This position manages the Global Classroom which supports online instruction through technologies like videoconferencing and streaming. Responsibilities include scheduling classroom space and student workers, coordinating with instructors worldwide, and providing technology support. The manager oversees activities in the Global Classroom and the student workers that assist. Qualifications include a master's degree in a relevant field plus 10 years of experience in audio/visual production and maintenance.
The document describes the Master Technology Teacher certification program offered online through The University of Texas at Brownsville and Texas Southmost College. The certification is approved by the State Board for Educator Certification. The program prepares educators to provide technology leadership, develop technology-enriched instruction, and serve as a resource for integrating technology. It consists of four required online courses that fit into the university's educational technology master's degree. Upon completing the courses and exams, candidates are qualified to take the Master Technology Teacher certification exam.
This document provides an introduction to the Texas STaR Chart, which is a tool for schools to assess and plan staff development for technology. It outlines the four key areas of the chart - Teaching and Learning, Educator Preparation, Administration & Support, and Infrastructure. It then gives details on the school's current level in each area, goals for improvement, and contact information for the technology integration specialist.
This document provides an overview of the Broadcast Technology Cluster (BTC) at Ravensbourne College of Design and Communication, which includes four foundation degree programmes: Broadcast Audio Technology, Broadcast Technology, Broadcast Information Technology, and Outside Broadcast Technology. The programmes aim to provide both intellectual and practical skills for students to enter the broadcast industry. Courses involve project-based learning, work placements, and focus on developing skills applicable to jobs in areas like systems design, production, and transmission. Teaching methods include lectures, seminars, and industry speakers, while assessments evaluate knowledge, skills, and professional competencies.
Retrofitting Legacy Systems Faculty Development Model - Competency-Based Educ...Becky Lopanec
This document discusses retrofitting legacy systems at community colleges to support competency-based learning programs. It provides examples from Bellevue College's experience implementing CBE programs on a traditional campus. Key challenges addressed include integrating CBE programs with student services, financial aid, faculty roles and contracts, and IT systems. The document also outlines the development and lessons learned from Bellevue's pilot CBE program in business software and discusses strategies for recruiting students, assessing readiness, and ensuring ongoing success for CBE.
The Advance21 proposal outlines plans to develop a program to provide students with technologically advanced learning experiences. The mission is to challenge students academically through interdisciplinary, project-based learning integrated with technology to build career skills. Goals include exceeding technology standards, improving achievement through technology use, and developing strong community and business partnerships to prepare students for college and careers in fields like engineering. The program would offer courses in science visualization, computer engineering, networking, and game design. 11th graders would complete a summer internship and 12th graders a work-based learning experience. Admission requires an application, recommendations, and GPA/attendance standards while participating.
1) The document outlines a technology integration action plan for a high school with the goals of aligning the school's objectives with the district's strategic plan, addressing technology integration goals from the district, and assessing student and teacher needs.
2) The action plan includes steps to improve internet connectivity, provide extended computer access for students, integrate technology into lesson plans, and develop online course delivery systems.
3) An organizational chart shows how the school's technology integration plan aligns with the district and state technology plans and identifies roles for coordinating technology efforts.
This document summarizes Jo Luck's socio-technical study of implementing an interactive videoconferencing system at CQUniversity. It provides context about CQUniversity and an overview of Luck's research design using actor-network theory and the sociology of translation. It then discusses the four moments of translation in implementing the videoconferencing system: problematisation, interessement, enrolment, and mobilization. The summary concludes by noting the implications of introducing new technologies and future work studying students' use of social networking tools.
Using Video Conferencing in Lecture ClassesVideoguy
This document discusses Duquesne University's use of the Mediasite video conferencing system to record and distribute lectures online. It provides an overview of the Mediasite system and how two graduate courses, Multimedia and Instructional Design (MMID) and An Introduction to Human Computer Interaction (HCI), implemented Mediasite to enhance their courses. Students were able to access recorded lectures to review complex topics and software demonstrations at their own pace. While Mediasite had some technical issues like delayed video loading, students generally found the system useful for reviewing material and completing assignments. The ability to control lecture playback helped students better understand challenging course concepts.
The document describes the Master Technology Teacher certification program offered online through The University of Texas at Brownsville and Texas Southmost College. The certification is approved by the State Board for Educator Certification. The program prepares educators to provide technology leadership, develop technology-enriched instruction, and serve as a resource for integrating technology. It consists of four required online courses that fit into the university's educational technology master's degree. Upon completing the courses and exams, candidates are qualified to take the Master Technology Teacher certification exam.
This document provides an introduction to the Texas STaR Chart, which is a tool for schools to assess and plan staff development for technology. It outlines the four key areas of the chart - Teaching and Learning, Educator Preparation, Administration & Support, and Infrastructure. It then gives details on the school's current level in each area, goals for improvement, and contact information for the technology integration specialist.
This document provides an overview of the Broadcast Technology Cluster (BTC) at Ravensbourne College of Design and Communication, which includes four foundation degree programmes: Broadcast Audio Technology, Broadcast Technology, Broadcast Information Technology, and Outside Broadcast Technology. The programmes aim to provide both intellectual and practical skills for students to enter the broadcast industry. Courses involve project-based learning, work placements, and focus on developing skills applicable to jobs in areas like systems design, production, and transmission. Teaching methods include lectures, seminars, and industry speakers, while assessments evaluate knowledge, skills, and professional competencies.
Retrofitting Legacy Systems Faculty Development Model - Competency-Based Educ...Becky Lopanec
This document discusses retrofitting legacy systems at community colleges to support competency-based learning programs. It provides examples from Bellevue College's experience implementing CBE programs on a traditional campus. Key challenges addressed include integrating CBE programs with student services, financial aid, faculty roles and contracts, and IT systems. The document also outlines the development and lessons learned from Bellevue's pilot CBE program in business software and discusses strategies for recruiting students, assessing readiness, and ensuring ongoing success for CBE.
The Advance21 proposal outlines plans to develop a program to provide students with technologically advanced learning experiences. The mission is to challenge students academically through interdisciplinary, project-based learning integrated with technology to build career skills. Goals include exceeding technology standards, improving achievement through technology use, and developing strong community and business partnerships to prepare students for college and careers in fields like engineering. The program would offer courses in science visualization, computer engineering, networking, and game design. 11th graders would complete a summer internship and 12th graders a work-based learning experience. Admission requires an application, recommendations, and GPA/attendance standards while participating.
1) The document outlines a technology integration action plan for a high school with the goals of aligning the school's objectives with the district's strategic plan, addressing technology integration goals from the district, and assessing student and teacher needs.
2) The action plan includes steps to improve internet connectivity, provide extended computer access for students, integrate technology into lesson plans, and develop online course delivery systems.
3) An organizational chart shows how the school's technology integration plan aligns with the district and state technology plans and identifies roles for coordinating technology efforts.
This document summarizes Jo Luck's socio-technical study of implementing an interactive videoconferencing system at CQUniversity. It provides context about CQUniversity and an overview of Luck's research design using actor-network theory and the sociology of translation. It then discusses the four moments of translation in implementing the videoconferencing system: problematisation, interessement, enrolment, and mobilization. The summary concludes by noting the implications of introducing new technologies and future work studying students' use of social networking tools.
Using Video Conferencing in Lecture ClassesVideoguy
This document discusses Duquesne University's use of the Mediasite video conferencing system to record and distribute lectures online. It provides an overview of the Mediasite system and how two graduate courses, Multimedia and Instructional Design (MMID) and An Introduction to Human Computer Interaction (HCI), implemented Mediasite to enhance their courses. Students were able to access recorded lectures to review complex topics and software demonstrations at their own pace. While Mediasite had some technical issues like delayed video loading, students generally found the system useful for reviewing material and completing assignments. The ability to control lecture playback helped students better understand challenging course concepts.
1. The WALES project aimed to implement and evaluate the use of mobile technologies and social software to deliver personalized learning to work-based learners in HE e-learning programs supported by FE institutions.
2. The project used MobiGlam mobile technology and social networking tools like wikis, social bookmarking, and RSS feeds to connect learners and tutors across multiple partner institutions.
3. The project planned to implement and evaluate the mobile learning system with three to four student cohorts over 2008-2009 to enhance distance and blended learning if shown to be successful.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
Using Pebblepad to create a clinical skills workbook for Midwifery studentsSHU Learning & Teaching
Roz Haddrill created a clinical skills workbook for midwifery students using Pebblepad to address challenges with paper workbooks. Pebblepad provides an interactive, portable, and easy to complete digital alternative that links to students' e-portfolios as required by regulatory bodies. A pilot of the Pebblepad workbook encountered some technical and adoption challenges but received positive feedback from students and staff. Future plans include expanding the workbook for additional years of study and integrating it with assessment documentation and other learning resources.
This action plan proposes to:
1. Provide staff development training for teachers on integrating digital technology like blogs and podcasts into classroom instruction.
2. Use online resources to continue technology-related professional development for teachers throughout the school year.
3. Set increased data safety standards and review the district's Acceptable Use policy by implementing new guidelines for students and faculty on appropriate technology usage.
The document summarizes the goals and plans for integrating technology at DeKalb Transition Academy, an alternative school. The school aims to utilize technology to enhance learning, increase student access to information, and improve communication. The plan includes acquiring additional hardware, providing staff training, and implementing an evaluation process to improve technology integration over time.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Behind the Build: Create a Career Readiness Platform for Any Student, Any WhereEmily Kennelly
Kennelly, E., & Roark, K. (2020, June). Behind the Build: Designing a Low Cost Career Readiness Platform for Any Student, Anywhere. National Association of Colleges and Employers. 2020 Virtual Conference.
The Career Center is introducing ProfessioNole Ready, a program to teach students nine professional competencies desired by employers. Students will complete modules and activities to display skills to employers. They can earn digital badges - ProfessioNole Ready Black, Garnet, or Gold - to showcase their skills. Instructors are encouraged to incorporate the Black badge into courses by having students complete introductory modules on topics like career management, communication, and networking.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
This document discusses challenges facing nursing education including a faculty shortage, lack of classroom space, incorporating informatics, and a nursing shortage. It also discusses using evolving technologies to bridge gaps between generations of nurses and faculty. Forces influencing higher education like increased competencies, decreased government funding, and increased technology are also covered. Options discussed include distance education, simulation, and incorporating nursing informatics into curricula. An implementation plan is proposed that includes assessing informatics competencies, providing faculty training, forming partnerships, and evaluating the program. The goal is for graduates to master identified nursing informatics competencies.
John B. Lacson Foundation Maritime Uni. Case StudyeFront
The John B. Lacson Foundation Maritime University conducted a study to find an open-source learning management system to support their online distance learning program. They implemented several LMS's and found eFront to be the best option due to its low cost and ease of use. eFront provided the functionality needed like content management, assessments, and scheduling without technical complexity. It was chosen to help the university deliver online courses globally and provide tools for instructors and students to collaborate both in and out of the classroom.
This document describes a study that used mobile devices, Adobe Connect, and Moodle to peer assess and calibrate the classroom performance of pre-service English teachers in Ecuador. Ten student teachers had their micro-teaching reading and writing sessions filmed on smartphones. The videos were uploaded to Moodle and Adobe Connect for online peer assessment and trainer feedback. This combination of technologies allowed trainers to discuss observations of teacher performance and identify discrepancies to help calibrate their assessments. The results showed that mobile phones can effectively record lessons for reflection, but trainers also need to observe lessons in person. Using Adobe Connect facilitated discussion of assessment consistency and reliability.
This document discusses technology integration models for K-12 education. It introduces the SAMR model for classifying technology use as substitution, augmentation, modification, or redefinition. It also outlines three tiers of technology integration in the classroom from teacher productivity tools to student-centered 21st century learning. The document provides examples of how apps can be applied to the SAMR model and proposes sample goals for technology integration planning, including identifying needs, creating exemplars, and assisting teachers to move to more student-centered models.
Making The Best Use Of Our Knowledge And Skills Through VideoNoel Hatch
A video can make the content more engaging and interactive than written instructions and static photos or illustrations. It also projects an image of transparency, trust, and authenticity.
This proposal outlines an e-learning courseware on the craft of batik for art students. It will contain videos, interactive exercises, and games to teach students the history, types, and process of making batik. The goal is to provide accessible instruction for students who only have one hour per week of class time to learn batik. The courseware will guide students step-by-step through the basics of batik and allow them to practice skills through interactive exercises that provide feedback. It is designed to make learning batik less mystifying and help students gain confidence in working with the unfamiliar art form.
Interactive media management trains you for cutting edge fieldjasonw93
This piece is about Centennial College's Interactive Media Management program, which prepares students for producer positions in interactive media. It includes a detailed testimonial from a student.
Towson University: COOP: Conduct of Classes During Campus ClosingsLindsey Landolfi
Campus closures due to pandemics or natural disasters require alternative procedures to ensure continuity of instruction. Conducting web-based classes during emergency campus closures increases student access to learning opportunities. Towson University has developed policies and procedures for emergency operations that establish objectives such as ensuring remote access to course materials and continuous instruction through distance learning models. The university notifies students of campus closures through its website and email system. Faculty are responsible for developing online instructional strategies while students access course content and complete online coursework. Technological resources like Blackboard support distance learning.
The document discusses program development at a university. It covers topics like the program approval process, assessment and feedback, graduate attributes, employability, and the student charter. It also mentions student engagement and sharing best practices. The pages provide overview information and next steps for various aspects of program design and approval to be implemented between 2011-2013.
1) Existing learning resources at Sultan Shah Islamic University College (KUISAS) are spread across multiple systems, reducing their accessibility.
2) KUISAS communicates with students through various channels, risking miscommunications and inability to effectively monitor student engagement.
3) While KUISAS utilizes e-learning platforms, there is an opportunity to better facilitate live lessons and consultations through a unified communication system.
This document outlines Irving Independent School District's long range technology plan from 2010 to 2013. The plan was developed by a committee that reviewed data on technology needs and standards. The plan aims to provide equitable access to technology for all students and teachers. It focuses on expanding one-to-one computing, online learning opportunities, and technology-integrated instruction. The plan also addresses teacher training, administration/data management, technical support, and annual evaluation of progress.
1. The WALES project aimed to implement and evaluate the use of mobile technologies and social software to deliver personalized learning to work-based learners in HE e-learning programs supported by FE institutions.
2. The project used MobiGlam mobile technology and social networking tools like wikis, social bookmarking, and RSS feeds to connect learners and tutors across multiple partner institutions.
3. The project planned to implement and evaluate the mobile learning system with three to four student cohorts over 2008-2009 to enhance distance and blended learning if shown to be successful.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
Using Pebblepad to create a clinical skills workbook for Midwifery studentsSHU Learning & Teaching
Roz Haddrill created a clinical skills workbook for midwifery students using Pebblepad to address challenges with paper workbooks. Pebblepad provides an interactive, portable, and easy to complete digital alternative that links to students' e-portfolios as required by regulatory bodies. A pilot of the Pebblepad workbook encountered some technical and adoption challenges but received positive feedback from students and staff. Future plans include expanding the workbook for additional years of study and integrating it with assessment documentation and other learning resources.
This action plan proposes to:
1. Provide staff development training for teachers on integrating digital technology like blogs and podcasts into classroom instruction.
2. Use online resources to continue technology-related professional development for teachers throughout the school year.
3. Set increased data safety standards and review the district's Acceptable Use policy by implementing new guidelines for students and faculty on appropriate technology usage.
The document summarizes the goals and plans for integrating technology at DeKalb Transition Academy, an alternative school. The school aims to utilize technology to enhance learning, increase student access to information, and improve communication. The plan includes acquiring additional hardware, providing staff training, and implementing an evaluation process to improve technology integration over time.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Behind the Build: Create a Career Readiness Platform for Any Student, Any WhereEmily Kennelly
Kennelly, E., & Roark, K. (2020, June). Behind the Build: Designing a Low Cost Career Readiness Platform for Any Student, Anywhere. National Association of Colleges and Employers. 2020 Virtual Conference.
The Career Center is introducing ProfessioNole Ready, a program to teach students nine professional competencies desired by employers. Students will complete modules and activities to display skills to employers. They can earn digital badges - ProfessioNole Ready Black, Garnet, or Gold - to showcase their skills. Instructors are encouraged to incorporate the Black badge into courses by having students complete introductory modules on topics like career management, communication, and networking.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
This document discusses challenges facing nursing education including a faculty shortage, lack of classroom space, incorporating informatics, and a nursing shortage. It also discusses using evolving technologies to bridge gaps between generations of nurses and faculty. Forces influencing higher education like increased competencies, decreased government funding, and increased technology are also covered. Options discussed include distance education, simulation, and incorporating nursing informatics into curricula. An implementation plan is proposed that includes assessing informatics competencies, providing faculty training, forming partnerships, and evaluating the program. The goal is for graduates to master identified nursing informatics competencies.
John B. Lacson Foundation Maritime Uni. Case StudyeFront
The John B. Lacson Foundation Maritime University conducted a study to find an open-source learning management system to support their online distance learning program. They implemented several LMS's and found eFront to be the best option due to its low cost and ease of use. eFront provided the functionality needed like content management, assessments, and scheduling without technical complexity. It was chosen to help the university deliver online courses globally and provide tools for instructors and students to collaborate both in and out of the classroom.
This document describes a study that used mobile devices, Adobe Connect, and Moodle to peer assess and calibrate the classroom performance of pre-service English teachers in Ecuador. Ten student teachers had their micro-teaching reading and writing sessions filmed on smartphones. The videos were uploaded to Moodle and Adobe Connect for online peer assessment and trainer feedback. This combination of technologies allowed trainers to discuss observations of teacher performance and identify discrepancies to help calibrate their assessments. The results showed that mobile phones can effectively record lessons for reflection, but trainers also need to observe lessons in person. Using Adobe Connect facilitated discussion of assessment consistency and reliability.
This document discusses technology integration models for K-12 education. It introduces the SAMR model for classifying technology use as substitution, augmentation, modification, or redefinition. It also outlines three tiers of technology integration in the classroom from teacher productivity tools to student-centered 21st century learning. The document provides examples of how apps can be applied to the SAMR model and proposes sample goals for technology integration planning, including identifying needs, creating exemplars, and assisting teachers to move to more student-centered models.
Making The Best Use Of Our Knowledge And Skills Through VideoNoel Hatch
A video can make the content more engaging and interactive than written instructions and static photos or illustrations. It also projects an image of transparency, trust, and authenticity.
This proposal outlines an e-learning courseware on the craft of batik for art students. It will contain videos, interactive exercises, and games to teach students the history, types, and process of making batik. The goal is to provide accessible instruction for students who only have one hour per week of class time to learn batik. The courseware will guide students step-by-step through the basics of batik and allow them to practice skills through interactive exercises that provide feedback. It is designed to make learning batik less mystifying and help students gain confidence in working with the unfamiliar art form.
Interactive media management trains you for cutting edge fieldjasonw93
This piece is about Centennial College's Interactive Media Management program, which prepares students for producer positions in interactive media. It includes a detailed testimonial from a student.
Towson University: COOP: Conduct of Classes During Campus ClosingsLindsey Landolfi
Campus closures due to pandemics or natural disasters require alternative procedures to ensure continuity of instruction. Conducting web-based classes during emergency campus closures increases student access to learning opportunities. Towson University has developed policies and procedures for emergency operations that establish objectives such as ensuring remote access to course materials and continuous instruction through distance learning models. The university notifies students of campus closures through its website and email system. Faculty are responsible for developing online instructional strategies while students access course content and complete online coursework. Technological resources like Blackboard support distance learning.
The document discusses program development at a university. It covers topics like the program approval process, assessment and feedback, graduate attributes, employability, and the student charter. It also mentions student engagement and sharing best practices. The pages provide overview information and next steps for various aspects of program design and approval to be implemented between 2011-2013.
1) Existing learning resources at Sultan Shah Islamic University College (KUISAS) are spread across multiple systems, reducing their accessibility.
2) KUISAS communicates with students through various channels, risking miscommunications and inability to effectively monitor student engagement.
3) While KUISAS utilizes e-learning platforms, there is an opportunity to better facilitate live lessons and consultations through a unified communication system.
This document outlines Irving Independent School District's long range technology plan from 2010 to 2013. The plan was developed by a committee that reviewed data on technology needs and standards. The plan aims to provide equitable access to technology for all students and teachers. It focuses on expanding one-to-one computing, online learning opportunities, and technology-integrated instruction. The plan also addresses teacher training, administration/data management, technical support, and annual evaluation of progress.
This job description is for a Help Desk Specialist position at Trine University. The specialist will provide customer service support to students, faculty, and guests regarding technology products and services. Duties include responding to support tickets, troubleshooting issues, installing software and hardware, and creating documentation. The specialist must have experience in technical support, knowledge of PCs, networking, and communication skills to work with customers at different skill levels. A bachelor's degree in computer science or related field is required.
Video conferencing allows for synchronous interaction between teachers and distant students through two-way digital video and audio transmission over a network. It provides flexibility for education away from a traditional campus model. While video conferencing equipment can be expensive, costs vary significantly depending on the size and type of system. It enables audio-visual interaction and supports different instructional approaches if clear materials like slides are used. However, both learners and instructors need practice to fully utilize its features. Organizational support through technical staff and facilitators is also needed to ensure stable use.
The document discusses strategies for effectively integrating technology into teaching to improve student learning. It suggests that technology can increase student motivation, improve communication of learning goals, and facilitate higher-order thinking skills. Some strategies mentioned include creating a class website to share course materials and assignments, having students create multimedia presentations, and using common software like word processors, spreadsheets, and presentation tools to make tasks easier. The document also provides guidelines for developing technology-based lessons, such as defining clear objectives and assessing student learning.
The document presents the technology plan for Fish Net High School for 2008-2010. The plan aims to provide high-quality technology services to enhance teaching, learning, and community outreach. It outlines goals for infrastructure, student learning outcomes, staff training, and evaluating and maintaining hardware, software, and network resources. The technology coordinator will oversee an annual review committee to evaluate effectiveness and make improvements or upgrades.
This document provides strategies for integrating technology into teaching. It discusses how technology can increase student motivation, improve communication of learning goals, facilitate higher-order thinking skills, and build skills for college and careers. Some strategies include creating a class website, having students create multimedia presentations, and using common software like word processors and spreadsheets. The document also provides guidelines for effective technology lessons such as defining learning objectives and preparing backup plans for technology failures.
This document provides strategies for integrating technology into teaching. It discusses how technology can increase student motivation, improve communication of learning goals, facilitate higher-order thinking skills, and build skills for college and careers. Some strategies include creating a class website, having students create multimedia presentations, and using common software like word processors and spreadsheets. The document also provides guidelines for effective technology lessons such as defining clear objectives and having backup plans for if technology fails.
This document summarizes the technology plan for XXX Beauty Institute. The plan aims to integrate technology into the cosmetology curriculum to prepare students for their license and the industry. Key goals include increasing students' basic skills through technological resources like laptops, smartphones, and online platforms. The plan also outlines objectives to assess technology adoption and ensure instructors receive professional development on instructional technology techniques.
This document outlines a technology action plan for a school district. It proposes developing a comprehensive plan that includes leadership roles to design and implement the plan, professional development for staff, and evaluation of the technology integration. An organizational chart is presented that assigns roles and responsibilities to positions like the superintendent, principal, teachers and technology coordinators to ensure effective implementation of the plan across the district. Professional development and evaluation components are also described to continuously improve technology integration into classroom learning.
The document provides information about Kristen Worden and Angela Steinbach, the principal and library/technology coach at Chappell Elementary School. It then details the student demographics and technologies available at the school. It discusses how the staff achieved 100% buy-in for technology integration and how they provide professional learning opportunities, using the NETS standards to guide their efforts in developing a digital learning culture and ensuring excellence in professional practice.
This document outlines a presentation on web conferencing. It defines web conferencing as live meetings over the internet that allow sharing of text, audio, video, and screens. It discusses objectives of using web conferencing in distance education like enabling real-time communication and collaboration. Features, limitations, uses, and examples of web conferencing tools are also summarized, as well as concerns about its use and a case study on its impact on distance learning.
The document outlines a school district's technology plan to integrate technology into all areas of teaching and learning. The goals are to ensure students gain technical skills to succeed in the future, including computer literacy, problem solving, communication skills, and the ability to find information. The plan describes providing staff training, maintaining and upgrading existing hardware and software, and increasing technology-centered learning activities for students. It aims to better prepare students for future careers through increased technology use in the classroom.
The document outlines a school district's technology plan to integrate technology into all areas of education to prepare students for the future. The goals are to provide equitable learning opportunities through technology and develop students' technical, critical thinking, problem solving, communication, and information navigation skills. The district aims to achieve this through staff training, maintaining and upgrading existing hardware and software, and increasing technology-integrated lessons. It details the current state of technology resources and how students have used multimedia in classrooms. The plan is to continue supporting teachers and replacing aging equipment to maximize learning through technology.
The document outlines the roles and responsibilities of various individuals involved in integrating technology at a school district. It describes the roles of the District Executive Director of Technology, District Director of Technology Operations, principal, assistant principal, technology facilitators, technology facilitator assistant, teachers and other staff members. It also provides details on planned professional development activities for administrators, educators, and staff on various technology tools and resources and how their effectiveness will be assessed through surveys and ongoing communication with technology leaders.
Video conferencing allows for two-way video and audio communication between multiple locations. It can be used to deliver high-quality teaching and learning, enable collaborative learning across distances, and provide live support for remote students. Key benefits include maintaining focus through video and non-verbal communication cues, breaking down cultural barriers, and streamlining meetings. However, video conferencing also faces limitations such as high setup costs, technical issues, lack of in-person interaction, and constraints on group sizes. The University of Alaska uses video conferencing to facilitate thesis defenses, e-learning, interviews, accessing outside expertise, and collaborating with other institutions and worldwide sites.
Advantages of Pursuing a BCom Degree Through Distance Education.pptxSmart Educator
Pursuing a Bachelor of Commerce (Bcom) degree through distance education offers several advantages for individuals seeking flexibility and convenience in their education. With the advent of technology, distance education programs have become increasingly popular, providing opportunities for students to earn a Bcom distance education degree from the comfort of their own homes. Here are some key advantages of pursuing a Bcom degree through distance education.
Dr. gambri day 2 relevant technologies in odl final copyGambari Isiaka
The document discusses relevant technologies for open and distance learning (ODL). It begins by stating that all media have strengths and limitations, and the most appropriate mix should be chosen based on learning outcomes. The document then covers several principles for selecting media, including learner profile, curriculum, capabilities of the technology, costs, and available resources. The main sections explore print materials, audio/video technologies like radio, television and conferences, and online environments like the internet, CDs, and online learning platforms. Guidance is provided on incorporating each type of technology effectively.
This document defines key terms related to e-learning and discusses technologies used for online learning. It describes e-learning as the delivery of education through electronic means using computers or mobile devices. Distance education predated e-learning, but e-learning allows learning to be accessed on-demand without limitations of time or location. Popular platforms for hosting online courses include Udemy, Odijoo, and RCampus. Evaluation of e-learning can assess course structure, content, multimedia used, and visual design. The document also outlines benefits like cost-effectiveness and accessibility, as well as drawbacks such as reliance on technology and self-motivation.
1. Global Classroom Manager
Job Description:
This position exists under the auspices of Academic Technologies within the Information
Technology and Computing Services Department. It also requires working closely with the
Distance Education Department who provide services and programming to faculty and students
in support of online and distance learning opportunities. Mediums supported by this position in
the pursuit of these goals include, but are not limited to, video conferencing, audio/visual
recording and streaming, and text chat technologies.
The responsibilities of the specialist in this position include scheduling of the Global Classroom,
managerial duties concerning interviewing, hiring, firing and scheduling of on-site student
workers, coordination with instructors and video producer technicians at various partner sites
around the world, and various technology support services. This manager is responsible for
overseeing and scheduling activities and classes held in the Global Classroom. As such, he is
also responsible for the management of the on-site student workers, insuring smooth
collaboration and communication between said workers and students and faculty taking
advantage of the capabilities of the Global Classroom. This position also requires collaboration
with Emerging Academic Initiatives/Global Understanding; the person in this position needs to
communicate effectively with workers and instructors at East Carolina University and those from
various cultures in over 52 partner countries. The technology supported by this position includes
theater-style lighting, sound, analog and digital audio/visual and data capture equipment, H.323,
SIP & ISDN videoconferencing equipment, streaming video technologies, and various
supporting equipment. He is also responsible for the editing of captured video and maintenance
of video archives.
The Global Classroom is a state-of-the-art learning and meeting space that supports multiple
internet-based instructional mediums, such as streaming video and videoconferencing, for up to
100 participants in up to four separate but concurrently operating groups. An adjacent control
room and editing facility provides access to storage servers and bridging capabilities. Courses in
a wide range of disciplines use the Global Classroom for a single guest lecture,
videoconferences, hybrid courses, or classes focused entirely around video conferencing
capabilities.
Qualifications:
This position requires a Master’s degree in video production, communication, or related
field, and/or ten years of relevant or related production and maintenance experience in an
audio/visual environment. Experience with IT-based services such as streaming video,
videoconferencing and other synchronous and asynchronous services are also required. There is
also a preference for knowledge of data networking and internet application servers. This
employee must have exceptional written and verbal skills and must also have a propensity to
work harmoniously with people of various cultural backgrounds through a number of
technological platforms while assuring that established standards of education are upheld.
2. Position Responsibilities:
50% Management of Global Classroom
a. Scheduling of classroomspace for video teleconferencing, distance education broadcasts,
training sessions and specialevents for Spring, Summer and Fall semesters
b. Scheduling of student workers to correspond with their class schedules each semester
c. Setting up Mediasite presentation folders for each semester’s classes and folder security
settings with East Carolina University’s active directory
d. Maintain “Consent and Release” forms for all presentations performed and “Request” forms
for all classes and special events
e. Correspond with East Carolina University’s Registrar and Department Assistants to guarantee
all classes within the Global Classroom are registered correctly in Banner
f. E-mail correspondence with foreign partners and various video teleconference clients to
arrange testing of teleconference connections to ensure connectivity
g. Connectivity testing with Global Academic Initiative partners as well as anyone requiring a
video teleconference with the University
15% Event Production
a. Arrange quadrants to meet the needs of faculty, staff and students forall classes and events
b. Training of faculty, staff and students forproper use of production equipment
c. Recording of presentations using microphones, cameras, computers, document cameras and
DVD players via Mediasite presentation software
d. Monitoring video and audio feeds for up to eight presentations at a time to guarantee proper
delivery of information
e. Assignment of student worker responsibilities before productions to maximize productivity
f. Assisting faculty, staff and students in the event of a technology failure
15% Facility Repairs
a. Repair and maintenance of Global Classroom equipment
b. Replacement of failed equipment during breaks and downtime
c. Procurement of parts and replacement equipment through vendors
10% Testing New Technologies
a. Research and implement new technologies through pilot programs
b. Attend trade shows to investigate new technologies
c. Accept input from faculty, staff and students on new technologies that may enrich their
teaching/learning experience
5% Off-Premise Event Recording
a. Use of a mobile Mediasite recorder, camera, computers, and wireless microphones for
recording and archiving special events around campus (Faculty Open Forum, Guest Speakers,
Interviews, etc.)
5% Faculty/Staff Technology Consultant
a. Attend meetings with various campus departments to review technology needs
b. Field phone calls from faculty, staff and students to discuss properdelivery methods for
varying technologies
3. Functional:
Planningand Organizing:
a. Organize and take lead on large scale presentations broadcast to dignitaries,heads of state,
government and university officials
b. Project leader for large scale events requiring multiple connections with foreign partners and
remote sites around the world. Lead faculty, staff and student workers in assignment of duties for
seamless delivery of presentation
Project Management:
a. Plan and manage large groups of staff and student workers to implement day to day presentations
as well as time sensitive one time presentations Workwith vendors,consultants and purchasing
agents to guarantee prompt execution of equipment updates to facilities
Technical Knowledge:
a. Utilize an advanced understanding of technology,audio/visualdevices, computer and software
applications to provide extraordinary service to the University as well as colleagues
b. Advanced knowledge of audio/visualdelivery methods from years of hands on experience Ability
to communicate with employees and co-workers on proper use of equipment
Technical Solution Development:
a. Implemented new technologies with minimal expense to replace antiquated delivery methods
b. Working with university colleagues to provide changes to current information delivery
methodology
Technical Support:
a. Working closely with Smart Classrooms group and IT help desk to ascertain technologies and
delivery methods that solve current and future presentation delivery problems
b. Correspond with faculty, staff and students via phone,e-mail and chat to communicate innovative
and effective solutions to technology issues
ConsultancySkills:
a. Called on to consult with various university departments concerning technology needs and
implementation of new technologies
b. Ability to consult with management, faculty, staff and students to develop new technology
requirements, solve existing technological problems and/orproactively establish practical
directions for participants
Teamwork:
a. Worked within the Global Understanding and Emerging Academic Initiatives group to advance
the group’s campus profile by providing superior service and groundbreaking new technologies
b. Strives to accomplish goals set by department and affiliated groups by listening to their needs and
responding affectively
c. Takes time to proactively problem solve with department, groups and clients
d. Works with others to select suitable information and best method or format for presenting
information and delivers said plan either audibly or in writing as needed
CustomerService:
a. Works closely with upper management all the way to student workers to provide for the needs of
the university, faculty, staff and students
b. Actively seeks fixes for problems with current and future information delivery by staying alert for
any service interruption that might affect clients
Organization Awareness:
a. Aware of client needs and ability to connect clients with appropriate ITCS service provider
b. Understanding of university hierarchy
Effective Communication:
a. Deliver technical jargon in a clear and concise layman’s language to faculty, staff and students
b. Ability to handle sensitive situations in a kind and understanding manner