Evaluating tech use in classroom slides ana belen pagunuran(edu 313 b)anabelen129
The document discusses the use of technology in the classroom. It provides examples of different technologies that teachers can incorporate, such as computers, tablets, and smartphones. It discusses benefits of using technology like fostering in-depth learning and encouraging collaboration. It also discusses different types of technology-enhanced learning environments like flipped classrooms. The document also provides guidance on how to evaluate the effectiveness of technology use in the classroom, including considering learning objectives, student engagement, support for teachers, assessment capabilities, and compliance with ESSA requirements. It introduces the PIC/RAT framework for evaluating technology.
This document discusses using information technology to promote higher-level thinking skills and creativity in students. It proposes adopting a framework that synthesizes various models and definitions on the topic. The document recommends using project-based learning to take students through complex thinking processes involving defining problems, gathering and analyzing information, generating ideas, and evaluating outcomes. Specifically, it suggests implementing resource-based, simple creation, guided hypermedia, and web-based IT projects to help students achieve higher-level learning domains.
Technology plays a crucial role in curriculum implementation and delivery. It can be used as both non-projected media like real objects and models as well as projected media like videos and films. Several factors must be considered when selecting the appropriate technology, including practicality, appropriateness for learners, activity suitability, and matching objectives. The integration of technology into education has led to a shift from teacher-centered to student-centered learning and broadened how information is delivered, helping to upgrade teaching quality and increase the teacher's ability to facilitate learning both inside and outside the classroom.
1) Clickers, or student response systems, were developed to address needs like mandatory student participation, anonymous participation, and integrating game-like engagement in large classrooms.
2) Research identified clickers as tools that provide instant feedback, gauge understanding, and facilitate discussions. Data from clickers can also be used for surveys.
3) Clickers went through typical stages of innovation - need identification, research, development, and commercialization by companies like eInstruction and Turning Technologies.
1) Clickers, also known as student response systems, were developed to address the need for active student participation and engagement in large classrooms. They allow students to anonymously answer polling questions to gauge understanding.
2) Research found that clickers improve student retention and performance in quantitative courses by facilitating discussions and providing immediate feedback.
3) Clickers were then commercialized by various companies and implemented widely in classrooms. Studies confirm that with knowledge of clickers' benefits, most instructors decide to adopt the technology and are able to better engage students as a result.
This document discusses the use of PowerPoint in teaching and presentations. It provides an overview of PowerPoint, including its advantages as a teaching aid, how to effectively use it in the classroom, and best practices for creating PowerPoint slides and presentations. Research suggests lower density slides with 3 bullet points and 20 words or less per slide are more effective for teaching. Instructors with "Expert" and "Facilitator" teaching styles tended to use more visual elements like pictures and graphics in their slides. The number of slides alone did not impact effectiveness, but lower textual density correlated with better student feedback.
My Portfolio In Educational Technology IIryan maubol
This document discusses educational technology and its roles in learning. It introduces concepts like Bloom's taxonomy and cone of experiences that help classify learning. Educational technology helps students become aware of different tools and supports knowledge construction, learning by doing, and learning through social interaction. It improves student engagement, motivation, independence, attendance and extends learning time. The conceptual model of learning represents compositions and concepts to help understand subjects, while students learn practical technology skills and their applications through educational technology courses.
Evaluating tech use in classroom slides ana belen pagunuran(edu 313 b)anabelen129
The document discusses the use of technology in the classroom. It provides examples of different technologies that teachers can incorporate, such as computers, tablets, and smartphones. It discusses benefits of using technology like fostering in-depth learning and encouraging collaboration. It also discusses different types of technology-enhanced learning environments like flipped classrooms. The document also provides guidance on how to evaluate the effectiveness of technology use in the classroom, including considering learning objectives, student engagement, support for teachers, assessment capabilities, and compliance with ESSA requirements. It introduces the PIC/RAT framework for evaluating technology.
This document discusses using information technology to promote higher-level thinking skills and creativity in students. It proposes adopting a framework that synthesizes various models and definitions on the topic. The document recommends using project-based learning to take students through complex thinking processes involving defining problems, gathering and analyzing information, generating ideas, and evaluating outcomes. Specifically, it suggests implementing resource-based, simple creation, guided hypermedia, and web-based IT projects to help students achieve higher-level learning domains.
Technology plays a crucial role in curriculum implementation and delivery. It can be used as both non-projected media like real objects and models as well as projected media like videos and films. Several factors must be considered when selecting the appropriate technology, including practicality, appropriateness for learners, activity suitability, and matching objectives. The integration of technology into education has led to a shift from teacher-centered to student-centered learning and broadened how information is delivered, helping to upgrade teaching quality and increase the teacher's ability to facilitate learning both inside and outside the classroom.
1) Clickers, or student response systems, were developed to address needs like mandatory student participation, anonymous participation, and integrating game-like engagement in large classrooms.
2) Research identified clickers as tools that provide instant feedback, gauge understanding, and facilitate discussions. Data from clickers can also be used for surveys.
3) Clickers went through typical stages of innovation - need identification, research, development, and commercialization by companies like eInstruction and Turning Technologies.
1) Clickers, also known as student response systems, were developed to address the need for active student participation and engagement in large classrooms. They allow students to anonymously answer polling questions to gauge understanding.
2) Research found that clickers improve student retention and performance in quantitative courses by facilitating discussions and providing immediate feedback.
3) Clickers were then commercialized by various companies and implemented widely in classrooms. Studies confirm that with knowledge of clickers' benefits, most instructors decide to adopt the technology and are able to better engage students as a result.
This document discusses the use of PowerPoint in teaching and presentations. It provides an overview of PowerPoint, including its advantages as a teaching aid, how to effectively use it in the classroom, and best practices for creating PowerPoint slides and presentations. Research suggests lower density slides with 3 bullet points and 20 words or less per slide are more effective for teaching. Instructors with "Expert" and "Facilitator" teaching styles tended to use more visual elements like pictures and graphics in their slides. The number of slides alone did not impact effectiveness, but lower textual density correlated with better student feedback.
My Portfolio In Educational Technology IIryan maubol
This document discusses educational technology and its roles in learning. It introduces concepts like Bloom's taxonomy and cone of experiences that help classify learning. Educational technology helps students become aware of different tools and supports knowledge construction, learning by doing, and learning through social interaction. It improves student engagement, motivation, independence, attendance and extends learning time. The conceptual model of learning represents compositions and concepts to help understand subjects, while students learn practical technology skills and their applications through educational technology courses.
Social media is basically a structure that combines individuals, communities, companies or organizations that can share their interests, attitudes, values, lifestyles, visions and friendships. In the field of eLearning this structure can be used in many ways and through different web tools. It can provide educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies.
This article argues that it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities. The case study explored in this paper explains the role of social media in promoting cognitive and meta-cognitive learners development while using a constructivist teaching and learning approach. This paper presents the findings from a specific case study, as well as general guidance to instructors for incorporating social media in a blended learning environment, including the “Traditional Classroom”. It is also suggested a limitation of the use of learning management systems to cover the development of social competences and it is argued that self-regulated students are supported by personal web tools and engaged in different kinds of social networks.
Badging Open Content at The Open UniversityDr Patrina Law
The concept of badging (or ‘soft accreditation’) has been piloted in various forms in the Open University (OU) in 2013. This presentation shows what the University learnt from its pilot projects and how it is subsequently developing a suite of badges for informal and formal students.
The document discusses education in the 4.0 era, which refers to the fusion of advanced technologies into the education process. It states that as the industrial revolution has transformed industries, a similar revolution is needed in education to take advantage of new opportunities. Key aspects of education 4.0 include personalized learning tailored to each student's needs, flexible learning that can take place anywhere and anytime, and evaluating students through projects rather than examinations. Overall, education must adapt to prepare students for the technological changes of the future.
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
The document discusses opportunities and challenges for online higher education. It notes that online education is growing and can help learners access education flexibly. However, learners and employers expect high-quality, engaging, career-relevant learning. Online programs need strong branding, mobile access, personalized learning, and community support. The document also provides strategies for institutions to develop online education, such as aligning with their mission, starting small, and incentivizing faculty involvement.
This document provides an overview of lessons from an Educational Technology 2 course. Lesson 1 reviews Educational Technology 1, which introduced the history of educational technology and its role in modern education. Lesson 2 introduces Educational Technology 2, which focuses on integrating technology into teaching and learning. Lesson 7 discusses using information technology to develop higher-level thinking skills and creativity in students through project-based learning.
Choices and Challenges: Lessons Learned in the Evolution of Online Education...andydip
Washington Workforce Education Council Presentation
February 6, 2014
Choices and Challenges: Lessons Learned in the Evolution of Online Education in Support of Workforce Development
Dr. Andy DiPaolo, Stanford University
Presentation
What are the critical challenges and lessons learned in the use of online education to support workforce development? How can these lessons be applied to assess opportunities, create strategies and design innovative online offerings to take advantage of existing and emerging delivery technologies? This presentation will address the potential and risks of online education, identify the changing education needs and expectations of students and employers and offer advice on strategies for business, government and higher education to successfully deliver workforce development programs at a distance.
Presenter
Andy DiPaolo is Executive Director Emeritus of the Stanford Center for Professional Development. He founded and directed for nearly 25 years one of the largest continuing education organizations and distance education networks in the United States delivering degree, credit, certificate and professional programs to students at over 2000 companies in 60 countries. Dr. DiPaolo led the team to develop award-winning Stanford Online, the first system to use video technology to deliver academic courses on the internet and led the development of the world’s first online engineering degree. He also created “Stanford Engineering Everywhere” an initiative to provide free and open online courses to educators and learners around the world.
DiPaolo has a long history as a member of public sector and corporate boards and as an advisor to universities, corporations and government agencies on the strategic use of technology to meet education and training needs. Representative examples of organizations where he has provided advice include Cisco, University of Michigan, National Elevator Industry Educational Program, Danish Virtual University, International Air Transport Association, UCLA, Hewlett-Packard, U.S. Army, Norwegian Telecom, Higher Education Council – Israel, Northwestern University and the Agency for International Development. He has been elected to the U.S. Distance Learning Association Hall of Fame, appointed as a Fellow of the European Distance and E-Learning Network and is the 2013 recipient of the American Society for Engineering Education’s highest award for an individual in support of education for industry.
Contact Information
Stanford Center for Professional Development adp@stanford.edu 650-444-4694 SCPD.stanford.edu
This document discusses how technology can support deeper learning aligned with the Common Core standards. It outlines key trends like assessments shifting to what students can do and the rise of social media. Challenges include the need for digital literacy training and innovating pedagogy. Schools that top international tests ensure teachers lead critical thinking classrooms. Effective technology use depends on clear learning expectations and teacher skills, not just equipment purchases. Leaders should model beliefs in deeper learning and support risk-taking to change teaching culture.
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
This document summarizes a presentation on digital open badge-driven learning for developing teacher competencies. It discusses:
1) The use of digital badges to recognize competencies gained through various formal, non-formal, and informal learning experiences.
2) An example program in Finland that has issued over 23,000 badges to teachers for online professional development.
3) Key factors for successful digital badge programs including visualization of competencies, validation of various types of learning, and gamification to motivate participation.
This document discusses how technology can support deeper learning aligned with the Common Core standards. It notes the changing education landscape including Common Core, assessments, and shrinking budgets. The Horizon Project examines emerging technologies and how they can support real-world problem solving and active learning. Challenges include the need for digital literacy training and innovating pedagogy. PISA test results show top nations emphasize critical thinking over rote memorization. The document contrasts two schools' technology use and emphasizes the importance of clear learning expectations over spending on technology alone. It provides examples of how Google tools can support deeper learning and 21st century skills development.
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
The document discusses Education 5.0, a proposed new approach to education that focuses on humanizing learning through technology instead of further dehumanizing or replacing human elements. Education 5.0 aims to use technology to enhance education by making learning available anywhere and anytime through e-learning tools, while still developing students intellectually, socially, emotionally and ensuring a focus on sustainability, human needs, collaboration and innovation.
Malaysia aims to balance developing holistic human capital through education, achieving high income levels, and increasing citizen well-being. The country faces challenges from technological advancements and wants to achieve the United Nations' Sustainable Development Goals. Its education ministry is redesigning higher education to support an economy focused on productivity and happiness through cultivating values. The goal is for Malaysia to become a wealthy nation rich in values and peace through social engineering programs like TN50 that support a dynamic and flexible educational system.
"EDUCATORS (TRAINERS) 3.0 NOW: THE ROAD MAP TO 21st CENTURY EDUCATION"
Prof Dr Wan Mohd Fauzy Wan Ismail (Chair)
Director, National Higher Education Research Institute (NaHERI), USM Penang
& Senior Professor, Center for Instructional Technology & Multimedia,
Universiti Sains Malaysia (USM),
Penang, Malaysia.
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Similar to CoLT 2017 - Talk Show Series I - Prof Dr Paulina Pannen
Social media is basically a structure that combines individuals, communities, companies or organizations that can share their interests, attitudes, values, lifestyles, visions and friendships. In the field of eLearning this structure can be used in many ways and through different web tools. It can provide educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies.
This article argues that it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities. The case study explored in this paper explains the role of social media in promoting cognitive and meta-cognitive learners development while using a constructivist teaching and learning approach. This paper presents the findings from a specific case study, as well as general guidance to instructors for incorporating social media in a blended learning environment, including the “Traditional Classroom”. It is also suggested a limitation of the use of learning management systems to cover the development of social competences and it is argued that self-regulated students are supported by personal web tools and engaged in different kinds of social networks.
Badging Open Content at The Open UniversityDr Patrina Law
The concept of badging (or ‘soft accreditation’) has been piloted in various forms in the Open University (OU) in 2013. This presentation shows what the University learnt from its pilot projects and how it is subsequently developing a suite of badges for informal and formal students.
The document discusses education in the 4.0 era, which refers to the fusion of advanced technologies into the education process. It states that as the industrial revolution has transformed industries, a similar revolution is needed in education to take advantage of new opportunities. Key aspects of education 4.0 include personalized learning tailored to each student's needs, flexible learning that can take place anywhere and anytime, and evaluating students through projects rather than examinations. Overall, education must adapt to prepare students for the technological changes of the future.
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
The document discusses opportunities and challenges for online higher education. It notes that online education is growing and can help learners access education flexibly. However, learners and employers expect high-quality, engaging, career-relevant learning. Online programs need strong branding, mobile access, personalized learning, and community support. The document also provides strategies for institutions to develop online education, such as aligning with their mission, starting small, and incentivizing faculty involvement.
This document provides an overview of lessons from an Educational Technology 2 course. Lesson 1 reviews Educational Technology 1, which introduced the history of educational technology and its role in modern education. Lesson 2 introduces Educational Technology 2, which focuses on integrating technology into teaching and learning. Lesson 7 discusses using information technology to develop higher-level thinking skills and creativity in students through project-based learning.
Choices and Challenges: Lessons Learned in the Evolution of Online Education...andydip
Washington Workforce Education Council Presentation
February 6, 2014
Choices and Challenges: Lessons Learned in the Evolution of Online Education in Support of Workforce Development
Dr. Andy DiPaolo, Stanford University
Presentation
What are the critical challenges and lessons learned in the use of online education to support workforce development? How can these lessons be applied to assess opportunities, create strategies and design innovative online offerings to take advantage of existing and emerging delivery technologies? This presentation will address the potential and risks of online education, identify the changing education needs and expectations of students and employers and offer advice on strategies for business, government and higher education to successfully deliver workforce development programs at a distance.
Presenter
Andy DiPaolo is Executive Director Emeritus of the Stanford Center for Professional Development. He founded and directed for nearly 25 years one of the largest continuing education organizations and distance education networks in the United States delivering degree, credit, certificate and professional programs to students at over 2000 companies in 60 countries. Dr. DiPaolo led the team to develop award-winning Stanford Online, the first system to use video technology to deliver academic courses on the internet and led the development of the world’s first online engineering degree. He also created “Stanford Engineering Everywhere” an initiative to provide free and open online courses to educators and learners around the world.
DiPaolo has a long history as a member of public sector and corporate boards and as an advisor to universities, corporations and government agencies on the strategic use of technology to meet education and training needs. Representative examples of organizations where he has provided advice include Cisco, University of Michigan, National Elevator Industry Educational Program, Danish Virtual University, International Air Transport Association, UCLA, Hewlett-Packard, U.S. Army, Norwegian Telecom, Higher Education Council – Israel, Northwestern University and the Agency for International Development. He has been elected to the U.S. Distance Learning Association Hall of Fame, appointed as a Fellow of the European Distance and E-Learning Network and is the 2013 recipient of the American Society for Engineering Education’s highest award for an individual in support of education for industry.
Contact Information
Stanford Center for Professional Development adp@stanford.edu 650-444-4694 SCPD.stanford.edu
This document discusses how technology can support deeper learning aligned with the Common Core standards. It outlines key trends like assessments shifting to what students can do and the rise of social media. Challenges include the need for digital literacy training and innovating pedagogy. Schools that top international tests ensure teachers lead critical thinking classrooms. Effective technology use depends on clear learning expectations and teacher skills, not just equipment purchases. Leaders should model beliefs in deeper learning and support risk-taking to change teaching culture.
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
This document summarizes a presentation on digital open badge-driven learning for developing teacher competencies. It discusses:
1) The use of digital badges to recognize competencies gained through various formal, non-formal, and informal learning experiences.
2) An example program in Finland that has issued over 23,000 badges to teachers for online professional development.
3) Key factors for successful digital badge programs including visualization of competencies, validation of various types of learning, and gamification to motivate participation.
This document discusses how technology can support deeper learning aligned with the Common Core standards. It notes the changing education landscape including Common Core, assessments, and shrinking budgets. The Horizon Project examines emerging technologies and how they can support real-world problem solving and active learning. Challenges include the need for digital literacy training and innovating pedagogy. PISA test results show top nations emphasize critical thinking over rote memorization. The document contrasts two schools' technology use and emphasizes the importance of clear learning expectations over spending on technology alone. It provides examples of how Google tools can support deeper learning and 21st century skills development.
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
The document discusses Education 5.0, a proposed new approach to education that focuses on humanizing learning through technology instead of further dehumanizing or replacing human elements. Education 5.0 aims to use technology to enhance education by making learning available anywhere and anytime through e-learning tools, while still developing students intellectually, socially, emotionally and ensuring a focus on sustainability, human needs, collaboration and innovation.
Malaysia aims to balance developing holistic human capital through education, achieving high income levels, and increasing citizen well-being. The country faces challenges from technological advancements and wants to achieve the United Nations' Sustainable Development Goals. Its education ministry is redesigning higher education to support an economy focused on productivity and happiness through cultivating values. The goal is for Malaysia to become a wealthy nation rich in values and peace through social engineering programs like TN50 that support a dynamic and flexible educational system.
"EDUCATORS (TRAINERS) 3.0 NOW: THE ROAD MAP TO 21st CENTURY EDUCATION"
Prof Dr Wan Mohd Fauzy Wan Ismail (Chair)
Director, National Higher Education Research Institute (NaHERI), USM Penang
& Senior Professor, Center for Instructional Technology & Multimedia,
Universiti Sains Malaysia (USM),
Penang, Malaysia.
Director,
National Higher Education Research Institute (NaHERI), Universiti Sains Malaysia (USM), Penang
& Senior Professor,
Center for Instructional Technology & Multimedia,
Universiti Sains Malaysia (USM),
Penang, Malaysia.
This document summarizes a presentation on the Convergence Theory of Learning given by Arlynne Awayan at the Conference on Learning, Teaching and Learning 2017. The Convergence Theory of Learning is a conceptual framework that depicts how knowledge is absorbed, processed, and retained through a process of converging critical, systems, and design thinking with motivation, mindfulness, metacognition, and multi-modal mentoring to cultivate integrity, solidarity, and creativity in learners. The theory involves three phases - emergence to increase instructional success through questioning, divergence to examine problems using the three modalities of thinking, and convergence to arrive at deep learning through an integrated application of the thinking modalities.
Fellow of the Academy of Sciences Malaysia,
Associate Member of the Centre of Social Innovation,
Universiti Teknologi Petronas (UTP)
& Adjunct Professor of Asia e-University (AeU), Malaysia.
Deputy Director (Teaching and Learning Innovation),
Centre for Academic Development (CADe) Universiti Putra Malaysia (UPM),
Chairman, Malaysia MOOC Working Committee,
Ministry of Higher Education Malaysia (MOE)
& Chairman, Malaysia E-Learning Council for Public Universities (MEIPTA), Malaysia.
This document presents a case study of Sripatum University's (SPU) approach to online education, called SMILE. SPU is a top private university in Thailand with three campuses and over 20,000 students. The SMILE approach focuses on enabling e-learning, being outcome-based, using interactive classrooms, having motivated educators, and directing self-learning students. Key aspects of SPU's online education ecology are discussed, including its learning management system, interactive e-books, and social media integration. The document also highlights case studies of educators who have successfully implemented blended learning models at SPU through strategies like active learning approaches and frequent quizzing.
Former Lecturer, Sampoerna University, Jakarta, Indonesia, Former Founding Principal, Sampoerna Academy, Jakarta, Indonesia & Content Creator and Developer, Gurubumi.com, Jakarta, Indonesia.
Co-Founder, National Digital Educator Society,
Asst. Prof of Marketing, De la Salle University-Dasmarinas & Organizational Development & Training Manager,
LEADS Agricultural Products Corporation, The Philippines.
President, Association for Instructional Design Advancement (AIDA) / Associate Research Fellow at the National Higher Education Research Institute, USM /Course Leader, Master of Instructional Design & Technology, OUM/Consultant & Advisor, Online Learning
Director, National Higher Education Research Institute (NaHERI), Universiti Sains Malaysia (USM), Penang / Academic Center for Instructional Technology & Multimedia, Universiti Sains Malaysia (USM), Penang
Associate Professor Dr. Thanomporn Laohajaratsang
Director, Chiang Mai University Information Technology Service Centre, Chiang Mai University, Chiang Mai, Thailand
The document announces the 1st Conference on Learning, Teaching & Training 2017 to be held from May 22-23, 2017 at the Royale Chulan Kuala Lumpur in Malaysia with the theme "Educators & Trainers 3.0 Now" and organized by the Academy of Irredeemable Discourse on Academia (AIDA) and co-organized/supported by other organizations.
22 to 23 May, 2017 @ The Royale Chulan Hotel, Kuala Lumpur, Malaysia. (www.aida.org.my/aida3/)
Conference on Learning, Teaching and Training 2017
(CoLT 2017)
*Brought to you by the Association for Instructional Design Advancement or AIDA
*Supported by Life Success Program Sdn Bhd and ZETA Academy.
For registration; https://drive.google.com/file/d/0B8g5GK3Qd689aDFzZlhuNkFBOTA/view
More from Association for Instructional Design Advancement (AIDA) (17)
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.
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.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
6. Challenges: business model
§ Flexible learning
§ Moocs
§ Online learning
§ Retail business
§ Lifelong learning - Multientry
multiexit
§ New skills (soft skills, general
education)
§ Learning from various media and
resources
š ....
Prof Dr Paulina Pannen
8. Challenges: teaching and learning process
1. Learning is open
2. Learning is social
3. Learning is personal
4. Learning is augmented
5. Learning is
multirepresented
6. Learning is mobile
Adapted from Wheeler, S. (2011) “
Pedagogy is leading people to a
place where they can learn for
themselves. It is about crea:ng
environments and situa:ons where
people can draw out from within
themselves, and hone the abili:es
they already have, to create their
own knowledge, interpret the world
in their own unique ways, and
ul:mately realise their full poten:al
as human beings
http://steve-wheeler.blogspot.com/2013/11/the-meaning-of-pedagogy.html