Barbour, M. K., & Hodges, C. B. (2023, June 19). Digital teacher education for a better future: Recommendations for teacher preparation for an online environment [Paper]. Annual Meeting of the European Distance Education Network, Dublin, Ireland.
G D Goenkau University Webinar -The Pandemic, Remote Learning, and the Future...Michael Barbour
Barbour, M. K. (2021, August). The pandemic, remote learning, and the future of online learning in schools [Webinar]. UP Learning Academy, School of Education, G.D. Goenka University.
Umea University Symposium on Distance Learning 2021 - Pandemic Pedagogy, Remo...Michael Barbour
Barbour, M. K. (2021, May). Pandemic pedagogy, remote teaching, and online learning: Deciphering the development of K-12 distance education. [Keynote] Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12 Schools: A Symposium on Distance Learning.
Aktuellskol Politik 2021 - Skola och utbildning utanför 50-skyltarna. Vad har...Michael Barbour
Barbour, M. K., & Borup, J. (2021, August). Skola och utbildning utanför 50-skyltarna. Vad har hänt i omvärlden under pandemin. Vägval, effekter och diskussioner i vår omvärld? [School and education outside the 50 signs. What has happened in the outside world during the pandemic. Choices, effects and discussions in our world?] [Keynote]. Aktuellskol Politik 2021: Skolan efter pandemin - Skuld, skills och framtid [Current School Policy: School after the pandemic – Debt, skills and future], virtual (Västerbotten, Sweden).
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What ...Michael Barbour
Barbour, M. K., (2021, December). Pandemic pedagogy around the globe: What we got right in our response to COVID-19 and what can we learn? [Keynote]. Kōtuitui Online Teachers Hui 2021
ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/Ayvalık, Turkey
EduForum 2020 Panel - Adapting Student Learning/Delivery From a Distance Amid...Michael Barbour
Wile, B., Barbour, M. K., Cortina, C., & Wile, M. (2020, December). Adapting student learning/delivery from a distance amid global change [Panel]. EduForum 2020, Cairo, Egypt
G D Goenkau University Webinar -The Pandemic, Remote Learning, and the Future...Michael Barbour
Barbour, M. K. (2021, August). The pandemic, remote learning, and the future of online learning in schools [Webinar]. UP Learning Academy, School of Education, G.D. Goenka University.
Umea University Symposium on Distance Learning 2021 - Pandemic Pedagogy, Remo...Michael Barbour
Barbour, M. K. (2021, May). Pandemic pedagogy, remote teaching, and online learning: Deciphering the development of K-12 distance education. [Keynote] Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12 Schools: A Symposium on Distance Learning.
Aktuellskol Politik 2021 - Skola och utbildning utanför 50-skyltarna. Vad har...Michael Barbour
Barbour, M. K., & Borup, J. (2021, August). Skola och utbildning utanför 50-skyltarna. Vad har hänt i omvärlden under pandemin. Vägval, effekter och diskussioner i vår omvärld? [School and education outside the 50 signs. What has happened in the outside world during the pandemic. Choices, effects and discussions in our world?] [Keynote]. Aktuellskol Politik 2021: Skolan efter pandemin - Skuld, skills och framtid [Current School Policy: School after the pandemic – Debt, skills and future], virtual (Västerbotten, Sweden).
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What ...Michael Barbour
Barbour, M. K., (2021, December). Pandemic pedagogy around the globe: What we got right in our response to COVID-19 and what can we learn? [Keynote]. Kōtuitui Online Teachers Hui 2021
ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/Ayvalık, Turkey
EduForum 2020 Panel - Adapting Student Learning/Delivery From a Distance Amid...Michael Barbour
Wile, B., Barbour, M. K., Cortina, C., & Wile, M. (2020, December). Adapting student learning/delivery from a distance amid global change [Panel]. EduForum 2020, Cairo, Egypt
Perspective chapter-peer observation of teaching in phygital communities of i...AyshaAlShamsi11
The disruptions caused by the COVID-19 pandemic have affected many aspects
of teacher training programs, which are crucial for informing research in higher
education, including reflective peer observation of teaching (POT). The higher education community has adapted to this new normal and begun using phygital (blended
physical and digital) spaces effectively. This requires practitioners to adapt new methodologies and hybrid approaches, which pave the way for a new future of learning in
a new phygital environment. This chapter describes the implementation of a phygital
community of inquiry (CoI) by preservice teachers in an undergraduate early-years
education program in the United Arab Emirates. This chapter presents the authors’
observations of preservice teachers’ practices during their internship to describe them
against the experience of higher education in the United Arab Emirates. Incorporating
the principles of POT and CoI requires strong institutional support if creative technologies are adopted to react to the current state of practices. Specifically, the POT
principles involved in CoI should expand the phygital approach to improve the reflective practices of preservice teachers. Moreover, models relevant to specific programs
should provide adequate instructional support, materials, and training for preservice
teachers to allow their optimal investment of POT in phygital spaces.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
Unit 10Richards, IncJessica RichardsMt460-01 Managemecorbing9ttj
Unit 10
Richards, Inc
Jessica Richards
Mt460-01: Management Policy and Strategy
Purdue Global University
December 20, 2018
Proforma Round 6
References
EDUU 512 Assessment Accommodations and Modifications Assignment
English Learners and Students with Special Needs
1. Go to http://www.wrightslaw.com/info/fape.accoms.mods.pdf
to learn about the difference between accommodations and modifications
2. Using the Internet locate a minimum of 5 assessment accommodations and/or
modifications that could be made for students with special needs. The following sites
will help you with this task:
· LD Online- http://www.ldonline.org/indepth/accommodations
· Parent Education Advocacy Training Center- http://www.peatc.org/peatc.cgim?template=peakaccom
· Learning Disabilities Association of America- http://www.ldanatl.org/aboutld/teachers/understanding/accommodations.asp
· Understood.Org
https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications
· Center for Parent Information and Resources http://www.parentcenterhub.org/accommodations/
3. Using the Internet locate a minimum of 5 assessment accommodations and/or
modifications that could be made for English Learners. The following site, as well as
your textbook Chapter 11, will help you with the task:
· Everything ESL- http://www.everythingesl.net/inservices/judith2.php
4. Create a table that categorizes the strategies in relation to what aspect of the assessment
process is being changed. The chart should include a total of 10 strategies.
Aspect of Assessment Process Being Modified
Student With
Special Needs
English Learner
Time or Setting for Assessment
Directions or Instructions
Difficulty of the Assessment
Level of Support during Assessment
How Student Responds
Week 8
Teaching Performance Expectations
EDUU 512 TPE Focus Areas
Planning Instruction
Understanding and Organizing Subject Matter
Engaging and Supporting Students in Learning
Assessing Student Learning
Planning Instruction
Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.
Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applica ...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Why curriculum reforms are being conducted in Kenyan education sector:paper p...Joseph Mwanzo
International Bureau of education recommends that curricula should be reviewed every five years:Find out how the process of curriculum reform is being conducted in Kenya.
Online Learning Readiness of Secondary School Teachers towards Flexible and B...AJHSSR Journal
ABSTRACT : Online learning is a challenging concept that ensures education is catered through
technological channels. This descriptive research aimed to understand readiness of teachers as they implement
teaching using flexible and blended learning as basis for an education strategy especially in this COVID-19
pandemic. The respondents were 232 selected secondary teachers in the province of Camarines Norte. The result
showed that there are 20 percent who are prepared for online teaching and most have gadgets/devices to be able
to perform their online role as teachers. However, 80 percent of respondents have issues especially along the
financial implication of flexible/blended learning as internet is quite costly in the Philippines and technological
gadgets are expensive. The study recommends training, planning, and restructuring towards strengthening
technology utilization, access, and resource generation for better delivery of education. It draws implications on
developing better key strategies in building smart ways and reducing challenges in online education.
KEYWORDS : COVID-19, Educational strategies, ICT integration, teaching modality
Nagle, J., Barbour, M. K., & LaBonte, R. (2021, June). Remote teaching – Emergency or not: Examining pandemic pedagogy in Canada [Panel]. Digital Learning Annual Conference, Austin, TX.
CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
Perspective chapter-peer observation of teaching in phygital communities of i...AyshaAlShamsi11
The disruptions caused by the COVID-19 pandemic have affected many aspects
of teacher training programs, which are crucial for informing research in higher
education, including reflective peer observation of teaching (POT). The higher education community has adapted to this new normal and begun using phygital (blended
physical and digital) spaces effectively. This requires practitioners to adapt new methodologies and hybrid approaches, which pave the way for a new future of learning in
a new phygital environment. This chapter describes the implementation of a phygital
community of inquiry (CoI) by preservice teachers in an undergraduate early-years
education program in the United Arab Emirates. This chapter presents the authors’
observations of preservice teachers’ practices during their internship to describe them
against the experience of higher education in the United Arab Emirates. Incorporating
the principles of POT and CoI requires strong institutional support if creative technologies are adopted to react to the current state of practices. Specifically, the POT
principles involved in CoI should expand the phygital approach to improve the reflective practices of preservice teachers. Moreover, models relevant to specific programs
should provide adequate instructional support, materials, and training for preservice
teachers to allow their optimal investment of POT in phygital spaces.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
Unit 10Richards, IncJessica RichardsMt460-01 Managemecorbing9ttj
Unit 10
Richards, Inc
Jessica Richards
Mt460-01: Management Policy and Strategy
Purdue Global University
December 20, 2018
Proforma Round 6
References
EDUU 512 Assessment Accommodations and Modifications Assignment
English Learners and Students with Special Needs
1. Go to http://www.wrightslaw.com/info/fape.accoms.mods.pdf
to learn about the difference between accommodations and modifications
2. Using the Internet locate a minimum of 5 assessment accommodations and/or
modifications that could be made for students with special needs. The following sites
will help you with this task:
· LD Online- http://www.ldonline.org/indepth/accommodations
· Parent Education Advocacy Training Center- http://www.peatc.org/peatc.cgim?template=peakaccom
· Learning Disabilities Association of America- http://www.ldanatl.org/aboutld/teachers/understanding/accommodations.asp
· Understood.Org
https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications
· Center for Parent Information and Resources http://www.parentcenterhub.org/accommodations/
3. Using the Internet locate a minimum of 5 assessment accommodations and/or
modifications that could be made for English Learners. The following site, as well as
your textbook Chapter 11, will help you with the task:
· Everything ESL- http://www.everythingesl.net/inservices/judith2.php
4. Create a table that categorizes the strategies in relation to what aspect of the assessment
process is being changed. The chart should include a total of 10 strategies.
Aspect of Assessment Process Being Modified
Student With
Special Needs
English Learner
Time or Setting for Assessment
Directions or Instructions
Difficulty of the Assessment
Level of Support during Assessment
How Student Responds
Week 8
Teaching Performance Expectations
EDUU 512 TPE Focus Areas
Planning Instruction
Understanding and Organizing Subject Matter
Engaging and Supporting Students in Learning
Assessing Student Learning
Planning Instruction
Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.
Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applica ...
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Why curriculum reforms are being conducted in Kenyan education sector:paper p...Joseph Mwanzo
International Bureau of education recommends that curricula should be reviewed every five years:Find out how the process of curriculum reform is being conducted in Kenya.
Online Learning Readiness of Secondary School Teachers towards Flexible and B...AJHSSR Journal
ABSTRACT : Online learning is a challenging concept that ensures education is catered through
technological channels. This descriptive research aimed to understand readiness of teachers as they implement
teaching using flexible and blended learning as basis for an education strategy especially in this COVID-19
pandemic. The respondents were 232 selected secondary teachers in the province of Camarines Norte. The result
showed that there are 20 percent who are prepared for online teaching and most have gadgets/devices to be able
to perform their online role as teachers. However, 80 percent of respondents have issues especially along the
financial implication of flexible/blended learning as internet is quite costly in the Philippines and technological
gadgets are expensive. The study recommends training, planning, and restructuring towards strengthening
technology utilization, access, and resource generation for better delivery of education. It draws implications on
developing better key strategies in building smart ways and reducing challenges in online education.
KEYWORDS : COVID-19, Educational strategies, ICT integration, teaching modality
Nagle, J., Barbour, M. K., & LaBonte, R. (2021, June). Remote teaching – Emergency or not: Examining pandemic pedagogy in Canada [Panel]. Digital Learning Annual Conference, Austin, TX.
Similar to EDEN 2023 - Digital Teacher Education for a Better Future: Recommendations for Teacher Preparation for an Online Environment (20)
CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
DLAC 2024 - L’état de l’apprentissage électronique de la maternelle à la 12e ...Michael Barbour
Barbour, M. K., LaBonte, R., & Mongrain, J. (2024, February). L’état de l’apprentissage électronique de la maternelle à la 12e année au Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
DLAC 2024 - State of the Nation: K-12 e-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
LaBonte, R., Barbour, M. K., & Childs, E. (2024, February). Comparing CANeLearn design principles for K-12 online learning with researched models & standards: Principles to guide quality policy & practice [Panel]. Digital Learning Annual Conference, Austin, TX.
SITE Interactive 2023 - Meet the Editors: Publishing About K-12 Online and Bl...Michael Barbour
Barbour, M. K., & Rice, M. (2023, August). Meet the editors: Publishing about K-12 online and blended learning research and practice [Keynote]. Society for Information Technology and Teacher Education Interactive, online.
BOLTT 2023 - CANeLearn Research: Applications for Practice (French)Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
BOLTT 2023 - CANeLearn Research: Applications for Practice (EnglishMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
TUC Research Day 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, April). State of the nation: K-12 e-learning in Canada [Poster]. Touro University California Research Day, Vallejo, CA.
Barbour, M. K., Moore, S., & Veletsianos, G. (2023, April). Questionable-cause logical fallacy and modality scapegoating: Synthesis of research on mental health and remote learning [Paper]. A part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
AERA 2023 - Teaching During Times of Turmoil: Ensuring Continuity of Learning...Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, April). Teaching during times of turmoil: Ensuring continuity of learning during school closures [Paper]. As part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
CIDER 2023 - State of the Nation: K-12 E-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, March). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
LaBonte, R., Barbour, M. K., McCallum, F., Laumann, D., Procter, J., & Pierre-Louie, C. (2023, February). Canadian e-learning roundup: Leadership perspectives, policy, and practices from Canada [Panel]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - Design Principles for Digital Learning and NSQOL Standards: Commo...Michael Barbour
LaBonte, R., & Barbour, M. K. (2023, February). Design principles for digital learning and NSQOL standards: Commonalities & differences [Contributed Talk]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
HICE 2023 - Teaching During Times of Turmoil in Canada: Ensuring Continuity o...Michael Barbour
Barbour, M. K., & Wilson, E. V. (2023, January). Teaching during times of turmoil in Canada: Ensuring continuity of learning during school closures [Paper]. Hawaii International Conference on Education, Honolulu, HI.
HICE 2023 - 5 Minutes On K-12 Online Learning With… A Thematic Analysis of A...Michael Barbour
Barbour, M. K., & Wilson, E. V. (2023, January). 5 minutes on K-12 online learning with… A thematic analysis of advice from experts [Paper]. Hawaii International Conference on Education, Waikiki, HI.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
EDEN 2023 - Digital Teacher Education for a Better Future: Recommendations for Teacher Preparation for an Online Environment
1. Digital Teacher Education for a
Better Future: Recommendations
for Teacher Preparation for an
Online Environment
Michael K. Barbour
Touro University California
Charles B. Hodges
Georgia Southern University
5. Online learning requires purposeful instructional
planning, using a systematic model of administrative
procedures, and course development. It also requires
the careful consideration of various pedagogical
strategies. These pedagogical considerations are used
to determine which are best suited to the specific
affordances and challenges of delivery mediums and
the purposeful selection of tools based on the
strengths and limitations of each one. Finally, careful
planning requires that teachers be appropriately
trained to be able to support the tools that are being
used, and for teachers to be able to effectively use
those tools to help facilitate student learning.
6. Online learning requires purposeful instructional
planning, using a systematic model of administrative
procedures, and course development. It also requires
the careful consideration of various pedagogical
strategies. These pedagogical considerations are used
to determine which are best suited to the specific
affordances and challenges of delivery mediums and
the purposeful selection of tools based on the
strengths and limitations of each one. Finally, careful
planning requires that teachers be appropriately
trained to be able to support the tools that are being
used, and for teachers to be able to effectively use
those tools to help facilitate student learning.
7. Emergency remote teaching is a temporary shift of
instructional delivery to an alternate delivery mode due
to crisis circumstances. It involves the use of fully
remote teaching solutions for instruction or education
that would otherwise be delivered face-to-face or as
blended or hybrid courses and that will return to that
format once the crisis or emergency has abated. The
primary objective in these circumstances is not to re-
create a robust educational ecosystem but rather to
provide temporary access to instruction and
instructional supports in a manner that is quick to set
up and is reliably available during an emergency or
crisis.
8. Emergency remote teaching is a temporary shift of
instructional delivery to an alternate delivery mode
due to crisis circumstances. It involves the use of
fully remote teaching solutions for instruction or
education that would otherwise be delivered face-
to-face or as blended or hybrid courses and that will
return to that format once the crisis or emergency
has abated. The primary objective in these
circumstances is not to re-create a robust
educational ecosystem but rather to provide
temporary access to instruction and instructional
supports in a manner that is quick to set up and is
reliably available during an emergency or crisis.
9.
10.
11.
12.
13.
14.
15. • McCracken (2020) described how during the Spanish flu
pandemic the telephone – a technology only 40 years old at
the time – was being used for high school students in Long
Beach. According to the author, “the fact that California
students were using it as an educational device was so novel
that it made the papers.” (para. 2)
• during the polio epidemic in New Zealand in 1948, which
closed all of that country’s schools, and the Correspondence
School – now Te Aho o Te Kura Pounamu – used traditional
correspondence education to send lessons to every
household, as well as using educational radio to broadcast
lessons during the first semester of the school year (Te Kura,
2018)
16. • distance/online learning has regularly been suggested
as an option to maintain instructional time during
short term school closures (Haugen, 2015; Hua et al.,
2017; Milman, 2014; Morones, 2014; Swetlik et al.,
2015)
• “the immediate post-earthquake challenges of
redesigning courses using different blends of face-to-
face and online activities to meet the needs of on-
campus, regional campus, and distance pre-service
teacher education students” (Mackey et al., 2012, p.
122)
17. • online learning helped facilitate continued access to instruction in 2003 in
Hong Kong when schools had to close due to the SARS outbreak (Alpert,
2011)
• during the H1N1 outbreak in 2008 remote teaching allowed approximately
560,000 students in Hong Kong to continue learning during that pandemic
induced school closure (Latchem & Jung, 2009)
• following high levels of absenteeism during the H1N1 pandemic, private
schools in Boliva developed their own virtual classrooms and trained
teachers on how to teach in that environment (Barbour et al., 2011)
• “in Singapore online and blended learning was so pervasive that teaching in
online and virtual environments was a required course in their teacher
education programs and schools are annually closed for week-long periods
to prepare the K-12 system for pandemic or natural disaster forced
closures” (Barbour, 2010, p. 310)
18.
19.
20.
21.
22. Recommendations for Teacher
Preparation
Hodges, Barbour, and Ferdig (2022) provide six
objectives with the aim that all teacher
education programs will prepare teacher
candidates with the knowledge, skills, and
experience necessary to be successful teaching
in online and blended modalities.
Hodges, Barbour, Ferdig (2022)
Open Access
23. Objective 1
• There must be sufficient course work to give
pre-service teachers access to knowledge,
skills, and attitudes related to K-12 online and
blended learning
• The word sufficient is used purposely to allow
flexibility in the number of courses, but the aim is
program wide and program deep (Schmidt-Crawford
et al., 2020) opportunities to prepare pre-service
teachers with the required skills and knowledge
24. Objective 2
• Teacher candidates should have experiences
as online learners.
• The authentic experience of them being online
learners themselves will help them gain empathy
for their future students and the problems or
opportunities those students experience.
25. Objective 3
• TEP must include field experiences in OBL
• Some pedagogical skills from a standard teacher education
programs still apply, many of the necessary online teaching
competencies are completely new to even recently licensed
teachers (An et al., 2021; Da- vis & Roblyer, 2005).
• A challenge here is overcoming perceptions that online
teaching is not real teaching. (See Kennedy and Archambault
(2012a)). Also, (Archambault et al., 2016) found that the belief
that teacher education should offer online field experiences
has decreased.
26. Objective 4
• Metrics and instruments must be created or
refined to further assess and support growth
of PSTs knowledge, skills, and attitudes of
teaching in K-12 OBL
• Use existing research on characteristics of quality online and
blended instructors to create metrics and instruments to
measure knowledge, skills, and attitudes towards OBL
instruction.
• The goal is to determine if and how a preservice teacher
might be prepared to teach in such modalities prior to placing
them in such con- texts.
27. Objective 5
• Validated, research-based standards must be
developed
• A lack of validated instruments has hindered the development
of research-based standards (Barbour, 2020)
• There are many sets of standards, but they were not
developed using an accepted systematic research process
(Barbour, 2020), and efforts to validate them using research
after the fact have been flawed or have found the standards
to be lacking (Adelstein & Barbour, 2018).
28. Objective 6
• Have accrediting bodies and state agencies
require that all PSTs have meaningful and
useful preparation to deliver OBL.
• National accreditation bodies or state teacher
preparation agencies need to require teacher education
programs to ensure that all PSTs have meaningful and
useful preparation to deliver OBL.
• If the first five objectives are achieved, the essential
elements will be in place for accrediting agencies to make
the requirement.
31. Associate Professor of Instructional Design
College of Education & Health Services
Touro University California
mkbarbour@gmail.com
http://www.michaelbarbour.com