This document discusses a project that used technology to differentiate instruction for English language learning (ELL) students. It implemented various technologies, like flashcards, translation apps, and videos, across multiple classes. Data was collected before and after the implementation to measure its effectiveness in improving student skills in vocabulary, verbal interaction, reading, and writing. The results showed significant improvements in all areas, such as vocabulary comprehension increasing from 14% to 57% on-task. The document concludes that technology played a major role in these positive outcomes and should continue to be used and integrated into other subjects.
The document discusses changes to English education in Korea, including a shift toward more practical English focusing on speaking and writing. It introduces a new standardized test called the NEAT that will be mandatory in 2015 and covers listening, reading, speaking and writing. The second part discusses an IGL program that uses technology and social media to help students prepare for the internet-based NEAT through activities focusing on vocabulary, speaking, writing and test-taking skills.
Jamie Cooper is seeking a career as an Adolescent/Young Adult English teacher. She has over 10 years of teaching experience, including as a Language Arts teacher at Dayton Public Schools and a TESOL teacher at Southwestern City Schools. She developed lesson plans, administered tests, and worked on improving student writing and reading skills. Cooper has a Master's in Education from Wright State University with endorsements in TESOL and English. She is skilled in classroom technology and utilizing it in lessons.
Holly Guile has over seven years of experience in proofreading, editing, and revising academic work. She has three published creative works and has done freelance academic and creative projects. She has a Master's degree in English and is certified to teach online. She has experience editing theses, interacting with diverse students, designing assessment methods, and creating curriculum as a graduate instructor and adjunct professor at several universities.
Instructional design is the science of creating detailed plans for developing and evaluating educational content and materials. It is a practice aimed at enhancing learning through instructional methods that arrange material in a way that ensures learners can easily understand and achieve learning goals. Common instructional design models include ADDIE, which involves analysis, design, development, implementation, and evaluation; and ASSURE, which involves analyzing needs, stating objectives, selecting materials, utilizing materials, requiring learner participation, and evaluating outcomes. Effective instructional design considers learner needs and makes use of self-paced, interactive materials to cover content in an accessible manner.
The document discusses the benefits of creating asynchronous lessons and app smashing which empower students to become creators that drive their own learning. It explains that asynchronous lessons allow digital citizen knowledge construction anywhere, and that digital storytelling and project based learning can make students innovative computational thinkers. The presentation encourages teachers and students to create lessons together using assessment tools and finding digital tools chosen by students to share knowledge, enrich learning, and expand perspectives.
The document reviews 10 educational apps for instructional use: eduClipper for creating and sharing assignments, Quizlet for flashcards and study tools, Adobe Voice for creating animated videos, Socrative for formative assessments, Google Docs for collaboration, Exit Ticket for exit slips, Best Books for Tweens for book recommendations, Word Joust for vocabulary building, Common Core Standards App for accessing standards, and Edmodo for downloading assignments. Each app is rated for different age levels and educational purposes such as building vocabulary, assessments, collaboration and accessing standards.
This document outlines the reasons for learning English for academic and professional purposes, as well as the strategy and execution of an English course. It discusses how language plays an important role in thinking, communication, social life, and academics. English is important for professionals for quality, satisfaction, and marketing. The strategy involves considering psychological, sociological, and resource factors. The course structure includes introduction, grammar revision, vocabulary, and common usage lessons. It provides details on schedule, fees, and location.
This document discusses a project that used technology to differentiate instruction for English language learning (ELL) students. It implemented various technologies, like flashcards, translation apps, and videos, across multiple classes. Data was collected before and after the implementation to measure its effectiveness in improving student skills in vocabulary, verbal interaction, reading, and writing. The results showed significant improvements in all areas, such as vocabulary comprehension increasing from 14% to 57% on-task. The document concludes that technology played a major role in these positive outcomes and should continue to be used and integrated into other subjects.
The document discusses changes to English education in Korea, including a shift toward more practical English focusing on speaking and writing. It introduces a new standardized test called the NEAT that will be mandatory in 2015 and covers listening, reading, speaking and writing. The second part discusses an IGL program that uses technology and social media to help students prepare for the internet-based NEAT through activities focusing on vocabulary, speaking, writing and test-taking skills.
Jamie Cooper is seeking a career as an Adolescent/Young Adult English teacher. She has over 10 years of teaching experience, including as a Language Arts teacher at Dayton Public Schools and a TESOL teacher at Southwestern City Schools. She developed lesson plans, administered tests, and worked on improving student writing and reading skills. Cooper has a Master's in Education from Wright State University with endorsements in TESOL and English. She is skilled in classroom technology and utilizing it in lessons.
Holly Guile has over seven years of experience in proofreading, editing, and revising academic work. She has three published creative works and has done freelance academic and creative projects. She has a Master's degree in English and is certified to teach online. She has experience editing theses, interacting with diverse students, designing assessment methods, and creating curriculum as a graduate instructor and adjunct professor at several universities.
Instructional design is the science of creating detailed plans for developing and evaluating educational content and materials. It is a practice aimed at enhancing learning through instructional methods that arrange material in a way that ensures learners can easily understand and achieve learning goals. Common instructional design models include ADDIE, which involves analysis, design, development, implementation, and evaluation; and ASSURE, which involves analyzing needs, stating objectives, selecting materials, utilizing materials, requiring learner participation, and evaluating outcomes. Effective instructional design considers learner needs and makes use of self-paced, interactive materials to cover content in an accessible manner.
The document discusses the benefits of creating asynchronous lessons and app smashing which empower students to become creators that drive their own learning. It explains that asynchronous lessons allow digital citizen knowledge construction anywhere, and that digital storytelling and project based learning can make students innovative computational thinkers. The presentation encourages teachers and students to create lessons together using assessment tools and finding digital tools chosen by students to share knowledge, enrich learning, and expand perspectives.
The document reviews 10 educational apps for instructional use: eduClipper for creating and sharing assignments, Quizlet for flashcards and study tools, Adobe Voice for creating animated videos, Socrative for formative assessments, Google Docs for collaboration, Exit Ticket for exit slips, Best Books for Tweens for book recommendations, Word Joust for vocabulary building, Common Core Standards App for accessing standards, and Edmodo for downloading assignments. Each app is rated for different age levels and educational purposes such as building vocabulary, assessments, collaboration and accessing standards.
This document outlines the reasons for learning English for academic and professional purposes, as well as the strategy and execution of an English course. It discusses how language plays an important role in thinking, communication, social life, and academics. English is important for professionals for quality, satisfaction, and marketing. The strategy involves considering psychological, sociological, and resource factors. The course structure includes introduction, grammar revision, vocabulary, and common usage lessons. It provides details on schedule, fees, and location.
integrating TBL with iPads in academic writing tesol arabia 2013Nick Yates
The document discusses integrating Task-Based Language Learning (TBLL) and iPads for IELTS academic writing. It presents two workflows for teaching IELTS writing skills through multi-step projects incorporating tasks. The first workflow involves designing and administering a survey, analyzing results, and presenting findings for IELTS Writing Task 1. The second explores both sides of an issue by researching a debate topic, creating a video argument, and writing a position essay for Task 2. The document notes potential positives like skill integration, engagement, and iPad affordances, as well as preparation challenges. It asks teachers to consider if the projects would work and discuss possible benefits and difficulties.
Design research zulkardi-sea-dr-2013-unsriZulkardi Harun
This file was presented as one of four keynotes at the first SEA-DR (Southeast Asian Design Research) conference in Sriwijaya university Palembang, April 23th 2013
1) Design research is important in education for developing innovations and improving teaching and learning. It has been used successfully in countries like the Netherlands, South Korea, and Indonesia.
2) In Indonesia, design research has been used at the national level in developing the PMRI program since 2001 and in teacher education through projects integrating PMRI and lesson study.
3) Examples of student design research projects include S1 students designing valid learning materials, S2 students designing and implementing interventions in schools, and S3 students designing, implementing, and evaluating original interventions for their dissertations.
bahan presentasi slide yang oleh Prof. Zulkardi dalam rangkah SEA-DR Conference yang diadakan di Universitas Sriwijaya 22 April 2013 dengan salah satu pembicara
The document provides an overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes the SIOP as a planning tool and observation protocol designed to define, develop, and test sheltered instruction strategies. The SIOP integrates language and content instruction and focuses on explicitly teaching language skills needed to access and participate in the curriculum. It consists of eight components: preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Examples of strategies discussed include thinking-write-share, language demands analysis, and setting clear content and language objectives.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
Nalisha Ladharam has over 15 years of experience in education. She has worked as a supply teacher, teaching assistant, ESOL lecturer, and nursery assistant in both the UK and Hong Kong. Her roles have involved teaching a variety of subjects from English and math to young learners, designing learning materials, and providing support to students with special educational needs. Nalisha holds a PGCE in primary education, CELTA certificate, and DTLLS diploma focusing on inclusive teaching practices. She is currently seeking new opportunities in education.
This document discusses considerations for using digital portfolios to showcase student work and evaluate student growth. It suggests using Google Apps like Drive, Sites, and Blogger to allow students to collect, organize, and display their work. Students would store work in a shared Drive folder and create an online journal or blog on Sites or Blogger. The portfolio could be used to highlight student achievements and get feedback from teachers. Evernote and Voicethread are also mentioned as potential tools to create and share portfolios.
This document discusses evaluation criteria for English language teaching materials from several studies and sources:
- Rahimpour & Hashemi (2011) evaluate content, physical make-up, and practical concerns. Jayakaran & Nimechisalem (2011) consider compatibility with teaching principles and balance of language skills.
- Tsiplakides (2011) evaluate how tasks contribute to language acquisition and development and how activities progress and vary.
- Inal (2006) lists 11 criteria including relevance of subjects/contents and language, interest, variety, authenticity, and cultural sensitivities.
- Robinett (1978) cited in Yilmaz (2005) considers goals, students, approaches
Guidelines for project work for class Xi and.pptxmanojpoonia12
The document provides guidelines for assigning and assessing project work for classes 11 and 12 in English. It outlines the differences between assignments and projects, the purposes of projects including learning, critical thinking, engagement and real-world relevance. Projects should be interdisciplinary and integrate reading, writing, listening and speaking skills. Students can choose their own topics related to their textbooks. Examples of project types include interviews, podcast/documentary reviews, and creating their own audio/video. Projects will be assessed based on various language skills and parameters before the half-yearly and final exams.
Web based, eportfolios & e-assessment (Updated version)Evelyn Izquierdo
This document discusses web-based lessons, e-portfolios, and e-assessment. It begins by defining a web-based lesson as a lesson that incorporates one or more websites. The document outlines the steps to create a web-based lesson plan and provides examples. It then defines an e-portfolio as a collection of digital artifacts that demonstrate learning. Examples of e-portfolio tools and structures are presented. Finally, the document distinguishes between assessment and evaluation and explores various e-assessment tools like rubrics, concept maps, and webquests. Samples and templates for these tools are also included.
Elango K is seeking a career as an English language editor, content reviewer, instructional designer, or e-learning designer. He has 14 years of experience in teaching, writing, training, research, project management, and content development. He is proficient in English language editing, training, and content development. He has expertise in instructional design, analyzing curriculum requirements, and developing content for both online and in-person training.
The document discusses project-based learning (PBI) and how it can be used in language classrooms. It defines PBI as long-term, hands-on activities that involve research, data collection, and reporting. Benefits include developing communities of inquiry, authentic communication, and problem-solving skills. Characteristics include a focus on authentic content and tasks, and student-centered cooperative learning. The document provides examples of structured, unstructured, and semi-structured projects and discusses integrating technology into PBI.
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.
This class focuses on assessment in language and literacy for junior/intermediate grades. The key points are:
1. Students will deepen their understanding of assessment language and how it relates to language and literacy teaching through an activity called Alpha Race and discussion of assessment strategies.
2. They will learn to transfer a language lesson to the Brock Lesson Plan Template and review their Assessment, Evaluation, and Reflection strategy form from last year to include a new learning goal for teaching language.
3. The agenda includes discussing assessment language, connecting it to junior/intermediate language and literacy, using the Brock lesson planning format, and revising their digital portfolio assessment page.
Creating Digital Resources using Instructional Design PrinciplesNick Yates
The document discusses principles of instructional design that can be applied when creating digital resources. It outlines several multimedia principles supported by research from Mayer and Clark, including the multimedia principle, which states that people learn better from words and pictures than words alone. The modality and redundancy principles recommend against presenting the same information as both on-screen text and narration due to potential cognitive overload. The coherence principle indicates that irrelevant content should be excluded. The document provides examples and exceptions for applying these principles when designing digital resources.
Online learning workshop TESOL Arabia 2015 Nick Yates
The document discusses key aspects of designing and managing online courses, including establishing a culture of learning, using Kemp's instructional design model, and addressing instructional problems, objectives, strategies, and delivery. It emphasizes defining learning outcomes and objectives, using evidence-based practices and formative assessment, and creating an engaging experience for students while reducing isolation. Examples are provided for each section to illustrate concepts. The overall message is that instructional designers should carefully consider factors like pedagogy, communication, and student experience when planning online courses.
More Related Content
Similar to Dawn of Creation: With Mobile Learning Technology and Language Learning Pedagogy
integrating TBL with iPads in academic writing tesol arabia 2013Nick Yates
The document discusses integrating Task-Based Language Learning (TBLL) and iPads for IELTS academic writing. It presents two workflows for teaching IELTS writing skills through multi-step projects incorporating tasks. The first workflow involves designing and administering a survey, analyzing results, and presenting findings for IELTS Writing Task 1. The second explores both sides of an issue by researching a debate topic, creating a video argument, and writing a position essay for Task 2. The document notes potential positives like skill integration, engagement, and iPad affordances, as well as preparation challenges. It asks teachers to consider if the projects would work and discuss possible benefits and difficulties.
Design research zulkardi-sea-dr-2013-unsriZulkardi Harun
This file was presented as one of four keynotes at the first SEA-DR (Southeast Asian Design Research) conference in Sriwijaya university Palembang, April 23th 2013
1) Design research is important in education for developing innovations and improving teaching and learning. It has been used successfully in countries like the Netherlands, South Korea, and Indonesia.
2) In Indonesia, design research has been used at the national level in developing the PMRI program since 2001 and in teacher education through projects integrating PMRI and lesson study.
3) Examples of student design research projects include S1 students designing valid learning materials, S2 students designing and implementing interventions in schools, and S3 students designing, implementing, and evaluating original interventions for their dissertations.
bahan presentasi slide yang oleh Prof. Zulkardi dalam rangkah SEA-DR Conference yang diadakan di Universitas Sriwijaya 22 April 2013 dengan salah satu pembicara
The document provides an overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes the SIOP as a planning tool and observation protocol designed to define, develop, and test sheltered instruction strategies. The SIOP integrates language and content instruction and focuses on explicitly teaching language skills needed to access and participate in the curriculum. It consists of eight components: preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Examples of strategies discussed include thinking-write-share, language demands analysis, and setting clear content and language objectives.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
Nalisha Ladharam has over 15 years of experience in education. She has worked as a supply teacher, teaching assistant, ESOL lecturer, and nursery assistant in both the UK and Hong Kong. Her roles have involved teaching a variety of subjects from English and math to young learners, designing learning materials, and providing support to students with special educational needs. Nalisha holds a PGCE in primary education, CELTA certificate, and DTLLS diploma focusing on inclusive teaching practices. She is currently seeking new opportunities in education.
This document discusses considerations for using digital portfolios to showcase student work and evaluate student growth. It suggests using Google Apps like Drive, Sites, and Blogger to allow students to collect, organize, and display their work. Students would store work in a shared Drive folder and create an online journal or blog on Sites or Blogger. The portfolio could be used to highlight student achievements and get feedback from teachers. Evernote and Voicethread are also mentioned as potential tools to create and share portfolios.
This document discusses evaluation criteria for English language teaching materials from several studies and sources:
- Rahimpour & Hashemi (2011) evaluate content, physical make-up, and practical concerns. Jayakaran & Nimechisalem (2011) consider compatibility with teaching principles and balance of language skills.
- Tsiplakides (2011) evaluate how tasks contribute to language acquisition and development and how activities progress and vary.
- Inal (2006) lists 11 criteria including relevance of subjects/contents and language, interest, variety, authenticity, and cultural sensitivities.
- Robinett (1978) cited in Yilmaz (2005) considers goals, students, approaches
Guidelines for project work for class Xi and.pptxmanojpoonia12
The document provides guidelines for assigning and assessing project work for classes 11 and 12 in English. It outlines the differences between assignments and projects, the purposes of projects including learning, critical thinking, engagement and real-world relevance. Projects should be interdisciplinary and integrate reading, writing, listening and speaking skills. Students can choose their own topics related to their textbooks. Examples of project types include interviews, podcast/documentary reviews, and creating their own audio/video. Projects will be assessed based on various language skills and parameters before the half-yearly and final exams.
Web based, eportfolios & e-assessment (Updated version)Evelyn Izquierdo
This document discusses web-based lessons, e-portfolios, and e-assessment. It begins by defining a web-based lesson as a lesson that incorporates one or more websites. The document outlines the steps to create a web-based lesson plan and provides examples. It then defines an e-portfolio as a collection of digital artifacts that demonstrate learning. Examples of e-portfolio tools and structures are presented. Finally, the document distinguishes between assessment and evaluation and explores various e-assessment tools like rubrics, concept maps, and webquests. Samples and templates for these tools are also included.
Elango K is seeking a career as an English language editor, content reviewer, instructional designer, or e-learning designer. He has 14 years of experience in teaching, writing, training, research, project management, and content development. He is proficient in English language editing, training, and content development. He has expertise in instructional design, analyzing curriculum requirements, and developing content for both online and in-person training.
The document discusses project-based learning (PBI) and how it can be used in language classrooms. It defines PBI as long-term, hands-on activities that involve research, data collection, and reporting. Benefits include developing communities of inquiry, authentic communication, and problem-solving skills. Characteristics include a focus on authentic content and tasks, and student-centered cooperative learning. The document provides examples of structured, unstructured, and semi-structured projects and discusses integrating technology into PBI.
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.
This class focuses on assessment in language and literacy for junior/intermediate grades. The key points are:
1. Students will deepen their understanding of assessment language and how it relates to language and literacy teaching through an activity called Alpha Race and discussion of assessment strategies.
2. They will learn to transfer a language lesson to the Brock Lesson Plan Template and review their Assessment, Evaluation, and Reflection strategy form from last year to include a new learning goal for teaching language.
3. The agenda includes discussing assessment language, connecting it to junior/intermediate language and literacy, using the Brock lesson planning format, and revising their digital portfolio assessment page.
Similar to Dawn of Creation: With Mobile Learning Technology and Language Learning Pedagogy (20)
Creating Digital Resources using Instructional Design PrinciplesNick Yates
The document discusses principles of instructional design that can be applied when creating digital resources. It outlines several multimedia principles supported by research from Mayer and Clark, including the multimedia principle, which states that people learn better from words and pictures than words alone. The modality and redundancy principles recommend against presenting the same information as both on-screen text and narration due to potential cognitive overload. The coherence principle indicates that irrelevant content should be excluded. The document provides examples and exceptions for applying these principles when designing digital resources.
Online learning workshop TESOL Arabia 2015 Nick Yates
The document discusses key aspects of designing and managing online courses, including establishing a culture of learning, using Kemp's instructional design model, and addressing instructional problems, objectives, strategies, and delivery. It emphasizes defining learning outcomes and objectives, using evidence-based practices and formative assessment, and creating an engaging experience for students while reducing isolation. Examples are provided for each section to illustrate concepts. The overall message is that instructional designers should carefully consider factors like pedagogy, communication, and student experience when planning online courses.
The document discusses designing and managing online courses. It addresses instructional problems, outcomes and objectives, strategies, and delivery. For each topic, it poses questions for discussion and activity around identifying learning objectives, assessing outcomes, reducing isolation, and choosing appropriate instructional technologies and strategies to develop the desired learning culture.
This document discusses designing dynamic and unique mobile learning solutions using the TPACK framework. It begins by introducing the TPACK framework and its components of technological, pedagogical and content knowledge. It then provides examples of how TPACK was applied in higher education contexts to integrate mobile learning. Specific mobile learning workflows are described, such as using tablets for student writing assignments and project-based learning. The document concludes by encouraging educators to evaluate their own mobile learning integrations using TPACK and provides resources for applying these concepts.
Yates tesol arabia m learning 2014 part 2Nick Yates
1) The document discusses mobile learning (mLearning) workflows, which are the flow of teaching and learning activities designed to meet learning outcomes using mobile technologies.
2) It provides examples of mLearning workflows created by various instructors at Zayed University, including workflows for developing children's books, summarization skills, filmmaking, project-based learning, and preparing for IELTS exams.
3) Each example describes the learning activities and apps used in the workflow, and how it applies concepts of technological pedagogical content knowledge (TPACK) in a mobile environment.
Yates tesol arabia m learning 2014 part 1Nick Yates
This document outlines Part 1 of a discussion on mobile learning design. It introduces the TPACK framework for understanding how technology, pedagogy, and content knowledge intersect in mobile learning. The document then dissects the components of TPACK and provides examples of how it applies to designing mobile learning experiences in different subject areas. Contextual factors like the learning environment and learner experiences are also discussed.
This document discusses how to unleash creativity with iOS. It introduces the creative process, which includes generating ideas, capturing ideas, collecting select ideas, and realizing one idea. The creative process can support student creativity when implemented in the classroom. Multiple intelligences like verbal-linguistic, logical-mathematical, and visual-spatial can also support student creativity when used to allow students to demonstrate their knowledge and skills through creative means like podcasts, videos, 3D modeling, or teaching others. The overall challenge is how students can creatively demonstrate their knowledge and skills.
Blended and distance learning pd days 2013Nick Yates
The document discusses exploring online learning technologies to support blended and distance education. It examines tools that can foster collaboration, engagement, and interaction among students. Videos demonstrate how tools like Outline and collaborative whiteboards can be used for activities in breakout groups to actively involve students. The document reflects on how these tools could promote engagement and interaction for students in blended or online classes.
Mobile Learning and Technology Integration Strategies for the Dynamic Classroom Nick Yates
Presentation with active discussion on
Mobile Learning and Technology Integration Strategies for the Dynamic Classroom
Presented at the UAEU Mobile Learning Conference 2013.
Contextualized, situated and sustainable professional development of mobile l...Nick Yates
Contextualized, situated and sustainable professional development of mobile learning.
Making mLearning more relevant, meaningful, ubiquitous, and integrated.
21st century learning a discussion pd days dec 16-17Nick Yates
The document discusses 21st century learning, including rethinking the 21st century learner and what a 21st century learning classroom and teacher may look like. It addresses how 21st century learning fits within the curriculum and assessment at a particular university. Resources are provided, including a video and collaboration pad for further discussion on the topic.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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.
Dawn of Creation: With Mobile Learning Technology and Language Learning Pedagogy
1. The Dawn of Creation with
Mobile Learning Technology
and Language Learning
Pedagogy
Nicholas Yates
Instructional Designer
Apple Distinguished Educator
@digitalemerge
11. Workflow - Learning
Design and present
To engage with a data analysis
results.
K ] vocabulary and language through
To prepare
AS
E-T
R
Pbrainstorming and researching.
[
To design, prepare and administer a survey
]
[T
SK
A
To interpret and analyse the survey findings
[
To create and present the findings in written and/or oral
GE
UA
NG
form S ]
LA
CU
FO
To reflect on and discuss results from the surveys
12. Workflow - Learning
Design
Choose Topic
Brainstorm Questions
and language
Research
Create Survey
Survey
Analyse Data
Create Graph
Analyse
Produce Analysis
Make Task 1 Question
Write Task 1
Reflective Discussion
Context -
Zayed University - male and female campus - AUH and DXB
Female class with 21 sts
Bridge Program - Academic English
Click next slide
In the last 2 years, Zayed University has undertaken a transformation through mobile teaching and learning. Teachers and students in the bridge program and also first and second year courses in the university college are now using iPads as tools in teaching and learning.
Click next slide
Study - Observations noted in self-reported journal - ongoing reflective practice which informed next classes or future learning design
Me = more awareness and more formative reflection on teaching and learning with
iPads
Click next slide
Action research
Thematic Content Analysis - highlight themes and trends from self-report journals
Click next slide
This presentation will focus on creation with the iPad and the change in three key themes that arose in the analysis
1. learning products
2. academic writing
3. language learning
Click next slide
Ask for two ways ONLY
Pre task - explores topic, interest generating, student driven language preparation
Task cycle - students do - teacher facilitates - active language learning - prepare and plan to report to class
Language focus - be aware of language - teacher driven reflective task - practice of new language!!!
Overall is in bold
Remember to link back to creation
Creating easier on iPad - camera - editing - writing - researching - create products - export then import into next app
Bringing the outside in - doing the work wherever - all tools there with them - creating on the go
No stats - but longer attention on work - greater engagement with small activities within the long task - overall more enthusiasm for this work compared with traditional teaching of IELTS academic writing - creating a series of products - always capturing their attention
Remember to link back to creation
The process of the activities in the long task - workflow where students constantly created the products
Products - Brainstorming - vocabulary log - survey - Analysis video - writing task 1
Each fed into the next - language was recycled and accuracy was checked alongside fluency
Remember to link back to creation
Pre task - task cycle - language focus (reflection)
Each step sts recycled and gained greater fluency and accuracy in the learning design,
Often teachers see the process and the product as two separate learning strands - I have spoken to several teachers who seem them as distinct, like apples and oranges.
but often the process can be the creation of a learning product in itself and the creation of a learning product can be a process.
Within TBLL, the learning process as a whole was creating a learning product - the task and the many learning products made within - flashcards, survey, evernote vocab logs, video, transcript, task 1.
But of course the end product is also a learning process, one that was underpinned by TBLL and second language pedagogy.