Why e-learning? What does the research say? How do we use it? What will our journey look like? How do we / can we / should we use e-assessment?
This presentation was part of the e-learning PD day for Middleton Grange School staff on 1st Oct 2014.
Links that appear in this slideshow:
SAMR Model explained on TKI: http://elearning.tki.org.nz/Professional-learning/Teacher-inquiry-into-e-learning/SAMR-model
YouTube clip 1 on SAMR: http://youtu.be/ielQfOywe5E
YouTube clip 2 on SAMR: http://youtu.be/us0w823KY0g
Socrative for formative assessment: http://www.socrative.com/
Presentation that was given at the TESOL Arabia Mobile Learning Conference entitled ""M-Learning in Context :Localizing a Global Trend" 28 November 2015
at Emirates Aviation College, Dubai, United Arab Emirates. Focused on the use of a "learning community" model to help realise successful integration of mobile learning strategies across the English Writing Services Department of the University College (General Education program) at Zayed University, United Arab Emirates.
Presentation for Ed-Media 2010 Conference, http://www.aace.org/conf/edmedia/, to be held in Toronto, Canada, June 29 –July 2, 2010.
We propose that one of the barriers to OER adoption is the lack of transparency of practitioners’ ‘thinking’ around OERs.Threfore we propose to move from opening up contents and OER to opening people’s thinking about OERs.
Our objective is to make this thinking visible and exportable in a way that support the emergence of collective intelligence around OER. To cater for this we designed Cohere, a prototype socio-technical infrastructure to gather Collective Intelligence around OER.
The paper was presented at ICALT 2013: http://infoscience.epfl.ch/record/185963?ln=en
This paper proposes a novel approach to build and deploy learning analytics dashboards in multiple learning environments. Existing learning dashboards are barely portable: once deployed on a learning platform, it requires considerable effort to deploy the dashboard elsewhere. We suggest constructing dashboards from lightweight web applications, namely widgets. Our approach allows to port dashboards with no additional cost between learning environments that implement open specifications (OpenSocial and ActivityStreams) for data access and use widget APIs. We propose to facilitate reuse by sharing the dashboards and widgets via a centralized analytics repository.
Presentation that was given at the TESOL Arabia Mobile Learning Conference entitled ""M-Learning in Context :Localizing a Global Trend" 28 November 2015
at Emirates Aviation College, Dubai, United Arab Emirates. Focused on the use of a "learning community" model to help realise successful integration of mobile learning strategies across the English Writing Services Department of the University College (General Education program) at Zayed University, United Arab Emirates.
Presentation for Ed-Media 2010 Conference, http://www.aace.org/conf/edmedia/, to be held in Toronto, Canada, June 29 –July 2, 2010.
We propose that one of the barriers to OER adoption is the lack of transparency of practitioners’ ‘thinking’ around OERs.Threfore we propose to move from opening up contents and OER to opening people’s thinking about OERs.
Our objective is to make this thinking visible and exportable in a way that support the emergence of collective intelligence around OER. To cater for this we designed Cohere, a prototype socio-technical infrastructure to gather Collective Intelligence around OER.
The paper was presented at ICALT 2013: http://infoscience.epfl.ch/record/185963?ln=en
This paper proposes a novel approach to build and deploy learning analytics dashboards in multiple learning environments. Existing learning dashboards are barely portable: once deployed on a learning platform, it requires considerable effort to deploy the dashboard elsewhere. We suggest constructing dashboards from lightweight web applications, namely widgets. Our approach allows to port dashboards with no additional cost between learning environments that implement open specifications (OpenSocial and ActivityStreams) for data access and use widget APIs. We propose to facilitate reuse by sharing the dashboards and widgets via a centralized analytics repository.
Integrating 5 Cloud Based Tools Into Your Teaching PracticeKim Pepler
A brief look at why it is important to integrate technologies into modern educational practices and a quick run through five potential candidates for use in the classroom.
The Road to EIT Accessibility at Four Colleges: A Centralized Approach3Play Media
In 2015, the Five College consortium in Western Massachusetts created a new shared position to better address the growing challenges associated with campus-wide Electronic and Information Technology (EIT) accessibility at four private colleges.
As the new EIT Accessibility Coordinator for Amherst, Hampshire, Mount Holyoke, and Smith Colleges, Rob Eveleigh has worked with the schools to develop and implement parallel and collaborative campus-wide EIT accessibility solutions.
In this webinar, Rob will share the successes, challenges, and lessons learned in the concurrent development of four EIT Accessibility programs across the colleges he coordinates.
Topics will include:
Developing individual and centralized goals for EIT accessibility across four colleges
Parallel and collaborative solutions for multi-campus college EIT accessibility programs
Strategies for getting administrative buy-in for accessibility
EIT Accessibility rubrics and guidelines
Lessons learned in the first year of a shared EIT Accessibility Coordinator position
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Integrating 5 Cloud Based Tools Into Your Teaching PracticeKim Pepler
A brief look at why it is important to integrate technologies into modern educational practices and a quick run through five potential candidates for use in the classroom.
The Road to EIT Accessibility at Four Colleges: A Centralized Approach3Play Media
In 2015, the Five College consortium in Western Massachusetts created a new shared position to better address the growing challenges associated with campus-wide Electronic and Information Technology (EIT) accessibility at four private colleges.
As the new EIT Accessibility Coordinator for Amherst, Hampshire, Mount Holyoke, and Smith Colleges, Rob Eveleigh has worked with the schools to develop and implement parallel and collaborative campus-wide EIT accessibility solutions.
In this webinar, Rob will share the successes, challenges, and lessons learned in the concurrent development of four EIT Accessibility programs across the colleges he coordinates.
Topics will include:
Developing individual and centralized goals for EIT accessibility across four colleges
Parallel and collaborative solutions for multi-campus college EIT accessibility programs
Strategies for getting administrative buy-in for accessibility
EIT Accessibility rubrics and guidelines
Lessons learned in the first year of a shared EIT Accessibility Coordinator position
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Conceptions of Participation in the Digital Age. A literature reviewFranco Rau
Foliensatz zu meinem Vortrag "Conceptions of Participation in the Digital Age. A literature review" auf der ECER 2014 in Porto (Tagungsthema: The Past, the Present and the Future of Educational Research)
Session Information
ERG SES G15, ICT and Education
Paper Session
Time:2014-09-02
09:00-10:30
Room:FPCEUP - 2 B
Chair:Paulo Nogueira
In a world where knowing how to learn and monitor your own learning is more important than just knowing the facts, education and training is gravitating to more learning-centred approaches. Learning-centred environments support learners to not only have input into what is they need to learn, but they also help them determine how their work should be monitored and evaluated. In learning-centred practice, the monitoring of learner progress is no longer the sole responsibility of the teacher, but that of learner, their peers and their mentors through the use of online personal learning spaces or eportfolios (Brown, Chen & Gordon, 2012).
Self-directed & lifelong Learning in the Information age: Can PLEs help?Nona Press
This presentation offers a perspective on what it means for individuals to learn in the information age and examines challenges concerning learner control and self-direction. Supporting learners and learning are also discussed and considers how the PLE (personal learning environment) idea, as a methodology, can deliver holistic support within and beyond institutional learning engagements
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Students need these skills – the world they are
preparing for is not the world we prepared for
3. Students need these skills – the world they are
preparing for is not the world we prepared for
They need to be fluent with the technological skills,
but also the technological resilience, and being
comfortable operating in online communities
working toward a common goal
4. Multiple representations of the same concept
Caters for different learning styles, allows
students to make connections between
representations
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)
5. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
- Created by students OR teachers
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)
6. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
Links / hyperlinks within the resources –
networking the activities
Teachers can create a learning path / flow
within the resources themselves
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)
7. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
Links / hyperlinks within the resources –
networking the activities
Interaction / interactivity – allows students to
construct and collaborate
Eg web applets / manipulatives
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)
8. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
Links / hyperlinks within the resources –
networking the activities
Interaction / interactivity – allows students to
construct and collaborate
Ubiquitous* learning – sickness, sports trips,
homework
It allows for ubiquitous learning, but
boundaries must still be enforced
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)
9. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
Links / hyperlinks within the resources –
networking the activities
Interaction / interactivity – allows students to
construct and collaborate
Ubiquitous* learning – sickness, sports trips,
homework
Ubiquitous access to learning communities
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)
10. Multiple representations of the same concept
Related to that: different media synchronised into
multi-modal presentations
Links / hyperlinks within the resources –
networking the activities
Interaction / interactivity – allows students to
construct and collaborate
Ubiquitous* learning – sickness, sports trips,
homework
Ubiquitous access to learning communities
Modelling – virtual laboratories / environments
From Kramer & Schmidt, 2001 “Components and tools for on-line
education” (p195)
As quoted in Pachler & Daly, 2011 “Key Issues in e-Learning:
Research and Practice” (p21)
17. There is nothing wrong with Substitution
Start small, but start somewhere
Videos? Discussion forums? Quick quiz?
18. Activities that require students to:
Create
Collaborate
Think critically
Reflect on their own learning
19. The “e” has a significant contribution to add to
assessment, in particular:
Speed – speed of response to students,
enabling powerful (relevant and timely)
feedback. Fast feedback also allows a rapid
iteration of the students’ work
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)
20. The “e” has a significant contribution to add to
assessment, in particular:
Speed
Storage capacity – the volume of student
work becomes much more manageable
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)
21. The “e” has a significant contribution to add to
assessment, in particular:
Speed
Storage capacity
Processing – automation of marking;
scalability of activities and assessment;
incorporating “adaptivity” where systems can
adapt to students
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)
22. The “e” has a significant contribution to add to
assessment, in particular:
Speed
Storage capacity
Processing
Communication – rapid communication with a
range of audiences. The technology allows
the range of audiences to be controlled
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)
23. The “e” has a significant contribution to add to
assessment, in particular:
Speed
Storage capacity
Processing
Communication
Construction and representation – the ability
to represent ideas in a variety of ways
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)
24. The “e” has a significant contribution to add to
assessment, in particular:
Speed
Storage capacity
Processing
Communication
Construction and representation
Mutability – shared objects are not fixed, they
can be changed easily if desired (or locked if
not appropriate for the assessment context)
From Pachler & Daly, 2011 – Key Issues in e-Learning:
Research and Practice (p115)
25. Formative Assessment:
Quick quizzes using Google Forms, Moodle
quizzes, Socrative
Rubrics and self-evaluation; peer-evaluation;
private or public feedback from teacher or
from group members
Photo assignments
VoiceThread / Voki
YouTube – students creating own videos
27. Summative Assessment:
Submitting assignments in Moodle or Google
Drive (or both) – essays, anything able to be
saved digitally
e-Portfolios
Saves sorting through dozens of emails, or
paper
28. Choose one activity which is common in your
curriculum area. What could that look like
with technology?
Substitution?
Augmentation?
Modification?
Redefinition?
Editor's Notes
Click on the image to open the YouTube video in a browser
Click on the image to open the YouTube video in a browser
Both students and teachers working through SAMR model – need to teach students how to use tech as well as become familiar with it ourselves
Slows the ACTUAL learning down; but it’s an investment. Sharpening the axe
1. Speed of response – enabling feedback; rapid iteration
2. Volume of student work
3. Automation of marking; scalability; adaptivity where systems can adapt to students
4. Rapid communication, range of audiences; tech allows this range to be controlled
5. The ability to represent ideas in a variety of ways; tech can support learners in the representation of THEIR OWN ideas
6. Shared objects are not fixed, they can change / be changed easily. BUT this too can be controlled if it is not desirable for the assessment context.
1. Speed of response – enabling feedback; rapid iteration
2. Volume of student work
3. Automation of marking; scalability; adaptivity where systems can adapt to students
4. Rapid communication, range of audiences; tech allows this range to be controlled
5. The ability to represent ideas in a variety of ways; tech can support learners in the representation of THEIR OWN ideas
6. Shared objects are not fixed, they can change / be changed easily. BUT this too can be controlled if it is not desirable for the assessment context.
1. Speed of response – enabling feedback; rapid iteration
2. Volume of student work
3. Automation of marking; scalability; adaptivity where systems can adapt to students
4. Rapid communication, range of audiences; tech allows this range to be controlled
5. The ability to represent ideas in a variety of ways; tech can support learners in the representation of THEIR OWN ideas
6. Shared objects are not fixed, they can change / be changed easily. BUT this too can be controlled if it is not desirable for the assessment context.
1. Speed of response – enabling feedback; rapid iteration
2. Volume of student work
3. Automation of marking; scalability; adaptivity where systems can adapt to students
4. Rapid communication, range of audiences; tech allows this range to be controlled
5. The ability to represent ideas in a variety of ways; tech can support learners in the representation of THEIR OWN ideas
6. Shared objects are not fixed, they can change / be changed easily. BUT this too can be controlled if it is not desirable for the assessment context.
1. Speed of response – enabling feedback; rapid iteration
2. Volume of student work
3. Automation of marking; scalability; adaptivity where systems can adapt to students
4. Rapid communication, range of audiences; tech allows this range to be controlled
5. The ability to represent ideas in a variety of ways; tech can support learners in the representation of THEIR OWN ideas
6. Shared objects are not fixed, they can change / be changed easily. BUT this too can be controlled if it is not desirable for the assessment context.
1. Speed of response – enabling feedback; rapid iteration
2. Volume of student work
3. Automation of marking; scalability; adaptivity where systems can adapt to students
4. Rapid communication, range of audiences; tech allows this range to be controlled
5. The ability to represent ideas in a variety of ways; tech can support learners in the representation of THEIR OWN ideas
6. Shared objects are not fixed, they can change / be changed easily. BUT this too can be controlled if it is not desirable for the assessment context.