Creating a project
•Download as PPTX, PDF•
1 like•263 views
This document provides guidance on creating a project or web quest for students. It outlines the key steps: 1) examine standards to select important concepts, 2) brainstorm interactive lesson ideas using varied media and activities, and 3) clearly define tasks for students. Resources should be credible, varied and engage different learning styles. Assessments should be authentic and check understanding through questions, varied activities, and applying knowledge in new contexts. The overall goal is to create an engaging, multidisciplinary learning experience for students.
Report
Share
Report
Share
Recommended
Week 4 tutorial
This document provides guidance and instructions for teachers regarding the use of multimedia tools such as images, video, and audio in an educational setting. It discusses best practices for using these tools in the curriculum, keeping student data private and secure, and completing assignment tasks involving embedding multimedia in blog posts. Teachers are encouraged to consider copyright and permissions when using images and ensure multimedia choice aligns with learning objectives. Specific tools like Windows Movie Maker, green screen software, and podcasting are presented as examples.
Meaningful learning through internet-based Project work - Workshop
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
Online Teaching Survival Guide
The first few times you teach online, its more about survival rather than anything else. Surviving the communication breakdowns. Surviving the technical problems. Surviving student challenges.
This workshop is a survival guide for your adventures in online teaching. First-aid kit is included.
B cweek 11 practicum + problematizing practice
This document provides an agenda and information for an education course. It outlines the following topics for the week: course feedback and changes, reflections on practicum experiences, identifying challenges in teaching, and sharing audio/visual resources for classrooms. It provides details about in-class activities like group discussions and exploring online tools. It also includes reminders about assignments and upcoming class focuses on inquiry-based learning and working on a group project.
Blended redesign workshop 10 1-15
This document outlines an agenda for a two-hour blended redesign workshop. It introduces participants to the concept of blended learning and guides them through a five-step process to redesign one of their courses to a blended format. In the workshop, participants will learn about blended learning approaches, reflect on their instructional design, and begin redesigning a course. They will identify learning technologies, apply practices for designing blended courses in Blackboard, and communicate their new blended course design in a syllabus. The goal is to help participants feel more comfortable redesigning their courses in a blended format through a guided process.
Library one shot goes online - Evans & Sobel
The document discusses strategies for converting in-person library instruction sessions to online formats. It suggests focusing online sessions on the most important learning objectives and engaging activities while removing less essential content. Supplemental materials and pre-recorded videos can provide instruction on technical skills. Effective online sessions require clear directions, assessments of student work, and efforts to minimize technical problems and build engagement through surveys and personalized connections. Examples demonstrate reworking a request for instruction to focus on evaluating information sources rather than search mechanics. The goal is to thoughtfully adapt high-quality in-person teaching to sustainable virtual environments.
Gsoe presentation 100915
Blended learning combines both face-to-face instruction and online learning to provide students with flexibility in how and when they learn. It allows for reduced in-class time while still using technology tools to teach and engage millennial students. Blended learning provides the benefits of both online and in-person learning by allowing students to learn at their own pace, repeat sections for clarity, and engage in hands-on activities, while still experiencing live instruction and interaction.
Recommended
Week 4 tutorial
This document provides guidance and instructions for teachers regarding the use of multimedia tools such as images, video, and audio in an educational setting. It discusses best practices for using these tools in the curriculum, keeping student data private and secure, and completing assignment tasks involving embedding multimedia in blog posts. Teachers are encouraged to consider copyright and permissions when using images and ensure multimedia choice aligns with learning objectives. Specific tools like Windows Movie Maker, green screen software, and podcasting are presented as examples.
Meaningful learning through internet-based Project work - Workshop
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
Online Teaching Survival Guide
The first few times you teach online, its more about survival rather than anything else. Surviving the communication breakdowns. Surviving the technical problems. Surviving student challenges.
This workshop is a survival guide for your adventures in online teaching. First-aid kit is included.
B cweek 11 practicum + problematizing practice
This document provides an agenda and information for an education course. It outlines the following topics for the week: course feedback and changes, reflections on practicum experiences, identifying challenges in teaching, and sharing audio/visual resources for classrooms. It provides details about in-class activities like group discussions and exploring online tools. It also includes reminders about assignments and upcoming class focuses on inquiry-based learning and working on a group project.
Blended redesign workshop 10 1-15
This document outlines an agenda for a two-hour blended redesign workshop. It introduces participants to the concept of blended learning and guides them through a five-step process to redesign one of their courses to a blended format. In the workshop, participants will learn about blended learning approaches, reflect on their instructional design, and begin redesigning a course. They will identify learning technologies, apply practices for designing blended courses in Blackboard, and communicate their new blended course design in a syllabus. The goal is to help participants feel more comfortable redesigning their courses in a blended format through a guided process.
Library one shot goes online - Evans & Sobel
The document discusses strategies for converting in-person library instruction sessions to online formats. It suggests focusing online sessions on the most important learning objectives and engaging activities while removing less essential content. Supplemental materials and pre-recorded videos can provide instruction on technical skills. Effective online sessions require clear directions, assessments of student work, and efforts to minimize technical problems and build engagement through surveys and personalized connections. Examples demonstrate reworking a request for instruction to focus on evaluating information sources rather than search mechanics. The goal is to thoughtfully adapt high-quality in-person teaching to sustainable virtual environments.
Gsoe presentation 100915
Blended learning combines both face-to-face instruction and online learning to provide students with flexibility in how and when they learn. It allows for reduced in-class time while still using technology tools to teach and engage millennial students. Blended learning provides the benefits of both online and in-person learning by allowing students to learn at their own pace, repeat sections for clarity, and engage in hands-on activities, while still experiencing live instruction and interaction.
Teaching and Learning in Webinars
Michael Gwyther presented on online facilitation techniques for live webinars. Some key points:
1) Webinars can be used for online workshops, tutorials, lectures, software demonstrations, and to bring in industry experts or have learners present their work.
2) When facilitating webinars, presenters should limit lectures to 7 minutes and include participant activities to keep learners engaged.
3) Common challenges for webinar facilitators include monitoring participation, starting on time, handling questions, and getting learners to work together remotely. Activities and assessments can help address these.
4) Preparing for webinars requires practicing, having backup plans, engaging learners before and
Ajha.2016.online
The document outlines best practices for teaching a 125-student online journalism history course offered three times a year, including breaking the course into weekly modules with textbook readings, videos, supplementary readings, and quizzes; incorporating discussions, word searches, and timelines for additional learning; addressing potential technical issues and using tools like email reminders and the learning management system for accountability; considering proctoring software; and providing advice such as tailoring materials for online, modeling email etiquette, defining cheating policies, and finding engagement opportunities.
Lecture 1
This document discusses e-learning environments and e-learning design. It covers relevant learning theories like behaviorism, cognitivism, constructivism, and connectivism. It also discusses several instructional design models used for e-learning like the 4C/ID model, ADDIE model, ASSURE model, and Dick & Carey model. The document then covers e-learning and blended learning design, including considerations like communities of inquiry, MOOCs, virtual classrooms, and flipped classrooms. It emphasizes that effective e-learning design should follow learning theories and instructional design principles.
Facilitating Educational Webinars
This document provides an overview of online facilitation best practices. It discusses the benefits of online facilitated learning, including blended learning options. It also addresses some common challenges facilitators may face, such as keeping participants engaged and managing technology issues. The document recommends using a variety of synchronous tools and activities to encourage participation. These include breakout groups, polling, peer review, and action learning. It emphasizes the importance of preparation, limiting lectures, and providing multiple ways for learners to contribute. The overall message is that online facilitation requires actively engaging learners and promoting discussion.
Wiki Webquests
This document provides an overview of WikiWebQuests and how they can be used to challenge students with inquiry-oriented lessons. It defines what a WebQuest is, including that it uses online information, promotes critical thinking, and provides a framework. It also outlines the typical pieces of a WebQuest, such as the introduction, task, process, evaluation, and conclusion. Teachers are encouraged to design their own WebQuests by modifying existing ones or using common design patterns. The document demonstrates how to post a WebQuest online using a wiki for easy editing and sharing.
Pukunui- student led learning - feb13
The document outlines different components that can be used to design a student-led learning course with Moodle, including databases, wikis, glossaries, and forums where students take on the role of curating lessons and sharing their knowledge. It also describes using quizzes, assignments, and question forums to assess student learning, as well as providing instructional materials like pages, videos, and folders for students to explore course topics with the teacher acting as a guide.
Effective elements of online instruction
This document provides guidance on effective elements of online instruction. It discusses initial course planning, including checklists and student contact information. It also covers course design considerations like accessibility, simplicity, consistency, and instructional models. Factors affecting online course quality like design, content, and learner readiness are addressed. The document then discusses learning objectives, feedback rubrics, flipped classroom approaches, student engagement ideas, and available media services for faculty.
Building an online course (fundamentals)
This document provides guidance for developing an online course. It outlines learning objectives, strategies for online success including social interaction and feedback, and methods for course development. It also discusses developing a course shell, syllabus, and getting started module to set expectations. The document emphasizes instructor social presence and availability. It provides tips for creating clear assignments and interactive discussions. The overall message is that online courses require additional planning around communication, structure, and engagement to translate the in-person experience online.
Active learning strategies in the era of distance
This document discusses active learning strategies that can be used in distance learning. It defines active learning as techniques that engage students in the learning process to help constructivist learning. Some benefits of active learning include increased student engagement, better retention of information, and improved feedback. The document discusses challenges of using active learning remotely and provides examples of how traditional active learning techniques can be adapted for online courses, such as using discussion boards for reflections or breakout rooms for small group work. It concludes by offering tips for introducing active learning activities and keeping students accountable in remote settings.
Flipping the classroom
The document discusses flipping the classroom, which involves having students learn lower-level concepts like facts at home through videos or readings, then doing higher-level work like analysis and evaluation in class. This supports different learning styles and Bloom's Taxonomy. It allows more class time for feedback and correcting misconceptions. Main ingredients are pre-class preparation, incentives, assessments, and in-class activities promoting higher-order thinking. Tips include starting slowly, using online resources, and teaching students to take charge of their learning.
Flipping the Classroom Presented by Tony Edwards
The document discusses how to flip a science classroom using the learning management system Edmodo. Key points covered include how to create engaging video lessons for students to watch outside of class, use class time for hands-on activities and projects, provide feedback to students, incorporate reading and writing assignments, and prepare students for science fairs using Edmodo. The presenter provides many specific examples and strategies for implementing a flipped classroom model with Edmodo.
Blogging
This document discusses engaging students in math blogging activities. It begins by outlining the session objectives of creating awareness of blogging as a cross-curricular tool for demonstrating math mastery, modeling benefits of student blogging, and inspiring teachers. Next, it provides background on the author's blogging experience and explains what a blog is. It then discusses reasons for blogging about math such as communicating ideas and increasing global competence. The document offers tips for setting up whole-class or individual student blogs and provides examples of blog posts. It concludes by listing opportunities for student blogging and offering tips to enhance blogging.
The Perfect Distance Learning Module
This document provides guidance on creating effective online learning modules. It discusses including:
1) A clear structure with an introduction that previews what will be covered, a middle section that presents the content in digestible portions, and an end that summarizes what was learned.
2) Engaging content like videos, images, and interactive elements to break up text and keep students interested.
3) Clear learning objectives stated from the student's perspective and instructions on how to meet them.
4) An inviting design with readable formatting and an approachable tone to encourage students to complete the material.
Blendedimoot2012ss
This document discusses best practices for blending face-to-face and online instruction. It recommends determining learning objectives and deciding what content is best delivered in each format. It also stresses the importance of clear instructions, communication with students and parents, and identifying student progress or problems. Technical issues should be planned for and alternatives provided if needed.
Discussion Boards with Online Learning
This document outlines the key elements of effective online discussion boards for student participation and learning. It discusses 5 essential elements: intrinsic motivation, real-life connections, clear guidelines, instructor presence, and quality questions/responses. Benefits include increased critical thinking, participation, and development of class community. Conditions like a conducive learning environment, meaningful questions, and stimulating participation also support online discussions. Structured discussions involve introductions, goal-setting, general discussions, peer feedback, and self-reflection.
Instructional design
The document discusses instructional design theory and practice. It covers the ADDIE model of analysis, design, development, implementation, and evaluation. It also discusses Robert Gagne's nine events of instruction which provide guidance for developing learning materials. These include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new material, providing guidance, eliciting performance, giving feedback, assessing performance, and enhancing retention and transfer. The document notes that learning can take place in the classroom, through distance methods, on mobile devices, or through hybrid/blended approaches using different channels. It emphasizes the importance of learner interaction, exploration, and reflection.
Crafting an Online Experience
The document provides tips for creating an engaging online learning experience. It suggests making the class inviting and personable by getting to know students, using familiar language and emoticons. It also recommends getting students interactive through tools like surveys, discussions, videos and pictures. Further, it emphasizes the importance of instructor participation through positive feedback, answering questions, and online office hours. The overall message is that an online class requires more effort than face-to-face but can be rewarding through variety, enthusiasm and a supportive community.
IGNIS 2015 - Universal Design for Learners
Universal Design for Learners
Best Practices in the Classroom
Al Souma
Counselor / Disability Support Services
Seattle Central College
What is Good Online Course Design?
This document discusses instructional design models for online courses, including the ADDIE and ASSURE models. It outlines the steps in the ASSURE model: analyze learners and context, state learning objectives, select methods and materials, utilize the methods and materials, require learner participation, and evaluate and revise. Each step is described in detail, with tips provided on writing objectives, selecting appropriate technology, facilitating discussions, and evaluating effectiveness. The goal is to explain the process of designing high-quality online instruction.
Unpacking Online Education
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
LATEUPLOAD - Engaging Students in Large Classes_MON_100and200_hill
This document provides tips and suggestions for teaching large lecture courses effectively. It discusses engaging students by setting clear expectations and goals, using interactive teaching methods like think-pair-share activities, relating course content to students' lives through current events and popular culture, incorporating various learning styles, and assessing student learning through a variety of assignment types. The overall message is that active engagement enhances learning more than passive lectures.
Project-Based Learning
This document provides an overview of project-based learning (PBL). It discusses key elements of effective PBL projects, including ensuring they are authentic, academically rigorous, involve applied learning and active exploration. Projects should involve adult relationships and feedback. Assessment should be based on criteria involving student outcomes and reflection. The document also discusses using technology to enhance PBL and provides some PBL project examples. It concludes with suggestions for teachers to get started with PBL, such as becoming comfortable with rubrics and allowing student reflection and decision making.
More Related Content
What's hot
Teaching and Learning in Webinars
Michael Gwyther presented on online facilitation techniques for live webinars. Some key points:
1) Webinars can be used for online workshops, tutorials, lectures, software demonstrations, and to bring in industry experts or have learners present their work.
2) When facilitating webinars, presenters should limit lectures to 7 minutes and include participant activities to keep learners engaged.
3) Common challenges for webinar facilitators include monitoring participation, starting on time, handling questions, and getting learners to work together remotely. Activities and assessments can help address these.
4) Preparing for webinars requires practicing, having backup plans, engaging learners before and
Ajha.2016.online
The document outlines best practices for teaching a 125-student online journalism history course offered three times a year, including breaking the course into weekly modules with textbook readings, videos, supplementary readings, and quizzes; incorporating discussions, word searches, and timelines for additional learning; addressing potential technical issues and using tools like email reminders and the learning management system for accountability; considering proctoring software; and providing advice such as tailoring materials for online, modeling email etiquette, defining cheating policies, and finding engagement opportunities.
Lecture 1
This document discusses e-learning environments and e-learning design. It covers relevant learning theories like behaviorism, cognitivism, constructivism, and connectivism. It also discusses several instructional design models used for e-learning like the 4C/ID model, ADDIE model, ASSURE model, and Dick & Carey model. The document then covers e-learning and blended learning design, including considerations like communities of inquiry, MOOCs, virtual classrooms, and flipped classrooms. It emphasizes that effective e-learning design should follow learning theories and instructional design principles.
Facilitating Educational Webinars
This document provides an overview of online facilitation best practices. It discusses the benefits of online facilitated learning, including blended learning options. It also addresses some common challenges facilitators may face, such as keeping participants engaged and managing technology issues. The document recommends using a variety of synchronous tools and activities to encourage participation. These include breakout groups, polling, peer review, and action learning. It emphasizes the importance of preparation, limiting lectures, and providing multiple ways for learners to contribute. The overall message is that online facilitation requires actively engaging learners and promoting discussion.
Wiki Webquests
This document provides an overview of WikiWebQuests and how they can be used to challenge students with inquiry-oriented lessons. It defines what a WebQuest is, including that it uses online information, promotes critical thinking, and provides a framework. It also outlines the typical pieces of a WebQuest, such as the introduction, task, process, evaluation, and conclusion. Teachers are encouraged to design their own WebQuests by modifying existing ones or using common design patterns. The document demonstrates how to post a WebQuest online using a wiki for easy editing and sharing.
Pukunui- student led learning - feb13
The document outlines different components that can be used to design a student-led learning course with Moodle, including databases, wikis, glossaries, and forums where students take on the role of curating lessons and sharing their knowledge. It also describes using quizzes, assignments, and question forums to assess student learning, as well as providing instructional materials like pages, videos, and folders for students to explore course topics with the teacher acting as a guide.
Effective elements of online instruction
This document provides guidance on effective elements of online instruction. It discusses initial course planning, including checklists and student contact information. It also covers course design considerations like accessibility, simplicity, consistency, and instructional models. Factors affecting online course quality like design, content, and learner readiness are addressed. The document then discusses learning objectives, feedback rubrics, flipped classroom approaches, student engagement ideas, and available media services for faculty.
Building an online course (fundamentals)
This document provides guidance for developing an online course. It outlines learning objectives, strategies for online success including social interaction and feedback, and methods for course development. It also discusses developing a course shell, syllabus, and getting started module to set expectations. The document emphasizes instructor social presence and availability. It provides tips for creating clear assignments and interactive discussions. The overall message is that online courses require additional planning around communication, structure, and engagement to translate the in-person experience online.
Active learning strategies in the era of distance
This document discusses active learning strategies that can be used in distance learning. It defines active learning as techniques that engage students in the learning process to help constructivist learning. Some benefits of active learning include increased student engagement, better retention of information, and improved feedback. The document discusses challenges of using active learning remotely and provides examples of how traditional active learning techniques can be adapted for online courses, such as using discussion boards for reflections or breakout rooms for small group work. It concludes by offering tips for introducing active learning activities and keeping students accountable in remote settings.
Flipping the classroom
The document discusses flipping the classroom, which involves having students learn lower-level concepts like facts at home through videos or readings, then doing higher-level work like analysis and evaluation in class. This supports different learning styles and Bloom's Taxonomy. It allows more class time for feedback and correcting misconceptions. Main ingredients are pre-class preparation, incentives, assessments, and in-class activities promoting higher-order thinking. Tips include starting slowly, using online resources, and teaching students to take charge of their learning.
Flipping the Classroom Presented by Tony Edwards
The document discusses how to flip a science classroom using the learning management system Edmodo. Key points covered include how to create engaging video lessons for students to watch outside of class, use class time for hands-on activities and projects, provide feedback to students, incorporate reading and writing assignments, and prepare students for science fairs using Edmodo. The presenter provides many specific examples and strategies for implementing a flipped classroom model with Edmodo.
Blogging
This document discusses engaging students in math blogging activities. It begins by outlining the session objectives of creating awareness of blogging as a cross-curricular tool for demonstrating math mastery, modeling benefits of student blogging, and inspiring teachers. Next, it provides background on the author's blogging experience and explains what a blog is. It then discusses reasons for blogging about math such as communicating ideas and increasing global competence. The document offers tips for setting up whole-class or individual student blogs and provides examples of blog posts. It concludes by listing opportunities for student blogging and offering tips to enhance blogging.
The Perfect Distance Learning Module
This document provides guidance on creating effective online learning modules. It discusses including:
1) A clear structure with an introduction that previews what will be covered, a middle section that presents the content in digestible portions, and an end that summarizes what was learned.
2) Engaging content like videos, images, and interactive elements to break up text and keep students interested.
3) Clear learning objectives stated from the student's perspective and instructions on how to meet them.
4) An inviting design with readable formatting and an approachable tone to encourage students to complete the material.
Blendedimoot2012ss
This document discusses best practices for blending face-to-face and online instruction. It recommends determining learning objectives and deciding what content is best delivered in each format. It also stresses the importance of clear instructions, communication with students and parents, and identifying student progress or problems. Technical issues should be planned for and alternatives provided if needed.
Discussion Boards with Online Learning
This document outlines the key elements of effective online discussion boards for student participation and learning. It discusses 5 essential elements: intrinsic motivation, real-life connections, clear guidelines, instructor presence, and quality questions/responses. Benefits include increased critical thinking, participation, and development of class community. Conditions like a conducive learning environment, meaningful questions, and stimulating participation also support online discussions. Structured discussions involve introductions, goal-setting, general discussions, peer feedback, and self-reflection.
Instructional design
The document discusses instructional design theory and practice. It covers the ADDIE model of analysis, design, development, implementation, and evaluation. It also discusses Robert Gagne's nine events of instruction which provide guidance for developing learning materials. These include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new material, providing guidance, eliciting performance, giving feedback, assessing performance, and enhancing retention and transfer. The document notes that learning can take place in the classroom, through distance methods, on mobile devices, or through hybrid/blended approaches using different channels. It emphasizes the importance of learner interaction, exploration, and reflection.
Crafting an Online Experience
The document provides tips for creating an engaging online learning experience. It suggests making the class inviting and personable by getting to know students, using familiar language and emoticons. It also recommends getting students interactive through tools like surveys, discussions, videos and pictures. Further, it emphasizes the importance of instructor participation through positive feedback, answering questions, and online office hours. The overall message is that an online class requires more effort than face-to-face but can be rewarding through variety, enthusiasm and a supportive community.
What's hot (17)
Similar to Creating a project
IGNIS 2015 - Universal Design for Learners
Universal Design for Learners
Best Practices in the Classroom
Al Souma
Counselor / Disability Support Services
Seattle Central College
What is Good Online Course Design?
This document discusses instructional design models for online courses, including the ADDIE and ASSURE models. It outlines the steps in the ASSURE model: analyze learners and context, state learning objectives, select methods and materials, utilize the methods and materials, require learner participation, and evaluate and revise. Each step is described in detail, with tips provided on writing objectives, selecting appropriate technology, facilitating discussions, and evaluating effectiveness. The goal is to explain the process of designing high-quality online instruction.
Unpacking Online Education
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
LATEUPLOAD - Engaging Students in Large Classes_MON_100and200_hill
This document provides tips and suggestions for teaching large lecture courses effectively. It discusses engaging students by setting clear expectations and goals, using interactive teaching methods like think-pair-share activities, relating course content to students' lives through current events and popular culture, incorporating various learning styles, and assessing student learning through a variety of assignment types. The overall message is that active engagement enhances learning more than passive lectures.
Project-Based Learning
This document provides an overview of project-based learning (PBL). It discusses key elements of effective PBL projects, including ensuring they are authentic, academically rigorous, involve applied learning and active exploration. Projects should involve adult relationships and feedback. Assessment should be based on criteria involving student outcomes and reflection. The document also discusses using technology to enhance PBL and provides some PBL project examples. It concludes with suggestions for teachers to get started with PBL, such as becoming comfortable with rubrics and allowing student reflection and decision making.
Tips to increase student engagement
The document provides tips for increasing student engagement, including using engaging assessments that give choices and relate to students' lives, flipping the classroom to have students gain knowledge outside of class, using social media and pre-created content for learning, and providing visual and verbal feedback through tools like Google Docs. Gamification and interactive learning activities are also recommended to motivate students and keep them engaged.
PLU: Baby Steps to Blended Learning
Presented as part of our "Blended Learning" month at PLU, this presentation covers the basics of blended learning and why it is an effective means of instruction.
B cweek 11 practicum + problematizing practice
This document provides an agenda and information for an education course. It outlines the following topics for the week: course feedback and changes, reflections on practicum experiences, identifying challenges in teaching, and sharing audio/visual resources for classrooms. It provides details about in-class activities like group discussions and sharing of resources. It also includes reminders about assignments and upcoming topics to be covered in the course.
Podcast workshop
This document outlines a podcast workshop that aims to teach students about podcasting and how it can be used in the classroom. It discusses what podcasting is, how it benefits learning as it encourages creativity, collaboration and higher-order thinking. Students can create podcasts to deliver course content, showcase their work, or discuss topics through interviews. The document provides examples of podcast content and covers the equipment, software, production process needed to create podcasts. It also discusses how to share finished podcasts and avoid common problems like speaking too fast or being boring.
Learning environment optimisation: Doing less with more for better outcomes
A maxi-edition of my guide to Learning Management Environment optimisation, whereby we hack the workload model to our favour, make marking easier (and more fun) for the lecturer, and put the students second in the pursuit of "How can we use this teaching technology to deliver something superior to our own work days?". Because quite often, the better systems for improving academic workplace effectiveness never get sold on the basis of "Want to do less work with more resources for better personal outcomes?"
The Accidental Instruction Librarian (December 2014)
This document outlines a workshop on instructional design for library staff. It introduces the ADDIE model of instructional design, which includes analyzing needs, designing content and outcomes, developing materials, implementing instruction, and evaluating results. The workshop covers how to analyze learners and goals, design meaningful learning outcomes, select appropriate formats and technologies, develop and implement the instruction, and evaluate its effectiveness. Participants work in groups to draft a proposal for a library instruction program.
Flipped instruction for new faculty
The document introduces flipped instruction, which moves lectures outside of class time through videos or other activities, freeing up class time for more interactive activities. It discusses how flipped instruction allows for differentiation, active learning, and better use of class time. Tips are provided for successful implementation, including using apps and videos, considering student engagement, and getting started gradually. Potential pros and cons are outlined. The presenters are available for more information on creating flipped classrooms.
Pedagogy in Online and Hybrid Instruction
This document discusses strategies for online pedagogy and instructional design. It begins by outlining some key findings from research on how people learn, such as engaging prior knowledge, providing structure to organize knowledge, and promoting metacognitive skills. The document then discusses several phases of instructional design, including analysis of learners and goals, course design and development, implementation, and evaluation. Specific strategies are provided for course alignment, interaction, navigation, and assessment. Examples of strategies to support student-content interaction include advance organizers, similarities/differences activities, and summarization. Strategies for student-student interaction include discussions, blogs, and file sharing.
Online Teaching Best Practices
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Flipped Instruction PD #3 Presentation
This document provides an overview of an interactive professional development session on flipping instruction to increase engagement during class. The session introduces the concept of flipped instruction and its benefits for fostering student collaboration and engagement. Attendees learn about easy first steps to get started with flipped instruction, including using polls, quizzes, videos, and presentation tools to move lectures outside of class time and open up more active learning activities during face-to-face meetings. Resources and tools that can be used to implement flipped strategies are demonstrated.
Presentation4
This document discusses developing instructional materials. It recommends producing self-instructional materials that allow students to learn without an instructor. It describes the components of an instructional package, including instructional materials, assessments, and course management information. It also discusses evaluating existing instructional materials, developing materials based on instructional strategies, and identifying skills the materials should develop.
Uel ll sconf_130112
Info skills was created through an evolutionary process of collaboration between UEL Library and Learning Services and UELconnect. It began with existing materials from the library and was inspired by other universities' resources. A project team contributed ideas and expertise to develop prototypes and refine the resource based on user feedback. Over iterative cycles, they incorporated new ideas and specialized input. The final product was a flexible online tool to support students' information skills, created using a custom content management system allowing for ongoing updates.
Best Instructional Practices for Student Growth
The document discusses best instructional practices for student growth. It recommends incorporating learning targets, metacognition, formative assessments, feedback, engagement, alternative assessments, personalized learning, relationships, and technology into instruction. Specific strategies are suggested, such as using technology for instant feedback, letting students show what they know in different ways through projects and videos, and ensuring positive student-teacher relationships and classroom environments. The goal is to help students learn and grow through these evidence-based practices.
Digital learning: an overview
This document provides an overview of digital learning and how to create effective online learning resources. It discusses using digital tools to support face-to-face learning and how learner-created projects can promote ownership of learning. Key elements of online resources are described, including images, activities, and videos. The importance of user testing is emphasized through frameworks like the W6, which considers who the resource is for, what it offers, how it will be used, when, where, and why. An iterative process of testing, revising, and retesting content and design is recommended to create useful digital learning resources.
Social Media for Education
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
Similar to Creating a project (20)
LATEUPLOAD - Engaging Students in Large Classes_MON_100and200_hill
LATEUPLOAD - Engaging Students in Large Classes_MON_100and200_hill
Learning environment optimisation: Doing less with more for better outcomes
Learning environment optimisation: Doing less with more for better outcomes
The Accidental Instruction Librarian (December 2014)
The Accidental Instruction Librarian (December 2014)
More from Donna Luna
Persuade me, go ahead!
After students learn the basics of persuasive techniques, this PPT is perfect for practicing to identify the type of techniques being used in the ads.
Chemistry for the clueless
When asked to come up with some fun summer activities and tie in chemistry, this is the final product. I know so little about chemistry, but found this fun and educational. So, all you fellow ELA teachers, rejoice! This is for you too.
Using your voice to persuade
analyze persuasive techniques, apply persuasion to your writing, brainstorm your life, Students practice persuasive art at the end of the presentation
The power of words
The document provides tips for avoiding vague language and adding descriptive details when writing. It suggests painting a picture with words rather than just stating facts, using appositives to provide context about people, and filling in sensory details about what can be seen, heard, felt, and tasted to make writing more vivid and engaging for the reader.
Technical aspects
Art History: technical aspects used in evaluating art including lines, shadow, depth, linear perspective, shape, mass
Imagery
Using British war poems, students learn to look for imagery in the works. Practice and assessments at the end of the presentation
Writing a resume
Students learn the basics when writing a resume. Assessment: write a resume for a fictional character
Internet safety and wisdom
Learn the ins and outs of information using the Internet. How do you know what to trust? How do you know what is false?
Analogies
The document discusses analogies and relationships between different terms. It provides examples of relationships between synonyms and antonyms, tools and objects used, parts and wholes, causes and effects, and classifications. Readers are asked to complete analogy sets and practice identifying relationships in similar analogy questions. The document encourages practicing more analogies to strengthen understanding of these relationships.
Tone
This document discusses tone in writing and how authors convey their attitude through word choice, phrases, and sentences. It explains that tone is the author's feeling toward the story elements, not the reader's feelings. The author's purpose and intended audience also influence the tone. Tone can be identified by considering the author's word choices and how they aim to entertain, inform, persuade, or explain ideas to the targeted age group. Readers are encouraged to analyze word choices and determine the conveyed tone in examples.
The golden age of film
The document discusses the origins and evolution of film from the late 19th century through the 1960s, including key milestones like the invention of the kinetoscope by Thomas Edison, the work of pioneering director D.W. Griffith, the rise of silent films and stars like Charlie Chaplin, the release of the first talking picture The Jazz Singer in 1927, the use of film for propaganda during World Wars I and II, and the increasing explicit content in films during the 1950s-1960s that led to the modern ratings system.
Rhetoric
Arguments are made about all sorts of things. Those who are experts know all the techniques of rhetoric and how to use them to sell and persuade. This presentation defines all of the rhetorical elements.
The internet
The document discusses the history and evolution of the Internet from its early beginnings to modern smartphones and tablets. While the Internet provides a wealth of information, it also poses threats like predators, scams, grooming, and cyberbullying. It provides examples of how people have been victimized online and encourages readers to learn how to protect themselves by following rules to avoid sharing private information or meeting strangers in person who they meet online.
Writing the problem
This document provides guidance on writing a problem/solution paper. It discusses developing a thesis statement that presents the problem and a possible solution. The body of the paper should discuss the problem in more detail using relevant content organized into paragraphs. An outline serves as a roadmap and should include the thesis and paragraphs addressing the main points. Transitional words and phrases are important to ensure the ideas flow smoothly. Word choice and spelling are also important elements to focus on. The conclusion should summarize the key points and what was learned. Reading the paper aloud can help identify any issues before submitting.
Conflict
The document discusses different types of conflicts that can occur in literature, including external conflicts between characters (man vs. man), characters struggling against nature (man vs. nature), and characters struggling with their own internal emotions or moral dilemmas (man vs. self). It provides examples of each type from William Golding's Lord of the Flies, including the external conflict between Ralph and Jack over leadership, the characters' struggles to find food and shelter in nature, and Piggy's internal conflict after participating in a murder. The document also notes that conflict is important to keep stories interesting.
Minorities in the media
The document discusses how the media portrays minorities to make majority audiences feel more comfortable. It does this through several techniques:
1) By portraying minorities in stereotypical ways or in settings that play up to stereotypes from the perspective of the majority.
2) By depicting minorities as experiencing the same things as the majority, like The Cosby Show did by showing a black family living a similar middle-class lifestyle as white families.
3) By using minorities as "token" or minor secondary characters that play supporting roles to white primary characters. This allows the media to include diversity while still catering to white audiences.
Types of conflict
This document discusses different types of conflict that are important elements of plot structure in stories. It describes external conflict as occurring between a character and an outside force, including man vs. man, man vs. nature, and man vs. society. Internal conflict is defined as occurring within a character's own mind in a struggle known as man vs. self. Examples are provided for each type of conflict.
Creating your outline
- The document provides guidance on creating an outline for an autobiography, including starting with the earliest life events and organizing them chronologically.
- The outline format involves numbering topics with Roman numerals and listing feelings/experiences with lowercase letters.
- Some suggested techniques for beginning the autobiographical narrative include using "in media res" to start in the middle of an event or asking a "dramatic question" to hook the reader.
Inferences
The document describes how people infer or draw conclusions about events without directly experiencing them. It explains that people store information from their experiences and knowledge and use this to choose the most likely explanation for new situations. As an example, it describes inferring the identity of famous historical figures based on clues provided rather than directly stating their names. It encourages focusing on the most useful details and remembering that the author is telling their own story, not the reader's.
Logical fallacies
This document discusses logical fallacies and how to identify them. It defines and provides examples of common fallacies such as hasty generalization, missing the point, post hoc, slippery slope, weak analogy, appeal to authority, ad populum, ad hominem, appeal to pity, appeal to ignorance, straw man, red herring, false dichotomy, begging the question, and equivocation. It encourages readers to ask questions to determine if an argument relies on one of these fallacious techniques rather than sound logic.
More from Donna Luna (20)
Recently uploaded
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
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
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
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.ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Recently uploaded (20)
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Creating a project
- 1. Creating a Project/Web Quest How to allow students to learn what they have neglected so far
- 2. Planning Phase: • First, examine and select the standards you believe are the most important for your students to know.
- 3. Next: Ideas • Now, you will need to brainstorm ideas on how best to implement the lessons for the students to learn on their own. Interest Vary Differentiate Media Text Other
- 4. Define the Tasks • This part you need to be very clear about. Students should not be confused by your language or the directions, Therefore…be CLEAR!
- 5. Resources • You will need credible and various resources in order to keep students interested. The use of videos, audio, art, pictures, and text will help your students to learn on various levels. • If you are creating a Web Quest or a Project, be sure to check all links for your resources. It will be a tragedy if the links you provide for your students are broken!
- 6. Finding Resources • SCDOE: http://ed.sc.gov/agency/programs- services/36/ • History.com • Projectgutenberg.com • PBS.org • NBC Learn • Classtools.net • ISTE.org-search for web 2.0 tools • Google scholar • I-tunes University • Surf & search!
- 7. Relevancy • How does one make the Puritans relevant to today? Look at the principles and precepts! • Surely there are ways of linking what the Puritans believed to religions or sects today! • Hunt out the parallels and draw from those. The body is not the only thing that needs exercise!
- 8. Assessment • Without assessment, there would be no reason to learn! • Vary your assessments Essays Videos Presentations Music Podcasts Journals The most important aspect of assessment is to make it authentic. If it is not authentic, then it is just useless knowledge!
- 9. Questions • A good way to check that students are learning is to provide questions for them to answer as they are reading, viewing or listening to a lesson.
- 10. Higher level thought • While a little knowledge is a good thing… • Application of it is so much more exciting! • Think outside the normal comfort zone Walking in another’s shoes is one way to apply learning Creating something Imagine Compare & contrast Be the Judge! What if???
- 11. Putting it all together • Your task, as the teacher, will be complete once you have assembled all of the instructions, questions, resources and standards then present it to your students. • You may wish to supply a rubric • You may wish to use resources already in the course content.
- 12. Across the Curriculum • One good thing about projects and web quests is that they are often more effective when created across the curriculum. • Integration of various disciplines is one of the wonders of student learning. When they can make connections to other classes and things they have learned, it reinforces the learning that has taken place.
- 13. Questions? • Speak now or…wonder for ever!