from the start through various online and in-person activities and resources.
Leadership Lessons for Education Leaders During COVID-19, 2021 and BeyondCatherine McCullough
This article provides leadership lessons to education leaders who are navigating the new landscape during COVID-19, 2021 and beyond. It is broken down into key topics including: the need for connection between staff and students, making difficult decisions, under-going change, rapid decision making and more.
Serving as the interim Director of Education during the start of the 2021 school year, provided the author, Catherine McCullough of CMC Leadership, with first-hand experience in navigating education during this unprecedented time. Her insights and learnings are of great value to any leader in education.
Virtual Community in Interactive Teaching: Five CasesIOSR Journals
Abstract: Modern teaching methods demand innovative and effective use of technology at utmost level.
Incorporating a virtual community outside classroom teaching has become inevitable in digital age education.
This research was intended to find out how this can be used in terms of interactive teaching and how it can
facilitate students to recover the lacks of learning in classroom. A web community of a university called
Learning Feedback System (LFS) has been used here as the methodology to analyze five sample cases. Effects of
a significant level of interaction in LFS indicated that it helped to reduce the communication gap between
students and teachers that of course leading to proper learning.
Keywords: ICT, Interactive teaching, LFS, Technology education, Virtual Community,
intro to online tools for teaching and learning.pdfssuser906a9b
A Teacher is responsible for preparing lesson plans and educating students at all levels.
Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
CPRE 2021 Industry/Educator Summit ReportSarah Jackson
The 2021 CPRE Industry/Educator Summit consisted of four virtual sessions that brought together public relations educators and professionals to discuss the impact of the COVID-19 pandemic and issues of racial inequity on public relations education and the industry. Key learnings from the summit highlighted the need to focus on empathy, flexibility, relationship building and diversity in the workplace. Virtual internships were praised for increasing access and diversity, but the social capital gap for first-generation students was also discussed. Keeping strong connections between universities and industry through mentorship programs and networking opportunities was emphasized.
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
This document discusses using technology enhanced learning (TEL) to support students throughout their academic journey. It outlines a student lifecycle model with stages including preparation, transition, progression/support, and moving on. Examples are provided of how TEL can aid each stage, such as using social media for recruitment, online resources for transition support, and skills tracking for progression. While technology is not a complete solution, the document argues that used strategically it can help institutions engage more students and personalize support. Face-to-face interaction is still important, but technology can reach more learners and help them stay connected to resources and each other.
The document discusses techniques for encouraging student engagement and interaction in e-learning environments. It explains that e-learning provides benefits like real-time access, freedom to fail without embarrassment, and improved retention through multimedia instruction. However, interaction is still important for learning, including learner-content, learner-instructor, and learner-learner interaction. The document recommends techniques instructors can use to encourage interaction, such as using visual elements, audio communications, remembering student details, being available to help students, and using communication methods students prefer. Fostering collaboration through discussion forums and maintaining an online presence also promotes active learning.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
The document describes a teacher's problem of practice in meeting the needs of all students in a heterogeneous classroom. The teacher aims to prove that catering to different ability levels is possible through expanding classroom walls using technology and collaborative learning. Students will work in groups, discuss concepts online, and use simulations. Preliminary results found increased participation, especially from quiet students, through exploring simulations and discussing concepts online and in class. The teacher aims to continue incorporating collaborative learning and technology to engage all students.
A SMASHing approach for developing staff and student digital capabilities wit...Sue Beckingham
SMASH is the Social Media for Academic Studies at Hallam student-led group from the Department of Computing..This work was presented at the Change Agent Network Conference at the University of Winchester #CAN18
1. Constructivism is an educational philosophy that involves students actively constructing their own knowledge by building on prior experiences and interactions.
2. Key constructivist theorists include Piaget, Vygotsky, Dewey, and von Glasersfeld. They emphasized that learning involves actively making meaning, social interactions, and building on prior knowledge to develop new understandings.
3. In a constructivist classroom, students take ownership of their learning, the teacher asks open-ended questions, and students are challenged to think critically and make connections through hands-on activities and dialogue.
222015 Dewey Goes Online Virtual Teaming on Campus (EDUCAUS.docxeugeniadean34240
2/2/2015 Dewey Goes Online: Virtual Teaming on Campus (EDUCAUSE Quarterly) | EDUCAUSE.edu
http://www.educause.edu/ero/article/deweygoesonlinevirtualteamingcampus 1/5
Dewey Goes Online: Virtual Teaming on
Campus
Published on Tuesday, December 22, 2009 0 Comments
Key Takeaways
John Dewey's ideas on progressive education have become newly relevant with the advent of online
learning.
Collaborative online learning is an important example of Dewey's intellectual legacy.
Virtual teams move instructors off center stage while increasing their students' — and their own —
engagement.
Most campuses already have all the software required to support virtual teamwork.
Nearly a century before the Internet brought online learning to college and university life, American philosopher
and progressive education champion John Dewey recognized that traditional classrooms often stand in the way
of creative learning. Troubled by passive students in regimented rows, Dewey worried that students who
accepted the unquestioned authority of teachers not only undermined engaged learning but also thwarted
democratic practice in the social and political life of the nation. Instead, Dewey called for a "spirit of free
communication, of interchange of ideas,"1 encouraging "active, expressive" learning.2
Taking up ideas suggested by Dewey and others, progressive educators in the 1920s proposed that students
learn best by performing reallife activities in collaboration with others. Experiential learning — learning by doing
— coupled with problem solving and critical thinking, they claimed, is the key to dynamic knowledge acquisition.
Rather than respect for authority, they called for diversity, believing that students must be recognized for their
individual talent, interests, and cultural identity.
Forming Groups in Face-to-Face and Online Learning
Facetoface teaching, the most common style of instruction and, consequently, the practice that seems most
natural to people, is often valorized as the foundation against which all other methods are measured.3 Many
people take for granted that the classroom is the normal place for learning, yet little evidence supports that
assumption. The basic idea is that facetoface students form a cohesive group, participating in discussion,
listening to lectures, and building intellectual and social relationships with teachers and peers inside and outside
class. But as Anthony Picciano pointed out, this is not always the case. Classroom students often feel alienated,
drawing away from others and isolating themselves.4 While facetoface interaction is often thought of as giving
us perfect knowledge of student behavior, in fact, physical presence can often obscure crucial hidden social and
psychological relations.
Today, the unprecedented demands of online learning — specifically, finding ways to engage "invisible" students
— have reclaimed Dewey's ideas. Suddenly, the lessons of progressive education have become relevant, and.
Symp.improving first yearretentionthroughsocialnetworkingMichaelWeston
This document summarizes a presentation about Purdue University Calumet's program to improve first-year student retention through the use of social networking and learning communities. The program placed new students into physical and virtual learning communities with block schedules of common courses. It utilized the university portal and Facebook groups for student and faculty communication. An evaluation found that students were more engaged when instructors actively used the Facebook groups, and preliminary findings suggest the program improved student satisfaction and connections.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Blended Learning Essentials: Digital Skills
Providing socialisation in a class
during extended placements -
Canterbury Christ Church
University
Socialisation in learning using WhatsApp
The importance of maintaining a sense of class belonging and identity is well understood as an
important feature in helping students complete courses of learning. However, more learning is
increasingly completed with fewer times when whole classes are gathered together. This is thought to
have a detrimental effect on retention, creating extra pressure on students to ‘soldier on’ in the
absence of a familiar supportive community of like-minded learners. The post-graduate certificate of
education (PGCE) is a case in point that has a study signature of lengthy periods where students are
on placement. As a class we wanted to see how we could support students on placements and still
hold together the sense of class community. We also wanted to maintain each student’s sense of
learning being part of a joint Enterprise.
Prior to the take-up of social media more formal methods of communication such as email were used.
However the formality of communication did not adequately meet the need for essentially an
ongoing conversation; a key phrase we discussed in class was of discussion that takes place ‘in
the moment’, We were looking to provide the kind of on-going conversation that would take place in a
classroom or canteen or library amongst students sharing a class regularly. One student referred to it
as the ‘water cooler’ moments. We were aware, as is the case with most students that they have
been forming their own support groups separate from the university but in this case a deliberate
choice was made by the students to have a more formalised course group that included a course
tutor in the conversation. It also became apparent to us very quickly that the wider range of issues
that students feel comfortable discussing in a more conversational forum were not being adequately
addressed through more formal e-mail channels. It is the immediacy of social media and its ability to
support whole-class conversations that has been particularly beneficial.
Where can I find out how to use WhatsApp?
WhatsApp is freely available as a download from the various app stores. It requires each student
have access to a smart phone. It is now also available as a desktop application but it’s real value and
it’s immediacy comes from the use of mobile devices - see previous references to ‘in the moment’
conversations.
An important feature was the student class representative took on the role of group admin which
meant all conversation took place outside the rules or governance of the University; a feature wholly
appropriate for a post-graduate group. This also meant that the conversations, topics and
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2. interventions by students found it’s own level. We speculated that to allow this in younger age groups
would still be viable as we see learning good on-line behaviour as a core curriculum feature for all
students, in readiness for better managing their digital reputation in wider work and social life. We
would also suggest that two teachers be enrolled into any group to provide mutual protection in
younger age groups.
How can WhatsApp be used in learning and teaching?
In our situation we were looking for a means of maintaining an ongoing conversation around learning
and issues that affected the ability to learn in the absence of having a continuous class presence.
The idea of a ‘long conversation’ between everyone was always a better method of communicating
rather than relying on more formal ways of communicating by posting copies. The process of using e-
mail in particular is much less satisfactory in terms of the time and effort to use it and it lacks the
friendliness and informality found in conversation messaging.
What was particularly striking was the range of subjects captured in the conversation. The openness
of use and lack of set rules allowed themes and underlying socialisation to go where the needs of the
users took it. There was extensive use of Q&A around the course administration that included
reassurance, repetition and ‘last minute’ change. Conversation also included personal information as
well as sharing ideas and thoughts and generally offering support. There were requests for help in
terms of lesson planning and there were some instances of mutual support around issues of welfare
that would not have found any other channel with such immediacy.
In short, the value of using social media in supporting the socialisation and cementing
together those on a course into a community of mutual help has particular value, particularly
in a course that is spent mainly on placement.
Themes included:
• arranging meetings
• course administration enquiries
• checking processes and course
requirements
• delays and hold-ups in getting to class
• sharing resources
• Confirmatory pictures of forms and
resources
• confirming rooms
• asking questions
• confirmation of arrangements
• welfare issues
• a birth, a death and 2 engagements
• social arrangements
• assignment upload ‘emergencies’
Sociability occurred through:
• reinforcing and encouraging
• humour
• arranging
• checking
• sharing worries
• mutual encouragement and support
• seeking consensus in approaches to
meeting course requirements
25,000 words were generated over the 10-month life of the course that accommodated 18 students
and one tutor. This does not include individual threads of conversations with individual students which
became a feature of use not foreseen at the outset. The degree of engagement as judged by
contribution varied widely, but was seen to reflect the personality and preferences of each student.
Some preferred to follow, others to question, others again to share ideas etc.
Crib Sheet created for Blended Learning Essentials, funded by Ufi Charitable Trust, by [insert your names with links to your website if you have one].
This work is licensed under the Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0/ .
3. Using WhatsApp in the Vocational Education and Training Sector
This is a postgraduate class of students mainly in the early 20’s however we believe that this could
have value with younger students, and there may be value in terms of the safety. Whilst the value of
this approach is dependent on the behaviour of students, there are lessons to learn in good practice
in using social media with purpose as part of modern learning and fostering the employability
mindset. This can all be achieved in a closed group, where learning is the underlying theme and
where colleges are accepted as ‘a place to learn’. We made the point explicit that this is part of the
learning ‘offer’ to the group in readiness for improved social media engagement after the course. We
also felt it had huge value for student teachers in their own teaching practice and working with their
students in the future. We would recommend that two teachers be invited into the group to support
each other but one should lead in replying in order for the conversation not to become ‘too noisy’. As
it is not possible to separate contributions from author, inappropriate posting was not an issue and
the whole enterprise is protected by being a closed group.
Conversations in the late evening were rare (by custom rather than rule) and where the tutor
responded it was invariably easier to give short informal answers, occasionally a simple ‘yes’ rather
than conducting email replies if necessary on the following morning, depending on the nature of the
conversation. In all, e-mail as a means of communication was used in no more than a handful of
cases throughout the course. Even quite important communications were sent this way and found to
be as successful as e-mail. The whole chat is exportable as a script by all those involved, making
extracts dawn from it available as evidence of contribution or involvement.
Consideration needs to be given to students in the group who don't have access to social media who
may feel excluded. We would consider copying and pasting sections of script into e-mails or adding
to the VLE. In general, our class took the view that the need to support this learning offer for the
many was seen as more important than not offering it for fear of alienating the few and that a tipping
point has been passed in deciding whether to work this way or not. In this case, all students took
part.
Further details available from:
Geoff Rebbeck QTLS
Professional Studies Tutor, PGCE (14-19 programme)
Canterbury Christ Church University
geoff.rebbeck@canterbury.ac.uk
Crib Sheet created for Blended Learning Essentials, funded by Ufi Charitable Trust, by [insert your names with links to your website if you have one].
This work is licensed under the Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0/ .