This document outlines 8 activities created by educators to build community and encourage interaction among asynchronous students. The activities utilize various digital tools like Twitter, Padlet, Miro, Google Hangouts and Docs. They include creating hashtags to share resources, icebreaker games, online seminar-style discussions, informal hangouts, interactive maps to introduce oneself, question forums, a cell structure creation contest on Twitter, and Padlet discussions. The educators hope to find ways to better link these activities to their learning management system, Aula.
Edmedia2009 Thorpe Social Networkingv1v1marysthorpe
A presentation delivered at the Edmedia Conference, Hawaii 2009 by Mary Thorpe with co-authors Andrew Brasher and Philip Greaney of the Open University UK.
This slideshow was part of the SIGMS "Meet the ISTE Authors" webinar which took place on Sept 28, 2010. See http://sigms.iste.wikispaces.net/bookwebinar for more information.
Edmedia2009 Thorpe Social Networkingv1v1marysthorpe
A presentation delivered at the Edmedia Conference, Hawaii 2009 by Mary Thorpe with co-authors Andrew Brasher and Philip Greaney of the Open University UK.
This slideshow was part of the SIGMS "Meet the ISTE Authors" webinar which took place on Sept 28, 2010. See http://sigms.iste.wikispaces.net/bookwebinar for more information.
Google Apps for Education by Global Talent TrackViraj Damani
Global Talent Track (GTT) is a path breaking global educational initiative and corporate training solutions company, set up by some of the best minds from the industry, academia and technology domains.
GTT is working with over 900 colleges across 15 states in India with an aim to create empowerment through employability. We are an authorized partner of Google for consulting and implementation of Google Apps for education in India and have proven expertise in realizing successful roll-out for over 800 plus colleges across India.
To learn how you can get the most out of the free Google Apps for Education suite and transform the way your people work together, get in touch with the experts at GTT, India's premier Google Apps provider.
Social Networking for Student and Staff LearningAndrew Brasher
This slideshow describes a project aimed at working out practical teaching and learning scenarios for social bookmarking and RSS feeds
in order to get OU teachers to use these tools in their courses and student support
Funded by
The Open University Practice Based Professional Learning Centre for Excellence in Teaching and Learning: http://www.open.ac.uk/pbpl
Harnessing Technology for one’s own Good: Professional Learning Networks in S...Laurel Hitchcock
Participants will learn about the mechanics, advantages and disadvantages of establishing a professional learning networks (PLN), which incorporate technology-based tools and processes in a way that allows individuals to stay up-to-date and share information about current news, politics, practice knowledge and current research findings. This workshop will provide hands-on practice in designing and implementing a PLN for scholarship and advocacy.
A presentation for the Learning 2.008 conference in Shanghai in September 2008. Focuses on how to bring a 21st century learning perspective to K-12 schools.
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
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.
Educators' Perceptions of Twitter for Educational Technology Professional Dev...Douglas Strahler
This exploratory study proposed to examine how educators’ uses and gratifications expectancy of Twitter for professional development influences their perceived e-learning experience. In addition, it sought to investigate the demographics of participants who were seeking educational technology knowledge through Twitter. Based on a review of literature, a uses and gratifications approach was the proposed theoretical model for evaluating how and why educators’ perceived e-learning experience was affected by four uses and gratification expectancy constructs.
Extending the Classroom and Learning through TwitterDouglas Strahler
This was a presentation from the ISTE 2015 conference in Philadelphia on June 30th. By adapting classically used pedagogical techniques for a Twitter environment, you can transform simple concepts into a rich learning experience. This snapshot will help you leverage Twitter for any classroom through a TPACK approach.
These lesson plans include a set of sequentially organised tasks and use digital tools appropriate for the potential development of 21st century skills.
The content and activities included challenge students to use ICT tools for learning, communication, collaboration and knowledge construction. The lesson plan design is inspired by the pedagogical model proposed in the Future Classroom Toolkit (FCT) http://fcl.eun.org/toolkit. The lessons can be adapted for use in a single school, or for collaboration with schools from the same or from different countries. The final product could be a digital artefact (website, audio, blog, video) in a foreign language related to one of the themes.
Assessment is formative, conducted through feedback triggered by the teacher on products created and reflections recorded by students.
Google Apps for Education by Global Talent TrackViraj Damani
Global Talent Track (GTT) is a path breaking global educational initiative and corporate training solutions company, set up by some of the best minds from the industry, academia and technology domains.
GTT is working with over 900 colleges across 15 states in India with an aim to create empowerment through employability. We are an authorized partner of Google for consulting and implementation of Google Apps for education in India and have proven expertise in realizing successful roll-out for over 800 plus colleges across India.
To learn how you can get the most out of the free Google Apps for Education suite and transform the way your people work together, get in touch with the experts at GTT, India's premier Google Apps provider.
Social Networking for Student and Staff LearningAndrew Brasher
This slideshow describes a project aimed at working out practical teaching and learning scenarios for social bookmarking and RSS feeds
in order to get OU teachers to use these tools in their courses and student support
Funded by
The Open University Practice Based Professional Learning Centre for Excellence in Teaching and Learning: http://www.open.ac.uk/pbpl
Harnessing Technology for one’s own Good: Professional Learning Networks in S...Laurel Hitchcock
Participants will learn about the mechanics, advantages and disadvantages of establishing a professional learning networks (PLN), which incorporate technology-based tools and processes in a way that allows individuals to stay up-to-date and share information about current news, politics, practice knowledge and current research findings. This workshop will provide hands-on practice in designing and implementing a PLN for scholarship and advocacy.
A presentation for the Learning 2.008 conference in Shanghai in September 2008. Focuses on how to bring a 21st century learning perspective to K-12 schools.
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
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.
Educators' Perceptions of Twitter for Educational Technology Professional Dev...Douglas Strahler
This exploratory study proposed to examine how educators’ uses and gratifications expectancy of Twitter for professional development influences their perceived e-learning experience. In addition, it sought to investigate the demographics of participants who were seeking educational technology knowledge through Twitter. Based on a review of literature, a uses and gratifications approach was the proposed theoretical model for evaluating how and why educators’ perceived e-learning experience was affected by four uses and gratification expectancy constructs.
Extending the Classroom and Learning through TwitterDouglas Strahler
This was a presentation from the ISTE 2015 conference in Philadelphia on June 30th. By adapting classically used pedagogical techniques for a Twitter environment, you can transform simple concepts into a rich learning experience. This snapshot will help you leverage Twitter for any classroom through a TPACK approach.
These lesson plans include a set of sequentially organised tasks and use digital tools appropriate for the potential development of 21st century skills.
The content and activities included challenge students to use ICT tools for learning, communication, collaboration and knowledge construction. The lesson plan design is inspired by the pedagogical model proposed in the Future Classroom Toolkit (FCT) http://fcl.eun.org/toolkit. The lessons can be adapted for use in a single school, or for collaboration with schools from the same or from different countries. The final product could be a digital artefact (website, audio, blog, video) in a foreign language related to one of the themes.
Assessment is formative, conducted through feedback triggered by the teacher on products created and reflections recorded by students.
Self directed learning in future learn courses using the Bouchard frameworkInge de Waard
This brief presentation was given during the FutureLearn Academic Network event at the CALRG confereence in The Open University, Milton Keynes, United Kingdom on June 2015.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Activity 1
Luis Pereira
Goals: create an open space for students
and tutor(s) interact between them and the
wider community
Digital tools: Twitter (or other social
media*)
Brief description: starting an hashtag will
allow to aggregate content and
share/promote useful resources for the
module
Interaction with Aula: the hashtag is
available on Aula. For instance, it’s
advertised in the discussion space.
Expected level of student interaction: 1 2 3 4 5
Create a Twitter* hashtag for
your module
3. Activity 2
Jodie, Eveleigh, Daisy, France
Goals: icebreaker - Bingo
Digital tools: Padlet
Brief description: Bingo with silly questions
Interaction with Aula: upload the final
board as a PDF
Expected level of student interaction: 3
Bingo
4. Activity 3
authors
Goals: Encourage student collaboration in
real time
Digital tools: Miro.com
Brief description: Students can directly
engage with class discussions in a free
flowing seminar style approach. Tools
include use of electronic post-it notes.
Interaction with Aula: Not sure.
Expected level of student interaction: 1 2 3 4 5Name of the activity
5. Activity 4
Nicola, Gill & Donna-Lynn
Goals: Support students to meet informally
Digital tools: Google hangouts
Brief description: Create a space for
students to interact online
Interaction with Aula: link from within Aula
to a hangout or coffee shop
Expected level of student interaction: 1 2 3 4 5
Also, we would like Aula to allow us to have a
module/staff noticeboard for important
announcements (where they would stay and
not get lost), discussion boards and a coffee
shop/hangout within Aula itself
Hangout at the coffee shop
6. Activity 5
MELISSA, AMY, FAYE
Goals: A ‘get to know each other’ activity
Digital tools: Padlet - map template
Brief description: As students are learning
all over the world - they tag themselves on
the map, add a photo, and a brief
introduction.
Interaction with Aula: Linked into Aula,
including the QR code
Expected level of student interaction: 1 2 3 4 5WHERE IN THE WORLD ARE
YOU?
7. Activity 6
Claire, Jayne, Hannelie
Goals: Coursework support and allowing
anonymous questions.
Digital tools: GoogleDoc
Brief description: Used this doc for students
to ask (and answer) questions. Can be
anonymous and regulated by the module
leader/tutor. Delayed interaction...
Interaction with Aula: Can add the link to
the Googledoc to AULA journey and in the
feed as a reminder.
Expected level of student interaction: 1 2 3 4 5
- variable levels of interaction, last minute
engagement
Name of the activity
8. Activity 7
Jennifer, Natasha and Ikechukwu
Goals: Create a hashtag (link to
accreditation body or STEM awareness day)
and display eukaryotic cell structure made
from household objects as photo
Digital tools: Twitter
Brief description: Students to make
eukaryotic cell structure made from
household objects and upload to Twitter as
photo and tag using specific hashtag
Interaction with Aula: Screenshot of photos
on Twitter when searching for hashtag and
top 3 photos as chosen by the students
Expected level of student interaction: 1 2 3 4 5
Twitter Hashtag
9. Activity 8
Aris, Dianne, Rebecca
Goals: Engaging and increasing student
participation while organising discussions
Checking understanding
Digital tools: Padlet
Brief description: set up the activities on
Padlet instead of hashstags on AULA
Interaction with Aula: add
Expected level of student interaction: 1 2 3 4 5Name of the activity
