This document outlines the design decisions for an online role-playing simulation called "Save Wallaby Forest" involving students taking on stakeholder roles to resolve a scenario based on real-world issues over the course of 3 weeks. Key aspects include students in mixed online/on-campus programs playing anonymously in teams representing stakeholder organizations, with a moderator deciding the resolution and a written reflection and debriefing component accounting for 40% of the total assessment.
Expanding MALL outside the Classroom: Real-Life Context-Dependent and Context-Independent Language Activities. Agnieszka examined out-of-class language learning opportunities drawing on the learners' own context and personal experiences. She discussed a range of MALL activities, both individual and collaborative that take advantage of the affordances of mobile devices and the context affordances mediated by the mobiles.
Using Virtual Environments For Online and Campus ClassesCynthia Calongne
Workshop held at UMBC on January 21, 2010 on teaching and learning using virtual environments, part 1 of 2 by Colorado Technical University professor Cynthia Calongne, known as Lyr Lobo in Second Life.
Using Virtual Environments For Online And Campus Classesguest19a1a6
Workshop held at UMBC on January 21, 2010 on teaching and learning using virtual environments, part 1 of 2 by Colorado Technical University professor Cynthia Calongne, known as Lyr Lobo in Second Life.
This activity is designed to help you develop a lesson that teaches .docxhowardh5
This activity is designed to help you develop a lesson that teaches character through the curriculum and encourages ethical reflection. Part of your project may be in the form of a webpage, videography (no longer than 10 minutes), poster, brochure, song, poem, or any other instructor-approved medium to teach character education.
Select one of the following content areas you already teach (CCSS or state standards): >> I teach Math_ Algebra 2 & Geometry<<
Math
Language Arts
Social Studies
Science
Art
Physical Sciences
Physical Education
Sports
Music
Modern Language
Using your selected content area, design a lesson plan presentation for Character Education through the Curriculum. This lesson is designed for use in your classroom to help students develop the cognitive side of character (performance, civic, and/or moral) by (include all the following):
Raising ethical awareness
Creating an understanding of virtues of your chosen character type (vocabulary) and how to apply them in concrete situations
What materials are you planning to use to support the concept
Plan for reflection opportunities
Helping students to take the perspective of others
Helping students to reason morally (Why are some things right and others wrong?)
Helping students make thoughtful decisions (the virtue of prudence)
Helping students create self-knowledge, including the capacity for self-criticism (the virtue of humility)
Formative assessment – How will you informally measure the students’ understanding of the lesson? What activity will they do to demonstrate their learning?
You are still learning and will continually develop. To finalize your project, look to the future: What’s next? Now that you know more about character, what skills might remain to still be refined or added? What might you want to explore further in the arena of moral leadership?
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Peer Responses (Due Thursday)
Read your classmates’ responses. Reflect and substantively comment on at least three of your peers’ submissions.
Share your overall impressions of the lesson/project.
What areas are done well and why?
What is one suggestion can you offer to the author that may support growth opportunities for future lessons?
Share any expertise you may have to support an area the author would like to develop.
Support your statements with evidence from the required studies, other research, and experiences. You are required to respond to comments or questions about your posts
>> Classmates’ posts<<
post #1
Character in the Curriculum: “What if Everybody Did That?”
I created a lesson that focuses on Language Arts while also helping students to develop his/her own character. With the recent rise in COVID cases in my area, our schools are moving into hybrid or completely remote learning. Knowing this, I created my lesson using Ne.
Expanding MALL outside the Classroom: Real-Life Context-Dependent and Context-Independent Language Activities. Agnieszka examined out-of-class language learning opportunities drawing on the learners' own context and personal experiences. She discussed a range of MALL activities, both individual and collaborative that take advantage of the affordances of mobile devices and the context affordances mediated by the mobiles.
Using Virtual Environments For Online and Campus ClassesCynthia Calongne
Workshop held at UMBC on January 21, 2010 on teaching and learning using virtual environments, part 1 of 2 by Colorado Technical University professor Cynthia Calongne, known as Lyr Lobo in Second Life.
Using Virtual Environments For Online And Campus Classesguest19a1a6
Workshop held at UMBC on January 21, 2010 on teaching and learning using virtual environments, part 1 of 2 by Colorado Technical University professor Cynthia Calongne, known as Lyr Lobo in Second Life.
This activity is designed to help you develop a lesson that teaches .docxhowardh5
This activity is designed to help you develop a lesson that teaches character through the curriculum and encourages ethical reflection. Part of your project may be in the form of a webpage, videography (no longer than 10 minutes), poster, brochure, song, poem, or any other instructor-approved medium to teach character education.
Select one of the following content areas you already teach (CCSS or state standards): >> I teach Math_ Algebra 2 & Geometry<<
Math
Language Arts
Social Studies
Science
Art
Physical Sciences
Physical Education
Sports
Music
Modern Language
Using your selected content area, design a lesson plan presentation for Character Education through the Curriculum. This lesson is designed for use in your classroom to help students develop the cognitive side of character (performance, civic, and/or moral) by (include all the following):
Raising ethical awareness
Creating an understanding of virtues of your chosen character type (vocabulary) and how to apply them in concrete situations
What materials are you planning to use to support the concept
Plan for reflection opportunities
Helping students to take the perspective of others
Helping students to reason morally (Why are some things right and others wrong?)
Helping students make thoughtful decisions (the virtue of prudence)
Helping students create self-knowledge, including the capacity for self-criticism (the virtue of humility)
Formative assessment – How will you informally measure the students’ understanding of the lesson? What activity will they do to demonstrate their learning?
You are still learning and will continually develop. To finalize your project, look to the future: What’s next? Now that you know more about character, what skills might remain to still be refined or added? What might you want to explore further in the arena of moral leadership?
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Peer Responses (Due Thursday)
Read your classmates’ responses. Reflect and substantively comment on at least three of your peers’ submissions.
Share your overall impressions of the lesson/project.
What areas are done well and why?
What is one suggestion can you offer to the author that may support growth opportunities for future lessons?
Share any expertise you may have to support an area the author would like to develop.
Support your statements with evidence from the required studies, other research, and experiences. You are required to respond to comments or questions about your posts
>> Classmates’ posts<<
post #1
Character in the Curriculum: “What if Everybody Did That?”
I created a lesson that focuses on Language Arts while also helping students to develop his/her own character. With the recent rise in COVID cases in my area, our schools are moving into hybrid or completely remote learning. Knowing this, I created my lesson using Ne.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Home assignment II on Spectroscopy 2024 Answers.pdf
Design Decisions Save Wallaby Forest
1. 8 DIMENSIONS Characteristics of Role Play Design – 77 design decisions Save Wallaby Forest Online Role Play
DESIGNERS Designed by a team: Multi-discipline Multi-institution Educational developers
Branding/naming
CONTEXT Student enrolment status: All on-campus All off-campus Mixed Cross Campus Cross Institutional Cross Disciplinary Cross Borders
Total duration including online and f2f components plus final assessment task 5 weeks
Duration of online role play interaction only 3 weeks
Function of f2f with teacher: Briefing & role adoption (for on-campus students only) Computer lab time scheduled Regular progress meetings
scheduled Regular meetings scheduled in role Culminates in peace delegation or formal meeting in role to aid consensus
Culminates in presentation but not necessarily in role Culminates in a debrief
Approximate number of students in largest class 30
ROLES Maximum number of roles 2
Type of role: Stakeholder organization Stakeholder organization - name changed or removed or composite to protect identity
Stakeholder title Stakeholder title & fictitious name Real person Real person - name changed Real person – historical
Fictional Private agendas as well as public agendas
Students publish role profile: None Position statement only Profile “in” role Profile “about” role
Student chooses own role
Roles are played anonymously
Moderator plays “in role”
Students in multiple roles
Teams play one role: note: team members are thus not anonymous to each other Single site Multi site
PROBLEM Types of scenario: Real & current Based on real world Real & historical Fictional Multiple Episodes
Daily News Money Transactions
ASSESSMENT Role play optional e.g. can opt out & take exam instead
Percentage of total assessment 40%
MODERATION Resolution process: Moderator decides Moderator in role decides One student role decides
Derole & Debrief: Stay in role Face to face group debrief Videotaped group debrief Written reflection
Permission needed from moderator for some actions
Tutors as extra moderators
Interventionist moderator
RULES Participant obligations
Private meeting spaces
SUPPORT Student Guide
Moderator Guide
Team building activities
Materials or Learning Objects provided: Real documents Fictional documents Grey literature (from academic’s research)
Based on real world Created by students Multimedia/video
Platform: LMS Yahoo/Hotmail Custom built in-house Hosted service e.g. Fablusi Second Life/3D Virtual World
1