This document outlines Matthew Jett Hall's goal of exploring the effectiveness of digital technologies in the classroom. It discusses several courses he taught that integrated these technologies, including English 115F on digital narrative forms and CS 292 on the shift from publishing to participation. The document considers factors like ease of use, costs, learning curves, and risks of technologies. It also provides examples of how tools like podcasting, blogs, and videos were used to enhance learning, participation and dissemination of content for different courses.
7 (and a half) Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom to the world! Using the methods I've learned over the past 9 years, I share how you can do just this. Starting in 2006 when I co-created the Flat Classroom Projects (winner ISTE Online Learning Award 2006), through today, I connect my students with the world. This presentation shows you how and is an updated version of the 7 steps shared in Flattening Classrooms, Engaging Minds. You can do this!
Maddie is Online' is aimed for teachers and parents,
who lack accessible resources or time to educate
young children about the challenges and
opportunities of online connectivity. 'Maddie is
Online' is an engaging and fun digital literacy skills
cartoon video resource, supported by state-of-theart
research, workshops and digital lesson plans.
They can be used in different subjects (Personal
and Social Education, English, ICT, Health and
Wellbeing) at school or at home in an accessible
way, empowering young people with skills that help
them deal with challenging phenomena in their
digital lives.
Project Blog: https://maddiesonline.blogspot.com/
Playlists: bit.ly/2LwnE6T
Twitter: @MaddiesOnline
Email: k.martzoukou@rgu.ac.uk
7 (and a half) Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom to the world! Using the methods I've learned over the past 9 years, I share how you can do just this. Starting in 2006 when I co-created the Flat Classroom Projects (winner ISTE Online Learning Award 2006), through today, I connect my students with the world. This presentation shows you how and is an updated version of the 7 steps shared in Flattening Classrooms, Engaging Minds. You can do this!
Maddie is Online' is aimed for teachers and parents,
who lack accessible resources or time to educate
young children about the challenges and
opportunities of online connectivity. 'Maddie is
Online' is an engaging and fun digital literacy skills
cartoon video resource, supported by state-of-theart
research, workshops and digital lesson plans.
They can be used in different subjects (Personal
and Social Education, English, ICT, Health and
Wellbeing) at school or at home in an accessible
way, empowering young people with skills that help
them deal with challenging phenomena in their
digital lives.
Project Blog: https://maddiesonline.blogspot.com/
Playlists: bit.ly/2LwnE6T
Twitter: @MaddiesOnline
Email: k.martzoukou@rgu.ac.uk
Presentation for The University of Sheffield Study School, Malta, January 2011.
Based partly on book by Davies and Merchant Web 2.0 for Schools and presented by Julia Davies.
Global Connections and Exchange is a program of the United States Department of State’s Bureau of Educational and Cultural Affairs.
Digital Youth Dialogue is funded by the United States Embassy in Kyrgyzstan.
This paper looks into the future (2042) and how teaching and the outlook on jobs for future generations will be different than current trends. It discuss how teaching may have to change to better prepare students for life after school.
In these times of a bankrupt General Motors, failing newspapers and old media, colleges can be seen as similar institutions that have not responded to changing technologies and economic shifts. My own list of terms that we deal with in our classrooms that are being redefined - whether we agree with these new definitions or we resist changes to the definitions includes: Writing, Reading, Literacy, Publishing, Ownership/IP/Copyright, Research, Privacy, and Class hours.
Teaching Emerging Technologies in Every CourseDCPS
Presented at the PETE+C (PA Educational Technology Expo and Conference) February 14, 2012 at the Hershey Lodge and Convention Center.
Session Description:
Encourage students to use emerging technologies in your course & introduce them to new & exciting 21st century digital ways to collaborate & share knowledge! The culminating project History Video Podcasts & QR Codes won at the Microsoft Partners in Learning U.S. Innovative Ed. Forum & represented the U.S. at the 2011 Global Forum. Resources galore!
Session NING for resources:
http://ning.peteandc.org/forum/topics/teach-emerging-technologies-in-every-course
Collaborative writing and common core standards in the classroom slideshareVicki Davis
The ISTE 12 presentation covering each of the 10 Common Core writing standards and showing how each of the standards looks in classroom examples of project based technology-enabled learning. You can use standards and have an innovative curriculum. Panel discussion slides.
The Parenting the Digital Generation workshop looks at the various activities kids love to do online and offers tips and strategies for everything from Facebook privacy settings, online shopping, cyberbullying, to protecting your computer from viruses.
Understanding Games: Fiction, Rules, and Genre -- part of the chronology and history of games in 20th and 21st Century. Part of English 115F: The Worlds of Wordcraft
Presentation for The University of Sheffield Study School, Malta, January 2011.
Based partly on book by Davies and Merchant Web 2.0 for Schools and presented by Julia Davies.
Global Connections and Exchange is a program of the United States Department of State’s Bureau of Educational and Cultural Affairs.
Digital Youth Dialogue is funded by the United States Embassy in Kyrgyzstan.
This paper looks into the future (2042) and how teaching and the outlook on jobs for future generations will be different than current trends. It discuss how teaching may have to change to better prepare students for life after school.
In these times of a bankrupt General Motors, failing newspapers and old media, colleges can be seen as similar institutions that have not responded to changing technologies and economic shifts. My own list of terms that we deal with in our classrooms that are being redefined - whether we agree with these new definitions or we resist changes to the definitions includes: Writing, Reading, Literacy, Publishing, Ownership/IP/Copyright, Research, Privacy, and Class hours.
Teaching Emerging Technologies in Every CourseDCPS
Presented at the PETE+C (PA Educational Technology Expo and Conference) February 14, 2012 at the Hershey Lodge and Convention Center.
Session Description:
Encourage students to use emerging technologies in your course & introduce them to new & exciting 21st century digital ways to collaborate & share knowledge! The culminating project History Video Podcasts & QR Codes won at the Microsoft Partners in Learning U.S. Innovative Ed. Forum & represented the U.S. at the 2011 Global Forum. Resources galore!
Session NING for resources:
http://ning.peteandc.org/forum/topics/teach-emerging-technologies-in-every-course
Collaborative writing and common core standards in the classroom slideshareVicki Davis
The ISTE 12 presentation covering each of the 10 Common Core writing standards and showing how each of the standards looks in classroom examples of project based technology-enabled learning. You can use standards and have an innovative curriculum. Panel discussion slides.
The Parenting the Digital Generation workshop looks at the various activities kids love to do online and offers tips and strategies for everything from Facebook privacy settings, online shopping, cyberbullying, to protecting your computer from viruses.
Understanding Games: Fiction, Rules, and Genre -- part of the chronology and history of games in 20th and 21st Century. Part of English 115F: The Worlds of Wordcraft
Distributed knowledge communities that collaborate and communicate across disciplines, distances and culture. How do we conduct big science in the future? This is from an IT administration perspective.
Second Life in Education especially in MinnesotaAnn Treacy
A Presentation for the Blandin Foundation 2008 Broadband Conference, Connecting Communities: Making the Net Work in Minnesota.
Presenters: Joe Shultheis, E-Learning Services Coordinator, Century College, AND Warren Schaeffer, St. Paul College
Learn how to incorporate global collaboration into any classroom one step at a time. Students are the greatest textbook ever written for one another. Based upon Flattening Classrooms, Engaging Minds coauthored by Vicki Davis and Julie Lindsay.
Overview Web2.0 Tools For Collaborative LearningDavid Brooks
A presentation given at the EuroCALL 2009 Conference at the UPV Gandia Campus of the Universidad Polytechnica Valencia, Spain, held on Sept 9-12, 2009, session by David L. Brooks, Associate Professor, English as a Foreign Language, Kitasato University, Sagamihara, Japan
Vanderbilt IT personnel are granted elevated or privileged access to Vanderbilt University’s information and information systems. This privileged access places the Vanderbilt IT professional in a higher level of trust. To maintain this level of trust, Vanderbilt IT professionals must develop, maintain, and continually enhance their skills and abilities on behalf of those they serve.
Professor Jay Clayton's important presentation regarding English 115F's remediation of the Faerie Queene. Describes our class Neverwinter Nights 2 project and the processes by which we arrived at our design
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Goal: explore use of digital technologies in the
classroom to determine the impact on students
and faculty and apparent effectiveness.
Instructing
Creating
Disseminating
Enabling
students to create content and teach
teachers to enhance participation and disseminate
2
matt.hall@vanderbilt.edu
3. What
works? What is?
What is
possible?
3
matt.hall@vanderbilt.edu
4. How effective are digital technologies in the
classroom environment?
Social Context
Inventory of Courses
Inventory of Digital Intervention Techniques
Assess Effectiveness
4
matt.hall@vanderbilt.edu
5. Electronic, digital and software tools impose
a cost burden in terms of time even if “free”
There is a risk of S.P.O.R. from “free” SaaS
Advertising models will expand
Support, maintenance, and preparation time
Some class time will be invested in teaching
the use of the tools
If it can break, it will break. Be prepared.
5
matt.hall@vanderbilt.edu
6. Does the technology get in the way?
How much effort is required?
Is it useful to the students?
How much preparation before class?
How steep is the learning curve?
How complex is it during the class?
What is the risk of the technology failing?
6
matt.hall@vanderbilt.edu
7. Traditionalists (62-83) “the Silent Generation, veterans”
Born: between about 1925 and 1946
Cultural influences: Great Depression, World War II, Korean War, postwar boom era, GI Bill
Workplace values: loyalty, recognition, hierarchy, resistance to change
Baby Boomers (44-61) “ Sandwich Generation (many take care of children and aging parents)”
Born: between about 1946 and 1964
Cultural influences: popularization of television, assassination of President John F. Kennedy, Beatles, first
moon walk, Vietnam War, antiwar protests, sexual revolution
Workplace values: dedication, face time, team spirit
Generation X (27 - 43) aka: “Slacker Generation, the Me Generation”
Born: between about 1964 and 1982
Cultural influences: fall of the Soviet Union, women's-liberation movement, MTV, grunge, rise of home
video games and personal computers, birth of the Internet, dot-com boom and bust
Workplace values: work-life balance, autonomy, flexibility, informality
Generation Y (18-26) aka: “Millennials”
Born: between about 1982 and the late 1990s
Cultural influences: Internet era, September 11 terrorist attacks, cellphones, Columbine High School
massacre, Facebook
Workplace values: feedback, recognition, fulfillment, advanced technology, fun
Fogg, Piper “When Generations Collide.” Chronicle of Higher Education. 18 Jul 2008: Online
7
matt.hall@vanderbilt.edu
8. SO WHAT ARE
OUR MISSIONS?
8
matt.hall@vanderbilt.edu
9. Collaborate & Discover
Web / video conference
Fixed line and mobile phones
Instant text and mobile messaging
Application sharing and joint editing
Extemporaneous
Real Time & Immediate: across time & distance
Learn
Expand the classroom
Active participation
Extend the hours of learning
Disseminate
Time Shift
Lecture capture
Digital content on-demand
Digital distribution
9
matt.hall@vanderbilt.edu
10. Fall 2007 English 115F: Worlds of Wordcraft
Spring 2008 CS 292: Beyond the One Way Web
Fall 2008 English 115F: Worlds of Wordcraft
Spring 2009 ENGM 216 Engineering Economy
10
matt.hall@vanderbilt.edu
11. Course: English 115F: Worlds of Wordcraft - - Narrative Expression in a Digital Age
Time Delivered: Fall 2007, 2008, 2009
Students: 15 first year students
Required: Yes
Course Description:
Computer games are transforming the entertainment industry, generating $12.5 billion in revenue in 2006 and attracting countless
adults as well as children to virtual play. For more than twenty years, online communities have been producing new forms of
psychological, social, and cultural experience. The early text-based spaces of MOOs and chat rooms have evolved into virtual societies
such as Second Life, which provide a platform for everything from educational experiments to virtual sex to commerce with imaginary
currency and real money freely exchanged. Early text-based adventure games such as Zork have become the multimedia
environments of online games like World of Warcraft, which combine the written word with graphics, music, skills, professions, and
action.
Are online games generating new interactive modes of narrative? How do multimedia environments transform the age-old patterns of
quest romances that structure much game play? Is the line between virtual and real experience erased by the fusion of online
communities, role playing, and escapist fictions? These questions will animate our consideration of digital narrative forms.
Co-taught by the head of ITS and the chair of the English department, the course will meet in a high tech multimedia seminar
room, allowing us to explore the fundamentals of game design. Students will be required to subscribe to an online game for the
semester and will compare the interactive story arcs with related narrative forms from literature and film. Readings will range from
Spenser’s Faerie Queene to Neal Stephenson’s Snow Crash and include critical theory such as Bolter and Grusin’s Remediation:
Understanding New Media, Edward Castronova’s Synthetic Worlds: The Business and Cultures of Online Games, Jesper Juul’s Half-
Real: Video Games between Real Rules and Fictional Worlds, and McKenzie Wark’s Gamer Theory.
Website / Syllabus: http://worldsofwordcraft.wordpress.com/syllabus-2008/
11
matt.hall@vanderbilt.edu
12. Course: Computer Science 292: Beyond the One Way Web: From Publishing to Participation
Time Delivered: Spring 2008
Students: 12 undergraduate, 3 graduate students
Required: No
Course Description:
October 2004 marked the debut of a new set of terminology and concepts in both the computer science and mainstream vocabularies: Web 2.0. As personal computers, 3D rendering,
game consoles, and smart mobility devices achieve ever lower price points and higher degrees of capabilities, each can connect to high speed mobile and land based Internet services.
The network now is much greater than the sum of its parts, and social computing, personal journalism, and digital media now take on new significance in the hands of individuals as
equally empowered as well-known journalists and authors. As the worldwide population with Internet connectivity reaches over 1.1 billion people in 2007, the power of individuals to
create and disseminate interesting, professional and informative content and technical innovation rises at an exponential rate.
This course explores both the technological breakthroughs and the underlying social changes that enabled the shift from publishing to participation. In conjunction with this, we will
explore how industries such as software development, entertainment, and medicine adapt to the increasing changes forced upon them. By equipping the student with basic
vocabularies and living examples from the Web 2.0 world, he or she can more effectively engage in and shape the on-going discussions about the future of our connected societies.
Upon completing this course, the student will
Develop a conceptual framework work that places technical innovation in appropriate business and social context
Understand the fundamental history of the Internet
Be able to define Web 2.0 and approach conversations around this topic in both an informed and critical manner
Understand Web 2.0’s social impact on journalism, publishing, intellectual property and broadcasting
Develop a framework and vocabulary for critical analysis and discourse
Gain practical experience with Mashup, Podcasting and Blogging software and tools
Undertake examinations, projects, and individual experiences that utilize Web 2.0 terms, tools, and techniques
Create a Podcast: Summary of a Chapter from Where Wizards Stay Up Late
Weekly class blog post: screen shot and topic
Participate in five quizzes to test your knowledge of the topics under discussion.
Be informed as to the future of our connected world
Website / Syllabus: http://beyondtheonewayweb.wordpress.com/7/
12
matt.hall@vanderbilt.edu
13. Course: Engineering Management 216: Engineering Economy
Time Delivered: Spring 2009
Students: 43 Undergraduate Engineering students (Civil / Structural
primarily)
Required: Yes
Course Description:
Economic evaluation and comparison of alternatives: interest, periodic
payments depreciation, criteria, and analytical procedures in investment
decision-making, plant feasibility, and cost estimating. Provides a
fundamental finance course for determine the time value of money in
addition to macro-economic trends that impact how you make good
decisions.
Website:
Course Links: http://delicious.com/matthew_hall4/216
Supplemental Materials: http://tinyurl.com/a5kve8
13
matt.hall@vanderbilt.edu
14. Ease of Use
Cost
Learning Curve
Preparation Time
Technical Support Required
14
matt.hall@vanderbilt.edu
31. Shirking
Poaching
Opportunistic Renegotiation
Out of Custody / Loss of Control
Counterparty Risk
31
matt.hall@vanderbilt.edu
32. 4/9/2009 – Engineering Management
Embarassing in video advert
32
matt.hall@vanderbilt.edu
33. Advice – Screen your content in its entirety!
Source of Credibility Transfer
Perusing, Scanning, and Verifying utility
Is it legal? Copyright? Re-Use
Will it be there in future?
33
matt.hall@vanderbilt.edu
34. Course Related
115F Course Home: http://worldsofwordcraft.wordpress.com/
Matt’s Youtube Channel: http://www.youtube.com/user/matthewjetthall
115f Supplemental: http://preview.tinyurl.com/worldsofwordcraft
CS292: http://beyondtheonewayweb.wordpress.com/
Vicarious Universe: http://vicariousuniverse.wordpress.com/
Delicious Bookmarks: http://delicious.com/matthew_hall4
Center for Teaching
Cycle 1: http://www.cfkeep.org/html/snapshot.php?id=34889880693415
Cycle 2: http://www.cfkeep.org/html/snapshot.php?id=78806081767013
Cycle 3: http://www.cfkeep.org/html/snapshot.php?id=8586875133763
Other
The Net Generation Goes to College: http://chronicle.com/free/v52/i07/07a03401.htm
When Generations Collide: http://chronicle.com/weekly/v54/i45/45b01801.htm
34
matt.hall@vanderbilt.edu