An edited version of my MRA 2010 presentation. Static slides have replaced screencasts of my class wiki and Google Docs Also, the student comment video clips have been removed.
This document discusses the use of digital tools like Prezi and YouTube to foster collaboration, choice, and learning for digital natives in higher education. It provides examples of how Prezi was used in teams to create presentations and engage audiences. Students also generated YouTube videos in teams of three using Skype for communication. Lessons learned included that digital natives intuitively learn new tools by taking risks and collaborating. Clear directions are needed for video assignments to ensure a cohesive final product. Further tools like Screencast-o-matic are recommended to move education from good to great for the digital generation.
This document discusses how teachers can integrate technology into the classroom to better prepare students for the future. It provides examples of several technologies, including webquests, podcasts, blogs, and email. Webquests allow students to explore teacher-selected websites and create a product reflecting their learning. Podcasts provide audio and video content on various topics that can enhance learning. Blogs are places for students to post thoughts about class topics. While email can be used for pen pals, teachers must check district policies regarding student email use. Overall, the document argues that incorporating these technologies can engage students and support inquiry-based learning that prepares them for life after school.
Cultivating Information Literacy Among Students: Lessons Learned from UCF’s I...Kelvin Thompson
This document summarizes Dr. Kelvin Thompson's presentation on information literacy modules developed at the University of Central Florida. The modules are short, self-contained online lessons that teach information literacy skills and can be assigned by instructors or completed voluntarily by students. Over the past 8 years, over 200,000 assessments have been completed by 37,000+ students across 15 module topics. UCF piloted "badging" completed modules to recognize student achievement, with over 40,000 badges issued so far. While funding cuts have paused new development, the existing modules continue to be maintained and updated annually.
Tried & TestedMore Grounded Pedagogies for Online & Blended CoursesMichael M Grant
The document summarizes key aspects of designing effective online and blended courses based on learning theories and best practices. It provides templates and examples for organizing course content into modules with clear introductions, objectives, readings, activities, and assessments. It emphasizes the importance of instructor presence through tools like weekly video announcements, providing timely feedback, and encouraging student interaction and engagement with self-assessments and discussions.
5 easy technologies for formative assessment_MDLCakenalong
This document provides an abstract for a workshop on using formative assessment technologies. The workshop will introduce five interactive technologies - Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey - that can be used as formative assessment tools. During the workshop, participants will actively engage with the technologies through instructional activities and have an opportunity to see them in use. The goal is for instructors to learn about applicable technologies that can help assess student understanding and guide instruction.
This document appears to be from a presentation on course planning and organization. It includes templates for synchronous class meetings, flipped classrooms, and landing pages for synchronous meetings. It discusses hands-on practice for developing driving questions, including choosing a topic and considering how related knowledge is used in the real world. A fast finger question activity is described where participants type answers without hitting enter. The presentation also includes a write it down activity where participants write an example and are prepared to share, as well as a quick chat text poll. It ends with a question check-up slide and a reminder to play a video.
This document discusses the use of digital tools like Prezi and YouTube to foster collaboration, choice, and learning for digital natives in higher education. It provides examples of how Prezi was used in teams to create presentations and engage audiences. Students also generated YouTube videos in teams of three using Skype for communication. Lessons learned included that digital natives intuitively learn new tools by taking risks and collaborating. Clear directions are needed for video assignments to ensure a cohesive final product. Further tools like Screencast-o-matic are recommended to move education from good to great for the digital generation.
This document discusses how teachers can integrate technology into the classroom to better prepare students for the future. It provides examples of several technologies, including webquests, podcasts, blogs, and email. Webquests allow students to explore teacher-selected websites and create a product reflecting their learning. Podcasts provide audio and video content on various topics that can enhance learning. Blogs are places for students to post thoughts about class topics. While email can be used for pen pals, teachers must check district policies regarding student email use. Overall, the document argues that incorporating these technologies can engage students and support inquiry-based learning that prepares them for life after school.
Cultivating Information Literacy Among Students: Lessons Learned from UCF’s I...Kelvin Thompson
This document summarizes Dr. Kelvin Thompson's presentation on information literacy modules developed at the University of Central Florida. The modules are short, self-contained online lessons that teach information literacy skills and can be assigned by instructors or completed voluntarily by students. Over the past 8 years, over 200,000 assessments have been completed by 37,000+ students across 15 module topics. UCF piloted "badging" completed modules to recognize student achievement, with over 40,000 badges issued so far. While funding cuts have paused new development, the existing modules continue to be maintained and updated annually.
Tried & TestedMore Grounded Pedagogies for Online & Blended CoursesMichael M Grant
The document summarizes key aspects of designing effective online and blended courses based on learning theories and best practices. It provides templates and examples for organizing course content into modules with clear introductions, objectives, readings, activities, and assessments. It emphasizes the importance of instructor presence through tools like weekly video announcements, providing timely feedback, and encouraging student interaction and engagement with self-assessments and discussions.
5 easy technologies for formative assessment_MDLCakenalong
This document provides an abstract for a workshop on using formative assessment technologies. The workshop will introduce five interactive technologies - Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey - that can be used as formative assessment tools. During the workshop, participants will actively engage with the technologies through instructional activities and have an opportunity to see them in use. The goal is for instructors to learn about applicable technologies that can help assess student understanding and guide instruction.
This document appears to be from a presentation on course planning and organization. It includes templates for synchronous class meetings, flipped classrooms, and landing pages for synchronous meetings. It discusses hands-on practice for developing driving questions, including choosing a topic and considering how related knowledge is used in the real world. A fast finger question activity is described where participants type answers without hitting enter. The presentation also includes a write it down activity where participants write an example and are prepared to share, as well as a quick chat text poll. It ends with a question check-up slide and a reminder to play a video.
This document provides information and guidance for developing an online unit from W.R. McCammon, an educator with experience teaching online courses. It includes details about McCammon's background and qualifications, the importance of technology in education, types of assignments and assessments, examples of direct instruction methods, and recommendations for online resources.
Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses Michael M Grant
Strategies for designing and teaching blended, synchronous, and asynchronous online courses. Presented at Cengage Learning Computing Conference by Dr. Michael M. Grant
This document discusses providing feedback to students in online courses to engage them and motivate their learning. It outlines various tools that can be used for online feedback, including discussion forums, learning journals, podcasts, screencasts, and interactive tools like Kaizena. Kaizena allows instructors to record audio and text comments directly onto students' work and supports tracking changes. Students found the personalized audio feedback from Kaizena to be helpful for improving their writing and learning. The document advocates balancing corrective feedback with higher-order concerns to guide students' development and avoid overfocusing on errors.
Collaboration and revision with google docs emwp live pagesKaren Chichester
The Power Point part of my Demonstration Lesson for the the Eastern Michigan Writing Project. What missing are the live web pages and the embedded video.
Social Media: Expanding Horizons for Health Professions EducationIris Thiele Isip-Tan
Presented at the COHRED Global Forum on Research Innovation and Health 2015 New Leaders for Health Pre-forum meeting (23 Aug) and at forum proper under Capacity-building track (27 Aug).
A WebQuest is an inquiry-based lesson that provides students with an online task and resources to complete the task. It was created in 1995 by Bernie Dodge as a way to deliver lessons over the web using discovery learning. The document discusses what a WebQuest is, how to create one using a template, reasons for teachers to use WebQuests, and how to integrate web tools into WebQuests.
This document provides an overview of a workshop on using formative assessment technologies. The workshop introduces several free online tools, including Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey. These tools can be used to assess student understanding before exams and provide interactive activities for students to study. The document provides information on the benefits and uses of each tool.
'The Good the Bad and the Ugly' of Collaborate UltraGreen Belinda
This document discusses the implementation of the Collaborate Ultra video conferencing tool at the University of Northampton. It describes both the benefits and challenges experienced by students and teachers. While Collaborate helped increase engagement and inclusion, technical issues caused disruptions. Recommendations include thorough testing, developing use cases, and ensuring support is available to build confidence in the tool. With effort, Collaborate shows potential to enhance learning, but successful adoption requires addressing connectivity problems and supporting new pedagogical approaches.
Tips for Getting Your Colleagues to Adopt Universal Design for Learning3Play Media
When most people in higher education hear the phrase “universal design for learning," they think about students with physical disabilities and the accommodations we provide to them in order to help them meet course outcomes.
To help make educational materials and practices inclusive for all learners, this interactive webinar session radically reflects on how faculty members and course designers can adopt Universal Design for Learning (UDL).
Presented by Thomas Tobin, author and speaker on quality in distance education, this session will help broaden the focus of UDL beyond learners with disabilities and toward a larger ease-of-use/general inclusion framework.
This presentation will cover:
How accommodations and UDL are very different
What you can do today, within a week, and within a month to reach out to your biggest segment of learners—people on their mobile devices
How you can incorporate UDL elements into your courses
How you can design and retrofit existing course components using UDL principles
How to implement UDL across campus to increase persistence, retention, and satisfaction for all learners
Are you leading or following in today’s educationalrmccracke
This document summarizes a presentation on leading with technology in education. It lists various online tools and resources for teaching and collaboration. It discusses policies around online instruction and virtual schools. It also covers issues like the growth model for teacher evaluation and compensation. The presentation encourages leaders to actively plan for implementing new policies and technologies rather than just passively observing changes.
Blogs provide several benefits in online and face-to-face courses. They allow students to collaborate on shared projects and share work with each other. Blogs also enable students to enhance assignments with links and visuals, addressing different learning styles. Additionally, blogs give students an expanded public audience and a sense of personal ownership over their work. However, some students may resist blogging due to unfamiliarity with the technology or concerns over privacy or copyright issues when work is made public. Blogs tend to work best for focused projects in face-to-face courses, while replacing some in-class elements and allowing students to connect in online courses.
Blogs can be used as an effective tool for research project management. They allow researchers to establish online communities, track developments in their field, document ideas, oversee assistants' work, and disseminate results. When used for project management, blogs can increase productivity in collaborative projects by facilitating communication between team members and providing a central place to record accomplishments and track progress towards goals. However, concerns about protecting ideas and maintaining privacy must be addressed when using blogs for private research purposes.
This document outlines a technology integration project using an inquiry-based strategy to address varied learning styles and intelligence. The project involves 3 lessons: 1) defining and researching cinquains online, 2) creating and photographing cinquains using digital cameras, and 3) creating a PowerPoint presentation with photos and text. Assessment includes task cards, rubrics, and student evaluation cards. Resources include online dictionaries, video tutorials, and desktop publishing software. The strategy aims to explain abstract ideas, engage today's generation, and train students in technology skills while teaching about a form of classical poetry.
Blogs can be used in the classroom to address issues like declining class discussion and students not completing readings. They allow students to post reading reflections before class, which promotes discussion and ensures readings are completed. Students receive marks for posting, attracting comments, and commenting on others' posts. However, there are potential issues like blogs not saving work and students providing inaccurate information. Instructors must also consider privacy and confidentiality.
PBworks is a free wiki-based website that allows multiple users to collaboratively edit pages and share resources for group projects. It empowers students to participate and work together securely. Teachers have full control and monitoring capabilities, and edits are timestamped to prevent plagiarism. PBworks provides a simple interface for creating online workspaces without technical expertise.
PBworks is a free wiki-based website that allows multiple users to collaboratively edit pages and share resources for group projects. It empowers students to participate and work together securely. Teachers have full control and monitoring capabilities, and edits are timestamped to prevent plagiarism. PBworks provides a simple interface for creating online workspaces without technical expertise.
PBworks is a free, wiki-based website that allows multiple users to collaboratively edit pages and share resources for group projects. It empowers students to participate and work together securely. Teachers have full control and monitoring capabilities to ensure students are protected and acting appropriately online. PBworks provides a simple way for teachers to provide course materials, communicate with students, and track progress on group work.
This document provides a reading list of resources related to visual literacy, photography as a language, and pedagogy and learning technology. The reading list includes books, journals, websites, and other media sources for teachers to explore topics like ways of seeing, critical theory for photographers, and developing effective assessment in higher education.
This document provides information and guidance for developing an online unit from W.R. McCammon, an educator with experience teaching online courses. It includes details about McCammon's background and qualifications, the importance of technology in education, types of assignments and assessments, examples of direct instruction methods, and recommendations for online resources.
Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses Michael M Grant
Strategies for designing and teaching blended, synchronous, and asynchronous online courses. Presented at Cengage Learning Computing Conference by Dr. Michael M. Grant
This document discusses providing feedback to students in online courses to engage them and motivate their learning. It outlines various tools that can be used for online feedback, including discussion forums, learning journals, podcasts, screencasts, and interactive tools like Kaizena. Kaizena allows instructors to record audio and text comments directly onto students' work and supports tracking changes. Students found the personalized audio feedback from Kaizena to be helpful for improving their writing and learning. The document advocates balancing corrective feedback with higher-order concerns to guide students' development and avoid overfocusing on errors.
Collaboration and revision with google docs emwp live pagesKaren Chichester
The Power Point part of my Demonstration Lesson for the the Eastern Michigan Writing Project. What missing are the live web pages and the embedded video.
Social Media: Expanding Horizons for Health Professions EducationIris Thiele Isip-Tan
Presented at the COHRED Global Forum on Research Innovation and Health 2015 New Leaders for Health Pre-forum meeting (23 Aug) and at forum proper under Capacity-building track (27 Aug).
A WebQuest is an inquiry-based lesson that provides students with an online task and resources to complete the task. It was created in 1995 by Bernie Dodge as a way to deliver lessons over the web using discovery learning. The document discusses what a WebQuest is, how to create one using a template, reasons for teachers to use WebQuests, and how to integrate web tools into WebQuests.
This document provides an overview of a workshop on using formative assessment technologies. The workshop introduces several free online tools, including Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey. These tools can be used to assess student understanding before exams and provide interactive activities for students to study. The document provides information on the benefits and uses of each tool.
'The Good the Bad and the Ugly' of Collaborate UltraGreen Belinda
This document discusses the implementation of the Collaborate Ultra video conferencing tool at the University of Northampton. It describes both the benefits and challenges experienced by students and teachers. While Collaborate helped increase engagement and inclusion, technical issues caused disruptions. Recommendations include thorough testing, developing use cases, and ensuring support is available to build confidence in the tool. With effort, Collaborate shows potential to enhance learning, but successful adoption requires addressing connectivity problems and supporting new pedagogical approaches.
Tips for Getting Your Colleagues to Adopt Universal Design for Learning3Play Media
When most people in higher education hear the phrase “universal design for learning," they think about students with physical disabilities and the accommodations we provide to them in order to help them meet course outcomes.
To help make educational materials and practices inclusive for all learners, this interactive webinar session radically reflects on how faculty members and course designers can adopt Universal Design for Learning (UDL).
Presented by Thomas Tobin, author and speaker on quality in distance education, this session will help broaden the focus of UDL beyond learners with disabilities and toward a larger ease-of-use/general inclusion framework.
This presentation will cover:
How accommodations and UDL are very different
What you can do today, within a week, and within a month to reach out to your biggest segment of learners—people on their mobile devices
How you can incorporate UDL elements into your courses
How you can design and retrofit existing course components using UDL principles
How to implement UDL across campus to increase persistence, retention, and satisfaction for all learners
Are you leading or following in today’s educationalrmccracke
This document summarizes a presentation on leading with technology in education. It lists various online tools and resources for teaching and collaboration. It discusses policies around online instruction and virtual schools. It also covers issues like the growth model for teacher evaluation and compensation. The presentation encourages leaders to actively plan for implementing new policies and technologies rather than just passively observing changes.
Blogs provide several benefits in online and face-to-face courses. They allow students to collaborate on shared projects and share work with each other. Blogs also enable students to enhance assignments with links and visuals, addressing different learning styles. Additionally, blogs give students an expanded public audience and a sense of personal ownership over their work. However, some students may resist blogging due to unfamiliarity with the technology or concerns over privacy or copyright issues when work is made public. Blogs tend to work best for focused projects in face-to-face courses, while replacing some in-class elements and allowing students to connect in online courses.
Blogs can be used as an effective tool for research project management. They allow researchers to establish online communities, track developments in their field, document ideas, oversee assistants' work, and disseminate results. When used for project management, blogs can increase productivity in collaborative projects by facilitating communication between team members and providing a central place to record accomplishments and track progress towards goals. However, concerns about protecting ideas and maintaining privacy must be addressed when using blogs for private research purposes.
This document outlines a technology integration project using an inquiry-based strategy to address varied learning styles and intelligence. The project involves 3 lessons: 1) defining and researching cinquains online, 2) creating and photographing cinquains using digital cameras, and 3) creating a PowerPoint presentation with photos and text. Assessment includes task cards, rubrics, and student evaluation cards. Resources include online dictionaries, video tutorials, and desktop publishing software. The strategy aims to explain abstract ideas, engage today's generation, and train students in technology skills while teaching about a form of classical poetry.
Blogs can be used in the classroom to address issues like declining class discussion and students not completing readings. They allow students to post reading reflections before class, which promotes discussion and ensures readings are completed. Students receive marks for posting, attracting comments, and commenting on others' posts. However, there are potential issues like blogs not saving work and students providing inaccurate information. Instructors must also consider privacy and confidentiality.
PBworks is a free wiki-based website that allows multiple users to collaboratively edit pages and share resources for group projects. It empowers students to participate and work together securely. Teachers have full control and monitoring capabilities, and edits are timestamped to prevent plagiarism. PBworks provides a simple interface for creating online workspaces without technical expertise.
PBworks is a free wiki-based website that allows multiple users to collaboratively edit pages and share resources for group projects. It empowers students to participate and work together securely. Teachers have full control and monitoring capabilities, and edits are timestamped to prevent plagiarism. PBworks provides a simple interface for creating online workspaces without technical expertise.
PBworks is a free, wiki-based website that allows multiple users to collaboratively edit pages and share resources for group projects. It empowers students to participate and work together securely. Teachers have full control and monitoring capabilities to ensure students are protected and acting appropriately online. PBworks provides a simple way for teachers to provide course materials, communicate with students, and track progress on group work.
This document provides a reading list of resources related to visual literacy, photography as a language, and pedagogy and learning technology. The reading list includes books, journals, websites, and other media sources for teachers to explore topics like ways of seeing, critical theory for photographers, and developing effective assessment in higher education.
PBworks is a free wiki-based website that allows multiple users to easily collaborate on projects. It provides students and teachers a safe, monitored environment to work together online. Key features include version tracking of edits, private workspaces only accessible to invited users, and no advertisements. Teachers can use it to provide course materials, assign group work, and ensure students have appropriate online conduct.
PBworks is a free wiki-based website that allows multiple users to collaboratively edit pages and share resources for group projects. It empowers students to participate and work together securely. Teachers have full control and monitoring capabilities, and edits are timestamped to prevent plagiarism. PBworks provides a simple interface for creating online workspaces without technical expertise.
1) Students will work in groups of 1-2 people to develop a point-counterpoint debate on an education technology topic that will be presented live in class.
2) Students must create two live podcasts using BlogTalkRadio, each 30 minutes long on an education related topic.
3) Students will participate in webinars where they teach a lesson using technology and participate in other students' webinars. Webinars must be conducted between January 24th-30th.
4) Additional assignments include posting links to resources, deciding on a podcast theme, beginning a professional journal article, and starting to plan the debate topic and group.
Pimp Your Post - Tips and Tricks for Jazzing up Intro Posts in Online coursesTracy Kelly
Tips and Tricks for jazzing up intro posts and icebreaker activities in online courses. Facilitated by Tracy Roberts and Gina Bennett for ETUG, Feb 2010
Building Online Community, Interaction, Collaboration, and Engagement through...maritezita
This document discusses using instructional videos, Facebook, and VoiceThread to build online community and engagement. It provides examples of how each tool can be used, such as creating a Facebook group for announcements and discussions, producing different types of instructional videos (e.g. screencasts, PowerPoint narrations, webcams), and setting up VoiceThreads for activities like introductions and discussions. Tips are provided for setting up and using each tool effectively in educational settings. The document encourages participants to try out the activities on the instructor's website and Facebook group.
This document summarizes several technology tools that can be used to advance student engagement and rigor, as presented at the AP Summit 2014. It describes tools like Khan Academy for supplemental instructional videos, TodaysMeet for backchannel collaboration, and Remind 101 for one-way communication with students and parents. It also discusses using Office 365 for file storage, collaboration and online assignment submission, and Mentor Mob/Lesson Paths for organizing content playlists. Further tools presented include Tube Chop for editing YouTube videos, ClipConverter for downloading videos, and Discovery Education for streaming media and assignments.
This document provides summaries and recommendations for several free online tools that can be used for education. It describes Khan Academy, which provides free educational videos, and The Teaching Channel which allows teachers to view videos of other teachers. YouTube EDU and resources from PBS, National Geographic and TED lectures are recommended for safe educational videos. Other tools mentioned include Dropbox for file sharing, Pinterest for gathering ideas, Google Docs for collaboration, and WolframAlpha as a computational resource.
This document provides information and resources related to digital literacy and responsible online behavior. It discusses how content posted online can have long-lasting effects and be difficult to remove. Guidelines are presented for posting content responsibly and respectfully. The document also covers personalized start pages, webinars, podcasting, and assigning related projects for digital literacy surveys and podcast creation. Resources include tutorials, examples, and assignment details.
This document provides suggestions for using online media and multimedia tools to enhance classes, including websites for sharing files and blogging, capturing and uploading videos with captions, finding supplemental videos, putting slides and documents online for sharing, creating comics and cartoons, using blogs and social media, creating podcasts, and using Elluminate for live online lectures. It encourages exploring different tools, getting feedback, and having fun with multimedia in the classroom.
Given at SIM University Faculty Learning Day (July 25 - 28, 2012)
Online social media and interactive tools are often viewed to be at odds with the classroom experience. Rather than work against the draw of these gathering places, faculty can learn to utilise them appropriately within the context of a course. This presentation provides a tour of online communication tools and demonstrates how each can be customised to promote greater student engagement and interactivity within an academic setting. Among the tools to be discussed are Facebook and Twitter, Ustream and Spreecast (videocasting), Reddit (peer voting), Forums, Delicious (social bookmarking) and music tools.
The document discusses new technologies that can be used in the classroom, including online testing tools, video hosting websites, podcasting, Google Earth, open educational resources, and communication/collaboration tools. It provides examples of how these technologies engage students and enhance learning. The presenter advocates experimenting with various free and low-cost technologies and resources to facilitate teaching and learning.
Spread Your Face All Over the Place:Extending Your Reach with Web VideoJessica Hagman
This document discusses using web video to extend the reach of libraries. It recommends embedding short videos in places where users already are, like guides and course pages. It suggests using free or low-cost tools for creating and hosting videos. Specific free software options mentioned for recording include Jing, CamStudio and Screencast-o-Matic, while YouTube, Blip.tv and Vimeo are given as hosting examples. The document stresses starting simply and updating videos regularly rather than aiming for perfection.
The document discusses the role of the internet in physics education. It outlines several ways the internet can augment both teaching and learning, allowing access anytime and anywhere. It provides examples of resources like directories, slideshare, youtube, documents, and groups that expand educational opportunities. Specific websites are listed that provide fundamentals to cutting edge research, ways to share presentations and videos, tools for collaborative document editing, and methods for forming online discussion groups.
The document provides guidance and resources for teachers to ensure all students are learning, including exploring low- and high-tech options like devices, strategies and tools. It offers hands-on opportunities to try programs and websites that can differentiate instruction for various types of learners. Examples are provided of ways to modify textbooks, use text-to-speech software, record audio books, and customize Microsoft Office tools to support struggling students.
The parrot of purpose sits on my shoulder - A journey with ICT in a junior cl...Tina Donnell
This presentation will document my learning journey with ICT in a junior classroom and explore authentic ways to embed ICT into the curriculum. There will be particular reference to Kid Pix, digital cameras and Web 2.0 tools including blogging, and voice thread, as well as building a professional learning network through twitter.
Supporting 21st Century Literacy with Blogs and PodcastsJennifer Dorman
This document discusses how blogs and podcasts can support 21st century literacy skills. It describes digital natives and their learning preferences, such as quickly receiving information, multi-tasking, and using graphics over text. It also discusses how blogs and podcasts engage students by giving them a voice, allowing collaboration, and empowering student-created content. Teachers are encouraged to incorporate blogs and podcasts into the classroom to improve communication skills.
This document provides summaries of various educational tools that can be used for free. It discusses tools for creating videos, timelines, podcasts, and digital notebooks. Specific tools mentioned include Khan Academy for hosting educational videos, Photosynth for capturing 360-degree photos, Google Docs for collaborative writing, and Pinterest for gathering teaching ideas and resources. The document emphasizes that many free online tools can help teachers and students be more productive.
This is a presentation for the ICTEV conference on May 24th in Mebourne, Victoria. It outlines how my classroom walls are flattening, some web2.0 tools to try in a virtual classroom.
Student-Centric Edu Webinar, feat. Jackie GersteinSuzanne Holloway
The document summarizes an upcoming webinar on differentiated instruction and the flipped classroom model hosted by Top Hat Monocle. Participants can join the audio via phone or online, and can respond to polls by texting or signing into a separate browser. The webinar will discuss differentiated instruction, the flipped classroom model, and Google's 20% project which allows employees to spend 20% of their time on self-directed projects.
Technology tools to differentiate instructionCheryl Wissick
The document summarizes various free technology tools that can be used to support research-based practices for differentiating instruction. It provides examples of tools for reading support, writing support, mathematics, and teacher resources. These tools allow for multiple means of presentation, expression, and engagement to meet the needs of diverse learners.
Using Internet Resources to Promote Content Learning Judie Haynes
Using Internet Resources to Promote Content Learning provides information on resources that teachers can use to help English learners learn content information
Similar to Engaging Language Arts Learners with Newer Technologies (20)
Act II summarizes the events of Act I and hints that Romeo and Juliet will find a way to be together despite their families' feud. Romeo no longer loves Rosaline and has now fallen for Juliet. However, Tybalt challenges Romeo to a duel. Friar Laurence agrees to marry Romeo and Juliet in the hopes of ending the feud between their families. He warns that passion that burns too quickly can also fade fast. Romeo and Juliet are married in a secret ceremony at Friar Laurence's cell.
Numbered sticky notes - students stuck these small sticky notes into their book at the appropriate spot. Helped them annotate the play.
Read the each scene aloud and then went back highlighting and annotating
Numbered sticky notes - students stuck these small sticky notes into their book at the appropriate spot. Helped them annotate the play.
Read the each scene aloud and then went back highlighting and annotating
Numbered sticky notes - students stuck these small sticky notes into their book at the appropriate spot. Helped them annotate the play.
Read the each scene aloud and then went back highlighting and annotating
Numbered sticky notes - students stuck these small sticky notes into their book at the appropriate spot. Helped them annotate the play.
Read the each scene aloud and then went back highlighting and annotating
Numbered sticky notes - students stuck these small sticky notes into their book at the appropriate spot. Helped them annotate the play.
Read the each scene aloud and then went back highlighting and annotating
Numbered sticky notes - students stuck these small sticky notes into their book at the appropriate spot. Helped them annotate the play.
Read the each scene aloud and then went back highlighting and annotating
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.