This document discusses how Web 2.0 technologies can promote collaboration in classrooms and beyond. It defines Web 2.0 as focused on collaboration and sharing information online. It provides examples of tools for online collaboration between teachers and students, or students alone, including Google Docs, Edmodo, wikis and blogs. It also lists benefits of online collaboration, such as promoting critical thinking. The document offers tips for integrating technology successfully and emphasizes that technology should not replace teachers, but enhance educational opportunities.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
E learning environment & digital learning materialMatleena Laakso
This document provides a summary of an e-learning workshop discussing copyright issues, digital learning materials, and engaging learners. It discusses which images can be used under various Creative Commons licenses and exceptions. It also covers linking to and quoting other documents, as well as tips for making videos, interactive content, and digital tools to attract learners. The document lists popular tools for creating e-learning content and checklists for designing e-learning courses.
This presentation was completed by the participants of "Alternative Professional Development" session at the Powering Up With Technology 09 conference in Prince George's County, MD.
Here are a few ways I could provide evidence to support my assessment of this presentation:
- Record notes during the presentation commenting on things like the presenter's delivery, structure of the content, visual aids, handling of questions. This provides a contemporaneous account.
- Ask participants to complete an anonymous feedback survey after the presentation collecting their views on things like how clear and engaging the content was, how well questions were addressed, what could be improved. Tabulate the results.
- Review any materials like slides, handouts used. Note how well they complemented and reinforced the spoken content. Screenshots could be included.
- Interview the presenter afterwards to get their perspective on what went well and what could be improved
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
H5P is an open-source eLearning authoring tool that publishes content to HTML5. It has a shallow learning curve and can be used to create over 35 types of interactive learning objects like quizzes, timelines, and virtual tours. Content can be developed directly on the H5P site or integrated into learning management systems like Moodle using the H5P plugin. The speaker provides examples of interactive videos and courses created with H5P and information on how to get started developing content through its step-by-step guides.
The document provides a summary of a heuristic review and analysis of the "Etoys in Space" activities. It summarizes observations from testing sessions, including inconsistent content design across activities, extensive reading requirements, and usability issues identified using Jakob Nielsen's 10 usability heuristics. Wireframes are proposed to standardize layout across activities. Recommendations include unifying logos and artwork, standardizing control placements, and ensuring buttons follow Fitts' Law for click target size. The review aims to improve the educational experience and usability of the activities, especially on smaller screens like netbooks.
This document discusses how Web 2.0 technologies can promote collaboration in classrooms and beyond. It defines Web 2.0 as focused on collaboration and sharing information online. It provides examples of tools for online collaboration between teachers and students, or students alone, including Google Docs, Edmodo, wikis and blogs. It also lists benefits of online collaboration, such as promoting critical thinking. The document offers tips for integrating technology successfully and emphasizes that technology should not replace teachers, but enhance educational opportunities.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
E learning environment & digital learning materialMatleena Laakso
This document provides a summary of an e-learning workshop discussing copyright issues, digital learning materials, and engaging learners. It discusses which images can be used under various Creative Commons licenses and exceptions. It also covers linking to and quoting other documents, as well as tips for making videos, interactive content, and digital tools to attract learners. The document lists popular tools for creating e-learning content and checklists for designing e-learning courses.
This presentation was completed by the participants of "Alternative Professional Development" session at the Powering Up With Technology 09 conference in Prince George's County, MD.
Here are a few ways I could provide evidence to support my assessment of this presentation:
- Record notes during the presentation commenting on things like the presenter's delivery, structure of the content, visual aids, handling of questions. This provides a contemporaneous account.
- Ask participants to complete an anonymous feedback survey after the presentation collecting their views on things like how clear and engaging the content was, how well questions were addressed, what could be improved. Tabulate the results.
- Review any materials like slides, handouts used. Note how well they complemented and reinforced the spoken content. Screenshots could be included.
- Interview the presenter afterwards to get their perspective on what went well and what could be improved
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
H5P is an open-source eLearning authoring tool that publishes content to HTML5. It has a shallow learning curve and can be used to create over 35 types of interactive learning objects like quizzes, timelines, and virtual tours. Content can be developed directly on the H5P site or integrated into learning management systems like Moodle using the H5P plugin. The speaker provides examples of interactive videos and courses created with H5P and information on how to get started developing content through its step-by-step guides.
The document provides a summary of a heuristic review and analysis of the "Etoys in Space" activities. It summarizes observations from testing sessions, including inconsistent content design across activities, extensive reading requirements, and usability issues identified using Jakob Nielsen's 10 usability heuristics. Wireframes are proposed to standardize layout across activities. Recommendations include unifying logos and artwork, standardizing control placements, and ensuring buttons follow Fitts' Law for click target size. The review aims to improve the educational experience and usability of the activities, especially on smaller screens like netbooks.
H5P is rapidly becoming the best choice for creating interactive contents right from your browser window. The presentation covers the basics of H5P project and How It can be used with Moodle.
The presentation delivered during iMoot 2017 (#imoot17) also includes the top 10 H5P content types which can be used in Moodle course to add interactive elements.
Pedagogical Use of iPads - August 2014 UpdateJames Little
This document discusses the pedagogical use of iPads in education. It outlines several aims, including why iPads are useful educational tools, how they can improve productivity, research, teaching, content creation, and collaboration. Specific apps are demonstrated that can enhance note-taking, file sharing, research, interactive lectures, assessments, and group work. The document emphasizes that iPads can change when, where and how learning occurs and encourages attendees to explore ways iPads could achieve their teaching goals and improve student engagement, communications and learning.
The document summarizes a collaborative project between several Irish academic libraries to develop an open access bibliometrics toolkit. The toolkit includes an online tutorial developed using Articulate software, supplemental print materials, and workshop/presentation materials. It is hosted on a website and in an online repository. The project aims to provide reusable learning objects on bibliometrics that can be customized by libraries for local needs through a collaborative model.
The Accidental Instruction Librarian (December 2014)Kelly Woodside
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.
The document describes an activity called "Swap Shop" where participants will be divided into two teams, discuss potential solutions to various prompts using smart devices and apps, post their solutions to Twitter tagged with "#MELSIG" along with the prompt number and team, and view each other's responses in a Twitterfall display. The goal is to generate ideas for how smart device learning could help different scenarios and encourage the consideration and sharing of existing practices using technology.
Top technological tools for English language teaching and learningSaima Abedi
This webinar aims to emphasize the impact of top technology tools that strengthen learners’ engagement and facilitate entry-level-tech teachers. It will highlight the learning strategies that developed a suitable context for instruction through the incorporation of technological tools.
This document provides an agenda and overview for a workshop on making best use of cutting-edge technology tools in the social studies classroom. The agenda includes introductions to various tech tools, break times, discussions of the Common Core standards and resources, and sessions on tools for organization, collaboration, presentation, student response and feedback, and iPad apps. The overview describes tools for backchanneling, learning management systems, collaboration, video creation, student blogging, flipping the classroom, and accessing primary sources. The goal is to engage and support teachers in effectively integrating new technologies into the social studies curriculum.
Digital skills and methods for distance and hybrid learningMatleena Laakso
This document provides an overview of a workshop on digital skills and methods for distance and hybrid learning. It introduces the presenter, Matleena Laakso, and outlines the agenda which includes getting to know each other, online meeting tools, creating online content for students using tools like Adobe Creative Cloud Express and ThingLink, and a reflection on learning. The document models good practices for online education through its use of images, polls, and opportunities for interaction.
The Palm PAL Project: A Digital Invitation to Join the Millennium Leslie Dare
The document summarizes the Palm PAL Project at NC State University, which provided PDAs to staff in the Division of Student Affairs to increase their comfort with technology. Participants were paired with a "pal" for training and support. The project aimed to make staff more productive and able to advise students on technology uses. It served as a model for testing new technologies. Participants gained skills in using PDAs for tasks like email, calendars, note-taking and presenting. Hardware and software options were discussed. The presentation addresses implementing similar projects and getting buy-in for educational technology.
Engaging the elearner: Weapons of Mass Instructionscoachfeliciab
Etools that may help to engage the elearner. If you wish to see the video clips, please save this powerpoint presentation and then view it as a slide show.
The document summarizes various online tools that can be used for teaching. It describes the purpose and key features of tools for social networking, organization, file storage, presenting ideas, creating multimedia content, communicating with students, building websites, mapping ideas, and sharing files. Popular tools mentioned include Edmodo, Evernote, Dropbox, Google Apps, Remind101, Weebly, VoiceThread, and SlideShare.
GoDigitalSA Foundation in partnership with Moya EPM hosted a virtual Microsoft Teams Teacher Training session. We have seen the need for upskilling teachers with the latest technology to help them with keeping up to date on how to engage with learners through Microsoft Technology.
Please do not hesitate to contact us at godigi@godigitalsa.today should you have any queries.
Training sponsored by Moya EPM (https://moyaevents.co.za/) - MOYA Events Project Management & Marketing
This document provides an overview and instructions for using the Blackboard Collaborate web conferencing system. It describes Collaborate's capabilities for real-time online instruction, meetings, tutoring and other collaborative activities. It also outlines how to set up and use the main features of Collaborate, including audio/video, screensharing, and interactive tools like polling and whiteboarding. Pros and cons are discussed, as well as best practices for moderating Collaborate sessions.
The document summarizes the presenter's learning experiences with various educational technologies through an MDDE course. It explores learning management systems, video/web conferencing, computer-assisted instruction, social media, Web 2.0 tools, mobile learning, and cloud computing. The presenter enhanced their Moodle course, analyzed technologies using spreadsheets, participated in video calls, created blogs and podcasts, used Google Drive and Dropbox, and learned about change and innovation theory.
From "Command & Control" to "Encourage & Engage" Jane Hart
This document discusses the shift from traditional command and control models of management and learning to more collaborative and engaging models that empower employees. It describes how the modern "smart worker" learns through informal, social, and autonomous means like networking, sharing knowledge, and constant skills improvement. The document suggests learning and development professionals embrace these trends by supporting personal learning, knowledge sharing, and performance over formal training. It argues measuring learning quality through performance rather than course completions will better support today's engaged knowledge workers.
This document provides tips and tools for effective online teaching. It discusses that online education relies on internet interaction and distribution of class materials. It recommends various online lesson planners, assignment tools, e-content preparation tools, and assessment tools. The document lists tips for online teaching such as being prepared, practicing technology skills, effective communication, professional appearance, recording lectures, providing interactive activities, showing your face on camera, and appreciating students. The overall message is that online teaching requires utilizing the right tools and platforms, effective communication, and creating an engaging experience for students.
Day 4 of the workshop focused on designing action learning projects using social media for participants to implement after the workshop. Participants practiced using tools like the wiki, Facebook group, and conference call platform for ongoing support. They designed their action learning experiments to conduct on Facebook with check-ins provided through the monthly calls and Facebook group. Participants also practiced managing attention and privacy on social networks. The day culminated with an exercise to reflect on what was learned.
Maximizing Your Time with Students - Maximizing Teachable MomentsStaci Trekles
Today, there are many technologies available to help us do all sorts of things both within and beyond the classroom walls. In fact, there are so many, it can be overwhelming to explore them all, and in the meantime, your time for your students can suffer. This presentation will help you maximize your classroom time by featuring technologies that can help you: "flip" your classroom to engage students in more meaningful face-to-face activities beyond your lecture, extend learning into the online realm for blended and online instruction, and
help keep you organized all along the way!
When you select the right tools for the job, there's no end to the benefit you and your students can get from technologies like LiveBinder, Camtasia, Jing, EdModo, Google Drive, and more. This presentation will introduce you to
an accessible toolkit of tools and practices that will help you enhance learning both in and out of school for your students.
Activating students in hybrid and online lecturesMatleena Laakso
Workshop for university teachers. View Padlet for the links and additional information for this and other worshops: https://padlet.com/matlaakso/TUNIaktivointi
1) The document discusses using Universal Design for Learning (UDL) principles to implement effective small group instruction in heterogeneous classrooms.
2) It provides examples of low-tech and digital tools that align with the UDL principles of representation, engagement, and action/expression to support differentiation for diverse learners.
3) The document argues that applying UDL does not require new technologies but making strategic use of existing classroom resources to meet student needs.
This workshop raises awareness of what "flipped learning" is, its benefits, as well as exploring a range of free tools to create flipped learning resources
H5P is rapidly becoming the best choice for creating interactive contents right from your browser window. The presentation covers the basics of H5P project and How It can be used with Moodle.
The presentation delivered during iMoot 2017 (#imoot17) also includes the top 10 H5P content types which can be used in Moodle course to add interactive elements.
Pedagogical Use of iPads - August 2014 UpdateJames Little
This document discusses the pedagogical use of iPads in education. It outlines several aims, including why iPads are useful educational tools, how they can improve productivity, research, teaching, content creation, and collaboration. Specific apps are demonstrated that can enhance note-taking, file sharing, research, interactive lectures, assessments, and group work. The document emphasizes that iPads can change when, where and how learning occurs and encourages attendees to explore ways iPads could achieve their teaching goals and improve student engagement, communications and learning.
The document summarizes a collaborative project between several Irish academic libraries to develop an open access bibliometrics toolkit. The toolkit includes an online tutorial developed using Articulate software, supplemental print materials, and workshop/presentation materials. It is hosted on a website and in an online repository. The project aims to provide reusable learning objects on bibliometrics that can be customized by libraries for local needs through a collaborative model.
The Accidental Instruction Librarian (December 2014)Kelly Woodside
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.
The document describes an activity called "Swap Shop" where participants will be divided into two teams, discuss potential solutions to various prompts using smart devices and apps, post their solutions to Twitter tagged with "#MELSIG" along with the prompt number and team, and view each other's responses in a Twitterfall display. The goal is to generate ideas for how smart device learning could help different scenarios and encourage the consideration and sharing of existing practices using technology.
Top technological tools for English language teaching and learningSaima Abedi
This webinar aims to emphasize the impact of top technology tools that strengthen learners’ engagement and facilitate entry-level-tech teachers. It will highlight the learning strategies that developed a suitable context for instruction through the incorporation of technological tools.
This document provides an agenda and overview for a workshop on making best use of cutting-edge technology tools in the social studies classroom. The agenda includes introductions to various tech tools, break times, discussions of the Common Core standards and resources, and sessions on tools for organization, collaboration, presentation, student response and feedback, and iPad apps. The overview describes tools for backchanneling, learning management systems, collaboration, video creation, student blogging, flipping the classroom, and accessing primary sources. The goal is to engage and support teachers in effectively integrating new technologies into the social studies curriculum.
Digital skills and methods for distance and hybrid learningMatleena Laakso
This document provides an overview of a workshop on digital skills and methods for distance and hybrid learning. It introduces the presenter, Matleena Laakso, and outlines the agenda which includes getting to know each other, online meeting tools, creating online content for students using tools like Adobe Creative Cloud Express and ThingLink, and a reflection on learning. The document models good practices for online education through its use of images, polls, and opportunities for interaction.
The Palm PAL Project: A Digital Invitation to Join the Millennium Leslie Dare
The document summarizes the Palm PAL Project at NC State University, which provided PDAs to staff in the Division of Student Affairs to increase their comfort with technology. Participants were paired with a "pal" for training and support. The project aimed to make staff more productive and able to advise students on technology uses. It served as a model for testing new technologies. Participants gained skills in using PDAs for tasks like email, calendars, note-taking and presenting. Hardware and software options were discussed. The presentation addresses implementing similar projects and getting buy-in for educational technology.
Engaging the elearner: Weapons of Mass Instructionscoachfeliciab
Etools that may help to engage the elearner. If you wish to see the video clips, please save this powerpoint presentation and then view it as a slide show.
The document summarizes various online tools that can be used for teaching. It describes the purpose and key features of tools for social networking, organization, file storage, presenting ideas, creating multimedia content, communicating with students, building websites, mapping ideas, and sharing files. Popular tools mentioned include Edmodo, Evernote, Dropbox, Google Apps, Remind101, Weebly, VoiceThread, and SlideShare.
GoDigitalSA Foundation in partnership with Moya EPM hosted a virtual Microsoft Teams Teacher Training session. We have seen the need for upskilling teachers with the latest technology to help them with keeping up to date on how to engage with learners through Microsoft Technology.
Please do not hesitate to contact us at godigi@godigitalsa.today should you have any queries.
Training sponsored by Moya EPM (https://moyaevents.co.za/) - MOYA Events Project Management & Marketing
This document provides an overview and instructions for using the Blackboard Collaborate web conferencing system. It describes Collaborate's capabilities for real-time online instruction, meetings, tutoring and other collaborative activities. It also outlines how to set up and use the main features of Collaborate, including audio/video, screensharing, and interactive tools like polling and whiteboarding. Pros and cons are discussed, as well as best practices for moderating Collaborate sessions.
The document summarizes the presenter's learning experiences with various educational technologies through an MDDE course. It explores learning management systems, video/web conferencing, computer-assisted instruction, social media, Web 2.0 tools, mobile learning, and cloud computing. The presenter enhanced their Moodle course, analyzed technologies using spreadsheets, participated in video calls, created blogs and podcasts, used Google Drive and Dropbox, and learned about change and innovation theory.
From "Command & Control" to "Encourage & Engage" Jane Hart
This document discusses the shift from traditional command and control models of management and learning to more collaborative and engaging models that empower employees. It describes how the modern "smart worker" learns through informal, social, and autonomous means like networking, sharing knowledge, and constant skills improvement. The document suggests learning and development professionals embrace these trends by supporting personal learning, knowledge sharing, and performance over formal training. It argues measuring learning quality through performance rather than course completions will better support today's engaged knowledge workers.
This document provides tips and tools for effective online teaching. It discusses that online education relies on internet interaction and distribution of class materials. It recommends various online lesson planners, assignment tools, e-content preparation tools, and assessment tools. The document lists tips for online teaching such as being prepared, practicing technology skills, effective communication, professional appearance, recording lectures, providing interactive activities, showing your face on camera, and appreciating students. The overall message is that online teaching requires utilizing the right tools and platforms, effective communication, and creating an engaging experience for students.
Day 4 of the workshop focused on designing action learning projects using social media for participants to implement after the workshop. Participants practiced using tools like the wiki, Facebook group, and conference call platform for ongoing support. They designed their action learning experiments to conduct on Facebook with check-ins provided through the monthly calls and Facebook group. Participants also practiced managing attention and privacy on social networks. The day culminated with an exercise to reflect on what was learned.
Maximizing Your Time with Students - Maximizing Teachable MomentsStaci Trekles
Today, there are many technologies available to help us do all sorts of things both within and beyond the classroom walls. In fact, there are so many, it can be overwhelming to explore them all, and in the meantime, your time for your students can suffer. This presentation will help you maximize your classroom time by featuring technologies that can help you: "flip" your classroom to engage students in more meaningful face-to-face activities beyond your lecture, extend learning into the online realm for blended and online instruction, and
help keep you organized all along the way!
When you select the right tools for the job, there's no end to the benefit you and your students can get from technologies like LiveBinder, Camtasia, Jing, EdModo, Google Drive, and more. This presentation will introduce you to
an accessible toolkit of tools and practices that will help you enhance learning both in and out of school for your students.
Activating students in hybrid and online lecturesMatleena Laakso
Workshop for university teachers. View Padlet for the links and additional information for this and other worshops: https://padlet.com/matlaakso/TUNIaktivointi
1) The document discusses using Universal Design for Learning (UDL) principles to implement effective small group instruction in heterogeneous classrooms.
2) It provides examples of low-tech and digital tools that align with the UDL principles of representation, engagement, and action/expression to support differentiation for diverse learners.
3) The document argues that applying UDL does not require new technologies but making strategic use of existing classroom resources to meet student needs.
This workshop raises awareness of what "flipped learning" is, its benefits, as well as exploring a range of free tools to create flipped learning resources
The document discusses tools that can be used to take projects beyond PowerPoint, including blogs, vlogs, podcasts, screen casts, Second Life, and video conferencing. It explores collaborating tools like Skype and Oovoo, publishing platforms like websites and YouTube, and design software like Sweet Home 3D. Educators are encouraged to consider how these types of tools can be incorporated into projects for launching, collaboration, or final products. Reflection is requested on tools that could be used, challenges of enabling access, and next steps for adoption.
This document outlines an training session for educators on implementing literacy and technology standards, including an introduction, activities to familiarize teachers with the standards, and resources provided. The goal is for teachers to learn how to integrate literacy and digital skills into their classrooms and content areas. Participants are asked to set goals for incorporating the standards into future lesson planning.
The document outlines the journey of integrating ICT into pedagogy, from a behaviorist model of low-level use to a constructivist model where students are creators. It emphasizes the importance of teacher confidence in letting students learn through open-ended tasks, ensuring technology works reliably, and providing support. Suggestions are made for vision building, professional development, planning rich tasks, and sharing ideas through a cluster website and meetings.
This talk was presented at EDRA43Seattle on June 1, 2012. http://www.edra.org
This show has much animation and builds, so it is better seen by downloading and viewing in PowerPoint 2010.
I claim educational fair use for all copyrighted logos or materials within, but am happy to remove such material at the request of the copyright holder.
This file accompanies the presentation conducted in Idaho on 6/30/11 and discusses Universal Design for Learning, development of assistive technology programs, and unique professional development methodologies.
Information on creating portfolios for students or teachers highlighting several Web 2.0 tools. This provides steps, ideas and purpose of a digital portfolio.
1) The document outlines the career journey of Cookie Lanfear from a software development bootcamp to becoming a junior DevOps engineer.
2) It discusses onboarding apprentices and mentoring them in DevOps culture from the start to avoid bad habits.
3) The document proposes a hypothetical 6 month lesson plan for a new DevOps engineer apprentice focusing on tool training, shadowing mentors, and completing projects to build skills and knowledge.
Personalisation starts with the learner. Teachers can easily support students to select appropriate eLearning tools to strengthen and demonstrate their learning within a VELS/AusVELS framework? Why would/should we personalise learning? What are the benefits for Teaching and Learning?
- Events will incorporate both individual and group learning through a mix of lecture, hands-on practice, and peer collaboration
- Programming will be tailored to meet the specific needs and skill levels of each community through assessments and feedback
- Resources like GCF Global and Northstar Digital Literacy will be used flexibly based on learner goals, with trainers providing guidance
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Oceanside 2.0 Leadership January_ Cohort 2Katie Martin
The document summarizes goals and discussions from an Oceanside 2.0 leadership meeting in January 2015. The goals were to learn and grow leadership teams, network with other schools, and support teacher development. Specific focuses included developing teacher comfort with technology integration, utilizing Canvas, engaging curriculum aligned to Common Core, and using technology to support four 21st century skills. The meeting involved sharing progress supporting teachers, discussing powerful learning experiences, and exploring models for teacher professional learning communities. Teams created plans to support teachers working towards benchmark goals and shared next steps.
This document provides information about planning learning expeditions using the we.learn.it tools and resources. It describes the we.learn.it portal for connecting teachers, students, and experts. It also outlines the organizational toolkit for planning expedition phases and activities. Finally, it discusses using the technology pool to identify appropriate tools, evaluating expeditions, and encouraging participation from schools around the Commonwealth.
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
This document discusses pedagogy, retention, attainment, and the use of new technologies in education. It provides examples of how some colleges in Scotland are innovating with blended learning, MOOCs, learning tools, and digital skills development for staff and students. It suggests colleges could make better use of online resources and tools to enhance teaching and learning. The document also discusses the importance of authentic assessment, staff development, analytics, and embracing informal learning opportunities.
This document provides guidance for teachers on integrating technology into their classrooms. It discusses strategies for using technology when there are limited devices, such as scheduling computer lab time or connecting a laptop to a projector. It also offers suggestions for incorporating devices like iPads, tablets, and laptops through educational apps and electronic texts. The document concludes by stating its goal is to ease fears about transitioning to more technology use and provides a handout for additional resources.
7) Using Brightspace Tools to Increase Student Engagement and Instructor Pres...D2L Barry
Using Brightspace Tools to Increase Student Engagement and Instructor Presence
There are many tools available within the D2L Learning Environment that instructors can use to increase their course presence and inspire greater levels of student engagement. We'll take a look at custom home page widgets, personalized text through Replacement Strings, and Release Conditions for customized mini-journeys. Resources for a deeper dive into each topic will be made available to participants.
This document discusses providing assistive technology (AT) professional development and training. It introduces the TPACK framework for constructing AT professional development activities. It then describes several free online tools that can be used to create learning objects for AT professional development, such as Jing, Google Apps, SlideShare, wiki pages, and Udutu. The document encourages participants to use these tools to set learning goals, create learning objects, package them into learning experiences, and disseminate and evaluate the effectiveness of the professional development.
This document summarizes the goals and agenda for the Oceanside 2.0 leadership meeting. The goals were to develop a collective vision for learner-centered instruction, explore technology integration tools and apps, and develop professional learning plans to support teachers' technology integration skills. The agenda included demonstrating apps for reading, note-taking and creating presentations, as well as discussing frameworks for evaluating technology integration and characteristics of learner-centered classrooms. Time was provided for partners and teams to discuss plans for supporting teachers in meeting technology benchmarks at their schools.
Similar to DERNSW Professional Learning Ideas, 2012/11 (20)
The document outlines the key components of the Digital Education Revolution initiative in New South Wales, Australia. It includes details about the 1:1 laptop program that provides laptops to students in Years 9 to 12, teachers, and support staff. It also discusses the statewide policies, infrastructure, professional learning, and evaluation of the program. The goal of the initiative is to transform teaching and learning through innovative uses of technology in schools.
The LMBR program aims to reform the DET's learning management and business systems to deliver better services, meet new demands, and address feedback that current systems are inefficient. The vision is to create informed people with secure access to trusted information, smart integrated systems, reliable standardized processes, and a single source of accurate information. Key challenges include change management, balancing school and system needs, training, maintaining momentum, and managing expectations while continuing daily operations. Current focus areas are completing five key pieces of work and launching a newsletter called SchoolBiz to communicate with schools.
The document provides an overview of the Learning Management and Business Reform (LMBR) Program vision at the Department of Education and Training in New South Wales. It summarizes that outdated systems do not support current and future needs, and the program aims to build modern foundations through consolidated smart systems, reliable processes, and trusted information to support informed people. The vision is for improved access, flexibility, and insight into student and client data to help focus on teaching and learning through more personalized services and a flexible work environment, creating brighter futures.
This document discusses findings from a 2010 data collection on the Digital Education Revolution in New South Wales schools. It addresses implications for teacher pedagogy, student understanding and attitudes, and educational outcomes. Key findings include: 1) Teachers who found ICT use fun saw benefits for student creativity and understanding, while math teachers used ICT less. 2) Student and teacher perceptions of ICT's importance varied by subject area. 3) Students generally reported more engagement and organizational benefits from ICT use than teachers.
Measuring the impact of educational technology finalDERNSW
The document discusses measuring the impact of an educational technology initiative in New South Wales that provided 260,000 laptops to high school students and 25,000 laptops to teachers. It outlines that an evaluation was commenced to guide development and measure success. The evaluation focuses on measuring changes in skills, knowledge, and attitudes of students and teachers, as well as characteristics of student-centered learning. Impact is measured through classroom observations and progression on the LoTi scale, rather than just metrics like website hits or time spent on laptops. The evaluation aims to understand how the program influences teacher pedagogy, its impact on students, and consequences for student educational outcomes.
DERNSW One to One Computers in Schools - 2010 Literature ReviewDERNSW
The document discusses research on one-to-one laptop programs and student achievement. It finds that improved student achievement occurs when laptops are used effectively in the classroom, such as for drafting, editing, and final writing projects. However, achievement gains are not consistent across subjects or schools. Crucial factors identified include the quality of professional development for teachers, a focus on developing laptop-integrated pedagogy rather than just technology skills, supportive school leadership, and teachers' openness to taking risks in their instruction.
Newcastle High School, Hunter Central Coast RegionDERNSW
The document summarizes Newcastle High School's implementation of the DER NSW laptop program from 2009-2010. In 2009, the school created a Head Teacher DER position and Team DER to lead training on the laptops and digital tools. By 2010, uptake was uneven so the program refocused on collaborative professional development. Infrastructure investments also supported adoption. The school emphasized linking professional learning and technology to ensure sustainability.
The Digital Education Revolution has been embraced at James Fallon High School. The principal, Anne Marie Gill, was determined to make the learning devices a success and established a Digital Education Committee to prepare for their arrival. The Committee, comprised of school leaders and the technology coordinator, shared the principal's optimism. Organization and enthusiasm are critical for a successful DER Committee, and James Fallon's Committee drove the school to accept the challenge of the new technology, which was difficult for many of the older teachers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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 ...
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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.
1. Implementing DERNSW in all corners of your school
Ongoing Professional Learning
Ideas 2011/2012
This document has been produced to provide :
• workshop ideas for the implementation of DERNSW resources and 1:1
pedagogy in Schools
• links to existing resources with suggestions for exploring how these can be
integrated into teaching and learning programs in the school
2. Some generic organisational ideas for
Professional Learning Workshops:
• Invite your staff or students who are comfortable with aspects of technology
integration to be leaders of sessions
• Report back as a group about what was learnt, how it can be implemented in
teaching and learning and what the next step in the learning journey will be
• Create a Learning Buddy, collaborative atmosphere by pairing staff together,
either inter-faculty or intra-faculty
• Keep sessions short, practical and hands-on where possible
• Consider repeating workshops to ensure opportunities for staff to attend a
variety of topics which are of interest to them
• Use Sign up for sessions Via Google Spread sheets
3. Tools 4U
http://bit.ly/tool4usearch
Created by CLIC and TaLE
Information
Learn tricks and tips for using the software installed on the DERNSW laptops
in learning spaces and daily work.
Ideas
• Work in small groups to complete the activities as outlined for each tool.
• As a staff, consider how the different software programs can be
integrated into teaching and learning programs. Which program could
you use in which units of work?
• Consider using the Tools4U to teach students how to use the software.
For example:-
o Use the Tools4U to induct students in Yr7/8 to prepare for future
laptop use.
o Map how this could fit into existing practice.
4. Laptop Wraps
http://bit.ly/laptopwrapsearch
Created by CLIC and TaLE
Information
Student directed learning units integrating the DERNSW Laptops for all KLAs
from Stages 3 to 6.
Ideas
• In KLA groups investigate the available laptops wraps both in KLA
specific cases and non-KLA specific cases.
• Beginner: Delve into the wraps and think of programs where Laptop
Wraps could swap over into existing teaching and learning resources.
Replace an existing activity with one of these wraps.
• Intermediate: From task examples in wraps you investigate, see if you
can find activities and ideas for integration into existing programming
and learning opportunities.
• Advanced: Use the Ucreate a Laptop Wrap to create your own wrap.
5. UCreate
http://bit.ly/ucreatesearch
Created by CLIC and TaLE
Information
Create concept based learning opportunities such as podcasts,
presentations, short movies etc. These resources can be used for both
teachers to create resources and for students to learn digital presentation
skills.
Ideas
• Use a UCreate to develop a resource for integration into a unit of work
you already deliver in your school.
• Swap some UCreate resources into your assessment schedule for
students to use as a tool to present their new knowledge.
• Use a UCreate to design a promotional media resource for your school
or KLA to be used at the next subject evening or school event.
6. Sites 2 See
http://bit.ly/sites2see
Created by CLIC and TaLE
Information
Use these resources put together by CLIC to find some new sites to share
and use in your programs.
Ideas
• Spend time in faculty groups to look at the Sites2See relevant to your
subjects and units of work.
• Consider how you might integrate these into existing resources or units
of work.
o Choose at least one to discuss and develop further.
o Share with your team
7. Teachers in Action
http://bit.ly/tiamaths
http://bit.ly/tiapdhpe
Created by CLIC and TaLE
Information
Real teachers doing real lessons with DERNSW laptops.
Ideas
• Watch one or more of these Videos.
• In groups (KLA, Coaching or other) discuss what you have seen.
o What impressed you?
o What left you wondering?
o What left you wanting to find out more?
• Reflect and consider how you can take what you have seen and
learnt into your own faculty/classroom?
8. Digital Citizenship
http://www.digitalcitizenship.nsw.edu.au/
Created by CLIC and TaLE
Information
The Digital Citizenship resource is a combination of Resources, Games and
Learning Activities designed and developed for NSW DEC for Stages ES1-5
Ideas
• Work through the 6 hour accredited Digital Citizenship Course for
teachers.
• Create a Digital Citizenship group or committee to plan and implement
the program in your school. Some things you might consider
o Plan a parent Digital Citizenship information evening
o Plan for Digital Citizenship Workshops for students in your school.
9. Digital Study Skills
http://digitalstudyskills.weebly.com/
Created by DERNSW Team
Information
Use the DERNSW laptops to help students develop digital study skills
Ideas
• Work through the resource to consider some web tools to integrate into
your teaching and learning.
• Develop a plan for students in Year 10 and 11 to work through this
resource.
• Develop your own digital study skills program using your favourite
personal learning tools.
10. Web Tools
http://bit.ly/webtoolform
http://bit.ly/webtoolmashuppdf or http://bit.ly/webtoolmashup
http://bit.ly/bloomswebtoolpdf or http://bit.ly/webtoolsbdt
Web Essentials: http://bit.ly/webessentials
Created by DERNSW Professional Learning Team Members
Information
Use webtools to swap existing practice for new ways to present and show
learning
Ideas
• Work in pairs to find tools to swap into existing programs. Swap in a tool,
swap out an activity
• Plan for working with staff to create learning times for web tools and
integration into classroom practice.
• Share some of your favourite tools with others in your school.
o Learn a tool and take on the role of teaching others in your
faculty/group how to use it.
• 2 Min speed dating for tools. Use 2 min time grabs to share a tool with a
partner, swap, then learn a tool from another. Repeat for 30 minutes.
11. Loti / SLIM
http://bit.ly/hccslim and http://bit.ly/dernswloti
Created by HCC DERNSW
Information
Use the Levels of Technology Implementation (LoTI) and SLIM framework to
gain a snapshot of where you are at as an individual, as a faculty or as a
school.
Ideas
• Reflect on technology implementation levels through reflection using
the SLIM Matrix. Choose the individual, faculty or school level.
• Read through and discuss the LoTI document to gain an insight of what
this means and where future focus may need to be placed.
• Use some Web Tools or Software Tools4U (see above for ideas) to learn
new skills and consider integration into the next level of your LoTI
journey.
12. LeaDERs
https://bitly.com/dernswleaders
Created by Megan Townes and DERNSW Team
Information
Students helping students to learn with the DERNSW Laptops
Ideas
• Read through the LeaDERs program and resources
• Discuss implementation of a program like this in your setting
• Plan for its implementation
• Who would lead?
• Who would support?
• What resources are needed?
• What time frame would you use?
13. Laptop Essentials
http://bit.ly/laptopessentials
Created by HCC DERNSW
Information
These handy sheets were developed to give beginner level, or those new
to the 1:1 Laptop environment, some handy tips and tricks to support the
use of the DERNSW laptops in their schools.
Ideas
• Take some time to work through all newsletters and discuss the
implementation of the ideas and suggestions into your existing
classroom management and teaching practice
• This could be completed as a whole staff or in faculty groups.
14. Social Media
http://bit.ly/nswdecsocial
Created by Western Sydney DERNSW Team
Information
This presentation provides a great orientation / introduction to the changes
and updates in relation to the DEC’s Social Media policy. There are some
good links to resources, stimulating videos to promote discussion and some
examples from schools already utilising Social Media as a means of
communication.
Ideas
This presentation can be used with whole school staff (keynote style).
As a staff discuss:
• the positive use of Social Media
• how it may benefit your school
• what social media your school may be interested in and how this
could be utilised
15. Maang
http://bit.ly/decmaang
Created by Western Sydney DERNSW Team
Information
DEC’s Maang has replaced the department’s former micro blogging tool
‘Yammer’. As a result there are some significant changes in the way
educators interact in the new micro blog environment. This presentation
provides an overview of the new features in the Maang environment and
allows participants opportunities to try micro blogging in the DEC. From
experience, both new to micro blogging and experienced users of Twitter,
participants generally walk away from this presentation with some form of
new knowledge.
Idea
• This presentation can be used with whole school staff (keynote style).
• Set up a group for your school or faculty and begin to use Maang as a
communication channel.
16. BlogED
http://bit.ly/blogedbinder
NSWDEC Portal > Learning Systems > BlogED
http://tinyurl.com/itsfisky
Created by Western Sydney DERNSW Team and Audrey Nay
Information
BlogED is the DEC commissioned blogging tool. It is an excellent entry level
blogging tool for new users. This resource http://tinyurl.com/itsfisky
demonstrates a variety of web 2.0 tools that can be used/embedded into
a BlogED using the HTML function
Idea
This training can accompany any blogED training session. It can also be
used to model / demonstrate a variety of web 2.0 tools.
• Work in teams with an experienced BlogEd user from your school to:
• Decide a reason for setting up a blog
• Set up a BlogED using the support on NSWDEC Portal > My Portal >
learning Systems Support > BlogED
• Practise what you may do in your blog
17. WSR DERNSW Action Learning
Project (L3ICT) framework
http://bit.ly/wsractionlearning
Created by: Western Sydney DERNSW Team
Information
Please note that this Prezi is subject to regular change as it is tailored to each individual
school.
The L3ICT Action Learning project allows schools to implement an action learning process in
the integration of DERNSW into their particular school contexts. It provides ongoing support
through the introduction of ICT tools relevant to the DERNSW program and the 1 to 1 laptop
pedagogy. Through this project, schools will be able to identify particular staff to develop
their confidence and skills in implementing good quality ICT classroom practices and
furthermore, allow staff to share their learning journeys with other staff members across the
school both formally and informally. Most importantly, the L3ICT process is grounded in the
Quality Teaching framework – the common language of all educators. Through action
learning and the QT framework, we aim to equip schools with a process that is sustainable
well into the future (as the action learning cycle can be modified and repeated).
Idea
• This presentation can be used with whole school staff (keynote style). It can be used with
leadership teams to promote a sustainable way to deliver technology / DERNSW related
tools as newer tools become available.