The document describes an online simulation course called Edge.edu Advantage K-12 that is designed to increase knowledge, awareness, and skills around managing diversity and inclusion in K-12 education. The course is divided into three modules that take participants through understanding key diversity terms, exploring unconscious biases, and practicing inclusion strategies through realistic scenarios. Completing the course provides districts with data on diversity within their organization to help meet student and staff needs.
An overview of the fours modules in The EDGE Advantage online diversity training program. Highest honors by T+D Magazine and provides an excellent foundation for diversity, inclusion and the competitive nature of diversity and it's impact on organizational success.
An overview of the fours modules in The EDGE Advantage online diversity training program. Highest honors by T+D Magazine and provides an excellent foundation for diversity, inclusion and the competitive nature of diversity and it's impact on organizational success.
A presentation on How do we determine the impact of technology and mobile devices on student achievement and teacher practice. The presentation was delivered at the MISA East Mobile Learning symposium on Feb. 22, 2013 in Ottawa Ontario Canada.
Provost Challenge: Digital Accessibility Centercedarpoint13
The Digital Accessibility Center will provide custom service to our faculty to improve student success with Universal and equal access to course content.
Strategies for building a campus community that includes disability as a issue of diversity. Vital to building an inclusive environment looking at the intersections of identity must be part of the conversations.
Becoming Information Literate: transition from academia to the workplace - workshop was given by Jim McCloskey of Wilmington University at the annual MLA/DLA Joint State Conference 2016
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
How can we design better technologies with research in mind? This paper summarizes decades of research for those who are interested in designing or investing in technology supported products that focus on social emotional learning, school culture and school culture.
The purpose of this report is to provide a research synthesis about the expanded definition of student success that can be leveraged by EdTech developers, investors, and enthusiasts to support research-aligned product development and adoption. Although research on EdTech lags significantly behind the current interests and needs of the market, there is much relevant research about social emotional development and school climate and culture that is applicable to the design of EdTech tools. Drawing on over 100 publications, this report introduces 6 levers for supporting student success, each with 2 critical research-based findings.
Suggested Citation: Zielezinski, M.; Franz, P.; Thibodeau A. (2020). Optimizing EdTech for an Expanded Definition of Student Success: A Research Review for EdTech Developers. MBZ Labs.
Only have a minute? Head to pages 5-6 for a snapshot of the findings.
A presentation on How do we determine the impact of technology and mobile devices on student achievement and teacher practice. The presentation was delivered at the MISA East Mobile Learning symposium on Feb. 22, 2013 in Ottawa Ontario Canada.
Provost Challenge: Digital Accessibility Centercedarpoint13
The Digital Accessibility Center will provide custom service to our faculty to improve student success with Universal and equal access to course content.
Strategies for building a campus community that includes disability as a issue of diversity. Vital to building an inclusive environment looking at the intersections of identity must be part of the conversations.
Becoming Information Literate: transition from academia to the workplace - workshop was given by Jim McCloskey of Wilmington University at the annual MLA/DLA Joint State Conference 2016
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
How can we design better technologies with research in mind? This paper summarizes decades of research for those who are interested in designing or investing in technology supported products that focus on social emotional learning, school culture and school culture.
The purpose of this report is to provide a research synthesis about the expanded definition of student success that can be leveraged by EdTech developers, investors, and enthusiasts to support research-aligned product development and adoption. Although research on EdTech lags significantly behind the current interests and needs of the market, there is much relevant research about social emotional development and school climate and culture that is applicable to the design of EdTech tools. Drawing on over 100 publications, this report introduces 6 levers for supporting student success, each with 2 critical research-based findings.
Suggested Citation: Zielezinski, M.; Franz, P.; Thibodeau A. (2020). Optimizing EdTech for an Expanded Definition of Student Success: A Research Review for EdTech Developers. MBZ Labs.
Only have a minute? Head to pages 5-6 for a snapshot of the findings.