The document discusses the benefits of a flipped classroom model. A flipped classroom reverses the traditional lecture and homework elements, having students view short video lectures at home and devote class time to exercises, projects, and discussions. The flipped model [1] speaks the language of today's students who have powerful computing devices; [2] helps struggling and busy students; and [3] allows for real differentiation and personalized learning to meet different students' abilities. It also [4] allows students control over pacing of lessons; [5] increases student-teacher and peer interaction; [6] increases peer collaboration; and [7] frees class time for more meaningful hands-on activities led by the teacher.
Presentation of I-TALC erasmus+ programme in the international conference held during the second transnational meeting in Bucharest.
Created by Norbertas Airosius and Lashmi Mechkouk
June 2015
Presentation of I-TALC erasmus+ programme in the international conference held during the second transnational meeting in Bucharest.
Created by Norbertas Airosius and Lashmi Mechkouk
June 2015
Implementation of Inclusive Design principles in the LMS online course enviro...Neda Zdravkovic
When “Inclusive Design” is referred to in the higher education context, it is commonly associated with planning and designing learning environments that meet the diverse and variable needs of all students and staff. Nationally, there is currently strong advocacy for New Zealand Government to introduce legislation that would set out minimum access standards for workplaces, institutions and public.
In response to this initiative, the University of Auckland has employed the community of interest (CoI) approach this year to address inclusive design as an opportunity to go beyond just awareness of equity issues and take action in the academic community, making a tangible, achievable difference. The Inclusive Design working group has been formed this year as a grassroots movement of learning designers, learning advisors, learning services librarians, disability learning advisors, professional teaching fellows, ITS and Canvas support team members, with the aim to run a promotional and educational campaign, design and implement Inclusive Design principles into academic course LMS /Canvas environment, curriculum design, as well as staff training and professional development venues (online, workshops, publication/promotion, best and worst practice examples and guides).
This presentation will address the guiding principles and practice of this grassroots working group, the output and staff training resources currently being developed and applied to ensure both ACODE and Inclusive Design standards are addressed in the new course development.
Participants will have the opportunity to gain insight into the CoI collaboration model, the Inclusive Design resources and curriculum development materials they can take away and apply/implement in their instructional practices and work with students and academic staff.
Youtube: Workhorse in ALI 254 -usc faculty forum - Eric H. Roth
YouTube: Workhorse in ALI 254 was used in my USC Faculty Forum panel discussion on January 25, 2013. The USC Center for Scholarly Technology hosted the event titled: "Creative Classroom Strategies: Tools from Language Instruction".
http://cst.usc.edu/events/event.html/event/900663/
While the other presenters demonstrated how to effectively deploy more cutting edge, 2013 tools, my presentation focused on an accessible, flexible, and familiar social media tool.
The flipped learning model can be challenging to understand. Learn what exactly the flipped learning model is and how to transition your classroom to a flipped learning model.
Encuentro chascomus y dolores 2 nov 2011Liliana Simón
PPT realizado especialmente para los encuentros de Aulas Abiertas Programa de Inglés Pcia de Buenos Aires Argentina, en Chascomus y Dolores 2 Nov 2011 Prof Liliana Simon
for the ACE e-learning showcase, March '09, here's an adapted version of the reports from last year .. focusing more closely on the learning activities that teachers could adapt in their classrooms.
The world is now termed as “Global Village” because of the advancement in technology. There have been so many changes bought up in education that has made it easy and accessible for every individual now.
This presentation will show the comparison of old and new system. It’s a brief presentation so for more details you can log on to http://www.papersville.com/
"Creating Next Generation Library Tours: Learning about the Newman Library through Portable Technologies" Discusses the creation of a new library tour for the Newman Library, Baruch College, CUNY. Tour incorporates peer-to-peer learning and portable technologies, all appealing to the millennial or tech savvy student. Although the library tour consists of a situational video on two students visiting the library and Captivate tutorials, freshmen (target audience for the project) were asked to participate in a contest to create a 90-second video sharing a useful library tip as inspired by the situational video. These student videos are indicative of what information about the library, its services and resources is relevant or deemed useful. Since students will be allowed to select individual tour components to view, this will also give us information on what information is relevant or useful to students. All tour components are loaded to a library account created in Youtube and are downloadable to portable devices, ideal for many students at an urban commuter college who lead busy lives often juggling school, work and home.
Implementation of Inclusive Design principles in the LMS online course enviro...Neda Zdravkovic
When “Inclusive Design” is referred to in the higher education context, it is commonly associated with planning and designing learning environments that meet the diverse and variable needs of all students and staff. Nationally, there is currently strong advocacy for New Zealand Government to introduce legislation that would set out minimum access standards for workplaces, institutions and public.
In response to this initiative, the University of Auckland has employed the community of interest (CoI) approach this year to address inclusive design as an opportunity to go beyond just awareness of equity issues and take action in the academic community, making a tangible, achievable difference. The Inclusive Design working group has been formed this year as a grassroots movement of learning designers, learning advisors, learning services librarians, disability learning advisors, professional teaching fellows, ITS and Canvas support team members, with the aim to run a promotional and educational campaign, design and implement Inclusive Design principles into academic course LMS /Canvas environment, curriculum design, as well as staff training and professional development venues (online, workshops, publication/promotion, best and worst practice examples and guides).
This presentation will address the guiding principles and practice of this grassroots working group, the output and staff training resources currently being developed and applied to ensure both ACODE and Inclusive Design standards are addressed in the new course development.
Participants will have the opportunity to gain insight into the CoI collaboration model, the Inclusive Design resources and curriculum development materials they can take away and apply/implement in their instructional practices and work with students and academic staff.
Youtube: Workhorse in ALI 254 -usc faculty forum - Eric H. Roth
YouTube: Workhorse in ALI 254 was used in my USC Faculty Forum panel discussion on January 25, 2013. The USC Center for Scholarly Technology hosted the event titled: "Creative Classroom Strategies: Tools from Language Instruction".
http://cst.usc.edu/events/event.html/event/900663/
While the other presenters demonstrated how to effectively deploy more cutting edge, 2013 tools, my presentation focused on an accessible, flexible, and familiar social media tool.
The flipped learning model can be challenging to understand. Learn what exactly the flipped learning model is and how to transition your classroom to a flipped learning model.
Encuentro chascomus y dolores 2 nov 2011Liliana Simón
PPT realizado especialmente para los encuentros de Aulas Abiertas Programa de Inglés Pcia de Buenos Aires Argentina, en Chascomus y Dolores 2 Nov 2011 Prof Liliana Simon
for the ACE e-learning showcase, March '09, here's an adapted version of the reports from last year .. focusing more closely on the learning activities that teachers could adapt in their classrooms.
The world is now termed as “Global Village” because of the advancement in technology. There have been so many changes bought up in education that has made it easy and accessible for every individual now.
This presentation will show the comparison of old and new system. It’s a brief presentation so for more details you can log on to http://www.papersville.com/
"Creating Next Generation Library Tours: Learning about the Newman Library through Portable Technologies" Discusses the creation of a new library tour for the Newman Library, Baruch College, CUNY. Tour incorporates peer-to-peer learning and portable technologies, all appealing to the millennial or tech savvy student. Although the library tour consists of a situational video on two students visiting the library and Captivate tutorials, freshmen (target audience for the project) were asked to participate in a contest to create a 90-second video sharing a useful library tip as inspired by the situational video. These student videos are indicative of what information about the library, its services and resources is relevant or deemed useful. Since students will be allowed to select individual tour components to view, this will also give us information on what information is relevant or useful to students. All tour components are loaded to a library account created in Youtube and are downloadable to portable devices, ideal for many students at an urban commuter college who lead busy lives often juggling school, work and home.
In this teaching model, the events that have traditionally taken place in the classroom, now take place outside the classroom through technological tools.
Things you should know about Flipped ClassroomReduca
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
A flipped classroom is a type of blended learning where students are introduced to content at home and practice working through it at school.
For More Info Visit:
https://www.iitms.co.in/blog/what-is-flipped-classroom-model.html
Lecture 1 introduction To The Course: The Flipped ClassroomMarina Santini
Outline:
Roll Call
Self-Presentation
Structure of the Course
People
About the Course
The Flipped Classroom
The Scalable Learning Platform
Examination
Learning Outcomes
Literature
How Flipping your Classroom Can Improve InstructionElizabeth Nesius
Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. FLIPPED CLASSROOM
The flipped classroom is a pedagogical
model in which the typical lecture and
homework elements of a course are
reversed. Short video lectures are viewed
by students at home before the class
session, while in-class time is devoted to
exercises, projects, or discussions.
Flipped Classrooms - EDUCAUSE.edu
https://net.educause.edu/ir/library/pdf/eli7081.pdf
8. FLIPPED CLASSROOM
[3] Allows REAL Differentiation
Accommodate a vast range of abilities in each
class.
Personalise learning for all.
Get struggling learners to grasp objectives.
9. FLIPPED CLASSROOM
[3] Allows REAL Differentiation
http://educationnext.org/files/ednext_20111_petrilli_piney-branch.jpg
LOW ABILITY
AVERAGE ABILITY
HIGH ABILITY
10. FLIPPED CLASSROOM
[4] Allows PAUSE + REWIND/FORWARD
Control over the ‘remote’.
Decide their own pace,
when and how to view the
lessons.
11. FLIPPED CLASSROOM
[5] Increases Student-Teacher Interaction
Seeking help via WhatsApp
Teachers are more accessible.
Role of teacher change from presenter of
content to learning coach.
12. FLIPPED CLASSROOM
[6] Increases PEER Interaction
Assignments are done in class.
Discussions and Collaborations are allowed.
Grouped according to interest, different
abilities, etc
13. FLIPPED CLASSROOM
[7] Free Class Time for more MEANINGFUL
Activities
Teachers facilitates and supervises students in
more meaningful and higher order tasks.
- Presentations
- Debates
- Experiment
- Games
