This document contains ideas for creating educational video episodes to showcase eLearning at Hume Heights school. It discusses potential topics to cover in the videos like learning goals, reflection, differentiated learning, and building student and teacher toolboxes. It outlines a plan to film a sample video about learning goals and reflections that would follow a common structure across episodes. This includes shots of students creating goals and a teacher promoting their importance at a PLT meeting. The document proposes planning components like using Elluminate for iMasterclasses and a design space to model effective professional learning for teachers.
This document discusses creating educational video episodes to showcase eLearning at Hume Heights school. It includes ideas for episode topics focused on numeracy, literacy and professional learning. An agenda is provided for planning the video episodes, which will follow a common structure of 3-5 minutes, focusing on learning intentions, teaching and success. Sample screenshots and elements are described. An initial episode idea is outlined on creating and reflecting on learning goals, showing students, teachers and how professional learning teams support the process.
This document discusses ideas for creating educational video episodes to showcase eLearning practices at Hume Heights school. It suggests topics to cover in episodes like using different technology positions in the classroom and corridors. It also includes sample storyboards, audio, and graphics that could be included. Key questions are provided to guide the planning of video episodes or series to ensure they have clear learning intentions and build upon each other. Potential topics for professional learning are also listed, such as using eBookboxes, Edustar software, and the online school portal.
The peer assessment evaluates collaboration on a group wiki project. It assessed areas like content quality, graphics use, navigation, initiative, support for others, problem solving, time management, work sharing, and online collaboration. The group scored highly and worked well together on most areas. They created a task list, shared work online, and used class time productively to focus on the project.
1. The document discusses the use of mobile technologies such as smartphones, tablets, and e-readers in classrooms and examines both the potential advantages and disadvantages.
2. Some benefits highlighted include improved collaboration, access to information, and the ability to learn at students' own pace. However, concerns are raised around issues like equitable access, device limitations, and the impact on attention and independent thinking.
3. To determine whether mobile devices are suitable, the document suggests teachers should consider how they fit with pedagogical approaches, their effects on classrooms, and if they benefit student learning. Suggested next steps include researching the topic further and asking questions around advantages, disadvantages, and impacts.
The document summarizes Cynthia Lizeth Carrasco Rubio's knowledge of the content from the CALL I course. She lists the main topics covered in each of the 5 units and indicates her level of knowledge for each item using tick marks. For most items, she indicates that she has knowledge of how to use the topic but needs more practice to do it faster and more efficiently. A few items were new to her and difficult to understand, requiring more practice. Overall, the document evaluates her current understanding and skills for CALL topics learned in the previous course.
The document outlines a project for a group of students to plan a day tour of Lamma Island, including researching the island's history and culture and designing an itinerary. Students will develop their English, IT, and collaboration skills by writing a report and creating a PowerPoint presentation to share what they learned. The project will be assessed based on the content and use of language in the written report and oral presentation, as well as students' application of IT tools and self-reflection on their learning.
This document discusses integrating information and communication technology (ICT) into teaching and learning. It poses questions to consider regarding when and how to integrate ICT, and how much ICT to use. It provides important reminders to only use ICT when appropriate, consider the tools students already have, and ensure learning is fun and meaningful. Frameworks are presented for conceptualizing a learner-centric approach to learning and transforming learning from a push to pull model using 21st century tools and pedagogies. Steps for getting started with ICT integration are outlined, including analyzing learner needs and designing the course topic-by-topic with learning outcomes, content, activities and assessments.
This document provides ideas for implementing information and communication technology (ICT) with junior students using digital cameras, mind mapping software, and digital painting programs. It discusses using digital cameras to create digital trip books, portraits, macro photos, self-introductions, depictions of letters of the week, and digital portrait flipbooks. It also presents ideas for using photos in activities involving Maori greetings, speech bubbles, showing personality, digital collages, photo symmetry, and photographic artworks.
This document discusses creating educational video episodes to showcase eLearning at Hume Heights school. It includes ideas for episode topics focused on numeracy, literacy and professional learning. An agenda is provided for planning the video episodes, which will follow a common structure of 3-5 minutes, focusing on learning intentions, teaching and success. Sample screenshots and elements are described. An initial episode idea is outlined on creating and reflecting on learning goals, showing students, teachers and how professional learning teams support the process.
This document discusses ideas for creating educational video episodes to showcase eLearning practices at Hume Heights school. It suggests topics to cover in episodes like using different technology positions in the classroom and corridors. It also includes sample storyboards, audio, and graphics that could be included. Key questions are provided to guide the planning of video episodes or series to ensure they have clear learning intentions and build upon each other. Potential topics for professional learning are also listed, such as using eBookboxes, Edustar software, and the online school portal.
The peer assessment evaluates collaboration on a group wiki project. It assessed areas like content quality, graphics use, navigation, initiative, support for others, problem solving, time management, work sharing, and online collaboration. The group scored highly and worked well together on most areas. They created a task list, shared work online, and used class time productively to focus on the project.
1. The document discusses the use of mobile technologies such as smartphones, tablets, and e-readers in classrooms and examines both the potential advantages and disadvantages.
2. Some benefits highlighted include improved collaboration, access to information, and the ability to learn at students' own pace. However, concerns are raised around issues like equitable access, device limitations, and the impact on attention and independent thinking.
3. To determine whether mobile devices are suitable, the document suggests teachers should consider how they fit with pedagogical approaches, their effects on classrooms, and if they benefit student learning. Suggested next steps include researching the topic further and asking questions around advantages, disadvantages, and impacts.
The document summarizes Cynthia Lizeth Carrasco Rubio's knowledge of the content from the CALL I course. She lists the main topics covered in each of the 5 units and indicates her level of knowledge for each item using tick marks. For most items, she indicates that she has knowledge of how to use the topic but needs more practice to do it faster and more efficiently. A few items were new to her and difficult to understand, requiring more practice. Overall, the document evaluates her current understanding and skills for CALL topics learned in the previous course.
The document outlines a project for a group of students to plan a day tour of Lamma Island, including researching the island's history and culture and designing an itinerary. Students will develop their English, IT, and collaboration skills by writing a report and creating a PowerPoint presentation to share what they learned. The project will be assessed based on the content and use of language in the written report and oral presentation, as well as students' application of IT tools and self-reflection on their learning.
This document discusses integrating information and communication technology (ICT) into teaching and learning. It poses questions to consider regarding when and how to integrate ICT, and how much ICT to use. It provides important reminders to only use ICT when appropriate, consider the tools students already have, and ensure learning is fun and meaningful. Frameworks are presented for conceptualizing a learner-centric approach to learning and transforming learning from a push to pull model using 21st century tools and pedagogies. Steps for getting started with ICT integration are outlined, including analyzing learner needs and designing the course topic-by-topic with learning outcomes, content, activities and assessments.
This document provides ideas for implementing information and communication technology (ICT) with junior students using digital cameras, mind mapping software, and digital painting programs. It discusses using digital cameras to create digital trip books, portraits, macro photos, self-introductions, depictions of letters of the week, and digital portrait flipbooks. It also presents ideas for using photos in activities involving Maori greetings, speech bubbles, showing personality, digital collages, photo symmetry, and photographic artworks.
This document provides an overview of Thinking Maps and how they can help make learning higher-order thinking (H.O.T.). It discusses the 8 different Thinking Maps and how each aligns with different cognitive processes. Participants are then led through an activity where they get into expert groups to learn one map in depth and then teach it to their home group, applying the map to an original example. The goal is for educators to learn how to use Thinking Maps to develop students' higher-order thinking skills.
Our media product uses documentary filmmaking conventions to compare public and private school education in the UK. We conducted research on existing documentaries and documentary makers to inform our expository style. Interviews with students and teachers from both school types along with footage of the school facilities were filmed and edited together with voiceovers and music to expose perspectives on the differences. Ancillary materials like a magazine article and advertisement were also created to promote the documentary.
The document provides a weekly update of the classes and activities for students in grade 6C from Monday, January 3rd to Friday, January 7th. It details the daily schedule, including subjects like music, math, P.E., homeroom and technology. The week included watching videos, playing games, working on summative assessments, reading in the library, and having special guests come to talk.
1. The lesson plan introduces a life mapping activity where students create timelines of their lives and major events to understand different perspectives.
2. Students will then explain their life maps and share major events in their lives to see similarities and differences in experiences.
3. The teacher explains that understanding different backgrounds is important, as an author's writing is influenced by their own experiences, just as students' perspectives affect how they view the world.
This document summarizes emerging technologies and trends in education including ebooks, mobile devices, augmented reality, gesture-based computing, visual data analysis, tablet PCs, wireless technologies, and how Star Trek inspired mobile phones. It also discusses levels of technology integration in classrooms from conventional to appropriation and compares traditional versus digital classrooms.
Mobile learning is an effective technology that allows for both synchronous and asynchronous learning. It facilitates student-student and student-teacher interaction through features like discussion, chatting, and sharing resources. Mobile learning is also flexible as it allows learning anywhere and anytime through portable devices. It is easy to use and develop learning content for mobile devices. Students can get quick feedback through mobile learning. However, television is less effective for learning as it only allows one-way content delivery and does not enable interaction among students and teachers. Students cannot access television learning anywhere and anytime.
This document outlines a lesson plan to teach students about the functions of the skeleton so they can apply this knowledge to improve their sporting performances. It includes learning objectives, student profiles, pedagogical rationale, and a structured Teaching, Explaining, Exploring, and Practising (TEEP) framework to guide the lesson. The lesson aims to name bone types and functions and have students analyze how bones enable exercise.
This document outlines a lesson plan to teach students about the functions of the skeleton. The learning objective is for students to understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. The lesson plan includes introducing the topic, agreeing on learning outcomes, presenting new information through a video, active learning exercises like jigsawing, and a review question applying the content to a recent sporting event. The rationale is to use research-backed pedagogical techniques to improve student achievement by 1+ years.
1) This presentation introduces Thinking Maps as a tool to help students organize their thinking. It provides an overview of the different types of Thinking Maps and how they can be used in the classroom.
2) Key points from brain research are presented, such as the fact that vision is the dominant sense and that the brain pays attention to patterns. These brain rules help explain why Thinking Maps are an effective learning tool.
3) The presentation models how to teach Thinking Maps to students through a jigsaw activity where teachers learn about different maps and then teach their peers. Authentic texts are suggested to provide practice applying the maps.
D.I.Y. Engagement North Bay Infusion - January 2011Kelly-Ann Power
This document discusses building a classroom that learns together using technology. It provides examples of various web 2.0 tools that can be used in the classroom, such as sharing content online, annotating documents, recording audio, planning, writing for purpose and audience, creating and sharing work, capturing student thinking, and professional practice. The goal is to engage students and create a collaborative learning environment through technology integration.
1. The teacher organized a global classroom activity between two classes where students communicated through technology to collaboratively plan a virtual trip to the zoo.
2. While the activity was largely a success and the students were excited, there were some challenges around internet connectivity, guidance of group work skills, and independence with technology.
3. The teacher reflected that the activity expected too much from the students and that future activities need to start simpler and build technology skills over time to ensure all students can fully participate independently.
This document provides a lesson plan for teaching students to give and obtain factual information about daily life and routines. The plan includes 7 activities: 1) Introductions to build confidence, 2) Practice asking and telling time, 3) Read/listen to examples of asking time, 4) Work in pairs practicing time telling, 5) Learn vocabulary for daily actions, 6) Read a letter to identify new vocabulary, and 7) Take notes about classmates' daily routines. The goal is for students to feel comfortable describing their own and others' daily schedules and activities.
This weekly plan outlines the lessons for an English class over 5 days. The lessons focus on greetings and farewells, weather vocabulary, months and holidays. On day 1, students will practice greetings, farewells and self-introductions, and discuss weather using pictures. Day 2 focuses on weather vocabulary through videos and matching activities. On day 3, students will learn vocabulary related to months and seasons by creating a poster about their favorite month. Days 4-5 involve discussing holidays like St. Patrick's Day and creating a related craft. Assessment includes role-plays, spelling tests, and poster presentations.
This document outlines the functions and learning objectives of a lesson on the human skeleton. The lesson aims to help students understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. It provides examples of different grade levels for understanding the functions and how they relate to both the human body and a sporting context. The document also includes information on the student profile, pedagogical approach, and strategies used to present new information, construct understanding, apply knowledge, and review learning.
My session on performance-based corporate language training, and how it is enabled by technology. Sections on blended learning, enterprise needs assessment, and commercial benefits for language schools.
Pearls of Wisdom: Practical Advice for Seniors Buffy Hamilton
This document provides practical advice from professors and librarians to help students succeed academically in college. It offers tips on communication, such as using formal language in emails to professors. Students are encouraged to utilize library resources, ask for help from librarians who are trained to assist with research. Additional advice includes attending class, taking notes, and reading the syllabus carefully. Critical thinking is emphasized as an important skill to develop.
This document provides information about using Web 2.0 tools to support student reflection on learning goals. It discusses how these tools can encourage student engagement and ownership over learning. Various Web 2.0 tools are presented that allow students to create multimedia reflections, including VoiceThread, Glogster, Wix, photo sharing, podcasting with Audacity, and digital storytelling. The document emphasizes that these tools provide opportunities for nonlinear, collaborative learning experiences.
This document provides an overview of Thinking Maps and how they can help make learning higher-order thinking (H.O.T.). It discusses the 8 different Thinking Maps and how each aligns with different cognitive processes. Participants are then led through an activity where they get into expert groups to learn one map in depth and then teach it to their home group, applying the map to an original example. The goal is for educators to learn how to use Thinking Maps to develop students' higher-order thinking skills.
Our media product uses documentary filmmaking conventions to compare public and private school education in the UK. We conducted research on existing documentaries and documentary makers to inform our expository style. Interviews with students and teachers from both school types along with footage of the school facilities were filmed and edited together with voiceovers and music to expose perspectives on the differences. Ancillary materials like a magazine article and advertisement were also created to promote the documentary.
The document provides a weekly update of the classes and activities for students in grade 6C from Monday, January 3rd to Friday, January 7th. It details the daily schedule, including subjects like music, math, P.E., homeroom and technology. The week included watching videos, playing games, working on summative assessments, reading in the library, and having special guests come to talk.
1. The lesson plan introduces a life mapping activity where students create timelines of their lives and major events to understand different perspectives.
2. Students will then explain their life maps and share major events in their lives to see similarities and differences in experiences.
3. The teacher explains that understanding different backgrounds is important, as an author's writing is influenced by their own experiences, just as students' perspectives affect how they view the world.
This document summarizes emerging technologies and trends in education including ebooks, mobile devices, augmented reality, gesture-based computing, visual data analysis, tablet PCs, wireless technologies, and how Star Trek inspired mobile phones. It also discusses levels of technology integration in classrooms from conventional to appropriation and compares traditional versus digital classrooms.
Mobile learning is an effective technology that allows for both synchronous and asynchronous learning. It facilitates student-student and student-teacher interaction through features like discussion, chatting, and sharing resources. Mobile learning is also flexible as it allows learning anywhere and anytime through portable devices. It is easy to use and develop learning content for mobile devices. Students can get quick feedback through mobile learning. However, television is less effective for learning as it only allows one-way content delivery and does not enable interaction among students and teachers. Students cannot access television learning anywhere and anytime.
This document outlines a lesson plan to teach students about the functions of the skeleton so they can apply this knowledge to improve their sporting performances. It includes learning objectives, student profiles, pedagogical rationale, and a structured Teaching, Explaining, Exploring, and Practising (TEEP) framework to guide the lesson. The lesson aims to name bone types and functions and have students analyze how bones enable exercise.
This document outlines a lesson plan to teach students about the functions of the skeleton. The learning objective is for students to understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. The lesson plan includes introducing the topic, agreeing on learning outcomes, presenting new information through a video, active learning exercises like jigsawing, and a review question applying the content to a recent sporting event. The rationale is to use research-backed pedagogical techniques to improve student achievement by 1+ years.
1) This presentation introduces Thinking Maps as a tool to help students organize their thinking. It provides an overview of the different types of Thinking Maps and how they can be used in the classroom.
2) Key points from brain research are presented, such as the fact that vision is the dominant sense and that the brain pays attention to patterns. These brain rules help explain why Thinking Maps are an effective learning tool.
3) The presentation models how to teach Thinking Maps to students through a jigsaw activity where teachers learn about different maps and then teach their peers. Authentic texts are suggested to provide practice applying the maps.
D.I.Y. Engagement North Bay Infusion - January 2011Kelly-Ann Power
This document discusses building a classroom that learns together using technology. It provides examples of various web 2.0 tools that can be used in the classroom, such as sharing content online, annotating documents, recording audio, planning, writing for purpose and audience, creating and sharing work, capturing student thinking, and professional practice. The goal is to engage students and create a collaborative learning environment through technology integration.
1. The teacher organized a global classroom activity between two classes where students communicated through technology to collaboratively plan a virtual trip to the zoo.
2. While the activity was largely a success and the students were excited, there were some challenges around internet connectivity, guidance of group work skills, and independence with technology.
3. The teacher reflected that the activity expected too much from the students and that future activities need to start simpler and build technology skills over time to ensure all students can fully participate independently.
This document provides a lesson plan for teaching students to give and obtain factual information about daily life and routines. The plan includes 7 activities: 1) Introductions to build confidence, 2) Practice asking and telling time, 3) Read/listen to examples of asking time, 4) Work in pairs practicing time telling, 5) Learn vocabulary for daily actions, 6) Read a letter to identify new vocabulary, and 7) Take notes about classmates' daily routines. The goal is for students to feel comfortable describing their own and others' daily schedules and activities.
This weekly plan outlines the lessons for an English class over 5 days. The lessons focus on greetings and farewells, weather vocabulary, months and holidays. On day 1, students will practice greetings, farewells and self-introductions, and discuss weather using pictures. Day 2 focuses on weather vocabulary through videos and matching activities. On day 3, students will learn vocabulary related to months and seasons by creating a poster about their favorite month. Days 4-5 involve discussing holidays like St. Patrick's Day and creating a related craft. Assessment includes role-plays, spelling tests, and poster presentations.
This document outlines the functions and learning objectives of a lesson on the human skeleton. The lesson aims to help students understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. It provides examples of different grade levels for understanding the functions and how they relate to both the human body and a sporting context. The document also includes information on the student profile, pedagogical approach, and strategies used to present new information, construct understanding, apply knowledge, and review learning.
My session on performance-based corporate language training, and how it is enabled by technology. Sections on blended learning, enterprise needs assessment, and commercial benefits for language schools.
Pearls of Wisdom: Practical Advice for Seniors Buffy Hamilton
This document provides practical advice from professors and librarians to help students succeed academically in college. It offers tips on communication, such as using formal language in emails to professors. Students are encouraged to utilize library resources, ask for help from librarians who are trained to assist with research. Additional advice includes attending class, taking notes, and reading the syllabus carefully. Critical thinking is emphasized as an important skill to develop.
This document provides information about using Web 2.0 tools to support student reflection on learning goals. It discusses how these tools can encourage student engagement and ownership over learning. Various Web 2.0 tools are presented that allow students to create multimedia reflections, including VoiceThread, Glogster, Wix, photo sharing, podcasting with Audacity, and digital storytelling. The document emphasizes that these tools provide opportunities for nonlinear, collaborative learning experiences.
Students put their SMART Goals into Ultranet Wikis Linking students short-term SMART Goals to Student digital portfolios in Ultranet This session shows in detail how PLTs can work together effectively to have SMART Goals available to students, teacher and parents 24/7.
iMasterclass - Exemplar Literacy Ultranet Spaces -Part1
Why would we look at Ultranet Literacy Spaces? What are the benefits gained from such Spaces for planning our curriculum?
This session shows how PLTs can work together effectively to unpack exemplar Literacy Spaces in the Ultranet identifying key elements that can be used as a springboard to support current curriculum foci
This document discusses sharing work done with Ultranet, EduSTAR, and 1:1 device programs in schools. It asks leaders to share examples of implementation in their schools and any assistance needed. Schools are asked if staff have completed an ePotential survey and included eLearning in professional development plans. The meeting will include presentations from schools on student learning goals and secondary school Ultranet projects. Support for curriculum through eBookboxes, Ultranet collaborative spaces, and endorsed content will be discussed. Details are provided about eduSTAR versions and uses. Ultranet collaborative spaces and transition spaces for grade 6 students are also mentioned. The next meeting details are outlined.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
The document outlines the timeline and process for Indian Hill EVSD in Cincinnati, Ohio to transition to a Bring Your Own Device (BYOD) model. It began in 2009 by establishing a technology committee to investigate viability. After conducting surveys and site visits, a pilot program launched in 2011-2012 with a focus on professional development for teachers. While initial challenges included managing different devices and online distractions, benefits included increased student organization, engagement, and feedback. Lessons learned centered on increased planning and communication to support the transition.
The subject of Homework and Out-of-Classroom learning in EFL/ESL has long been neglected. Web 2.0 platforms, however, allow us to transform a chore into a learning challenge, in a way that is both more strategic as well as more stimulating and productive for learners and teachers alike.
The document describes the "flip model" or "flipped classroom" approach to instruction. In the flip model, traditional lecture content is delivered to students through videos for homework, while class time is used for hands-on activities, projects, discussions, and addressing individual questions. This allows for more flexible pacing and personalized instruction. Potential benefits include increased student engagement, better homework completion, and more time for in-depth learning activities. The document provides examples of how different subjects could structure flipped lessons.
The document discusses various uses of technology for teaching and professional development. It provides examples of how Web 2.0 tools, iPad apps, blogs, and other technologies can be implemented in the classroom and lists specific tools the presenter uses, including iMovie, Book Creator, Dropbox, Twitter, and more. The document also addresses issues around the integration of technology in education and maintaining online safety and etiquette.
The document describes the "flip model" or "flipped classroom" approach to instruction. In the flip model, instruction that traditionally took place in the classroom, such as lectures, is moved outside of the classroom via video. This frees up class time for hands-on activities, collaborative work, and addressing individual student needs. The document provides examples of how the flip model could work for different subjects and outlines the benefits, which include increased engagement, individualized instruction, and giving teachers more time with students.
The document introduces Moodle, an open-source learning platform, and provides guidance on setting up courses and activities. It outlines key elements that will be adopted early like language courses. It then explains how to navigate Moodle and set up activities like quizzes. Finally, it provides a guide to selecting the best Moodle tools for different pedagogical goals and types of learning activities.
This document outlines a lesson plan for first grade students to create a "how to make a snowman" vodcast. The students will:
1. Paint snowman bodies and write steps using transition words on a graphic organizer.
2. Take pictures of their snowman artwork and record themselves reading their instructions.
3. Create an individual vodcast explaining how to make a snowman.
The teacher will introduce the project, instruct on the artwork, writing, and vodcasting. Students will work independently and be evaluated on their final vodcasts. The goal is for students to communicate instructions effectively using technology.
This document provides an overview of the new learning platform at the university, called Moodle. It highlights some of the key elements that will be adopted in the autumn, including language courses in French, Italian, Japanese, Mandarin, and Spanish. It also provides guidance on how to navigate Moodle and set up different activities, such as adding resources, creating news forums, discussion forums, and using quizzes. Various tools are analyzed based on their ease of use, ability to disseminate information or assess learning, facilitate communication and interaction, and allow collaboration.
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
My presentation for the CY O'Connor Institute Innovation workshop on our National Vocational E-Learning Strategy funded project - Extraordinary Learning For A Digital Age (ELFADA)
Moodle is an open-source learning management system (LMS) that provides educators, administrators and learners with a single robust, secure and integrated system to create personalized learning environments. It features a variety of tools for storing, communicating, collaborating and evaluating including files, forums, chats, wikis, quizzes and grades. Moodle allows learning to continue online even if students are absent or the school closes, and can be customized with hundreds of additional modules. It provides a safe online space for students that is created and maintained by teachers and administrators.
The document describes a collaborative student film-making challenge called Flick-It-On held in New Zealand between 2010-2012. It provided guidelines for setting up film-making rotations where students learned skills like storyboarding, filming, editing, and adding sound/music to create 2-3 minute films. The goal was to improve digital literacy outcomes and engage students in learning through creating movies.
The document summarizes Tracy Allen-Whaitiri's personal inquiry into integrating her classroom reading program into the class blog. She explored various ICT tools like podcasting, QuickTime movies, Kidpix slideshows, and hyperlinking. This allowed her to engage students in reading and motivate their learning. While she made progress, Tracy recognizes the need to continually develop her skills and turn strategies into sustainable practices that support student-centered learning.
Wake 'Em Up! 7 Tips for Interactive E-LearningSharon Bowman
This article provides 7 tips for making e-learning interactive:
1. Send learners pre-class activities called "warm-ups" to complete with accountability checks.
2. Provide a visually interesting graphic organizer for note-taking instead of a standard PowerPoint handout.
3. Start with a "fast pass" where learners quickly brainstorm what they already know about the topic.
The document describes the stages of backward design for planning instruction. It includes 3 stages: 1) Identify desired learning outcomes, 2) Determine acceptable evidence of student learning, and 3) Plan lessons and assessments. Each stage is then broken down into more specific steps like setting standards, choosing assessments, and designing units and lessons. Examples are provided for how to approach each step.
This document provides an outline for a 5-day lesson plan on the five senses for students. Each day focuses on one of the five senses - sight, hearing, touch, smell, and taste. Students will participate in hands-on activities to learn about each sense, such as using binoculars to observe sight and sampling different foods to learn about taste. They will also complete worksheets and drawings each day to demonstrate their understanding. The overall goal is to help students better understand the five senses through interactive and engaging lessons.
This document provides an overview of an online professional learning session about exemplar numeracy spaces on Ultranet. The session aims to build a community of teachers, provide a framework for professional learning teams, and help teachers evaluate online resources to support curriculum planning. Teachers are introduced to several exemplar numeracy spaces on Ultranet and shown how to search for, join, and explore these spaces. They are also given a template to guide their exploration of the resources within each space. The session concludes by assigning teachers the task of investigating an exemplar space in more detail before the next session.
Pedagogic principles of blended language learningCleve Miller
The document outlines six principles for success with blended learning. It begins with an agenda that includes discussing the context of technology in ELT, two problems slowing progress, and five principles that can guide the way. It then covers benefits of technology like flexibility, collapsing time and space, and personalization. Key aspects of blended learning are combining in-class and online learning. The document also discusses how the modern web is more bottom-up and user-generated, requiring new skills from teachers. Overall principles discussed include leveraging technology for student-centered learning and focusing on the learner rather than the technology.
Similar to E learning rocks at hume heightsv4 (20)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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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.
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.
1. eLearning Rocks at Hume Heights!
Episode Ideas –
(based on the Alan & Dora Show from elaborating
eBookboxes Design Space)
Photo Collections:-
Focus -
What I want to Getting Started - PLT concept with different positions
Hook between
do? Resources Action In the corridor (just in time)
The Plan Episodes
The Learning Add Apply On the email
Add Away
Intention...
On elluminate
Anchor
Team-Teachers in the classroom
Kid on PC and teacher hovering
Group of kids crouched over netbooks, etc
Storyboard for episodes
Audio
Staff who are having a red-hot go! Speech Bubbles
Information on the screen
Music
Hook between episodes
Some episodes will be a 1 off; others may
be 2/3 episodes or whatever it takes to
I have the school car for the weekend cos I got all my kids Learning Goals in! complete the focus
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2. eLearning Rocks at Hume Heights!
Key questions to consider in our planning an episode or series of episodes………………………..
1. What is the learning intention? What will the students/teachers learn?
2. How does this activity/episode build on the previous one/s?
3. How does it prepare students/teachers for the next one/s?
4. What support does the teacher need to provide learning during the activity?
5. Is there anything teachers need to know about how to set up the activity?
6. Are students working individually/ in pairs / as a class?
7. What is in this episode?
8. What am I/The Hume Heights staff going to do?
9. Where am I/The Hume Heights staff going to start?
10. How am I/The Hume Heights staff going to teach it?
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3. eLearning Rocks at Hume Heights!
Shortlist of Topics for PL…………………….Prioritise…………………………………………………
Teacher requests…………………………
I want my students to create Learning Goals and to reflect
on them over time!
Learning
SEMESTER 1 Goals, Reflection, Feedback
I want to have my own Class Space however I don’t have
time to make one!
My Principal has requested we create our own Portfolios
Building teacher toolbox
but I am unsure as to what to do and what it would look
- elearning ICT showcase / eBookboxes like/I am time poor?
eduSTAR digital content
I have this eduSTAR on my laptop - Is there anything I can
use to engage my kids in my classroom to support my
focus?
Building student toolbox
Homework
- digital content
Differentiated Learning classroom video analysis Can you show me how to set up a homework task in the
Ultranet for my students that’s on-going?
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4. eLearning Rocks at Hume Heights!
1. Learning Goals and Reflection-types of goals- reflections - feedback
2. Differentiated Learning- Numeracy / Literacy
3. Homework?
learning tasks, collaboration space-message boards (GH vid)
4. eBookboxes
eBookboxes how to create a learning sequence from a standard eBookbox
5. Building student toolbox, hot tools-eduSTAR software-specific /eLearning ICT
showcase-Numeracy / Literacy
6. Building teacher toolbox, digital content-Numeracy / Literacy
1:1 classroom ideas -specific classroom examples-teacher sharing their
experience or role play-video
TeacherWorkshopAc
tivity1.docx
7. classroom video analysis- sharing exemplary classroom practice
SEMESTER 2
8. online ultranet modules
9. ultranet central space tour
10. student leadership
11. Leaders in the Making
12. AIP grouped PL-key messages
13. CTT grouped PL-key messages
14. sharing exemplary classroom practice- Hume teachers present
15. Transition
16. Literacy week / Numeracy week
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5. eLearning Rocks at Hume Heights!
Agenda
1. Finalise list of topics
2. Concept of iMasterclasses –elluminate springboard /scaffold initially, videos in a design space for
PLTs, modelling and promoting-effective PLT, PLT culture and 4A model PLT planning
3. Concept of eLearning Rocks at Hume Heights videos
Common threads in each video…
3-5 minute duration
Succinct
Title-
Why? Purpose-focus-learning intention
Acknowledge prior learning / Data
Teachers Planning
How? Sound pedagogy
Students using eLearning
Teachers teaching
Leaders supporting
Humour
Success!!
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6. eLearning Rocks at Hume Heights!
Music / audio / screen shots and screen capture / video eg. Lighthouse schools
Key messages
Assess
Hook to next episode
Differentiated-away task
Credits- hotlinks for support and for going further
4. Components to plan
eLearning Rocks at Hume Heights videos
Elluminate- iMasterclass
Design space-iMasterclass
Advertise/promote-region memos, twitter, facebook, LDOs, RNLs, teacher tube, ultranet-
tube, youtube, ultranet central, flyer to hand out at CTT-Literacy and Numeracy Days
5. Hume Heightsschool profile…
P-12
Literacy Numeracy focus
PLT for all KLAs, once a fortnight
PLT supported by prin (in video Prin at PLT)
“Don’t know / time poor antagonist “
include other leaders from other KLAs eg. Julie
Vary locations:
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7. eLearning Rocks at Hume Heights!
o PLT meeting location
o PLT celebration other location
o Just in time –corridor teacher to teacher
o Classroom-teacher in front of whole class, small group on computers, one to one with student
o Student –key messages
o Teacher –key messages, CTT, epotential, AIP
Hume Heights: Learning Goals and Reflections
Episode 1
Shot 1 -students writing learning goals on laptops/ screen shot eXpress space
Shot 2 –teacher reading ultranet notice PLT meeting-meet at 3.45 p.m all PLTs focus on students
Learning Goals
Shot 3-PLT focus for staff: Why do Learning Goals and Reflections?
Anchor
Add
Apply
Away
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8. eLearning Rocks at Hume Heights!
Legend 4 A Planner
Episodes-green
Discussion –navy (speech bubbles and/or audio)
Voice over-brown (audio)
Key messages/summaries –pink (screen text)
Video clip-purple
How tos –light blue (screen shot or capture)
Resource –orange (www, word doc or .lar file)
Focus Questions-red
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