Presentation of the IMPRESS project at the eMadrid seminar. Discussing the use of quizzes and AI storytelling for education. Presentation of the Quiz Tool developed at INESC-ID.
The steady rise of new technologies, especially in the area of mobile assisted language learning, has created new opportunities as well as challenges for foreign language learning. Since learners have more and more access to a wide range of devices and learning resources, teachers are challenged to explore the potential and benefits of these to support their students’ learning. In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact amongst each other.
To address this we have designed an app, based on a highly interactive, ubiquitous and constructive learning approach. The app is called Guess it! Language Trainer and allows learners to share, assess and co-construct their foreign language knowledge. Learning contents are no longer delivered but integrated into versatile tasks which although individually performed, affect the community of learners. The current research paper presents the first results of an ongoing project using the Guess it! Language Trainer app in a compulsory German language course at a Spanish University. In our paper we will firstly describe how the app has been used to support students’ language learning outside the classroom, secondly, how it helped learners to get actively involved in their own learning processes and thirdly, how the teacher can use the information stored in the system to assess students’ language learning.
Educators: this is an eight-slide presentation to give you a brief overview of the seventh week of our program of studies in CI Winter 2 in the RRC teacher education diploma programs. (RDCZP – May, 2015)
This document discusses using e-learning solutions to deliver education to rural storefront schools. It outlines how the North East School Division started using e-learning in 2003 and developed online tools and courses. Storefront teachers in Nipawin, Tisdale, and Melfort were challenged with teaching multiple classes, so e-learning was merged to provide a variety of online resources and allow for team teaching. Teachers select appropriate online content and monitor students, while online instructors customize courses and lead synchronous meetings. Benefits include reduced course loads, more electives, and flexibility, while challenges involve unfamiliar content and technology issues. Future plans aim to expand options, balance technology needs, and have storefront teachers provide instruction to other locations.
The document describes Technowrites' virtual classroom model for their Diploma in Technical Communication. The virtual classroom model provides learning resources including pen drives with course materials, videos, audios, online resources and regular interactions with faculty. Students can learn at their own pace and convenience from anywhere. The model offers advantages like 24/7 access to materials, multiple feedback opportunities, and assistance with placements.
Sunway University 12th Annual ESAP Symposium (E) Workshop J The Adoption of T...Stephen j Hall
This document provides guidance on creating an online lesson plan that incorporates technology-enhanced learning for inclusive education. It consists of 7 steps: 1) select a subject and lesson, 2) identify learning outcomes, 3) focus on formative assessment, 4) select relevant activities, 5) choose appropriate technology tools, 6) list instructional steps, and 7) describe feedback methods. Examples of technology platforms that can be used include Padlet, Kahoot, Screencast-O-Matic, Microsoft 365, Microsoft Teams, and Google Classroom. The online lesson plan template includes spaces for topics, learning outcomes, assessment type, online delivery methods, and providing feedback.
Designing multi-device learning practice with Adobe CaptivateLouise Lee
This document describes the design and development of multi-device language practice for English language learners using the ADDIE instructional design model. The analysis identified students' needs to improve listening skills through additional self-paced practice accessible on different devices. Design criteria from the LORI were used. Lessons were developed in Adobe Captivate to be device-agnostic and include videos, questions, and feedback. Implementation involved students completing the practice in labs or at home. Evaluations found high student motivation and usability, that it enabled self-paced learning, and generally improved listening skills. Instructors saw benefits but noted the initial development costs.
Sunway University 12th Annual ESAP Symposium (E) Workshop J Farhana Azhani ...Stephen j Hall
The Adoption of Technology-Enhanced Learning for Inclusive Education
“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”
-John Dewey-
The use of technology-enhanced learning (TEL) tools can bring great potential to enhance both students’ and instructors’ experiential learning, but only if they are appropriately adopted (Baneres et. al., 2015). With the challenges of online teaching, it is crucial for instructors to customise their lessons to holistically cover the learning outcomes while ensuring a deeper level of engagement among diverse learners. In this workshop, participants will be exploring some significant stages of selecting appropriate TEL tools in their lessons.
The steady rise of new technologies, especially in the area of mobile assisted language learning, has created new opportunities as well as challenges for foreign language learning. Since learners have more and more access to a wide range of devices and learning resources, teachers are challenged to explore the potential and benefits of these to support their students’ learning. In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact amongst each other.
To address this we have designed an app, based on a highly interactive, ubiquitous and constructive learning approach. The app is called Guess it! Language Trainer and allows learners to share, assess and co-construct their foreign language knowledge. Learning contents are no longer delivered but integrated into versatile tasks which although individually performed, affect the community of learners. The current research paper presents the first results of an ongoing project using the Guess it! Language Trainer app in a compulsory German language course at a Spanish University. In our paper we will firstly describe how the app has been used to support students’ language learning outside the classroom, secondly, how it helped learners to get actively involved in their own learning processes and thirdly, how the teacher can use the information stored in the system to assess students’ language learning.
Educators: this is an eight-slide presentation to give you a brief overview of the seventh week of our program of studies in CI Winter 2 in the RRC teacher education diploma programs. (RDCZP – May, 2015)
This document discusses using e-learning solutions to deliver education to rural storefront schools. It outlines how the North East School Division started using e-learning in 2003 and developed online tools and courses. Storefront teachers in Nipawin, Tisdale, and Melfort were challenged with teaching multiple classes, so e-learning was merged to provide a variety of online resources and allow for team teaching. Teachers select appropriate online content and monitor students, while online instructors customize courses and lead synchronous meetings. Benefits include reduced course loads, more electives, and flexibility, while challenges involve unfamiliar content and technology issues. Future plans aim to expand options, balance technology needs, and have storefront teachers provide instruction to other locations.
The document describes Technowrites' virtual classroom model for their Diploma in Technical Communication. The virtual classroom model provides learning resources including pen drives with course materials, videos, audios, online resources and regular interactions with faculty. Students can learn at their own pace and convenience from anywhere. The model offers advantages like 24/7 access to materials, multiple feedback opportunities, and assistance with placements.
Sunway University 12th Annual ESAP Symposium (E) Workshop J The Adoption of T...Stephen j Hall
This document provides guidance on creating an online lesson plan that incorporates technology-enhanced learning for inclusive education. It consists of 7 steps: 1) select a subject and lesson, 2) identify learning outcomes, 3) focus on formative assessment, 4) select relevant activities, 5) choose appropriate technology tools, 6) list instructional steps, and 7) describe feedback methods. Examples of technology platforms that can be used include Padlet, Kahoot, Screencast-O-Matic, Microsoft 365, Microsoft Teams, and Google Classroom. The online lesson plan template includes spaces for topics, learning outcomes, assessment type, online delivery methods, and providing feedback.
Designing multi-device learning practice with Adobe CaptivateLouise Lee
This document describes the design and development of multi-device language practice for English language learners using the ADDIE instructional design model. The analysis identified students' needs to improve listening skills through additional self-paced practice accessible on different devices. Design criteria from the LORI were used. Lessons were developed in Adobe Captivate to be device-agnostic and include videos, questions, and feedback. Implementation involved students completing the practice in labs or at home. Evaluations found high student motivation and usability, that it enabled self-paced learning, and generally improved listening skills. Instructors saw benefits but noted the initial development costs.
Sunway University 12th Annual ESAP Symposium (E) Workshop J Farhana Azhani ...Stephen j Hall
The Adoption of Technology-Enhanced Learning for Inclusive Education
“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”
-John Dewey-
The use of technology-enhanced learning (TEL) tools can bring great potential to enhance both students’ and instructors’ experiential learning, but only if they are appropriately adopted (Baneres et. al., 2015). With the challenges of online teaching, it is crucial for instructors to customise their lessons to holistically cover the learning outcomes while ensuring a deeper level of engagement among diverse learners. In this workshop, participants will be exploring some significant stages of selecting appropriate TEL tools in their lessons.
This document provides information about the Computer Fundamentals course offered at the University of Soran. The course is offered in the spring semester for 100 credits over 4 hours per week, including 2 hours of theory and 2 hours of practical/lab work. The course introduces students to fundamental computer hardware and software concepts, Microsoft Office applications, networking, the internet, and issues related to computer use. Assessment includes assignments, quizzes, projects, and a midterm and final exam. Upon completing the course, students will have learned basic computer concepts and applications.
Utilizing Web-based programming learning environment in University teachingViope Solutions Ltd
This session presents user experiences from a web-based learning environment for computer programming. In this system, students write programs, which are then automatically tested and results are reported back to the students immediately showing their mistakes. The environment allows the teachers to follow student progress and react, when there are signals indicating problems in learning. It is also possible to compare the students’ program codes in order to detect plagiarism. The learning environment includes a theory part of each programming language making it possible for the students to study whenever they want and wherever they want. The system is fully web-based and locates on the service provider’s server, so the users do not need to install anything. In practice, traditional classroom is not necessarily needed and teaching or support can be provided globally. Surveys show that the students appreciate the freedom the system offers and also the immediate feedback.
This document outlines the sessions and content covered in a 6-session teacher development workshop on technology enhanced learning. The workshop introduces tools and best practices for teaching in a Bring Your Own Technology setting. Each session includes introductions, working sessions demonstrating tools like QR codes and Google Expeditions, and opportunities for participants to create mini-lessons incorporating technology. The goal is to help teachers raise awareness of and gain experience using technological tools to enhance learning.
This presentation looks at the assessment concepts underpinning the Mobler app and focusses on the implications of using mobile devices for assessing the students' learning in higher education. These slides were presented at the Eduhub SIG E-Assessment Meeting Nov. 26, 2015
The document discusses how various technologies can be used transformationaly in the classroom. It describes how technologies like ActivSlate, SmartBoard, and LiveScribe pens can be used to pre-teach students, increase parent involvement by flipping the classroom for parents, and help teachers reflect on their teaching through recordings. The document argues that these uses of technology make the classroom more transformational by engaging students and parents more deeply and helping teachers improve through self-reflection.
The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the company “United Nations University”. Their proposal request was to create web-based training for their entire teaching staff in order to make them technologically proficient and fulfill the university’s overall mission.
Transformation of Offline to INline Education (FINE)Pierre Gorissen
How do you support students in times of increasing needs for flexible education? And how do you make sure your institution stays relevant to your students? At the Fontys University of Applied Sciences these questions are being addressed as part of the Fontys INline Education (FINE) project. Inline education is the optimal combination of online and offline education. The activities of the project focusses on different levels, such as providing an internal call for tender, the formation of a community, research related to inline education, teacher training, and optimization of the infrastructure.
This presentation is one to be used with the introduction of an innovation plan focused on creating a blended learning environment in my elementary school.
Fronter is an educational platform with over 500,000 active users across 2,000 K-12 schools and 100 higher education institutions. It has over 2.2 million licenses across Nordic countries. Fronter offers a hosted solution with 99% uptime guarantee and includes two yearly platform updates. It is designed to be easy to use, flexible and built on open standards. Fronter provides 80 tools for teachers and students but allows schools to choose which tools to use.
EdX webinar on Blended Learning, with Merle de KreukJanine Kiers
This document discusses the use of MOOC material in residential teaching at Delft University of Technology. It provides examples of how MOOC content created for various courses is being used to supplement on-campus instruction. Formative assessment techniques are employed using the MOOC material, including knowledge checks during lectures and practice exercises. Student preparation and understanding is formatively tested through anonymous voting using tools like Feedback Fruits. The experiences provide lessons for improving formative assessment and adapting instruction based on student responses.
This document discusses technology trends and initiatives at Northeast School Corporation, including their 1:1 iPad program for grades 6-12. It provides examples of how various classes and teachers at Northeast Schools utilize their Learning Management System (My Big Campus) and technology. Teachers create videos, ebooks, online galleries and more for instruction. Students use iPads to create documents, projects, convert files and practice digital citizenship. The school aims to provide training to help teachers and students effectively integrate technology.
This document discusses technology-enhanced learning and selecting technologies to support various educational goals. It begins by stating that the focus should be on learning rather than the technology. It then provides examples of technologies that can be used for direct instruction, engaging students in learning activities, promoting interaction, assessing student learning, and improving instructor productivity. Specific tools are given for each category like presentation tools, online meeting tools, games, surveys, and annotation tools. It emphasizes selecting technologies intentionally based on student learning objectives. It concludes by noting the many perspectives to consider when choosing educational technologies.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Use, Possibilities and Future of Course Management Systems in Secondary Educa...wimdboer
1. The document discusses the use, possibilities, and future of course management systems (CMS or VLEs) in secondary education.
2. It finds that VLEs are used more often as additional or optional tools rather than central instruments, and satisfaction is generally high among teachers who use VLEs frequently.
3. Key factors that influence VLE use and satisfaction include school policy, support for teachers, the technology environment, and teacher experience with information and communication technologies.
Innovative Uses of In-video Assessments and Video Analytics for Blackboard an...Blackboard APAC
As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura.
In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments.
Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.
Maximizing the Use of Online Testing and Assessment in Philippine ClassroomsErvin Ramos
This document discusses maximizing the use of online testing and assessment tools in Philippine classrooms. It outlines criteria for evaluating online tools, including practicality, validity, reliability, and usefulness. The document discusses types of assessment and added features that tools can provide and addresses validity and reliability concerns. It summarizes advantages of technology-enhanced assessment and concludes by thanking the audience.
The document discusses the use of technology, including iPod touches, TI-84 calculators, and an active board, to support an Advanced Placement Statistics course. An iPod touch grant was provided to engage students through mobile computing. The iPods are used to conduct surveys, demonstrate statistical concepts through apps, and facilitate differentiated instruction. While the technology enhances learning, issues include the inconvenience of storing and transporting the iPods between buildings and not having enough time and support to fully plan technology-integrated lessons.
The tMAIL project aims to (1) implement innovative classroom practices that foster students' self-regulated learning and (2) develop a mobile app and courses to train primary school teachers on self-regulated learning. The app offers multiple short courses on self-regulated learning strategies delivered through a cross-curricular approach. Teacher progress and activities are tracked through dashboards and logs to personalize support. Information from the app is also available to teacher educators and policymakers to further adapt practices and policies.
An exploration of pedagogical and technical use cases involving Kaltura video...Blackboard APAC
In this session, Grant Beevers, Senior Manager of the APAC Solutions Engineering team will explore a range of teaching and learning use cases which support the tight integration of the world’s leading video management solution, Kaltura, and Blackboard’s primary LMS solutions in Blackboard Learn and Moodlerooms.
Grant will take a fresh look at the 21st century campus to see how changes in video technology can ripple through every department, and provide insight into how hundreds of educational instructions around the world are incorporating video media into many of the day to day processes within the institution.
This document discusses e-learning and its benefits. It outlines four stages of e-learning: start off, extensions, integrate and adjust, and on demand. It also lists various e-learning tools like authoring tools, programming languages, and graphics production tools. The document provides examples of how certain subjects at IEC College of Engineering & Technology used e-learning tools. It notes achievements like increased pass percentages and usage of study materials. Finally, it concludes that the e-learning site helped students stay on track and learn without as much effort from faculty.
This document discusses technology integration in education. It defines technology integration as combining hardware, software, and curriculum content to enhance learning. Some key benefits of technology integration include motivating students, providing unique applications, and enabling new approaches to instruction. However, barriers like lack of training, budget constraints, and resistance to change can impede technology integration. The document provides strategies for successful integration, such as identifying learning objectives, selecting appropriate tools, and allowing students opportunities to work with technology. It also gives examples of how specific technologies like productivity software, the internet, and digital cameras can support different subject areas.
Technology Development Workshop - Technology Enhanced Learning webinarJohn Allan
This is the complete slide presentation with links to all resources associated with the Technology Development Workshop. This 16 hour workshop is designed for teachers to take a dive into the potential of using technology in a blended mode with all learners.
This document provides information about the Computer Fundamentals course offered at the University of Soran. The course is offered in the spring semester for 100 credits over 4 hours per week, including 2 hours of theory and 2 hours of practical/lab work. The course introduces students to fundamental computer hardware and software concepts, Microsoft Office applications, networking, the internet, and issues related to computer use. Assessment includes assignments, quizzes, projects, and a midterm and final exam. Upon completing the course, students will have learned basic computer concepts and applications.
Utilizing Web-based programming learning environment in University teachingViope Solutions Ltd
This session presents user experiences from a web-based learning environment for computer programming. In this system, students write programs, which are then automatically tested and results are reported back to the students immediately showing their mistakes. The environment allows the teachers to follow student progress and react, when there are signals indicating problems in learning. It is also possible to compare the students’ program codes in order to detect plagiarism. The learning environment includes a theory part of each programming language making it possible for the students to study whenever they want and wherever they want. The system is fully web-based and locates on the service provider’s server, so the users do not need to install anything. In practice, traditional classroom is not necessarily needed and teaching or support can be provided globally. Surveys show that the students appreciate the freedom the system offers and also the immediate feedback.
This document outlines the sessions and content covered in a 6-session teacher development workshop on technology enhanced learning. The workshop introduces tools and best practices for teaching in a Bring Your Own Technology setting. Each session includes introductions, working sessions demonstrating tools like QR codes and Google Expeditions, and opportunities for participants to create mini-lessons incorporating technology. The goal is to help teachers raise awareness of and gain experience using technological tools to enhance learning.
This presentation looks at the assessment concepts underpinning the Mobler app and focusses on the implications of using mobile devices for assessing the students' learning in higher education. These slides were presented at the Eduhub SIG E-Assessment Meeting Nov. 26, 2015
The document discusses how various technologies can be used transformationaly in the classroom. It describes how technologies like ActivSlate, SmartBoard, and LiveScribe pens can be used to pre-teach students, increase parent involvement by flipping the classroom for parents, and help teachers reflect on their teaching through recordings. The document argues that these uses of technology make the classroom more transformational by engaging students and parents more deeply and helping teachers improve through self-reflection.
The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the company “United Nations University”. Their proposal request was to create web-based training for their entire teaching staff in order to make them technologically proficient and fulfill the university’s overall mission.
Transformation of Offline to INline Education (FINE)Pierre Gorissen
How do you support students in times of increasing needs for flexible education? And how do you make sure your institution stays relevant to your students? At the Fontys University of Applied Sciences these questions are being addressed as part of the Fontys INline Education (FINE) project. Inline education is the optimal combination of online and offline education. The activities of the project focusses on different levels, such as providing an internal call for tender, the formation of a community, research related to inline education, teacher training, and optimization of the infrastructure.
This presentation is one to be used with the introduction of an innovation plan focused on creating a blended learning environment in my elementary school.
Fronter is an educational platform with over 500,000 active users across 2,000 K-12 schools and 100 higher education institutions. It has over 2.2 million licenses across Nordic countries. Fronter offers a hosted solution with 99% uptime guarantee and includes two yearly platform updates. It is designed to be easy to use, flexible and built on open standards. Fronter provides 80 tools for teachers and students but allows schools to choose which tools to use.
EdX webinar on Blended Learning, with Merle de KreukJanine Kiers
This document discusses the use of MOOC material in residential teaching at Delft University of Technology. It provides examples of how MOOC content created for various courses is being used to supplement on-campus instruction. Formative assessment techniques are employed using the MOOC material, including knowledge checks during lectures and practice exercises. Student preparation and understanding is formatively tested through anonymous voting using tools like Feedback Fruits. The experiences provide lessons for improving formative assessment and adapting instruction based on student responses.
This document discusses technology trends and initiatives at Northeast School Corporation, including their 1:1 iPad program for grades 6-12. It provides examples of how various classes and teachers at Northeast Schools utilize their Learning Management System (My Big Campus) and technology. Teachers create videos, ebooks, online galleries and more for instruction. Students use iPads to create documents, projects, convert files and practice digital citizenship. The school aims to provide training to help teachers and students effectively integrate technology.
This document discusses technology-enhanced learning and selecting technologies to support various educational goals. It begins by stating that the focus should be on learning rather than the technology. It then provides examples of technologies that can be used for direct instruction, engaging students in learning activities, promoting interaction, assessing student learning, and improving instructor productivity. Specific tools are given for each category like presentation tools, online meeting tools, games, surveys, and annotation tools. It emphasizes selecting technologies intentionally based on student learning objectives. It concludes by noting the many perspectives to consider when choosing educational technologies.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Use, Possibilities and Future of Course Management Systems in Secondary Educa...wimdboer
1. The document discusses the use, possibilities, and future of course management systems (CMS or VLEs) in secondary education.
2. It finds that VLEs are used more often as additional or optional tools rather than central instruments, and satisfaction is generally high among teachers who use VLEs frequently.
3. Key factors that influence VLE use and satisfaction include school policy, support for teachers, the technology environment, and teacher experience with information and communication technologies.
Innovative Uses of In-video Assessments and Video Analytics for Blackboard an...Blackboard APAC
As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura.
In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments.
Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.
Maximizing the Use of Online Testing and Assessment in Philippine ClassroomsErvin Ramos
This document discusses maximizing the use of online testing and assessment tools in Philippine classrooms. It outlines criteria for evaluating online tools, including practicality, validity, reliability, and usefulness. The document discusses types of assessment and added features that tools can provide and addresses validity and reliability concerns. It summarizes advantages of technology-enhanced assessment and concludes by thanking the audience.
The document discusses the use of technology, including iPod touches, TI-84 calculators, and an active board, to support an Advanced Placement Statistics course. An iPod touch grant was provided to engage students through mobile computing. The iPods are used to conduct surveys, demonstrate statistical concepts through apps, and facilitate differentiated instruction. While the technology enhances learning, issues include the inconvenience of storing and transporting the iPods between buildings and not having enough time and support to fully plan technology-integrated lessons.
The tMAIL project aims to (1) implement innovative classroom practices that foster students' self-regulated learning and (2) develop a mobile app and courses to train primary school teachers on self-regulated learning. The app offers multiple short courses on self-regulated learning strategies delivered through a cross-curricular approach. Teacher progress and activities are tracked through dashboards and logs to personalize support. Information from the app is also available to teacher educators and policymakers to further adapt practices and policies.
An exploration of pedagogical and technical use cases involving Kaltura video...Blackboard APAC
In this session, Grant Beevers, Senior Manager of the APAC Solutions Engineering team will explore a range of teaching and learning use cases which support the tight integration of the world’s leading video management solution, Kaltura, and Blackboard’s primary LMS solutions in Blackboard Learn and Moodlerooms.
Grant will take a fresh look at the 21st century campus to see how changes in video technology can ripple through every department, and provide insight into how hundreds of educational instructions around the world are incorporating video media into many of the day to day processes within the institution.
This document discusses e-learning and its benefits. It outlines four stages of e-learning: start off, extensions, integrate and adjust, and on demand. It also lists various e-learning tools like authoring tools, programming languages, and graphics production tools. The document provides examples of how certain subjects at IEC College of Engineering & Technology used e-learning tools. It notes achievements like increased pass percentages and usage of study materials. Finally, it concludes that the e-learning site helped students stay on track and learn without as much effort from faculty.
This document discusses technology integration in education. It defines technology integration as combining hardware, software, and curriculum content to enhance learning. Some key benefits of technology integration include motivating students, providing unique applications, and enabling new approaches to instruction. However, barriers like lack of training, budget constraints, and resistance to change can impede technology integration. The document provides strategies for successful integration, such as identifying learning objectives, selecting appropriate tools, and allowing students opportunities to work with technology. It also gives examples of how specific technologies like productivity software, the internet, and digital cameras can support different subject areas.
Technology Development Workshop - Technology Enhanced Learning webinarJohn Allan
This is the complete slide presentation with links to all resources associated with the Technology Development Workshop. This 16 hour workshop is designed for teachers to take a dive into the potential of using technology in a blended mode with all learners.
Instructional design and blended learning to extend the reach of a research p...ILRI
This document summarizes an instructional design approach used to expand the reach of the FEAST (Feed Assessment Tool) research product. Instructional designers worked with subject matter experts to develop blended learning materials including an online self-guided course with 12 lessons and 60 videos. These materials were designed to improve and standardize classroom instruction while allowing broader access through online learning. By applying principles of adult learning and designing for offline use, the revised FEAST training program aims to scale up the impact of the research by effectively equipping more people with the skills and knowledge to apply the FEAST methodology.
This document provides an agenda and resources for a session on assistive technology and iPads in the classroom. It includes:
1) An introduction to assistive technology and augmentative communication as well as a demonstration of apps like PhotoPeach, QR codes, Symbaloo, and Glogster.
2) Information on using tools like Vimeo and Moodle for flipped classroom activities.
3) Resources on the SETT framework, universal design for learning, accessible instructional materials, and assistive technology evaluation through questions to consider for students.
4) An overview of how iPads can be used as an assistive technology tool in the classroom along with a list of recommended apps
This document discusses challenges schools face in integrating technology and potential solutions. The four biggest challenges are: 1) lack of an integrated curriculum, 2) insufficient teacher training, 3) lack of accountability for teachers to use technology, and 4) inability to solve simple technical problems in-house. An effective solution provides an online curriculum, ongoing customized training, accountability through coaching, and teaching schools to solve basic technical issues. This empowers teachers to facilitate standards-based projects requiring higher-order skills and collaboration using technology as a teaching tool.
The document provides an agenda for an assistive technology course. It outlines topics to be covered including augmentative communication, Universal Design for Learning (UDL), assistive technology, and the iPad. It assigns a student project to demonstrate skills with assistive technology applications. It also provides information on resources for assistive technology, including the Department of Elementary and Secondary Education, MassMatch for borrowing devices, and the National Center to Improve Practice in Special Education. Key frameworks for matching students to assistive technology are explained, including the SETT Framework and UDL principles.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
Educational technology is a way for teachers to deliver content to students digitally rather than face-to-face, using tools like gamified learning, digital field trips, multimedia lessons, and social media to improve students' skills in math, reading, and writing while making learning more interesting and preparing students for the future. The document discusses benefits and examples of educational technology, potential problems, and tips for teachers to successfully integrate technology into their classrooms through proper training, clear goals, useful selections, and technical support.
VSS 2011 Top 10 Tech Tools to Try TomorrowSarah Weston
This document summarizes 10 tech tools for teachers and students to use: Sliderocket, Flash Interactives, Survey Monkey, Google Docs, Glogster, Jing, Vimeo, Voicethread, Chat Badges, and Twitter. For each tool, it provides a brief description, examples of how they are used at the Open High School of Utah, and benefits of using the tools. The document aims to encourage teachers and students to try incorporating these tools into their teaching and learning.
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
This document outlines a faculty development plan for collaborative learning at IHC for the 2013/14 academic year. It discusses establishing a baseline for best teaching practices using active learning strategies and ongoing instructor evaluations. Resources for faculty development include an online workbook, technology support, and training in instructional design. Faculty are expected to submit professional development plans outlining their courses, teaching methods, use of technology, and goals for the year.
Global Classroom VUC - Phd-Project so far Winter 2013CharlotteLarke
The document summarizes research from a PhD project studying an innovative video-mediated teaching model called Global Classroom at VUC Storstrøm, an adult education center in Denmark. Key findings include:
1) Students found the model motivating due to flexibility but faced technological and pedagogical issues. Teachers struggled with attention divides, assessing participation, and a lack of innovative teaching models.
2) The transition challenged the organization and teachers, who lacked influence and saw difficulties where project owners did not.
3) Moving forward, developing innovative pedagogical elements through workshops and design research, as well as providing safe spaces for teachers to practice new designs, could help realize new opportunities in Global Class
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Gamified learning activities with quizzes and AI storytelling to improve software engineering education
1. Gamified learning activities with quizzes
and AI storytelling to improve software
engineering education
Rui Prada, António Rito Silva, Pedro Correia, José Bernardo
Rocha, Daniel Gonçalves, Luís Filipe Coimbra
Madrid, 22 Nov 2019
E R A S M U S +
Project 2017-1-NL01-KA203-035259
https://impress-project.eu/
2. Outline
• The use of quizzes for Software Engineering teaching/learning
• Context and types of use
• IMPRESS Quizzes Tool and Repository
• The use of AI storytelling for teaching/learning
• FAtiMA Toolkit
• AI Storytelling in Code Defenders
3. Quizzes for Teaching/Learning
• Enrich the presentation of content in class
• Foster participation and attention in the class
• Support students’ self-awareness of their own (lack of) knowledge
• Support students learning and study
• Reduce teachers’ effort in the preparation/evaluation of tests
4. Quizzes: context and type of use (1)
• Inside class (teacher driven)
• Introduce topic
• Capture students’ attention / engagement
• Raise awareness of knowledge gaps
• Review topics previously discussed
• Evaluate students
5. Quizzes: context and type of use (2)
• Outside class (student driven)
• Review topics discussed in class
• Raise awareness of knowledge gaps
• Test the knowledge
• Prepare for evaluation
• A tool for study
Promote self-regulation of learning
Learn by answering questions
7. General idea
• Shared experience of software engineering educators around Europe
• Create a body of content to use, adapt and re-use
• Enhance the learning process by developing tools that allow a rapid
feedback to students about their current state of readiness on the
course subjects
• Reduce the effort teachers need to prepare quizzes and tests
9. Kahoot.it
• Re-use questions is not at the basis of Kahoot philosophy
• Kahoots are self-contained
• Individual questions are difficult to re-use
• Limited number of characters per question
• Makes re-use also difficult, not all EU-wide questions comply with these
restrictions
• Kahoot is not fan of massive imports
11. Teachers View
• Populated with questions and
mini-tests from the Software
Architecture course of Instituto
Superior Técnico, University of
Lisbon
• More than 600 questions
• More than 100 quizzes
20. Currently under testing
• Software Architecture course at Instituto Superior
Técnico, Universidade de Lisboa
• 57 students
• 5 quizzes (with 5 questions) in-class (at the end)
• Can use the system to generate and answer personal
quizzes
21.
22. 15,1 % of negative scores26,7 % of negative scores
With the toolTraditional method (on paper)
24. AI Storytelling for Learning
• Why Storytelling?
• To give flavour to the experience
• Creates meaningful contexts for the actions
• Supports the flow of progression
• Improves (emotional) engagement
25. AI Storytelling for Learning
• Why Artificial Intelligence?
• To support interactivity
• To adapt to players’ actions
• To be emotionally believable
• With emotional appraisal
26. AI Storytelling in Code Defenders
• Puzzle mode (single player)
• AI character as narrator/antagonist role(s)
• Introduces missions to players
• Tells an episodic story
• Between puzzles – macro (overarching) narrative
• Double perspectives: attacker and defender
• Comments about player performance
• Within puzzles – micro narrative
• Examples: test does not run, test successful