Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
Incorporating social media in the classroom to support self-determined (heuta...Lisa Marie Blaschke
Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
Incorporating social media in the classroom to support self-determined (heuta...Lisa Marie Blaschke
Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
A summary and reflections of the College Lecturer Survey undertaken in 2011 by LSIS. Reveals the rise of the Digital Practitioner, that is the Digital Native, now practising in the classroom with the confidence to use technology as and when needed based on their professional expertise. "it's the people, stupid"
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
A summary and reflections of the College Lecturer Survey undertaken in 2011 by LSIS. Reveals the rise of the Digital Practitioner, that is the Digital Native, now practising in the classroom with the confidence to use technology as and when needed based on their professional expertise. "it's the people, stupid"
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
These slides are from Session 2 of our TIGed Empowering Student Voice in Education course offered to 6 school boards across Canada in partnership with WGSI, C21, Canadian Education Association and Canadian School Boards Association.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
intro to online tools for teaching and learning.pdfssuser906a9b
A Teacher is responsible for preparing lesson plans and educating students at all levels.
Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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
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 Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Digital Pedagogy Workshop - San Jose State University
1. Digital Pedagogy Workshop
Lunch n’ Learn @ SJSU
April 9, 2019
Katherine D. Harris
Dept of English & Comparative Literature
katherine.harris@sjsu.edu
3. Variety of Practitioners today
Queries ranged among
• Online teaching & learning strategies to engage students in xyz
• Learning expertise in Canvas (a LMS tool)
• Looking for relevant, open source tools to integrate into research/teaching/teacher ed
• Exploring tools available in Canvas to optimize student time
• Engaging with students in spite of digital methods
• Digital tools in the classroom to engage in-person discussions
• Learning about active learning strategies
• Engaging high impact practices, especially team collaborative work
• Students in teams managing information and communicating using digital tools
Session Notes: What are issue or topic brings you to this workshop?
4. Why can’t we start with the tools?
Because...
• Tools don’t come with assignment prompts
• Tool use doesn’t come with assessment or grading rubrics
• Tools are sometimes constructed with inherent political bias
• Tools require a theoretical understanding of their construction
• Tools are not time-savers
• Tool use requires time in the curriculum to teach
• Tool access may go away
• Tools should be aligned with your student learning goals
• Tools are not chairs
5. Session Notes: Which High Impact Practice aligns with your issue or topic for today?
6. What is digital pedagogy?
Session Notes: What is Digital Pedagogy to you?
7. What is digital pedagogy?
Session Notes: What is Digital pedagogy to you?
8. Polymath 3:3 (2013) https://ojcs.siue.edu/ojs/index.php/polymath/article/view/2853
Session Notes:
How is Digital Pedagogy
different at SJSU?
9. Digital Pedagogy
in the Humanities
from DRAFT of introduction
by Katherine D. Harris,
Rebecca Frost Davis,
Matthew K. Gold
Publisher: Modern Language Association
Open Access by Summer 2019
Currently available in GitHub (open)
13. Openness
Understood as transparency of practice, removal of boundaries, and
sharing of content, tools, and ideas -- is a vital feature of digital
pedagogy.
The surfacing of formerly hidden learning practices such as the
resulting transparency when individual reading becomes social
annotation, writing for the instructor becomes “Blogging” for the class
or general public, or note-taking becomes “Note Tweeting.”
When shared beyond the instructor and students in the course, such
practices enlarge the learning community.
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019
14. Collaboration
Openness of individual practice enables collaboration. Building on social
constructivist pedagogies, collaborative assignments and projects have been
identified as a “High Impact Educational Practice” for student engagement and
retention (Kuh)
Humanities scholars often think of themselves as the lonely bibliophiles in the
library stacks, quietly slaving over monographs. But, Digital Humanities has
exposed the fallacy of that paradigm — even required that Humanists consider
exposing their collaborative work, even if it isn’t digitally-inclined. Inviting
students into the same scholarly realm that is responsible for constructing
large-scale digital projects and shifting scholarly communication inevitably
requires a revision to traditional pedagogy.
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019
15.
16. What exactly *is* collaboration?
Do we really know how to collaborate as
academics?
17.
18. Play
A common characteristic shared by many digital pedagogues is the willingness
to experiment, to try something new just to see what happens. The practice of
experimentation and playfulness is not necessarily contingent on access to
research resources
With the willingness to try comes a tolerance for failure when the new thing
does not work out as one might expect. Since experimentation and play often
produce unpredictable results, a willingness to accept open-ended processes
and results can be an effective strategy for coping with the increasing pace of
technological change and so a necessary asset for those who practice digital
pedagogy. But, beyond technological change, this willingness to experiment can
help our students become lifelong learners with the necessary persistence to
work through unexpected circumstances
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019
19. David Warlick, “Are They Students or Are They Learners” http://2cents.onlearning.us/?p=2762
20. Student Agency
Digital pedagogy encourages students to develop agency as learners. Agency--
or a sense of ownership, control, and efficacy--aids students as they transfer
and apply learning in new contexts
In Open and Integrative: Designing Liberal Education for the New Digital
Ecosystem, Randy Bass and Bret Eynon argue that higher education must help
students develop such agency to prepare them to become lifelong learners
in the emerging digital ecosystem where they encounter an abundance of
disaggregated learning opportunities, which they must negotiate, integrate,
and make sense of (54-57).
Students may also gain a better understanding of their own agency by
exploring other sources of control in the creative process.
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019
21. Identity
While a preoccupation with identity is common among teens and young adults,
the changing world of work where adults are likely to shift careers multiple times
across their lifetimes means that identity is not just a concern of the young.
Digital pedagogy takes advantage of the opportunities for identity
development to build agency…using defamiliarization offered by the digital
to uncover privilege, politics, and lack of neutrality
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019
22. Practice
Digital Pedagogy has a strong thread of applied learning, putting theory into
practice.
This heavy focus on practice draws on broader movements across higher
education like project-based learning and a push for active learning. Many
“High-Impact Educational Practices” engage the idea that students are putting
their learning into practice, e.g., collaborative projects, undergraduate research,
service learning, internships, and capstone projects (Kuh).
In keeping with the the concept of play, active learning projects often focus on
process over product, and pair action with reflection
Citation: Frost Davis, Gold, Harris. [Draft] Introduction. Digital Pedagogy in the Humanities.
Modern Language Association. April 9, 2019
24. What about the tools?! Not yet
Instead of looking for a tool first, what are your keywords for Digital Pedagogy?
Take a moment to explore the keywords: for the concept, then for the 10
annotated and curated pedagogical artifacts.
Digital Pedagogy in the Humanities (but anyone can use it!)
https://github.com/curateteaching/digitalpedagogy/tree/master/keywords
26. How to begin from the beginning:
• What is the intended knowledge acquisition with this assignment?
• How will students demonstrate this knowledge acquisition?
• How will you value process?
• How will you evaluate collaboration?
• Will peer review or comments be incorporated into the assignment?
• Is the process and/or outcome public to the world or just to the students?
• Where does the assignment fit into the semester (1st assignment? last one?)?
• Where does the assignment fit with your larger goals for the course?
• How will you build on the knowledge or a skill from this assignment?
• What resources are required to complete the assignment? (access to subscription databases?)
• What technical proficiencies are required by the student?
• Do you require a lab day for learning technologies or presenting process/final projects? (make
sure to leave time in the schedule)
• Will the work be done in class or out?
• How will you engage with this assignment (process and/or outcome) during class discussion?
• Have you left room for waypoints/check-in moments for the assignment (especially relevant for
assignments that come later in the semester or require several steps)?
• How does this assignment differ from previous assignments that don’t use technology?
• Can you boil the project down to a single research question for your students?
27. What about the tools?!
Alright – alright
DIRT Research Tools (2012)
Choose an action:
https://digitalresearchtools.pbworks.com/w/page/17801672/FrontPage
28. Thank you!
Watch for the slides from this workshop to be made available on the
ECampus blog later this week
http://blogs.sjsu.edu/ecampus/category/digital-pedagogy/