Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Infrastructure: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Free Cool Hybrid Tools for Contextualized Social StudiesMeagen Farrell
1. The document provides information about a session on free hybrid tools to increase contextualized social studies learning.
2. It introduces the presenter and defines contextualized curriculum as lessons taught in a specific industry context using real-world scenarios and vocabulary.
3. Examples are provided of contextualized social studies lessons for the construction and manufacturing industries that integrate social studies content like history and geography with workplace skills preparation.
Free Cool Contextualized Tools for NEO Skills CorpsMeagen Farrell
Meagen Farrell facilitated this workshop to Northeast Ohio (NEO) Skills Corps (AmeriCorps Members) on August 27, 2021. The presentation gives participants a chance to explore three sections of The Literacy Cooperative of Greater Cleveland's Contextualized Curriculum in the fields of Construction (Math), IT (Numeracy), and Hospitality (ServSafe).
IT, Business & Finance: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Contextualized Lesson Plans: Accessible Online Tools for Contextualized LearningMeagen Farrell
This lesson plan teaches students how to create invoices using a Microsoft Word template. It introduces the concepts of using formulas to calculate customer charges, including solving multi-step math problems using the order of operations (PEMDAS). Students will learn how to create basic cost formulas, understand substitution and solving for variables, and use a template to create and print an invoice.
Early Childhood Education: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Hospitality: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Law and Security: Accessible Online Tools for Contextualized LearningMeagen Farrell
This document provides an overview of contextualized learning tools for law and security education. It begins with introducing the author and objective of the session, which is to provide new teaching strategies and tools to make instruction more engaging through occupational skills training. Several resources are then highlighted, including a contextualized lesson plan template, healthcare curriculum sample, and strategies for differentiating, interdisciplinary, and contextualized instruction. The document concludes by listing several top online learning resources for language arts and law/security careers in the DC area.
Infrastructure: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Free Cool Hybrid Tools for Contextualized Social StudiesMeagen Farrell
1. The document provides information about a session on free hybrid tools to increase contextualized social studies learning.
2. It introduces the presenter and defines contextualized curriculum as lessons taught in a specific industry context using real-world scenarios and vocabulary.
3. Examples are provided of contextualized social studies lessons for the construction and manufacturing industries that integrate social studies content like history and geography with workplace skills preparation.
Free Cool Contextualized Tools for NEO Skills CorpsMeagen Farrell
Meagen Farrell facilitated this workshop to Northeast Ohio (NEO) Skills Corps (AmeriCorps Members) on August 27, 2021. The presentation gives participants a chance to explore three sections of The Literacy Cooperative of Greater Cleveland's Contextualized Curriculum in the fields of Construction (Math), IT (Numeracy), and Hospitality (ServSafe).
IT, Business & Finance: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Contextualized Lesson Plans: Accessible Online Tools for Contextualized LearningMeagen Farrell
This lesson plan teaches students how to create invoices using a Microsoft Word template. It introduces the concepts of using formulas to calculate customer charges, including solving multi-step math problems using the order of operations (PEMDAS). Students will learn how to create basic cost formulas, understand substitution and solving for variables, and use a template to create and print an invoice.
Early Childhood Education: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Hospitality: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Law and Security: Accessible Online Tools for Contextualized LearningMeagen Farrell
This document provides an overview of contextualized learning tools for law and security education. It begins with introducing the author and objective of the session, which is to provide new teaching strategies and tools to make instruction more engaging through occupational skills training. Several resources are then highlighted, including a contextualized lesson plan template, healthcare curriculum sample, and strategies for differentiating, interdisciplinary, and contextualized instruction. The document concludes by listing several top online learning resources for language arts and law/security careers in the DC area.
Healthcare: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Keep Teaching & Stay Connected with an LMSMeagen Farrell
Trying to move suddenly from face-to-face to digital? Churches can keep their classes and community alive with a Learning Management System (LMS). Overview of the best options for faith-based communities to stay alive in the shut down.
Instructional Strategies and Lesson Plans for IETMeagen Farrell
Slideshow from “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
This three-lesson standards-based unit focuses on the book "The Boy Who Harnessed the Wind." Lesson one introduces the book and has students make predictions, discuss challenges faced by William's village, and complete a journal entry. Lesson two compares "Ryan's Well" to further explore solutions to water problems in Africa using a Venn diagram. Lesson three is a writing assessment where students choose four character traits to describe William and defend their choices with evidence from the text.
Findings and recommendations from an action research project where 6 tutors in a large FE college have worked together to experiment with a class set of iPads
This document outlines the agenda for a workshop on enhancing math teaching and learning through technology. The agenda includes sharing videos and comments, designing complex math tasks, and planning classroom visits. Group norms are established such as being on time, on task, and respectful. Reasons for using math talks are presented from a research organization. A video from a classroom is shown and strategies like UPS are discussed. Participants choose a task and date for classroom visits.
This document outlines an agenda for a meeting between the Riverside School Board and McGill University about a transition project to enhance mathematics teaching and learning using technology. The agenda includes introductions, overviews of the project goals and activities, and breakout sessions on sharing successful strategies, digital literacy, video modeling, and establishing an online community of practice. The project aims to foster collaboration between teachers on using digital tools to benefit student learning through ongoing professional development over multiple years.
This document introduces resources for teachers to incorporate technology and enhance learning, including addressing issues around diverse learning styles and student expectations. It summarizes various digital and web-based economic education resources available for teachers, such as virtual lessons, current events, data resources, lesson plans, and videos and activities on personal finance topics.
This document outlines Pennsylvania's Classrooms for the Future initiative, which aims to reform high school education for the 21st century by providing technology and professional development to classrooms. The $200 million, 3-year program will equip core subject classrooms with laptops and other technology. It also provides extensive professional development for teachers to learn how to integrate technology and develop student skills in areas like collaboration, problem-solving and digital literacy. The goal is to improve student learning and prepare graduates for an increasingly digital, global job market.
This document outlines Pennsylvania's Classrooms for the Future initiative, which aims to reform high school education for the 21st century. The initiative will provide $200 million over 3 years to equip classrooms with new technologies like laptops for students. It also funds extensive professional development for teachers on using technology to improve instruction. The goal is to help students develop 21st century skills and prepare for postsecondary education and careers in a global marketplace that demands technological proficiency. Initial results show increases in student engagement and course rigor, along with decreases in disruptions and drop-out rates.
This professional development lesson plan teaches teachers how to use Aurasma, an augmented reality app. In a 30-minute session, teachers will learn the basics of Aurasma, how to create an account and their first Aurasma. They will view an introductory video on using Aurasma in the classroom. Teachers will then go through the process step-by-step, with modeling and practice time, to create their own Aurasma. They will complete a self-reflection on their learning to integrate this knowledge into their classrooms. The goal is for teachers to understand how Aurasma can provide enrichment and extension for their students.
This document provides instructions and guidance for students on completing blogging assignments for a course. It includes directions on setting up audio tools, checking emails daily, reading other student blogs, correctly naming blog posts, and uploading assignments by certain deadlines. Students are asked to reflect on concepts like 21st century classrooms and pedagogical theories, and apply them to create their own approaches to teaching and learning. Guidance is given on assessing students' first blog posts and how to upload them for grading.
The document discusses the process for developing digital courses, including developer selection, training, design methodology, tools, and assessments. Developers apply, interview, and are contracted. They receive training on instructional design, technology tools, and curriculum design. Courses are developed using backward design - identifying essential content, understandings, and questions, then designing assessments and instructional units. A variety of tools are discussed for creating assessments, learning activities, and organizing content within courses. Future development plans include refreshing all courses within a 4-year cycle.
This presentation was part of the OCLS conference- Cleveland Ohio April 29, 2010. It describes studies done to evaluate the effectiveness of learning objects for diverse populations.
The document outlines an agenda for a workshop on creating, collaborating and computing in math. The agenda includes discussions on teacher updates, challenging concepts, using math tools to create lessons, formative assessment, differentiated math practices, and continuous assessment. Participants will look at demonstrations of math tools, create and share short video lessons on struggling concepts, and complete a self-assessment rubric. The goals are to enhance math teaching and learning using technology and continuous formative assessment.
1) The document discusses using Universal Design for Learning (UDL) principles to implement effective small group instruction in heterogeneous classrooms.
2) It provides examples of low-tech and digital tools that align with the UDL principles of representation, engagement, and action/expression to support differentiation for diverse learners.
3) The document argues that applying UDL does not require new technologies but making strategic use of existing classroom resources to meet student needs.
This document provides guidance on designing an initiating activity for a technology integration unit. It recommends using backward design to develop an activity that introduces the unit project and engages learners. Key aspects to include are: addressing common student misconceptions; incorporating questions, discussion, and multiple models to help students recognize their preconceptions; and capturing students' attention with word processing, graphics, or classroom response systems. Formative assessments during the initiating activity should provide immediate feedback. The goals are for students to question their understanding and be curious to learn more throughout the unit. Students will then present their completed unit projects to the class.
Urkund pepp talk april 2018 - highlighting the "Integrity" project - an Erasmus funded project led by Ilia State University and involves collaboration with Dublin City University, University of Roehampton, University of Uppsala and the University of Vienna
The document outlines the agenda for a meeting between the Riverside School Board and McGill University to discuss enhancing mathematics teaching and learning through technology. The agenda includes sharing reflections on classroom visits, a video-based reflection activity, developing a student reflection sheet, and discussing post-meeting activities for the upcoming year. It also provides contact details for the project leads and organizers.
The document discusses the need to update K-12 curriculum for 21st century learners. It advocates designing curriculum around essential questions, big ideas, and skills that prepare students for an uncertain future. Curriculum mapping is presented as a way to align curriculum within and across grade levels, integrate new technologies and resources, and make curriculum more globally connected and socially networked.
This document discusses using videoconferencing for educational collaborations between classrooms, schools, and other organizations. It provides examples of past collaborative projects using videoconferencing that connected students in different countries and states. These projects allowed students to share writing, solve mysteries together, and discuss environmental issues. The document also outlines challenges of collaborative projects and provides resources for planning curriculum-based collaborations using videoconferencing tools. It emphasizes connecting students through shared learning activities that engage them and add value to the curriculum.
Healthcare: Accessible Online Tools for Contextualized LearningMeagen Farrell
Presented for adult education and training professionals in Washington D.C. as part of a Mini-Professional Development Institute hosted by OSSE and UDC.
Keep Teaching & Stay Connected with an LMSMeagen Farrell
Trying to move suddenly from face-to-face to digital? Churches can keep their classes and community alive with a Learning Management System (LMS). Overview of the best options for faith-based communities to stay alive in the shut down.
Instructional Strategies and Lesson Plans for IETMeagen Farrell
Slideshow from “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
This three-lesson standards-based unit focuses on the book "The Boy Who Harnessed the Wind." Lesson one introduces the book and has students make predictions, discuss challenges faced by William's village, and complete a journal entry. Lesson two compares "Ryan's Well" to further explore solutions to water problems in Africa using a Venn diagram. Lesson three is a writing assessment where students choose four character traits to describe William and defend their choices with evidence from the text.
Findings and recommendations from an action research project where 6 tutors in a large FE college have worked together to experiment with a class set of iPads
This document outlines the agenda for a workshop on enhancing math teaching and learning through technology. The agenda includes sharing videos and comments, designing complex math tasks, and planning classroom visits. Group norms are established such as being on time, on task, and respectful. Reasons for using math talks are presented from a research organization. A video from a classroom is shown and strategies like UPS are discussed. Participants choose a task and date for classroom visits.
This document outlines an agenda for a meeting between the Riverside School Board and McGill University about a transition project to enhance mathematics teaching and learning using technology. The agenda includes introductions, overviews of the project goals and activities, and breakout sessions on sharing successful strategies, digital literacy, video modeling, and establishing an online community of practice. The project aims to foster collaboration between teachers on using digital tools to benefit student learning through ongoing professional development over multiple years.
This document introduces resources for teachers to incorporate technology and enhance learning, including addressing issues around diverse learning styles and student expectations. It summarizes various digital and web-based economic education resources available for teachers, such as virtual lessons, current events, data resources, lesson plans, and videos and activities on personal finance topics.
This document outlines Pennsylvania's Classrooms for the Future initiative, which aims to reform high school education for the 21st century by providing technology and professional development to classrooms. The $200 million, 3-year program will equip core subject classrooms with laptops and other technology. It also provides extensive professional development for teachers to learn how to integrate technology and develop student skills in areas like collaboration, problem-solving and digital literacy. The goal is to improve student learning and prepare graduates for an increasingly digital, global job market.
This document outlines Pennsylvania's Classrooms for the Future initiative, which aims to reform high school education for the 21st century. The initiative will provide $200 million over 3 years to equip classrooms with new technologies like laptops for students. It also funds extensive professional development for teachers on using technology to improve instruction. The goal is to help students develop 21st century skills and prepare for postsecondary education and careers in a global marketplace that demands technological proficiency. Initial results show increases in student engagement and course rigor, along with decreases in disruptions and drop-out rates.
This professional development lesson plan teaches teachers how to use Aurasma, an augmented reality app. In a 30-minute session, teachers will learn the basics of Aurasma, how to create an account and their first Aurasma. They will view an introductory video on using Aurasma in the classroom. Teachers will then go through the process step-by-step, with modeling and practice time, to create their own Aurasma. They will complete a self-reflection on their learning to integrate this knowledge into their classrooms. The goal is for teachers to understand how Aurasma can provide enrichment and extension for their students.
This document provides instructions and guidance for students on completing blogging assignments for a course. It includes directions on setting up audio tools, checking emails daily, reading other student blogs, correctly naming blog posts, and uploading assignments by certain deadlines. Students are asked to reflect on concepts like 21st century classrooms and pedagogical theories, and apply them to create their own approaches to teaching and learning. Guidance is given on assessing students' first blog posts and how to upload them for grading.
The document discusses the process for developing digital courses, including developer selection, training, design methodology, tools, and assessments. Developers apply, interview, and are contracted. They receive training on instructional design, technology tools, and curriculum design. Courses are developed using backward design - identifying essential content, understandings, and questions, then designing assessments and instructional units. A variety of tools are discussed for creating assessments, learning activities, and organizing content within courses. Future development plans include refreshing all courses within a 4-year cycle.
This presentation was part of the OCLS conference- Cleveland Ohio April 29, 2010. It describes studies done to evaluate the effectiveness of learning objects for diverse populations.
The document outlines an agenda for a workshop on creating, collaborating and computing in math. The agenda includes discussions on teacher updates, challenging concepts, using math tools to create lessons, formative assessment, differentiated math practices, and continuous assessment. Participants will look at demonstrations of math tools, create and share short video lessons on struggling concepts, and complete a self-assessment rubric. The goals are to enhance math teaching and learning using technology and continuous formative assessment.
1) The document discusses using Universal Design for Learning (UDL) principles to implement effective small group instruction in heterogeneous classrooms.
2) It provides examples of low-tech and digital tools that align with the UDL principles of representation, engagement, and action/expression to support differentiation for diverse learners.
3) The document argues that applying UDL does not require new technologies but making strategic use of existing classroom resources to meet student needs.
This document provides guidance on designing an initiating activity for a technology integration unit. It recommends using backward design to develop an activity that introduces the unit project and engages learners. Key aspects to include are: addressing common student misconceptions; incorporating questions, discussion, and multiple models to help students recognize their preconceptions; and capturing students' attention with word processing, graphics, or classroom response systems. Formative assessments during the initiating activity should provide immediate feedback. The goals are for students to question their understanding and be curious to learn more throughout the unit. Students will then present their completed unit projects to the class.
Urkund pepp talk april 2018 - highlighting the "Integrity" project - an Erasmus funded project led by Ilia State University and involves collaboration with Dublin City University, University of Roehampton, University of Uppsala and the University of Vienna
The document outlines the agenda for a meeting between the Riverside School Board and McGill University to discuss enhancing mathematics teaching and learning through technology. The agenda includes sharing reflections on classroom visits, a video-based reflection activity, developing a student reflection sheet, and discussing post-meeting activities for the upcoming year. It also provides contact details for the project leads and organizers.
The document discusses the need to update K-12 curriculum for 21st century learners. It advocates designing curriculum around essential questions, big ideas, and skills that prepare students for an uncertain future. Curriculum mapping is presented as a way to align curriculum within and across grade levels, integrate new technologies and resources, and make curriculum more globally connected and socially networked.
This document discusses using videoconferencing for educational collaborations between classrooms, schools, and other organizations. It provides examples of past collaborative projects using videoconferencing that connected students in different countries and states. These projects allowed students to share writing, solve mysteries together, and discuss environmental issues. The document also outlines challenges of collaborative projects and provides resources for planning curriculum-based collaborations using videoconferencing tools. It emphasizes connecting students through shared learning activities that engage them and add value to the curriculum.
This document discusses how constructivist practices can be translated to online learning environments. It provides examples of how problem-based learning (PBL), collaboration, learner autonomy, and authentic assessment are implemented in higher education and K-12 online courses. Specifically, it describes Connections Academy, a leading provider of K-12 virtual education, and how their courses incorporate active participation, collaboration tools, learner scaffolding, and benchmark projects to assess student learning. Overall, the document illustrates how principles of constructivism can successfully guide the design of online learning experiences.
Curriculum Integration Ideas for Tech and the CCSSRae Fearing
This document discusses how technology can support teachers in helping students meet the requirements of the Common Core State Standards. It provides examples of digital tools that can promote communication, collaboration, creativity, critical thinking and other skills emphasized by the CCSS, including coding platforms, curation tools, and platforms for creativity and blogging. The document also addresses trends in education like blended learning and the use of learning management systems.
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
This document discusses several Web 2.0 tools that can be used to support student learning, including Glogster, Padlet, SurveyMonkey, and Scoop.it. Glogster allows students to create interactive online posters. Padlet is a digital bulletin board that allows collaboration. SurveyMonkey is an online survey tool used to design surveys, collect responses, and analyze data. Scoop.it is an online curation tool used to collect and organize resources on a topic. These tools support higher-order thinking skills and can be used for activities like project-based learning, brainstorming, data analysis, and presenting information.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
This document summarizes key points from a presentation on leveraging online tools for teacher learning. Some main ideas include:
- Online professional development can enable sustained training over time, help transfer learning to the classroom, and facilitate strong content learning and discussions.
- Emerging trends show more teachers using the internet for teaching ideas, communicating online, and taking online courses. Social networking use is also growing.
- Various online tools like course platforms, collaboration tools, and communication tools can support different aspects of online professional learning.
- Speakers discussed how online learning addresses frustrations with traditional PD and allows for flexibility and convenience. Effective online PD focuses on building relationships and allowing plans to change.
This document summarizes key points from a presentation on leveraging online tools for teacher learning. Some of the main ideas discussed include:
- Online professional development can enable sustained training over time, help teachers transfer learning to their classrooms, and facilitate strong content learning and discussions.
- Emerging online tools like course platforms, collaboration tools, and social networking sites provide new opportunities for online teacher learning and communities.
- Trend data shows an increasing number of teachers are using the internet for teaching ideas, online courses, and social networking to connect with other educators.
- Effective online professional learning models emphasize convenience for teachers, allow learning to emerge over time through relationships, and aim for fun rather than solely technology skills.
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
EDU 522 – Student NotesCOURSE DESCRIPTIONThis course focus.docxgidmanmary
EDU 522 – Student Notes
COURSE DESCRIPTION
This course focuses on the design, development, and implementation of e-Learning. Topics include learning platforms for educational and corporate environments, online learning communities, designing content for online delivery, and preparing learners for online learning. Students will learn how to use e-Learning as a teaching tool in a traditional classroom or training environment.
INSTRUCTIONAL MATERIALS
Required Resources
Holmes, B., & Gardner, J. (2006). e-Learning: Concepts and practice. Thousand Oaks, CA: Sage Publications.
Rudestam, K. E., & Schoenholtz-Read, J. (2010). Handbook of online learning (2nd ed.). Thousand Oaks, CA: Sage Publications.
Supplemental Resources
Dabbagh, N., & Reo, R. (2011). Back to the future: Tracing the roots and learning affordances of social software. In M.J.W. Lee and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying socialinformatics for tertiary teaching (1-20). Hershey, PA: IGI Global. Retrieved from https://search-ebscohost-com.libdatab.strayer.edu/login.aspx?direct=true&db=nlebk&AN=253987&site=ehost-live&scope=site
EduTech Wiki. (2006). Flow theory. Retrieved from http://edutechwiki.unige.ch/en/Flow_theory
Holmes, B., Tangney, B., FitzBibbon, A., Savage, T., & Mehan, S. (2001). Communal constructivism: Students constructing learning for as well as with others. Retrieved from http://www.scss.tcd.ie/publications/tech-reports/reports.01/TCD-CS-2001-04.pdf
Khan, B. (2010). The global e-learning framework. Retrieved from
https://www.academia.edu/2478564/The_Global_e-Learning_Framework_by_Badrul_H._Khan
NASA. (2013). Digital Learning Network. Retrieved from http://www.nasa.gov/offices/education/programs/national/dln/index.html
Websites
Association for Educational Communications and Technology (AECT). (2013) General format. Retrieved from http://www.aect.org/newsite/
Education Technology Organizations. (2007) General format. Retrieved from http://informns.k12.mn.us/Educational_Technology.html
International Society for Technology in Education (ISTE). National Educational Technology Standards (NETS) for Teachers, Coaches, and Students. (2012) General format. Retrieved from https://www.iste.org/
U.S. Department of Education Grant Programs. (n.d.) General format. Retrieved from http://www2.ed.gov/about/offices/list/os/technology/edgrants.html
COURSE LEARNING OUTCOMES
1. Explain the factors that contribute to the evolution of e-Learning.
1. Analyze different needs of e-Learning in educational and non-educational settings.
1. Analyze various learning communities.
1. Describe different learning environments and modes of e-Learning.
1. Apply educational theory to an e-Learning environment.
1. Analyze design and instructional concepts of e-Learning.
1. Describe the unique needs and challenges of virtual learners.
1. Design an online learning experience.
1. Plan the resources required to support an online learning experience.
1. Explain the ethical c ...
Rejuvenation through building classroom communityafacct
This presentation highlighted ways that community colleges can build classroom community during periods of remote learning. It discussed the Learning Community program at Community College of Baltimore County, which pairs interdisciplinary courses. Data showed higher pass rates, GPAs, and retention for students in learning communities.
The presentation provided an example of an ESOL writing course paired with a communications course. Integrated assignments and activities were used to build community between the linked classes.
Various virtual activities were presented for building community remotely, such as breakout rooms, discussion boards using audio or video, weekly reflections, and incorporating pandemic themes into coursework. Audience members also shared their own strategies for building online community.
This paper will briefly describe and critique the purpose and what instructional models are followed by process of three selected models: (1) The Dick & Carey Model (2) Kemp Model (3) 3 PD Model. The process description and critique for each model will serve as the foundation and supporting points required for comparison and contrasting process of the models.
The document discusses challenges in transferring teaching practices from the real world to virtual worlds like Second Life. It analyzes workshops held in Second Life to develop a taxonomy of good teaching practices. Key dimensions of control of the environment versus pedagogical approach are identified. Four scenarios emerge from mapping these dimensions. The taxonomy seeks to be a design tool to address recurring problem spaces and articulate design patterns for teaching in virtual worlds.
This document provides information about using videoconferencing for classroom collaborations. It discusses the benefits of collaborations for students, including developing multicultural understanding and a more positive self-concept. Examples are given of successful collaborations between classes discussing topics like science and literature. Challenges to collaborations are also outlined, along with resources for setting up collaborative projects using videoconferencing.
This document provides information about using videoconferencing for classroom collaborations. It discusses the benefits of collaborations for students, including opportunities for multicultural understanding and learning from different perspectives. It also addresses how videoconferencing can help meet curriculum standards. Resources are presented for setting up international science collaborations as well as other collaboration tools and programs to facilitate videoconferencing projects between classrooms. Challenges to collaboration and questions from educators are also addressed.
The document discusses learning design as a field of research and practice. It defines learning design as a methodology for making the learning design process more explicit and shareable. It outlines how learning design encourages reflective practices, promotes sharing of designs, and shifts approaches from implicit to explicit. Visual tools and collaboration allow designers to represent and discuss their learning designs.
The document discusses learning design as a field of research and practice. It defines learning design as a methodology for making the learning design process more explicit and shareable. It outlines how learning design encourages reflective practices, promotes sharing of designs, and shifts approaches from implicit to explicit. Visual tools and collaboration allow designers to represent and discuss their learning designs.
Similar to Construction: Accessible Online Tools for Contextualized Learning (20)
Crowdfunding: Tips & Practices for SuccessMeagen Farrell
First presented at COABE Conference in 2017, and updated for the 2022 Virtual GED Ministry Conference, this presentation by Meagen Farrell provides a clear journey and examples of non-profit fundraising using crowdfunding platforms. Learn how to maximize engagement by rewarding small donors and peer-to-peer champions of your cause. Create realistic expectations and find the most important tips to increase your success rate to achieve your fund development goal, so you have the resources to go out and make the world a better place.
Highlights include:
-What is Crowdfunding?
-Support Other Projects: What Made it Work?
-Timeline to Your First Fundraising Project
-The Reality of Crowdfunding
-Meagen's Crowdfunding Checklist for Success
Workplace Reading, Writing & Math for Adults.pdfMeagen Farrell
Webinar presented for The Literacy Cooperative of Greater Cleveland on July 22, 2022.
Learn how to answer the question of all adult learners: “Why do I need to know this?”
Adults need fundamental skills in reading, writing and mathematics for success in most on-the-job training and workplace certifications. They also need to be able to apply these essential skills in the workplace environment. During this workshop you will:
• Understand the economic impact of adults increasing their reading, writing, and math skills
• Explore examples of reading, writing, and math tasks from workplace scenarios and certifications
• Gain up-to-date information on growing regional jobs to keep adults motivated
• Experience a career exploration lesson that builds reading, writing, and math skills
Learn how to engage adults to simultaneously build both workforce and basic academic skills. Your adult learners will walk away feeling more prepared for workplace certifications, and life.
Sample lessons will be shared from The Literacy Cooperative’s free and UPDATED downloadable Contextualized Curriculum. Each curriculum focuses on an industry with high entry-level growth in Northeast Ohio: manufacturing, construction, IT/digital literacy, hospitality, and healthcare. The strategies and lesson plans shared in this session can be modified for use with a wide variety of adult learning contexts.
IET Lesson Plan Template with Notes (Editable DOCX)Meagen Farrell
From “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
From “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
Blank IET Lesson Plan Template (Editable DOCX)Meagen Farrell
From “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
From “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
Nervous to access online resources without IT support? This hands-on workshop will cover all the basics. In one morning, go from a webinar beginner to being the IT master your students need to succeed in a tech-driven workforce.
Science is Awesome: Scoring & Teaching GED Science Short Answer ResponsesMeagen Farrell
Workshop delivered on May 5 in Independence, Ohio using prompts and samples from GED Testing Service and incorporating lesson activities from "Teaching Adults: A 2014 GED Test Resource Book" from New Readers Press.
Bigger Better Writing: Using Rubrics & Prompts to Improve InstructionMeagen Farrell
1. The document discusses using rubrics and sample essays to improve writing instruction and student writing scores.
2. It encourages teachers to have students grade sample essays using rubrics to provide feedback, then use that feedback to inform writing instruction.
3. The document provides resources for teachers, including free writing prompts, samples, and scoring guides to help master writing instruction using rubrics.
Directions to Access GED Academy Constructed ResponsesMeagen Farrell
Part of the workshop on improving writing instruction using rubrics. Directions for teachers to take the RLA Extended Response or Science Short Answer in GED Academy.
When Worlds Collide: Blended Learning for 2016Meagen Farrell
Increase outcomes for adult learners by mixing in-person instruction with student use of technology. Originally developed with Adam Springwater for COABE 2016.
Engaging Lessons for GED Test Prep: Start with StandardsMeagen Farrell
This document provides an overview of objectives and best practices for GED test preparation instruction. It discusses mixing and matching GED assessment targets in four intertwined subjects: reasoning through language arts, science, social studies, and mathematical reasoning. The document also reviews basics of the computer-based GED test, including its alignment with common core state standards and emphasis on standards-based, in-depth questions.
Bigger, Better Writing: Using Rubrics and Samples to Improve InstructionMeagen Farrell
Workshop for adult educators looking at rubrics and realistic samples to prepare students for the constructed response on the GED Test, particularly the RLA Extended Response. Originally developed with Dr. Carmine Stewart for COABE 2016.
Increase critical thinking skills and GED Test scores at the same time with engaging instructional strategies that mimic technology-enhanced item types.
Lesson plan template for OSSE PD workshop on GED Test Preparation at University of DC. Refers to required elements of a lesson according to OSSE's teacher evaluation process.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
4. Can Teaching Trades Save Lives?
Yes, if you focus on relevant, essential skills!
5. What to Expect
Objective: You will leave this session with
new tools & strategies to enliven instruction
with occupational skills training.
➔ Contextualized Lesson Plan
Blank template for all industries
➔ Construction Lesson Plan
Unit 2, Lesson 9: Classical Civilizations
➔ Top Picks for DC Educators
A curated selection of learning tools for
Construction
6. Get a pen or pencil and
Take Notes!
This Photo by Unknown Author is licensed under CC BY-NC-ND
8. Contextualized
Lesson Plan
Template
Keep learners engaged!
Download from Blog.MustSeed.org:
● Lesson Plan Template, blank or with notes
● Sample contextualized lesson plans for
seven industries
● Slideshows from all OSSE/UDC webinars
12. Construction:
Social Studies
Lessons created for YouthBuild, a collaboration of
Associated Builders & Contractors, ASPIRE Greater
Cleveland, and Ohio Guidestone.
➔ Table of Contents: Modules
Find & click lessons and handouts
organized by content on HSE exams
➔ Model Lesson (p. 64)
Unit 2 Lesson 9: Classical Civilizations
➔ Student Activity (p. 65)
#2 Construction Contextualization
Greek & Roman Architecture
14. Interdisciplinary: GED SS + Construction
Industry GED Test or CASAS Content
Contextualization
Construction Techniques
in Ancient Rome
Temple Building
Match Greek columns
with printable game
Group Work
Vocabulary of constructing arches
Form & style connect cultures
SS Content
Geography & the World:
Development of Classic
Civilizations
Image Source: Roberto Piperno https://www.romeartlover.it/Costroma.html
20. Top Picks for DC Educators
Social Studies:
Khan Academy
Study.com
PBS Learning Media
National Archives
Political Cartoons
Investopedia
Construction:
Industry Magazines
& Blogs
Skills to Pay the Bills
OSHA
Library of Congress
Quizlet
OSSE Resources:
Main Page
Career Coach DC
Essential Education
Virtual Job Shadow
Northstar DLA
Links subject to change Add your favorites in chat!