Originally put this presentation together in 2005 as a proposal to change the traditional classroom. The Internet, mobility, and Bring Your Own Device (BYOD) are the major changes that have taken place. Schools and classrooms...pretty much the same.
1. Many students lack fundamental research skills like evaluating source credibility and understanding plagiarism.
2. EasyBib aims to develop student research skills by making citation and organization tools intuitive to use.
3. The citation tool helps prevent plagiarism by encouraging students to cite sources accurately as they write. Additional features teach information literacy.
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
This document summarizes a webinar about blended learning pedagogy. The webinar discusses defining blended learning as a mix of online and in-person instruction, with some student control over pace and place. It also explores how blended learning can personalize education for students and how teachers can facilitate applied, authentic learning. The presenters provide examples of successful blended learning programs and discuss tools, measuring effectiveness, and common blended learning myths.
Designing activities for online learningMark_Childs
This document discusses designing activities for online learning. It outlines five models of learning design: teaching approaches, experiential learning cycle, 5 stages model, and supporting online interaction. The experiential learning cycle places student activities at the core and forms a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Technology can support each stage, through simulations, videos, discussion boards, podcasts, and student-created artifacts. When designing activities, instructors should consider student preferences, demand for technology, and supporting reflection, conceptualization, and experimentation.
1. The document discusses the design of a postgraduate course called "Transforming Technologies: Teaching and Learning in the Digital Age" which covers various topics related to technology, curriculum design, and digital identity over 10 weeks.
2. It provides an overview of the course content and structure, which includes exploring technology trends, assistive technology, social media, and collaborative online approaches through a combination of face-to-face and blended learning.
3. The document also discusses strategies for making the curriculum design explicit to students, modeling thinking, promoting student engagement and agency, understanding digital literacies and identities, and working with or outside of students' existing digital practices.
Designing activities for online learning pt 3Mark_Childs
This document discusses various methods for online assessment of student learning. It describes computer-based assessment such as quizzes and multiple choice questions, which can be easily set up and repeated by students. While effective for rote learning, they only test basic knowledge and some subjects require higher-level assessment. Assessing student artifacts like videos or blogs poses challenges around what is being assessed - content or form. Assessing online discussions can measure post numbers or better evaluate content, though reviewing all posts is laborious. Options include essays based on discussions or patchwork texts linking to original posts. The document also discusses nominal group activities to evaluate technology uses and priorities for implementing different assessment methods.
Designing activities for online learning pt 2Mark_Childs
This document discusses designing activities for online collaboration. It outlines Gilly Salmon's 5 stage model for online learning, including preliminary stages of access and socialization, and subject-specific stages of information exchange, knowledge construction, and development. It then provides a case study of online collaboration between students in structural engineering, architecture, and engineering project management. Key lessons from the case study include the importance of establishing trust online through social interaction, using different technologies suited to conveying information, convergence, and storing materials, and the need to design specific social activities to facilitate online relationships. The conclusion emphasizes that online collaboration can be effective for learning but requires a social aspect to maintain trust and communication.
The Re-education of Administration: Why every school administrator should be ...rhinocerology
Library media programs can sometime be undervalued by administration because they don’t understand the many roles librarians fill or the importance of information literacy in academic success and in the role of being a lifelong learner who uses information wisely. Using SUU’s LM Program curriculum as a framework a review of each course will highlight the roles that librarians fill that administrators need to know about, and appreciate in order for the library to be properly staffed, the space used effectively, and for information literacy to be a part of the regular school curriculum as well as a lifelong skill. Courses include: collection development, cataloging, technology, reference, literature, management and instruction, and practical experience. This presentation will help librarians develop strategies to advocate for their programs and their classroom space with in-house administration and can be applied to district administrators or even city and state level for library support as well as collaboratively when working with other teachers.
1. Many students lack fundamental research skills like evaluating source credibility and understanding plagiarism.
2. EasyBib aims to develop student research skills by making citation and organization tools intuitive to use.
3. The citation tool helps prevent plagiarism by encouraging students to cite sources accurately as they write. Additional features teach information literacy.
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
This document summarizes a webinar about blended learning pedagogy. The webinar discusses defining blended learning as a mix of online and in-person instruction, with some student control over pace and place. It also explores how blended learning can personalize education for students and how teachers can facilitate applied, authentic learning. The presenters provide examples of successful blended learning programs and discuss tools, measuring effectiveness, and common blended learning myths.
Designing activities for online learningMark_Childs
This document discusses designing activities for online learning. It outlines five models of learning design: teaching approaches, experiential learning cycle, 5 stages model, and supporting online interaction. The experiential learning cycle places student activities at the core and forms a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Technology can support each stage, through simulations, videos, discussion boards, podcasts, and student-created artifacts. When designing activities, instructors should consider student preferences, demand for technology, and supporting reflection, conceptualization, and experimentation.
1. The document discusses the design of a postgraduate course called "Transforming Technologies: Teaching and Learning in the Digital Age" which covers various topics related to technology, curriculum design, and digital identity over 10 weeks.
2. It provides an overview of the course content and structure, which includes exploring technology trends, assistive technology, social media, and collaborative online approaches through a combination of face-to-face and blended learning.
3. The document also discusses strategies for making the curriculum design explicit to students, modeling thinking, promoting student engagement and agency, understanding digital literacies and identities, and working with or outside of students' existing digital practices.
Designing activities for online learning pt 3Mark_Childs
This document discusses various methods for online assessment of student learning. It describes computer-based assessment such as quizzes and multiple choice questions, which can be easily set up and repeated by students. While effective for rote learning, they only test basic knowledge and some subjects require higher-level assessment. Assessing student artifacts like videos or blogs poses challenges around what is being assessed - content or form. Assessing online discussions can measure post numbers or better evaluate content, though reviewing all posts is laborious. Options include essays based on discussions or patchwork texts linking to original posts. The document also discusses nominal group activities to evaluate technology uses and priorities for implementing different assessment methods.
Designing activities for online learning pt 2Mark_Childs
This document discusses designing activities for online collaboration. It outlines Gilly Salmon's 5 stage model for online learning, including preliminary stages of access and socialization, and subject-specific stages of information exchange, knowledge construction, and development. It then provides a case study of online collaboration between students in structural engineering, architecture, and engineering project management. Key lessons from the case study include the importance of establishing trust online through social interaction, using different technologies suited to conveying information, convergence, and storing materials, and the need to design specific social activities to facilitate online relationships. The conclusion emphasizes that online collaboration can be effective for learning but requires a social aspect to maintain trust and communication.
The Re-education of Administration: Why every school administrator should be ...rhinocerology
Library media programs can sometime be undervalued by administration because they don’t understand the many roles librarians fill or the importance of information literacy in academic success and in the role of being a lifelong learner who uses information wisely. Using SUU’s LM Program curriculum as a framework a review of each course will highlight the roles that librarians fill that administrators need to know about, and appreciate in order for the library to be properly staffed, the space used effectively, and for information literacy to be a part of the regular school curriculum as well as a lifelong skill. Courses include: collection development, cataloging, technology, reference, literature, management and instruction, and practical experience. This presentation will help librarians develop strategies to advocate for their programs and their classroom space with in-house administration and can be applied to district administrators or even city and state level for library support as well as collaboratively when working with other teachers.
The document discusses the use of ePortfolios by students at a UK school to record their learning and reflections. It notes that the school has developed a multimedia ePortfolio system that 550 students across various year levels use to compile and present evidence of their work, achievements, and reflections. The ePortfolio process encourages students to plan, do work, collect evidence, review and reflect on their learning. It is intended to help students take more control of and responsibility for their learning.
This document lists and briefly describes 15 tools for personalized learning. The tools include: Edutopia for videos of teaching practices; PhET for STEM content; Google Sites for curating open resources; Kindle for recommending content at readers' levels; Discovery Education for assessments and resources aligned to standards; Newsela for lexiled nonfiction content; tools for digital storytelling; options for project based learning; ClassDojo for tracking behavior; Khan Academy for personalized math practice; Mindset Kit for growth mindset; Screencast tools for creating multimedia presentations; and Spatial Temporal for STEM games. The document concludes that content can be easily shared across platforms.
The LMC provides several direct services including personal guidance and help for students with special needs, reference services through various databases and print collections, teaching information literacy skills, and providing technology assistance. It also focuses on collection development, building an inviting space, working with an advisory committee, and planning and assessment activities. The librarian's roles include organizing resources, directing activities, controlling evaluations, and managing time well through prioritization and delegation.
Info skills was created through an evolutionary process of collaboration between UEL Library and Learning Services and UELconnect. It began with existing materials from the library and was inspired by other universities' resources. A project team contributed ideas and expertise to develop prototypes and refine the resource based on user feedback. Over iterative cycles, they incorporated new ideas and specialized input. The final product was a flexible online tool to support students' information skills, created using a custom content management system allowing for ongoing updates.
Fostering historical thinking with digitized primary sourcesOrna Farrell
The document discusses an initiative called "The History Lab" which was created to support the development of research skills and historical thinking in history students through the use of digitized primary sources. The initiative provides students with an interactive guide to relevant online primary sources, an accompanying social bookmarking page to collaborate, and an online tutorial to practice finding, evaluating, and using digital sources. The goals are to provide access to and encourage the use of digital primary sources, develop advanced research skills for reading and thinking critically about sources, and teach students how to think like historians by employing reading strategies when investigating historical questions using digital evidence.
Student Creation /Projects for Common Core SuccessAdam Blum
To be ready for college, workforce training, and life in a technological society, students need skills in researching, analyzing, and creating digital media. The Common Core standards require students to gather and evaluate information from various sources to conduct research, solve problems, and create original work. Teachers can design projects aligned to these standards and use online tools to guide students through research, allow collaboration, and assess student work, which develops skills in discovering, analyzing, and creating knowledge.
The document discusses open learning environments and their foundations. It outlines several theories that inform open learning like constructivism and humanism. Technological tools can be used to access knowledge, collaborate, and share knowledge. Open learning environments are student-centered and situated in authentic contexts. They emphasize inquiry, discovery, and critical thinking over memorization. Such environments leverage technological tools for communication, resources, and cognitive support. An example of a resource sharing network called E-Bursa APTIKOM is described that connects universities to share courses, research, and other intellectual resources.
Inquiry-based learning is a student-centered approach that focuses on questioning, critical thinking, and problem-solving. It is driven by students' questions rather than teachers' questions and emphasizes collaborative learning. While it demands more preparation from instructors and assessment can be difficult, it adapts well to many types of projects and engages multiple learning styles and skills. Effective implementation of inquiry-based learning involves creating learning objectives, identifying necessary resources, anticipating problems, and developing assessments.
The document discusses using web-based activities to develop students' creativity, critical thinking, and lifelong learning skills. It describes various types of web-based activities like hotlists, scrapbooks, treasure hunts, subject samplers, and webquests. Webquests in particular require higher-order thinking as students work collaboratively to solve a real-world problem using online resources. The document provides examples and emphasizes that web-based activities engage students, promote cooperation, and help develop vital 21st century skills when integrated into classroom lessons.
1. OLEs (Open Learning Environments) are learning contexts that provide resources, tools, and scaffolds to support learners as they work to understand problems and generate knowledge. They allow learners to take an active role in determining what, when, and how they learn.
2. Key features of OLEs include empowering learners, social construction of knowledge, use of technology scaffolds, and leveraging learners' prior experiences. Learners are intrinsically motivated and collaborate with others to build understanding from multiple perspectives.
3. Effective OLEs provide problem contexts relevant to learners' lives, conceptual scaffolds, and opportunities to test and revise understanding using technology tools for seeking, organizing, and
The document discusses open learning environments which aim to foster divergent thinking, multiple perspectives, self-directed learning, and hands-on problem solving. It describes three types of enabling contexts - externally imposed problems, externally induced problems, and individually generated problems. It also outlines various processing tools that can help with cognitive tasks like seeking, collecting, organizing, and generating information. These include manipulation tools like simulations and communication tools like video conferencing. Finally, it discusses different types of scaffolds like conceptual, metacognitive, procedural, and strategic scaffolds that can complement open learning environments.
Themeefy education - mapping to common coreSupra Manohar
The document discusses how student generated content and digital research and media skills are essential for success under the Common Core standards. It describes how Themeefy is a solution that allows students to discover web content, curate sources, and create educational "themes" or magazines to demonstrate their understanding. Themeefy provides tools to help students meet writing standards requiring them to conduct research, evaluate sources, and present information while avoiding plagiarism. Feedback from educators indicates Themeefy is an engaging way for students to develop important research and media skills.
Teaching information literacy with discovery toolsALATechSource
This document discusses teaching information literacy using discovery tools. It outlines that the presentation aims to help instructors understand the unique qualities of discovery tools to better teach students, learn how to maximize discovery tool features to teach evaluating search results, and understand how discovery tools integrate with subject databases. Some benefits of using discovery tools for teaching include their one-stop shop model, intuitive Google-like interface, facets and limiters, and ability to accommodate broad searches. However, challenges include the overwhelming number of results, lack of controlled vocabulary between databases, and dependency on topic area for interdisciplinary coverage. The document provides best practices for teaching like focusing on keywords, facets, critical thinking, and using the tool as a scaffold to subject databases. It concludes
An interactive whiteboard is a large, touch-sensitive board connected to a digital projector and computer. The projector displays the computer screen image on the board, which can then be controlled by touch or with a special pen. An interactive whiteboard allows users to capture and annotate images and text from various sources, emphasize or reveal parts of the screen, add and move text and items, and link information between files and websites. Lessons can be stored as flipchart pages for future use. Interactive whiteboards can increase student motivation and engagement while catering to different learning styles and promoting active participation. However, they also risk information overload and a substitution of "chalk and talk" teaching if not used effectively.
This document provides an overview of how technology can be used to support reading instruction in the classroom. It discusses that technology should not replace teachers, but can allow teachers to more effectively reach more students. It also outlines how the Common Core State Standards call for higher-order thinking skills and how technology and digital media can help develop critical thinking, communication, and other 21st century skills. Finally, it provides lists of specific technologies available at the school like laptop carts and software, as well as examples of how different technologies can be used for creativity, collaboration, research, and problem solving.
The document discusses the evolution of learning space design to support active and blended learning. It outlines 7 principles for designing learning spaces that align with campus contexts, involve stakeholders, provide support and operations, ensure good environmental quality, effective layouts and furnishings, appropriate tools and technology, and allow for innovation. The future of learning space design will require iterative processes to accommodate new technologies and learning approaches.
Jill Castek is a research assistant professor who studies digital and new literacies. Her work focuses on instructional techniques and digital tools that can support reading, writing, and learning. Through her research, she has found that teaching strategies like Internet Reciprocal Teaching are effective for improving students' online reading comprehension. Her current work involves using multimedia like vocabulary videos and hypertext to support vocabulary learning and using apps to foster collaboration, multimodality, and shared productivity.
Starlene Eley has over 15 years of experience in education as a teacher, instructional designer, and program manager. She has expertise in curriculum development, online course design, and project management. Eley has worked with K-12 schools in Indiana, New Jersey, and Ohio developing and implementing tutoring programs, training teachers, and creating educational materials. She is proficient in various instructional design software and is currently pursuing a degree in Instructional Design and Technology from Walden University.
The document discusses how literacy education has evolved from a behavioral paradigm to a constructivist approach in line with changes in technology. It argues that literacy now involves making sense of various forms of information and that students use technology to gather and synthesize information. An effective technology-integrated literacy classroom follows constructivist principles where learning is active and collaborative, teachers facilitate problem-solving, and students play a role in their own education. Computers can support literacy in ways like word processing, online research and projects, and publishing student work.
The document discusses the benefits of eLearning and classroom blogging. It states that eLearning can assist connections between learners and facilitate shared learning. Blogging provides an authentic audience, motivates engagement, and helps develop skills like collaboration and digital citizenship. Effective blogging involves using tools to teach skills like research, critical thinking, and presentation. Blogging can be used for displaying work, learning in real-time through collaboration, and as a catalyst for learning.
The document discusses the use of ePortfolios by students at a UK school to record their learning and reflections. It notes that the school has developed a multimedia ePortfolio system that 550 students across various year levels use to compile and present evidence of their work, achievements, and reflections. The ePortfolio process encourages students to plan, do work, collect evidence, review and reflect on their learning. It is intended to help students take more control of and responsibility for their learning.
This document lists and briefly describes 15 tools for personalized learning. The tools include: Edutopia for videos of teaching practices; PhET for STEM content; Google Sites for curating open resources; Kindle for recommending content at readers' levels; Discovery Education for assessments and resources aligned to standards; Newsela for lexiled nonfiction content; tools for digital storytelling; options for project based learning; ClassDojo for tracking behavior; Khan Academy for personalized math practice; Mindset Kit for growth mindset; Screencast tools for creating multimedia presentations; and Spatial Temporal for STEM games. The document concludes that content can be easily shared across platforms.
The LMC provides several direct services including personal guidance and help for students with special needs, reference services through various databases and print collections, teaching information literacy skills, and providing technology assistance. It also focuses on collection development, building an inviting space, working with an advisory committee, and planning and assessment activities. The librarian's roles include organizing resources, directing activities, controlling evaluations, and managing time well through prioritization and delegation.
Info skills was created through an evolutionary process of collaboration between UEL Library and Learning Services and UELconnect. It began with existing materials from the library and was inspired by other universities' resources. A project team contributed ideas and expertise to develop prototypes and refine the resource based on user feedback. Over iterative cycles, they incorporated new ideas and specialized input. The final product was a flexible online tool to support students' information skills, created using a custom content management system allowing for ongoing updates.
Fostering historical thinking with digitized primary sourcesOrna Farrell
The document discusses an initiative called "The History Lab" which was created to support the development of research skills and historical thinking in history students through the use of digitized primary sources. The initiative provides students with an interactive guide to relevant online primary sources, an accompanying social bookmarking page to collaborate, and an online tutorial to practice finding, evaluating, and using digital sources. The goals are to provide access to and encourage the use of digital primary sources, develop advanced research skills for reading and thinking critically about sources, and teach students how to think like historians by employing reading strategies when investigating historical questions using digital evidence.
Student Creation /Projects for Common Core SuccessAdam Blum
To be ready for college, workforce training, and life in a technological society, students need skills in researching, analyzing, and creating digital media. The Common Core standards require students to gather and evaluate information from various sources to conduct research, solve problems, and create original work. Teachers can design projects aligned to these standards and use online tools to guide students through research, allow collaboration, and assess student work, which develops skills in discovering, analyzing, and creating knowledge.
The document discusses open learning environments and their foundations. It outlines several theories that inform open learning like constructivism and humanism. Technological tools can be used to access knowledge, collaborate, and share knowledge. Open learning environments are student-centered and situated in authentic contexts. They emphasize inquiry, discovery, and critical thinking over memorization. Such environments leverage technological tools for communication, resources, and cognitive support. An example of a resource sharing network called E-Bursa APTIKOM is described that connects universities to share courses, research, and other intellectual resources.
Inquiry-based learning is a student-centered approach that focuses on questioning, critical thinking, and problem-solving. It is driven by students' questions rather than teachers' questions and emphasizes collaborative learning. While it demands more preparation from instructors and assessment can be difficult, it adapts well to many types of projects and engages multiple learning styles and skills. Effective implementation of inquiry-based learning involves creating learning objectives, identifying necessary resources, anticipating problems, and developing assessments.
The document discusses using web-based activities to develop students' creativity, critical thinking, and lifelong learning skills. It describes various types of web-based activities like hotlists, scrapbooks, treasure hunts, subject samplers, and webquests. Webquests in particular require higher-order thinking as students work collaboratively to solve a real-world problem using online resources. The document provides examples and emphasizes that web-based activities engage students, promote cooperation, and help develop vital 21st century skills when integrated into classroom lessons.
1. OLEs (Open Learning Environments) are learning contexts that provide resources, tools, and scaffolds to support learners as they work to understand problems and generate knowledge. They allow learners to take an active role in determining what, when, and how they learn.
2. Key features of OLEs include empowering learners, social construction of knowledge, use of technology scaffolds, and leveraging learners' prior experiences. Learners are intrinsically motivated and collaborate with others to build understanding from multiple perspectives.
3. Effective OLEs provide problem contexts relevant to learners' lives, conceptual scaffolds, and opportunities to test and revise understanding using technology tools for seeking, organizing, and
The document discusses open learning environments which aim to foster divergent thinking, multiple perspectives, self-directed learning, and hands-on problem solving. It describes three types of enabling contexts - externally imposed problems, externally induced problems, and individually generated problems. It also outlines various processing tools that can help with cognitive tasks like seeking, collecting, organizing, and generating information. These include manipulation tools like simulations and communication tools like video conferencing. Finally, it discusses different types of scaffolds like conceptual, metacognitive, procedural, and strategic scaffolds that can complement open learning environments.
Themeefy education - mapping to common coreSupra Manohar
The document discusses how student generated content and digital research and media skills are essential for success under the Common Core standards. It describes how Themeefy is a solution that allows students to discover web content, curate sources, and create educational "themes" or magazines to demonstrate their understanding. Themeefy provides tools to help students meet writing standards requiring them to conduct research, evaluate sources, and present information while avoiding plagiarism. Feedback from educators indicates Themeefy is an engaging way for students to develop important research and media skills.
Teaching information literacy with discovery toolsALATechSource
This document discusses teaching information literacy using discovery tools. It outlines that the presentation aims to help instructors understand the unique qualities of discovery tools to better teach students, learn how to maximize discovery tool features to teach evaluating search results, and understand how discovery tools integrate with subject databases. Some benefits of using discovery tools for teaching include their one-stop shop model, intuitive Google-like interface, facets and limiters, and ability to accommodate broad searches. However, challenges include the overwhelming number of results, lack of controlled vocabulary between databases, and dependency on topic area for interdisciplinary coverage. The document provides best practices for teaching like focusing on keywords, facets, critical thinking, and using the tool as a scaffold to subject databases. It concludes
An interactive whiteboard is a large, touch-sensitive board connected to a digital projector and computer. The projector displays the computer screen image on the board, which can then be controlled by touch or with a special pen. An interactive whiteboard allows users to capture and annotate images and text from various sources, emphasize or reveal parts of the screen, add and move text and items, and link information between files and websites. Lessons can be stored as flipchart pages for future use. Interactive whiteboards can increase student motivation and engagement while catering to different learning styles and promoting active participation. However, they also risk information overload and a substitution of "chalk and talk" teaching if not used effectively.
This document provides an overview of how technology can be used to support reading instruction in the classroom. It discusses that technology should not replace teachers, but can allow teachers to more effectively reach more students. It also outlines how the Common Core State Standards call for higher-order thinking skills and how technology and digital media can help develop critical thinking, communication, and other 21st century skills. Finally, it provides lists of specific technologies available at the school like laptop carts and software, as well as examples of how different technologies can be used for creativity, collaboration, research, and problem solving.
The document discusses the evolution of learning space design to support active and blended learning. It outlines 7 principles for designing learning spaces that align with campus contexts, involve stakeholders, provide support and operations, ensure good environmental quality, effective layouts and furnishings, appropriate tools and technology, and allow for innovation. The future of learning space design will require iterative processes to accommodate new technologies and learning approaches.
Jill Castek is a research assistant professor who studies digital and new literacies. Her work focuses on instructional techniques and digital tools that can support reading, writing, and learning. Through her research, she has found that teaching strategies like Internet Reciprocal Teaching are effective for improving students' online reading comprehension. Her current work involves using multimedia like vocabulary videos and hypertext to support vocabulary learning and using apps to foster collaboration, multimodality, and shared productivity.
Starlene Eley has over 15 years of experience in education as a teacher, instructional designer, and program manager. She has expertise in curriculum development, online course design, and project management. Eley has worked with K-12 schools in Indiana, New Jersey, and Ohio developing and implementing tutoring programs, training teachers, and creating educational materials. She is proficient in various instructional design software and is currently pursuing a degree in Instructional Design and Technology from Walden University.
The document discusses how literacy education has evolved from a behavioral paradigm to a constructivist approach in line with changes in technology. It argues that literacy now involves making sense of various forms of information and that students use technology to gather and synthesize information. An effective technology-integrated literacy classroom follows constructivist principles where learning is active and collaborative, teachers facilitate problem-solving, and students play a role in their own education. Computers can support literacy in ways like word processing, online research and projects, and publishing student work.
The document discusses the benefits of eLearning and classroom blogging. It states that eLearning can assist connections between learners and facilitate shared learning. Blogging provides an authentic audience, motivates engagement, and helps develop skills like collaboration and digital citizenship. Effective blogging involves using tools to teach skills like research, critical thinking, and presentation. Blogging can be used for displaying work, learning in real-time through collaboration, and as a catalyst for learning.
The document provides instructions for students taking a course this quarter. It instructs students to check in by signing their name on the registration list, select and sign up for a team to work with, sit together with their team at a table, and have the team leader sign the team into the Blackboard discussion board area. It also notes that the objectives for today's class are to understand different instructional models, identify learning styles, describe how course focus determines structure, describe theories and features in online learning, and begin planning a Blackboard course.
Distance education with moodle day 1 nov 3 no internetjoancoy1
This document outlines the agenda and activities for a professional development day focused on assessment for learning and differentiation in distance education. The day will include discussions on assessing student talent and engagement, using technology tools for inquiry-based learning, sharing best practices, and creating personalized online lessons. Participants will work in groups to develop strategies and goals for their school divisions and collaborate on building an online learning community for educators across Saskatchewan. The overarching goals are to advance distance education administration, teaching, and development, and ensure every student develops a deep understanding of their learning.
Digital Textbooks: Needs Assessment & Implementation on CampusLaura Pasquini
iPads & eReaders: Tips to Implementing Digital Textbooks on Campus
Higher Ed Hero Webinar - July 21, 2011 http://www.higheredhero.com/1QF/0
Shared Google Doc of Resources: http://bit.ly/n5mpy7
The document discusses strategies for reading online from the perspectives of teachers, librarians, and eLearning staff. It explores how reading digital text differs from print, challenges of online reading comprehension, and best practices. Key findings include the importance of teaching reading strategies tailored for online environments, providing annotation and note-taking tools, evaluating sources, and addressing issues like distraction. The presenters aim to apply these insights to improve online, hybrid, and web-enhanced course design and student support.
Day 3 Problem Solving Intensive Interventionvthorvthor
This document outlines an agenda for an intensive intervention training day. It includes norms for participation, an overview of the day's goals and objectives, a review of the previous day's content, and a look ahead to the day's topics. The topics covered include instructional alignment, developing a student profile considering cognition and engagement, and planning for the transfer of intensive intervention strategies to core instruction. Discussion questions are provided throughout to engage participants in applying the content to their current practices and problem-solving intensive student needs.
Stephen Abram gave a presentation on how libraries need to engage learners and communities to ensure success. He argued that libraries must shift their focus from content delivery to improving the learning experience. Specifically, he stated that libraries should focus on transformational services, strategic alignment with education, and building lifelong learning competencies among patrons. Abram also urged libraries to form partnerships, understand community needs, and scale up impactful programs to remain relevant in a changing environment dominated by new formats, devices, and learning styles.
From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century...Beata Jones
This document summarizes a presentation on using technology to empower honors students in the 21st century. It discusses transitioning from traditional classroom learning to a student-driven, technology-enabled environment. A framework is presented for integrating technology, pedagogy, content and learning outcomes. Examples are provided of how various technologies can support honors course objectives like written communication, critical thinking, and creative work. Technologies presented include blogs, Google Drive, Prezi and more. The document concludes by emphasizing building communities of support through digital tools and personal learning environments.
Using the internet to improve higher order thinkingShawky Allam
This document discusses using the internet to improve higher order thinking skills. It describes how a "thinking curriculum" focuses on integrating content and complex thinking skills rather than just mastering knowledge. Bloom's taxonomy is reviewed as a framework for higher order skills like analysis, synthesis and evaluation. The document then discusses how internet tools like webquests, idea mapping and global projects can engage students in applying these higher order skills when studying other cultures through a "CultureQuest" project model. It outlines the CultureQuest process and how teachers can facilitate such projects to develop students' cultural understanding, research abilities and technology skills.
The document discusses using web-based activities to develop students' creativity, critical thinking, and lifelong learning skills. It describes various types of web-based activities like hotlists, scrapbooks, treasure hunts, subject samplers, and webquests. Webquests in particular require higher-order thinking as students work collaboratively to solve a real-world problem using online resources. The document provides examples and emphasizes that web-based activities engage students, promote cooperation, and help develop vital 21st century skills when integrated into classroom lessons.
The document discusses the use of technology in teaching and learning. It defines technological literacy and explains why technology should be integrated into the classroom. Benefits are outlined for both teachers and learners, including active engagement, meeting varying needs, and developing life skills. Barriers to technology integration are also examined, along with strategies for motivating teachers. The role of formative assessment and differentiation using ICT is explored. Web 2.0 tools that can be used are provided as examples.
Systematic development of specifications using learning and instructional theoryDiovieLubos2
Boyie, the principal, has decided that eLearning is a good option for covering some training needs.
Georgie, the teacher educator, is in charge of initiating and coordinating an eLearning project involving teacher trainers and teachers from various parts of the country. The eLearning initiatives should consider the institutions’ low level of ICT penetration
Georgie needs to know the process to follow and the resources required to develop eLearning content and deliver the course through the Internet.
The document provides guidance on using technology and digital tools to support language teaching. It discusses how today's students prefer learning through teamwork, flexibility, student-centered projects, and having their voices respected. The document then recommends using resources to develop communication, digital literacy, critical thinking, web-based projects, student-created media, and collaboration. It also discusses supplementary materials, digital literacy, flipped classrooms, blended learning, and various web 2.0 tools that can be used to engage students in activity-based language learning.
Final examining research on learning and its implications forehelfant
This document discusses research on learning and its implications for the classroom. It begins by telling a story about Rebecca, an informal learner who needs help balancing technology use and developing higher-level thinking skills. It then reviews various thinking frameworks like Bloom's Taxonomy and discusses how instruction in metacognition can improve achievement. Finally, it examines the institution's journey with 1:1 technology and faculty learning, emphasizing that the focus should be on student learning and skills like critical thinking rather than just tools.
Technology and curriculum issues day 4 vikki bridgewater nrvpriddle
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
MultiPLE's vision is to create a global learning community without obligations that ensures career and personal development throughout an individual's career. This will establish MultiPLE as a global leader in self-learning and lifelong learning by training and developing talent for an expanding global world. The main goal is to make self-learning easy. MultiPLE aims to provide integrated learning tools and change the way people learn to match how the world has changed through a personal learning environment that allows users to explore, produce, and share information and knowledge.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
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Similar to Educational Technology...slowly changing (20)
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Educational Technology...slowly changing
1. Today’s
Situation
What do most
classrooms look like?
By Beverley Taylor, PhD
Georgia State University
Georgia On My Line IT 7360
Teachers Integrating Technology into Classrooms
5. Where do we want to be?
Using
technology to
enhance the
learning
environment
& motivate
learners
6. It’s happening…SLOWLY
Classrooms that demonstrate the pedagogy of
teacher as facilitator, not sage on the stage
Classrooms that use technology to engage
learners in more meaningful, mindful learning
Classrooms that provide a more situated
learning environment for technology integration,
not separation
7. Technology Advantages
How can Internet Access , Computers, and
Mobile Devices help to support various
ways of teaching and learning?
– Enhance multi-sensory learning
– Manage small/large group discussions
– Set up cooperative learning activities
– Inspire enlightened self-discovery
– Allow for active, mindful learning
– Develop self-directed learning
8. Educational Technology
Assessment
• Are students absorbed; engrossed?
• Are students having to think deeply?
• Are students occupied & on task?
• Are students working collaboratively,
creatively, enthusiastically?
9. Substance AND Style
Educational
Entertaining not
Distracting
See, Study, Interact
Thought Provoking
Active not Passive
10. Learning
Transfer occurs when the acquired skill
or knowledge is MINDFULLY and
deliberately analyzed.
• ACTIVE
• CUMULATIVE
• INTEGRATIVE
• REFLECTIVE
• GOAL-DIRECTED
11. Drill & Practice
Examples:
Fun Brain
Fraction Action
Einstein Junior
Math Munchers
School Mom
Mavis Beacon
Teaches Typing
Repetitive; may be good for
automaticity
Requires extended use
Less motivational, particularly
over time
Must challenge performance
Cost/Quality Varies
14. Mindware
Examples:
Sim City, Sim Life,
etc.
Carmen SanDiego
Geometer’s
Sketchpad
Oregon Trail
Tesselmations
WebQuests
Emphasizes problem solving
Involves critical thinking
Allows for multiple strategies
Requires deeper concentration
Tends to be more expensive
17. Economic Investment
Start with existing resources
Expand as teachers learn and embrace
variety of technologies
• Internet Resources & Web 2.0, 3.0…
• Presentation Software
– Traditional Projectors
– Whiteboards
– Mobile Devices
– Websites like Prezi & VoiceThread
• Software & Interactive Devices
• Telecommunicate – Interact Online
18. Recommendation
Rather than rearranging teachers
and learners to use the technology....
....rearrange the technology to
support the way we need to LEARN!
19. Questions & Issues
? ? ?
NEVER STOP LEARNING!
Students AND Teachers are self-
directed lifelong learners!
20. References
Modeling with Technology: Mindtools for Conceptual
Change (David H. Jonassen). Educational
Technology & Society, 10 (2), 225-227.
Using Mindtools in Education (2005) t|h|e Journal
04/01/05 Retrieved from
http://thejournal.com/articles/2005/04/01/using-
mindtools-in-education.aspx