This document discusses an organization's use of e-learning tools in teaching. It provides examples of tools currently used like Socrative and Padlet for interactive quizzes and collaboration. Tools in development include Camtasia, Knowmia and Nearpod for multimedia content. The reasons for using these tools are to increase variety, student engagement, mirror industry standards, enable assessment, reduce paper use, and provide feedback. Live demonstrations are given of Socrative and Padlet, and other tools like ScreenCast, Wordle, and Edmodo are also mentioned.
On Demand Classroom Education for IT ProfessionalsRick Lemieux
In an October of 2009 i tSM Solut ions publ ished an ar t icle from Kepner Tregoe asking the question Is The Training Room Defunct? The ar t icle focused on the fact that in-class
training was dying a rapid death in many organizations, not out of any il l will but primaily
out of economic necessi ty and direct ives to minimize an employees’ time of f the job. With that in mind, education coordinators have been seeking new ways to deliver “just in time” education solutions that will help workers solve problems, learn new skills, prepare for examinations and receive support services on-demand. On-Demand Classroom Education Networks may deliver what coordinators are looking for .
“These Pages Are Now Open For Comment”: Targeting Templates, Quizzes and Feed...readingcdotl
In 2010, the University of Reading received JISC funding for a project called
DEVELOP, aimed at building on existing VLE development work and good practice.
The project has developed a series of "widgets", which in the first instance operate
with and within Blackboard but which might also be adapted for other VLEs and
systems. In January 2011, part of the DEVELOP Project Team presented on our
plans and work-in-progress at the Durham Blackboard User‘s conference. Since then,
we have been finalising developments, working with staff on additional user
requirements, and piloting the current versions of the tools with students.
One widget we have developed enabled students to create e-portfolios with all the
pages they needed for their assessments ready-inserted. This widget not only
automates the creation process but guides the user through the various steps needed
to share and maintain their e-portfolio too. This guidance is bespoke and open to
alterations depending on the requirements of the course.
A feedback widget we are currently in the process of implementing allows tutors to
comment on or annotate specific parts of their students‘ e-portfolios, allowing for
targeted feedback. Rather than restricting comments to one area, we have effectively
opened up the whole e-portfolio to commenting. This has raised some interesting
questions as to where else this sort of tool might be useful and to what its limitations
are and how they might be overcome.
Finally, we have been making plans for an export widget would allow students to
download their portfolio in an open and standards-compliant format. Though
development for this is now planned for a later date, the questions it raises will likely
be of interest to anyone who has worked with e-portfolios before.
We are now ready to start disseminating our initial findings, demonstrating the tools,
and describing how they are being used. While other widgets for video and tagging
were developed, this talk will focus mainly on the experience of users of the eportfolio tools and their feedback on this innovative use of Blackboard. By providing
students with ready-made structures and templates, easing the delivery of feedback,
and enabling students to take their work away for future use, the project has
endeavoured to make e-portfolio technology less of a hindrance and more of a help.
However, this talk will also address where the project has fallen short and what the
future might hold for e-portfolio use at Reading
Getting started in digital learning for trainersSprout Labs
The world of work and learning is changing. Employees and organisations are demanding more-flexible, shorter learning experiences. There is also a shift away from learning towards capability development. There is a continuing demand for digitally-enabled learning.
For businesses and people who have been involved in more traditional training, these shifts can be challenging. At a personal level, as delivery modes change, new skills around digital learning design, development and delivery need to be learned. At an organisational level it often means a change of business model.
This webinar will explored solutions and approaches to these challenges. Topics to be covered include:
- Different approaches to getting started in digital learning
- Business models beyond just providing content
- The 70:20:10 learning model and digital learning
- Moving beyond delivering courses and beginning to work at the capability development level
The nature of work and learning is changing. The growth of the 70:20:10 learning model and the rapid uptake of virtual reality in learning are examples of these shifts. This webinar will explore what these shifts and changes mean for instructional designers.
Topics to be covered:
- What does the 70:20:10 learning model mean for instructional design?
- Should we be using the term ‘Learning Designer’ instead of ‘Instructional Designer’?
- The effect of learning analytics on instructional design
- What such emerging technologies mean for instructional design
- What the move to cloud e-learning authoring systems means for instructional designers
On Demand Classroom Education for IT ProfessionalsRick Lemieux
In an October of 2009 i tSM Solut ions publ ished an ar t icle from Kepner Tregoe asking the question Is The Training Room Defunct? The ar t icle focused on the fact that in-class
training was dying a rapid death in many organizations, not out of any il l will but primaily
out of economic necessi ty and direct ives to minimize an employees’ time of f the job. With that in mind, education coordinators have been seeking new ways to deliver “just in time” education solutions that will help workers solve problems, learn new skills, prepare for examinations and receive support services on-demand. On-Demand Classroom Education Networks may deliver what coordinators are looking for .
“These Pages Are Now Open For Comment”: Targeting Templates, Quizzes and Feed...readingcdotl
In 2010, the University of Reading received JISC funding for a project called
DEVELOP, aimed at building on existing VLE development work and good practice.
The project has developed a series of "widgets", which in the first instance operate
with and within Blackboard but which might also be adapted for other VLEs and
systems. In January 2011, part of the DEVELOP Project Team presented on our
plans and work-in-progress at the Durham Blackboard User‘s conference. Since then,
we have been finalising developments, working with staff on additional user
requirements, and piloting the current versions of the tools with students.
One widget we have developed enabled students to create e-portfolios with all the
pages they needed for their assessments ready-inserted. This widget not only
automates the creation process but guides the user through the various steps needed
to share and maintain their e-portfolio too. This guidance is bespoke and open to
alterations depending on the requirements of the course.
A feedback widget we are currently in the process of implementing allows tutors to
comment on or annotate specific parts of their students‘ e-portfolios, allowing for
targeted feedback. Rather than restricting comments to one area, we have effectively
opened up the whole e-portfolio to commenting. This has raised some interesting
questions as to where else this sort of tool might be useful and to what its limitations
are and how they might be overcome.
Finally, we have been making plans for an export widget would allow students to
download their portfolio in an open and standards-compliant format. Though
development for this is now planned for a later date, the questions it raises will likely
be of interest to anyone who has worked with e-portfolios before.
We are now ready to start disseminating our initial findings, demonstrating the tools,
and describing how they are being used. While other widgets for video and tagging
were developed, this talk will focus mainly on the experience of users of the eportfolio tools and their feedback on this innovative use of Blackboard. By providing
students with ready-made structures and templates, easing the delivery of feedback,
and enabling students to take their work away for future use, the project has
endeavoured to make e-portfolio technology less of a hindrance and more of a help.
However, this talk will also address where the project has fallen short and what the
future might hold for e-portfolio use at Reading
Getting started in digital learning for trainersSprout Labs
The world of work and learning is changing. Employees and organisations are demanding more-flexible, shorter learning experiences. There is also a shift away from learning towards capability development. There is a continuing demand for digitally-enabled learning.
For businesses and people who have been involved in more traditional training, these shifts can be challenging. At a personal level, as delivery modes change, new skills around digital learning design, development and delivery need to be learned. At an organisational level it often means a change of business model.
This webinar will explored solutions and approaches to these challenges. Topics to be covered include:
- Different approaches to getting started in digital learning
- Business models beyond just providing content
- The 70:20:10 learning model and digital learning
- Moving beyond delivering courses and beginning to work at the capability development level
The nature of work and learning is changing. The growth of the 70:20:10 learning model and the rapid uptake of virtual reality in learning are examples of these shifts. This webinar will explore what these shifts and changes mean for instructional designers.
Topics to be covered:
- What does the 70:20:10 learning model mean for instructional design?
- Should we be using the term ‘Learning Designer’ instead of ‘Instructional Designer’?
- The effect of learning analytics on instructional design
- What such emerging technologies mean for instructional design
- What the move to cloud e-learning authoring systems means for instructional designers
Getting started with the 702010 model for trainersSprout Labs
At Sprout Labs we often hear L&D people talk about one of the barriers to applying the 70:20:10 model is training providers who don't use or apply the model effectively. One of the great things about 70:20:10 is its flexibility. Some people see the model as being about non-training approaches. But there are times when a business needs to introduce new practices and approaches and may engage external providers to help generate this change. Trainers can use the 70:20:10 model to more effectively drive change and get better outcomes from their programs.
Identity and Language - Tools and techniques for getting the audience to listen, creating a unique identity, materials, creating a compelling business message. Introduce a change program.
A marketing and promotional approach of eLearning has a feeling of bringing in change, pressured from outside rather than change emerging from the inside.
If you’re just starting out with microlearning, you'll have a lot of questions about it. What is microlearning and what it isn't? Is it the same as mobile learning? And so on. Read on for answers to these and other frequently asked questions on microlearning.
When you get started with digital learning, technology is only one of the many challenges. What is even more difficult is creating a learning experience that engages your learners and transforms the performance of your organisation. One of the keys to a successful digital learning course is designing learning experiences that allow your employees to practice their new found skills.
This webinar will introduce you to processes, ideas and tactics that will allow you to build engaging and effective digital learning programs.
Topics to that where covered:
- What does an instructional designer do?
- Introduction to basic frameworks and theories
- The instructional design process
- Hints and tips about visual design and media
- Trends in digital learning authoring tools
Short formvideo longtermlearning_041415hBizLibrary
In this webinar we explain how and why organizations of any size can capture the power of short-form video for employee learning. We will offer best practices for content acquisition, a content strategy and how to make practical use of mobile delivery to maximize employee learning.
This interactive webinar provides insight on:
How to make content acquisition decisions.
How to ensure your content strategies align with organization goals and needs.
How to leverage a true mobile content strategy, with a broader content strategy that is real, tangible and delivers actual learning value to employees.
www.bizlibrary.com
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
Blackboard Learn for Large scale Professional DevelopmentJaime Metcher
Presented at Blackboard Teaching and Learning Conference, Australia, 2013.
Note: download the presentation to see the slide notes, which appear to be missing from the online version.
Getting started with the 702010 model for trainersSprout Labs
At Sprout Labs we often hear L&D people talk about one of the barriers to applying the 70:20:10 model is training providers who don't use or apply the model effectively. One of the great things about 70:20:10 is its flexibility. Some people see the model as being about non-training approaches. But there are times when a business needs to introduce new practices and approaches and may engage external providers to help generate this change. Trainers can use the 70:20:10 model to more effectively drive change and get better outcomes from their programs.
Identity and Language - Tools and techniques for getting the audience to listen, creating a unique identity, materials, creating a compelling business message. Introduce a change program.
A marketing and promotional approach of eLearning has a feeling of bringing in change, pressured from outside rather than change emerging from the inside.
If you’re just starting out with microlearning, you'll have a lot of questions about it. What is microlearning and what it isn't? Is it the same as mobile learning? And so on. Read on for answers to these and other frequently asked questions on microlearning.
When you get started with digital learning, technology is only one of the many challenges. What is even more difficult is creating a learning experience that engages your learners and transforms the performance of your organisation. One of the keys to a successful digital learning course is designing learning experiences that allow your employees to practice their new found skills.
This webinar will introduce you to processes, ideas and tactics that will allow you to build engaging and effective digital learning programs.
Topics to that where covered:
- What does an instructional designer do?
- Introduction to basic frameworks and theories
- The instructional design process
- Hints and tips about visual design and media
- Trends in digital learning authoring tools
Short formvideo longtermlearning_041415hBizLibrary
In this webinar we explain how and why organizations of any size can capture the power of short-form video for employee learning. We will offer best practices for content acquisition, a content strategy and how to make practical use of mobile delivery to maximize employee learning.
This interactive webinar provides insight on:
How to make content acquisition decisions.
How to ensure your content strategies align with organization goals and needs.
How to leverage a true mobile content strategy, with a broader content strategy that is real, tangible and delivers actual learning value to employees.
www.bizlibrary.com
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
Blackboard Learn for Large scale Professional DevelopmentJaime Metcher
Presented at Blackboard Teaching and Learning Conference, Australia, 2013.
Note: download the presentation to see the slide notes, which appear to be missing from the online version.
My first conference workshop, which I chose to run on gamification and maker ed.
In the first part of the presentation, I discussed how I incorporate game mechanics into my classroom routine using a couple of key digital platforms. I reflected on the achievements and obstacles encountered in gamifying units across the past three years and the effect this has had on student engagement and overall achievement.
I finished on a brief reflection on my efforts to build maker centred projects into the 'Game' as part of the Harvard Project Zero course; 'Thinking and Learning in the Maker-Centered Classroom'.
Slide set from a 20 min. talk at arrowgroup's Agile Evangelists event on 19/01/2012.
The talk was about the need for technical excellence, and the central role Test Driven Development plays in achieving that.
This was the first session on Generative AI in teaching and learning, focusing on ChatGPT that was conducted in Malaysia. The event was organised by the Centre for Academic Development and Leadership Excellence (CADe-Lead) UPM. The YouTube video of the session is here https://www.youtube.com/watch?v=p6Zk370bxJo&t=1s
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
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.
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.
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.
2. What we hope to show today
Examples of how we are using E-learning
in teaching
Some areas we are developing
Some things we would like to start using
Imbedding into existing structure – Moodle
v2
3. The things ‘we’ are starting to use
Socrative
Padlet
eduCanon
Edmodo
Coaches eye
In the pipeline:
Camtasia
Knowmia
Nearpod
Screen Cast
Wordle
4. The reasons why we want to use them
Variety
Engage
Mirror industry
Evidencing/assessment
‘Save’ trees/‘reduce’ admin (in parts)
Quickly collect and interpret feedback
Not trying to ‘reinvent the wheel’ or teaching
merely enhancing
“Technology is nothing, [give people] tools,
they'll do wonderful things with them.”
Steve Jobs
5. Socrative (maths & science)
(www.socrative.com)
This is a LIVE ‘quiz’ site that allows you to easily
create and edit quizzes;
Short answer and multiple choice (True/False to
5 options);
up to 50 students to take part in at a time;
Student of teacher led;
Generates individual feedback
6. Intro task
Ipad;
(Settings – Wifi) Log on to “Guest-Wifi-Selby-
College”;
Password: ‘selbydiamond2012’
Open a browser and type ‘m.socrative.com’
Room number is J124
Complete the quiz…
