Blackboard Learn for Large scale Professional DevelopmentJaime Metcher
Presented at Blackboard Teaching and Learning Conference, Australia, 2013.
Note: download the presentation to see the slide notes, which appear to be missing from the online version.
This document discusses the transition from technical writing to training development. It outlines similarities between the two fields such as writing to inform and instruct, as well as differences like instructional design principles. Key aspects of training development are covered, including the ADDIE model of analysis, design, development, implementation, and evaluation. Trends in the industry like mobile learning and generational issues are also examined. Resources for training professionals such as certifications, organizations, books, blogs, and university programs are provided.
Tablets run the risk of being gimmicky or misused for the likes of Facebook without a well-structured learning activity that has a defined output. This activity needs to relate to the lecture/seminar and the output then needs to be fed back to the tutor/rest of the class to create a meaningful learning experience. This presentation shows seven ways that tablets can be used with free Apps or web-based resources to encourage engagement and interaction in teaching sessions. The screenshots use an Android tablet, but the Apps are also available on iPads.
The document discusses using technology tools like ClassFlow Desktop and Plickers in math class. ClassFlow Desktop allows teachers to deliver lessons and receive student feedback on their desktop without needing student devices. It is easy to use and engage students. Plickers is a student response system that does not require student devices. Students answer questions using assigned individual cards that the teacher scans with their device. Both tools provide engaging activities and allow the teacher to quickly assess student understanding.
Classroom Instruction That Works with TechnologyDi Doersch
This document discusses strategies for effective classroom instruction using technology. It outlines several strategies including identifying similarities and differences, summarizing and note taking, word processing features, reinforcing effort, increasing the value of homework, and using nonlinguistic representations. Examples are provided for how tools like Inspiration, Microsoft Word, and web pages can support each strategy. The goal is to integrate proven instructional techniques with technology to increase student learning.
This document discusses using screencasts for online and blended learning. It defines key terms like screencast and blended learning. A screencast is a digital recording of computer screen output with audio narration. Blended learning combines face-to-face and online learning. The flipped classroom model uses screencasts to deliver lectures as homework so class time can be used for inquiry-based learning. The document provides examples of how screencasts can be used and recommends free tools like Screencast-o-Matic for creating screencasts to deliver content, provide tutorials, and assess student understanding.
My presentation to the SK It Summit 2010 about my collaborative inquiry project that I did with my students (Gr. 7 French Immersion) this year about the impact of technology on our lives, now and in the future.
Blackboard Learn for Large scale Professional DevelopmentJaime Metcher
Presented at Blackboard Teaching and Learning Conference, Australia, 2013.
Note: download the presentation to see the slide notes, which appear to be missing from the online version.
This document discusses the transition from technical writing to training development. It outlines similarities between the two fields such as writing to inform and instruct, as well as differences like instructional design principles. Key aspects of training development are covered, including the ADDIE model of analysis, design, development, implementation, and evaluation. Trends in the industry like mobile learning and generational issues are also examined. Resources for training professionals such as certifications, organizations, books, blogs, and university programs are provided.
Tablets run the risk of being gimmicky or misused for the likes of Facebook without a well-structured learning activity that has a defined output. This activity needs to relate to the lecture/seminar and the output then needs to be fed back to the tutor/rest of the class to create a meaningful learning experience. This presentation shows seven ways that tablets can be used with free Apps or web-based resources to encourage engagement and interaction in teaching sessions. The screenshots use an Android tablet, but the Apps are also available on iPads.
The document discusses using technology tools like ClassFlow Desktop and Plickers in math class. ClassFlow Desktop allows teachers to deliver lessons and receive student feedback on their desktop without needing student devices. It is easy to use and engage students. Plickers is a student response system that does not require student devices. Students answer questions using assigned individual cards that the teacher scans with their device. Both tools provide engaging activities and allow the teacher to quickly assess student understanding.
Classroom Instruction That Works with TechnologyDi Doersch
This document discusses strategies for effective classroom instruction using technology. It outlines several strategies including identifying similarities and differences, summarizing and note taking, word processing features, reinforcing effort, increasing the value of homework, and using nonlinguistic representations. Examples are provided for how tools like Inspiration, Microsoft Word, and web pages can support each strategy. The goal is to integrate proven instructional techniques with technology to increase student learning.
This document discusses using screencasts for online and blended learning. It defines key terms like screencast and blended learning. A screencast is a digital recording of computer screen output with audio narration. Blended learning combines face-to-face and online learning. The flipped classroom model uses screencasts to deliver lectures as homework so class time can be used for inquiry-based learning. The document provides examples of how screencasts can be used and recommends free tools like Screencast-o-Matic for creating screencasts to deliver content, provide tutorials, and assess student understanding.
My presentation to the SK It Summit 2010 about my collaborative inquiry project that I did with my students (Gr. 7 French Immersion) this year about the impact of technology on our lives, now and in the future.
Make Interactive Whiteboards InteractiveGail Lovely
This document provides strategies for using an interactive whiteboard to engage students, including addressing challenges like small displays and accessibility issues. It recommends free resources like interactive websites and math manipulatives that can be used. Signs of effective interactivity include using games/puzzles on the board, adding multimedia, and having student responses determine what is shown. Tools like Triptico and PowerPoint can also add interactivity. Grouping students and letting them lead are other strategies discussed.
Short introductory level presentation showing how screencasting can be used as a tool in the classroom and the tools that you as a teacher need to get started.
Independence, Critical Thinking, and Blended LearningStaci Trekles
This document discusses blended learning and the importance of promoting independent learning and critical thinking in online environments. It provides an overview of what blended learning is and considerations for ensuring student readiness for online learning. Key aspects that make blended learning effective include having intrinsically motivated and independent students, readily available technology support, and strong time management skills. The document emphasizes developing self-regulation, problem-solving, and goal-setting skills in students through independent learning. It also includes rubrics and resources for assessing and planning effective blended learning programs.
This document discusses using technology in the math classroom and identifies some key tools. It outlines advantages like motivating students and helping them conceptualize topics, as well as disadvantages such as costs and need for upgrades. Specific technologies highlighted include Geometer's Sketchpad, Brainpop.com, and TI Navigator. Geometer's Sketchpad allows students to construct and manipulate geometric figures. Brainpop.com is an interactive website containing math and other educational resources. TI Navigator links graphing calculators to allow teachers to view student progress and provide feedback.
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Classroom of the Future - Technology and BeyondMaritza Heuvel
Delivered at Innovate Schools 2014, 9 October 2014.
***
The use of educational technology inside and outside the classroom is changing the way we teach. New models like the"flipped classroom” have emerged as more effective ways to transfer knowledge and engage learners meaningfully.
However, technology is just one aspect of the learning environment in classrooms. In this talk, I touch on the design of physical classroom space, and question the very need for constructs like grade divisions and classroom walls.
I touch on examples such as the School of One in New York, visuals of fresh classroom designs and South African experiments, like Judi Francisco's JustBlendit! experiment at Micklefield Primary.
Practical Pedagogy: A Realistic Take on Maximizing VR in the ClassroomSeriousGamesAssoc
This session will take an honest approach to planning, implementing and assessing the use of emerging technology in multiple classroom environments. This interactive session is for those who are curious as to: how VR can be directly linked to academic standards, how VR can be used as a bridge across curriculum silos, how VR can be used for enrichment in after school settings and how VR can be used to build empathy and engagement.
This document profiles Andy Petroski, the Director of Learning Technologies and Assistant Professor of Learning Technologies at Harrisburg University of Science & Technology. It provides his contact information and lists his areas of focus as online and blended learning goals, opportunities, strategies, technologies, examples, challenges, and facilitation. The document then provides examples of blended learning implementations at Comcast and discusses associated blended learning modes, mediums, identification, technologies, and challenges.
This document discusses five types of instructional software used in elementary schools: drill and practice, tutorials, simulations, instructional games, and problem solving. It provides examples and advantages of each type. Drill and practice software provides immediate feedback to help students gain automaticity in skills. Tutorials can provide complete self-paced lessons comparable to teacher-created ones. Simulations allow students to learn through experience and observe processes at different speeds. Instructional games motivate students through fun activities while reinforcing skills. Problem solving software challenges students to hone problem solving abilities.
Micro Instructional Design for Problem-Based and Game-Based LearningAndy Petroski
The slides are from a webinar that I facilitated on March 30, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars
Micro ID for Problem-Based and Game-Based Learning
Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.
The document outlines the steps for developing e-learning content using the ADDIE model, which includes capture, conceptualize, create, cultivate, and commercialize. It discusses determining learning objectives through user research, developing content and instructional design, collaborating with subject matter experts, testing and revising the content, and ensuring compliance for hosting on a learning platform. Additional resources on the e-learning development process and the ADDIE model are also provided.
The document discusses creating a classroom environment where students feel secure and have opportunities to explore, make mistakes, and learn from them without fear of failure. It questions whether the classroom focuses only on completing assignments at a constant pace or allows students to feel appropriately challenged. The document also lists different approaches to teaching and learning, including providing just enough resources, resources just in time, and resources just in case they are needed, as well as encouraging students to just try different techniques.
The document is a skills audit that rates the author's experience with various computer programs, equipment, and skills on a scale from 1 to 10. They have the most experience with Microsoft Word and PowerPoint which they rate as a 10. They have less experience with Mac computers, DSLR cameras, and editing skills which they rate between 4-8. Their goals for the end of the year are to gain an understanding of media overall and learn how to use different equipment.
This document summarizes a presentation given to the Winslow School District about integrating technology into the mathematics curriculum. It provides an overview of educational technology tools for math including Google Forms, Spreadsheets, NearPod, Khan Academy, Gooru Learning, online chart tools, math simulations, and coding resources. It emphasizes that technology should support learning concepts and encourages teachers to add a technology component to a lesson using one of the tools presented.
Learning outcome and learning process of a student in a blended courseEls Consuegra
This document discusses elements that support learning and productivity in online learning environments. It addresses topics like tools that facilitate knowledge exchange between users and creators, factors that support quality and productivity, necessary infrastructure and instructions, and competencies developed through project-based learning. Reflection is also encouraged on using a selection of tools and on the learning outcome and process of a student in an online course.
The document discusses using technology integration in education based on principles of efficiency, effectiveness and enhancement. It provides examples of how technology can make learning more efficient by saving time, effective by improving comprehension and meeting learning goals, and enhanced by increasing student engagement. The class will focus on justifying technology integration decisions using these three criteria and will involve case analyses and in-class activities to learn tools.
This document summarizes the goals and agenda for the Oceanside 2.0 leadership meeting. The goals were to develop a collective vision for learner-centered instruction, explore technology integration tools and apps, and develop professional learning plans to support teachers' technology integration skills. The agenda included demonstrating apps for reading, note-taking and creating presentations, as well as discussing frameworks for evaluating technology integration and characteristics of learner-centered classrooms. Time was provided for partners and teams to discuss plans for supporting teachers in meeting technology benchmarks at their schools.
ACSTAC 2017: Using Virtual Worlds: David W. DeedsDavid W. Deeds
Virtual worlds like Second Life and OpenSimulator can be used for education by allowing immersive virtual learning environments. OpenSimulator is recommended for K-12 schools as it is free and allows building, programming, and virtual field trips. The presentation demonstrated how to download and install OpenSimulator on a local host for free and get started with basic navigation, building, and importing lesson plans. Attendees were encouraged to download Singularity and log into an OpenSimulator grid created for the presentation to experience it firsthand.
The draft bye-laws were created to update the current laws which are over 6 years old. The new laws aim to improve waste management practices for households and businesses by addressing storage, segregation, and presentation of waste for collection. The main provisions require waste holders to properly manage their waste and have it collected by an authorized collector or taken to an approved facility. Segregation of organic waste is now mandatory for commercial waste holders. Waste containers must clearly identify the holder and collector. Stricter rules regulate waste collection times within the city center commercial district versus outside of it. Fines can be given for violations of the new bye-laws.
SURVIVING HARD TIMES IN SCHOOLS AND LIBRARIESMary Bell
This document provides suggestions for coping with budget cuts and limited resources in schools and libraries. It includes ideas for free or low-cost alternatives to software, equipment, and databases. Suggested activities that can be done with minimal technology include mock Facebook pages, 140-character writing, and hand-drawn mind maps. Links are provided to free online resources and tools. Overall, the document aims to encourage creativity in teaching with limited funds.
Make Interactive Whiteboards InteractiveGail Lovely
This document provides strategies for using an interactive whiteboard to engage students, including addressing challenges like small displays and accessibility issues. It recommends free resources like interactive websites and math manipulatives that can be used. Signs of effective interactivity include using games/puzzles on the board, adding multimedia, and having student responses determine what is shown. Tools like Triptico and PowerPoint can also add interactivity. Grouping students and letting them lead are other strategies discussed.
Short introductory level presentation showing how screencasting can be used as a tool in the classroom and the tools that you as a teacher need to get started.
Independence, Critical Thinking, and Blended LearningStaci Trekles
This document discusses blended learning and the importance of promoting independent learning and critical thinking in online environments. It provides an overview of what blended learning is and considerations for ensuring student readiness for online learning. Key aspects that make blended learning effective include having intrinsically motivated and independent students, readily available technology support, and strong time management skills. The document emphasizes developing self-regulation, problem-solving, and goal-setting skills in students through independent learning. It also includes rubrics and resources for assessing and planning effective blended learning programs.
This document discusses using technology in the math classroom and identifies some key tools. It outlines advantages like motivating students and helping them conceptualize topics, as well as disadvantages such as costs and need for upgrades. Specific technologies highlighted include Geometer's Sketchpad, Brainpop.com, and TI Navigator. Geometer's Sketchpad allows students to construct and manipulate geometric figures. Brainpop.com is an interactive website containing math and other educational resources. TI Navigator links graphing calculators to allow teachers to view student progress and provide feedback.
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Classroom of the Future - Technology and BeyondMaritza Heuvel
Delivered at Innovate Schools 2014, 9 October 2014.
***
The use of educational technology inside and outside the classroom is changing the way we teach. New models like the"flipped classroom” have emerged as more effective ways to transfer knowledge and engage learners meaningfully.
However, technology is just one aspect of the learning environment in classrooms. In this talk, I touch on the design of physical classroom space, and question the very need for constructs like grade divisions and classroom walls.
I touch on examples such as the School of One in New York, visuals of fresh classroom designs and South African experiments, like Judi Francisco's JustBlendit! experiment at Micklefield Primary.
Practical Pedagogy: A Realistic Take on Maximizing VR in the ClassroomSeriousGamesAssoc
This session will take an honest approach to planning, implementing and assessing the use of emerging technology in multiple classroom environments. This interactive session is for those who are curious as to: how VR can be directly linked to academic standards, how VR can be used as a bridge across curriculum silos, how VR can be used for enrichment in after school settings and how VR can be used to build empathy and engagement.
This document profiles Andy Petroski, the Director of Learning Technologies and Assistant Professor of Learning Technologies at Harrisburg University of Science & Technology. It provides his contact information and lists his areas of focus as online and blended learning goals, opportunities, strategies, technologies, examples, challenges, and facilitation. The document then provides examples of blended learning implementations at Comcast and discusses associated blended learning modes, mediums, identification, technologies, and challenges.
This document discusses five types of instructional software used in elementary schools: drill and practice, tutorials, simulations, instructional games, and problem solving. It provides examples and advantages of each type. Drill and practice software provides immediate feedback to help students gain automaticity in skills. Tutorials can provide complete self-paced lessons comparable to teacher-created ones. Simulations allow students to learn through experience and observe processes at different speeds. Instructional games motivate students through fun activities while reinforcing skills. Problem solving software challenges students to hone problem solving abilities.
Micro Instructional Design for Problem-Based and Game-Based LearningAndy Petroski
The slides are from a webinar that I facilitated on March 30, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars
Micro ID for Problem-Based and Game-Based Learning
Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.
The document outlines the steps for developing e-learning content using the ADDIE model, which includes capture, conceptualize, create, cultivate, and commercialize. It discusses determining learning objectives through user research, developing content and instructional design, collaborating with subject matter experts, testing and revising the content, and ensuring compliance for hosting on a learning platform. Additional resources on the e-learning development process and the ADDIE model are also provided.
The document discusses creating a classroom environment where students feel secure and have opportunities to explore, make mistakes, and learn from them without fear of failure. It questions whether the classroom focuses only on completing assignments at a constant pace or allows students to feel appropriately challenged. The document also lists different approaches to teaching and learning, including providing just enough resources, resources just in time, and resources just in case they are needed, as well as encouraging students to just try different techniques.
The document is a skills audit that rates the author's experience with various computer programs, equipment, and skills on a scale from 1 to 10. They have the most experience with Microsoft Word and PowerPoint which they rate as a 10. They have less experience with Mac computers, DSLR cameras, and editing skills which they rate between 4-8. Their goals for the end of the year are to gain an understanding of media overall and learn how to use different equipment.
This document summarizes a presentation given to the Winslow School District about integrating technology into the mathematics curriculum. It provides an overview of educational technology tools for math including Google Forms, Spreadsheets, NearPod, Khan Academy, Gooru Learning, online chart tools, math simulations, and coding resources. It emphasizes that technology should support learning concepts and encourages teachers to add a technology component to a lesson using one of the tools presented.
Learning outcome and learning process of a student in a blended courseEls Consuegra
This document discusses elements that support learning and productivity in online learning environments. It addresses topics like tools that facilitate knowledge exchange between users and creators, factors that support quality and productivity, necessary infrastructure and instructions, and competencies developed through project-based learning. Reflection is also encouraged on using a selection of tools and on the learning outcome and process of a student in an online course.
The document discusses using technology integration in education based on principles of efficiency, effectiveness and enhancement. It provides examples of how technology can make learning more efficient by saving time, effective by improving comprehension and meeting learning goals, and enhanced by increasing student engagement. The class will focus on justifying technology integration decisions using these three criteria and will involve case analyses and in-class activities to learn tools.
This document summarizes the goals and agenda for the Oceanside 2.0 leadership meeting. The goals were to develop a collective vision for learner-centered instruction, explore technology integration tools and apps, and develop professional learning plans to support teachers' technology integration skills. The agenda included demonstrating apps for reading, note-taking and creating presentations, as well as discussing frameworks for evaluating technology integration and characteristics of learner-centered classrooms. Time was provided for partners and teams to discuss plans for supporting teachers in meeting technology benchmarks at their schools.
ACSTAC 2017: Using Virtual Worlds: David W. DeedsDavid W. Deeds
Virtual worlds like Second Life and OpenSimulator can be used for education by allowing immersive virtual learning environments. OpenSimulator is recommended for K-12 schools as it is free and allows building, programming, and virtual field trips. The presentation demonstrated how to download and install OpenSimulator on a local host for free and get started with basic navigation, building, and importing lesson plans. Attendees were encouraged to download Singularity and log into an OpenSimulator grid created for the presentation to experience it firsthand.
The draft bye-laws were created to update the current laws which are over 6 years old. The new laws aim to improve waste management practices for households and businesses by addressing storage, segregation, and presentation of waste for collection. The main provisions require waste holders to properly manage their waste and have it collected by an authorized collector or taken to an approved facility. Segregation of organic waste is now mandatory for commercial waste holders. Waste containers must clearly identify the holder and collector. Stricter rules regulate waste collection times within the city center commercial district versus outside of it. Fines can be given for violations of the new bye-laws.
SURVIVING HARD TIMES IN SCHOOLS AND LIBRARIESMary Bell
This document provides suggestions for coping with budget cuts and limited resources in schools and libraries. It includes ideas for free or low-cost alternatives to software, equipment, and databases. Suggested activities that can be done with minimal technology include mock Facebook pages, 140-character writing, and hand-drawn mind maps. Links are provided to free online resources and tools. Overall, the document aims to encourage creativity in teaching with limited funds.
The document summarizes provisions of the American Recovery and Reinvestment Act of 2009 and its impact on New York State. It allocates billions of dollars to New York for education, healthcare, unemployment benefits, infrastructure projects, and tax cuts for individuals and families. The funding will help address budget shortfalls and stimulate the economy through job creation.
The document provides information about identifying key ideas, concepts, and viewpoints in texts. It discusses what key ideas, concepts, and viewpoints are and gives examples from three books: How the Grinch Stole Christmas, Do Your Ears Hang Low?, and Green Eggs and Ham. It then asks and answers questions about the key ideas and concepts within each book.
The document discusses open source initiatives by the New York State Senate to increase transparency, participation, and efficiency. It outlines several areas of focus, including redesigning the Senate websites using Drupal, investigating alternatives to the current email/calendaring system like Google Apps, exploring open source constituent relationship management options instead of the mainframe application currently used, using the OpenLeg bill data service instead of the public website, and considering open source help desk and problem tracking solutions like Redmine and Bugzilla. It promotes open source software development and source code management. The Senate encourages connecting with the open source community to help reinvent government through these initiatives.
The document promotes the 2014 Small Business Icon Awards Ceremony as the ultimate event for small business success and lists several award recipients and their social media handles, including Rebecca Sprynczynatyk of Infusionsoft, Lee Richter of Holistic Veterinary Care, and Tom Force of I.C.E. Keytags. It also includes links to the event website and websites for Salon Success Strategies and LeftFoot Coaching Academy.
The PERIPHÈRIA project will (1) deploy future internet platforms and services to promote sustainable lifestyles across networks of smart peripheral cities in Europe. (2) These cities will work together, sharing experiences and learning from each other, while drawing on their local strengths for place-based innovation. (3) Citizens and businesses will be involved in co-designing and co-delivering smart city services and initiatives through various "living lab arenas" located within the cities.
The presentation explores how tablets can transform education by signing apps and tools for teaching, learning, assessments, and general use. Examples of apps are given for collaboration, creating resources, lifestyle activities, and typical ways staff and students currently use tablets. Assessment and
This document provides guidance and tips for tutors on integrating e-learning and instructional technology (ILT) into their teaching. It encourages tutors to adopt digital technologies like online learning communities, social media, and mobile devices to facilitate collaboration, support students outside of class, and track learner progress. Specific tools are demonstrated like PowerPoint, Prezi, polling apps, Google Docs, and learning management systems to enhance lessons with interactivity, multimedia, and opportunities for peer learning and assessment. Tutors are advised to receive training on the college's e-learning resources and systems like Moodle and e-Tracker to fully utilize digital technologies for teaching and learner support.
This document provides guidance on using technology to enhance student learning. It lists learning objectives and observable teacher and student behaviors related to effective technology use. Examples of technology that could be used include LCD projectors, document cameras, clickers, Promethean boards, websites, and the internet. Resources like IPods, Pandora, PowerPoints, teacher websites, and Edmodo are recommended. Teachers are encouraged to reflect on what technology they currently use and how to integrate more technology into their classes.
Technology Class presentation to class at Fordham Uniersity, It is meant for classroom teachers to broaden understanfing of integrating technology into teaching and learning.
National education show final presentation (dw) 20.03.2015wooffd
The document discusses technology enhanced learning (TEL) and provides examples of how technology can be used effectively in the classroom. It defines technology enhanced teaching as using technology like PowerPoint to deliver content without requiring student technological interaction, while technology enhanced learning requires students to use technology to access and interact with content. Some advantages of TEL include easily modifiable resources and increased student engagement, while limitations include costs and reliability of hardware/software as well as overuse distracting from learning. Examples provided of TEL tools include QR codes, augmented reality, online quizzes and presentation software.
This document provides an overview of using iPads in the classroom presented by Nancy Caramanico, an education technology specialist. It discusses exploring education apps, effective classroom technology integration, and showcases various app categories including basics, curation, communication, creativity, and flipped classroom. Productivity apps like Evernote and pages are presented for note-taking and collaboration. Guidelines for evaluating apps are shared. The document emphasizes how mobile technologies can enhance learning through communication, critical thinking, and digital content creation.
Lisa Rapple presented on embracing technology to enhance student collaboration. She discussed how tools like learning management systems, blogs, media, wikis, Google Docs, and LinkedIn can be used to address multiple learning styles, increase interaction, and create communities of learning. Some key benefits highlighted were allowing collaboration, feedback, and tracking performance while engaging global resources. The presentation provided examples and tips for using tools like Diigo for social bookmarking, Google Docs for collaborative writing, and Wikispaces for collaborative projects.
Here are the steps to draw and label shapes in Infuse:
1. Tap the "Draw" button to open the drawing tools
2. Select a pen colour and style
3. Tap the screen and drag to draw the desired shape
4. Tap the shape to add text labels
5. Tap the picture icon to add an image
6. Tap the cloud icon to download and insert an image
7. The teacher can ask drawing-based questions that students respond to using the tools.
This presentation was delivered as a webinar as part of Insight 2014; Do IT digital-e
Tools explored were Mentimeter, Polleverywhere, Socrative and Nearpod, TitanPad
This document provides an overview of a presentation on using technology to support young workforce development. The presentation covered:
1. Different ways technology can enhance employability skills development, including through authentic learning experiences, digital communications with employers, lifelong learning tools, and skills assessments.
2. Specific examples of how technologies like simulations, social media, e-portfolios, badges, and mobile devices are being used.
3. The importance of inclusive approaches and assistive technologies to support people with different needs. Augmented reality, e-books, and accessible design were discussed.
4. Contact information was provided for following up with the presenters on topics like technology for employability, accessibility, and community engagement resources
This document discusses technology-enhanced assessment for learning. It begins by explaining how technology has changed the way teachers teach and students learn by providing more ways of communicating, collaborating, and accessing educational materials. Some key benefits of technology in education mentioned include more flexible and personalized learning, improved student-teacher communication, and better preparation for students' futures. The document then lists eight important digital literacy skills students need according to Lynch, as well as examples of integrating media and technology into post-class activities and lists several online resources with curated, digitized, and interactive learning materials.
web 2.0: Creative and Inexpensive Ways to Train Your Staffvkisiel
The document discusses how Web 2.0 tools can be used for lifelong learning and inexpensive training of staff. It defines and provides examples of 10 different Web 2.0 tools, including podcasts, Delicious, SlideShare, webinars, YouTube, social networking sites, Twitter, VoiceThread, PBWiki, and Zuiprezi. It suggests ways these tools can be used for activities like organizing trainings, sharing resources, and creating presentations.
Integrating technology into K-12 teaching and learning (ASSURE model)Daesang Kim
The document discusses integrating technology into K-12 education using the ASSURE model of instructional design. It provides an overview of the history of technology development, challenges of incorporating technology into classrooms, and the ASSURE model, which involves analyzing learners, stating objectives, selecting methods and materials, utilizing media, requiring participation, and evaluating. It then summarizes research on the ASSURE model's effectiveness based on case studies, finding positive results for instructional strategies, technology assisting learning objectives, and arousing student interest. Recommendations for improving lessons included allowing more time and hands-on activities.
Online learning tutorials using web toolsJune Wall
Online learning can be used within face to face classrooms as well as part of a flipped learning environment. This webinar will outline a range of web tools to create online tutorials and then detail the steps in creating an online learning sequence using free web tools. This could help you:
Determine the most appropriate online tool to use for their context
Identify parts of your teaching program that could be flipped to an online component
Design an online learning activity using one of the free tools
The document discusses how multimedia tools can be integrated into classroom projects and presentations. It provides examples of how students can use tools like PowerPoint, movies makers, and digital photography to create multimedia reports, presentations, and stories. The document also discusses the importance of planning, such as creating storyboards, before developing multimedia projects. Teachers are encouraged to set appropriate limits on multimedia use to help students learn effectively while having fun and being creative.
The document discusses the use of multimedia in the classroom and provides guidance for teachers and students. It defines multimedia and lists examples like PowerPoint, digital photography, and video. It then provides suggestions for how students can create multimedia projects and presentations, including creating a storyboard, using video editing software, and developing PowerPoint presentations with graphics, animations, and hyperlinks. The document emphasizes that multimedia can help students develop creativity, research and information literacy, and technology skills. It concludes by having students create a multimedia PowerPoint on chapter topics and how to apply their new knowledge in the classroom.
An outline of the purpose of technology in education, pedagogical approaches to the integration of technology and a range of tools that are suitable for primary and secondary languages learners.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
The document discusses strategies for increasing online learning delivery to 10% as encouraged by the Skills Funding Agency. It addresses developing digital literacy skills among both learners and staff. The Amateur Swimming Association describes its experience transitioning learning online using the PebblePad platform, emphasizing the importance of support, training, and celebrating learner successes during this change.
The Skills Funding Agency clarifies that further education providers are not expected to deliver 10% of all courses entirely online by 2016. Rather, providers should determine where blending online and classroom delivery can improve learning programs. This blended approach can provide learners with more flexible access to education and opportunities to learn at their own pace, developing digital and employability skills.
This document summarizes the agenda and discussions from a Moodle User Group meeting. The agenda included discussions around Jisc's reorganization, news and updates to Moodle, and experiences using learning platforms. Key points included the closure of Jisc regional support centers, new OU courses on Moodle quizzes, and improvements to Moodle's gradebook and other features in the upcoming version 2.8 release. Participants also shared challenges and strategies for moving learning online.
Overview:
‘I am enabled and empowered to use technology and online resources to support my learning’ has been added
to Ofsted’s Learner View survey.
This second In Brief session will offer practical tips, tools and strategies for addressing the challenges posed by this statement and the Government response to the FELTAG recommendations for online learning.
We focus on practical tools to support you in your role in developing more online delivery of learning.
Practical tips and strategies for addressing the challenges posed by the Government supported FELTAG recommendation “the inclusion in every publicly-funded learning programme from 2015/16 of a 10% wholly-online component, with incentives to increase this to 50% by 2017/2018.”
This workshop raises awareness of what "flipped learning" is, its benefits, as well as exploring a range of free tools to create flipped learning resources
This document summarizes the agenda and topics for a Moodle User Group meeting held on May 23rd, 2014. The agenda included discussions on Moodle 2.7 updates like a new editor and assignment features, as well as a presentation on the Canvas VLE system. Additional topics were adding revolving pictures, monitoring Moodle use, real-time collaborative editing, and the Insight 2014 online and in-person teaching and learning event from the RSC East Midlands focusing on digital skills and technologies. Contact information was provided for further details.
This document discusses accessibility features of mobile devices like iPads. It aims to provide awareness of these features and hands-on experience through exploration. Key features covered include screen reading, magnification, text-to-speech, and optical character recognition. Specific apps are also highlighted that can assist with text capture, text-to-speech, and magnification. Contact information is provided for further information.
The document provides information on developing digital employability skills programmes that integrate functional skills. It outlines workshop objectives to develop practitioner knowledge around creating innovative learning programmes for employability and functional skills that identify the skills learners need and how they are applied in seeking employment. It will identify digital tools used in the workplace and how they can deliver learning and develop digital and functional skills, including safe use of technology and online social responsibilities. Tips are provided on creating an online presence for job seeking and using digital skills to put functional skills into practice through online activities and projects.
This document discusses how to help students and staff get the most out of using mobile devices and tablets at school. It addresses expectations from regulatory bodies like OFSTED, as well as user expectations. The presenters suggest letting the individual user decide which platform - Android, Apple, or Microsoft - is best for them. Several options for managing devices are presented. Contact information is provided for anyone seeking additional resources or support from the Regional Support Centre on using technology in education.
Game-based learning uses branching story scenarios to develop communication skills for adult learners. The eTrees project aims to create an online application using branching stories and games to improve workplace communication. The consortium includes experts in serious games development, adult education providers, and organizations focused on learning methodologies. Games appeal to adults and are effective because they replicate real-life problems, allow experimentation and replay, and promote active, experiential and self-directed learning through goals, feedback, challenge and storytelling. The eTrees tool will be tested in 2014 and launched to allow trainers and businesses to create customized branching scenarios.
The document discusses engaging learners through the use of mobile devices. It provides an overview of a session that will explore effective apps for teaching and learning. Examples of typical activities that can engage learners using mobile devices include collaboration, assessment, creating resources, and using images, audio, and video. Specific apps that are highlighted include Educreations, Skitch, ShowMe, Explain Everything, Pinterest, Evernote, and Polleverywhere. Attendees will have the opportunity to share the top tools they use for engaging learners.
The document summarizes a session on using technology for literacy and numeracy. It provides an overview of apps and websites that can be used for mobile learning, including Infuse Learning for pushing questions and quizzes to students. It also discusses developing digital skills and delivery through webinars. Lastly, it mentions other ways technology can be used and provides information on finding additional resources through the RSC East Midlands Moodle site.
A workshop that explored some free e-assessment tools, including Mentimeter, Polleverywhere, Socrative, Nearpod, Infuselearning, Showbie and Three Ring
An exploration of the RAPTA tool (Review and Plan for Technology in Action), and how it can be used to support the Self Assessment review process (SAR) and development of a Quality Improvement plan (QIP)
This document discusses using social media, particularly Facebook, in educational settings. Dawn Maplethorpe, a lecturer from Boston College, describes how she set up closed Facebook groups for each of her student cohorts. She found that this allowed her to more easily communicate reminders, share resources, and foster a supportive online community among students. Students could ask questions, participate in polls, and share work and pictures. This increased retention and success rates. While there are some risks like improper use, most students had access and it became a core part of the course. The document encourages attendees to consider what social media tools they could use productively with their own students.
This document discusses screencasting techniques and applications. It defines screencasting as capturing screen activity and audio commentary as a video. Screencasting allows demonstrating processes, presentations, software usage, and more. It has benefits like being easier and allowing re-viewing compared to only explanations. Popular screencasting software includes free options like CamStudio and paid options like Camtasia. Successful screencasting requires preparation like finding a quiet space, using a microphone, and possibly scripting. It can be used for many purposes in education like demonstrations, mini-lectures, and feedback.
The document discusses a pilot program to deliver functional skills courses online. It provides an overview of the pilot's aim, target group, course design process, tips for learner engagement, impact and lessons learned. The pilot program has been running successfully for 5 years, delivering literacy and math courses online and in a blended format to over 250 learners. Key challenges have included ensuring learner motivation and reliable technology infrastructure to support online coursework, assessments and interactions between learners and tutors.
Insight into Developing Digital and Functional skills of those seeking employ...Jisc RSC East Midlands
The document discusses developing digital employability skills and integrating them with functional skills training. It covers how recruitment trends have changed with employers now extensively using online platforms like LinkedIn and social media to find candidates. The importance of including digital skills training like using social media for job seeking, cloud technologies, and online responsibilities is emphasized. Examples are provided of activities like creating websites and surveys that allow functional skills to be practiced digitally. Blended learning models combining online and in-person methods are proposed as effective ways to deliver this training.
This document summarizes a session on mobile device management. It explores issues in managing devices, shares strategies from colleges on their journeys implementing mobile device management, and hears from speakers on their experiences. Attendees discuss their roles and stages of implementing mobile device management. Benefits and issues managing devices are covered. Options for managing devices and different mobile device management systems are presented.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Lyn Lall and Gordon Millner - RSC East Midlands ILT advisors
Engaging learners with mobile devices
2. Session overview
• Opportunity to explore effective use of
technology to support teaching and learning
Signpost to apps for particular activities and
show examples
Discuss how apps can be used to enhance
teaching and learning
Opportunities to share
2
12. Activity
• Skitch – take an image and annotate it e.g
capture a health and safety issue and explain it
or
• Use Educreations to take an image, annotate it
and narrate over it, or e.g explain how to add
fractions
• Or Explain Everything
12
16. RSC East Midlands 16
Features
• Simple
• Anonymous (paid for version has tracking)
• Unlimited no. of questions
• Spontaneous or planned
Mentimeter
23. RSC East Midlands 23
If you want to adapt an existing Powerpoint make sure you
save it as a pdf
Create presentation e.g. on PC/laptop or ipad
Add video, images, weblinks, questions
Finish with a non interactive slide
Publish
Share
Download nearpod app to your iPad and launch Students
download Nearpod app and enter pin number
Nearpod
25. Next steps
Resources and links to further resources on
RSC East Midlands Moodle
March
18, 2022 |
slide 25
26. Infuse learning
http://www.infuselearning.com/
• Only works in Google Chrome, Firefox or Safari browsers
(not Internet Explorer)
• Push questions, weblinks, quizzes to students
• Answer in a variety of formats
•MC/True/False/free text/draw
• Accessibility options
»Multiple languages translation
»Audio narration of questions
• Can create and manage classes
28. Infuse learning
Choose pen colour
Choose pen style
Add a picture
Download a picture
Teacher asks a question
29. Infuse learning
1. Draw a quadrilateral with 2 pairs of parallel sides
2. Draw a right angled triangle and label the hypotenuse
3. Is a tomato a fruit or a vegetable?
4. The square root of 625 is 25 (True or false)?
5. Place these words in the order they would appear in a dictionary
A. Element
B. Sausage
C. Aardvark
D. Earwig
E. Fish
Editor's Notes
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Click once on the image to select it, and then delete it
Drag a replacement picture to the placeholder or click the icon in the centre of the placeholder to browse for & add another image
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target
ILT practitioners
admin, support staff
anyone with an interest for working smarter and engaging in 21st century life
Supporting document with links to tools
http://apptasticnorthern.wordpress.com/
screencast links, YouTube video tutorials