Google Course Builder
•Download as PPTX, PDF•
0 likes•381 views
Massive Open Online Courses (MOOCs) began in 2012 with Google's Power Searching course which had 155,000 registered students. Google then made its course building technology openly accessible. This Course Builder technology allows for online education on a global scale through open source coding and a familiarity with HTML, JavaScript, Python, and Google's App Engine platform. Course Builder is currently used by universities like Indiana University and UC San Diego to create open online courses through MOOCs that are free and flexible for students to participate in, though they may lack interaction.
Report
Share
Report
Share
Recommended
Coursebuilder2
Massive Open Online Courses (MOOCs) began in 2012 with Google's Power Searching course which had 155,000 registrants and over 20,000 completions. Google's open-source Course Builder technology allows for online education on a global scale and is used by universities like Indiana University and UC San Diego to create low-cost online learning platforms. While MOOCs increase accessibility, students may face difficulties with self-regulation and lack of interaction without an in-person component.
ACSI LEARNING TEAMS 10-2010
This document provides information and resources for creating learning teams and professional development for teachers. It recommends using online tools like Google Groups to facilitate collaboration. It also suggests finding strengths within the team to mentor others and providing free online training resources and webinars for teachers to watch individually or together. A list of specific free online education resources and tools is included.
NoteBowl - Social Learning Platform (1)
NoteBowl is a social learning platform that aims to bring courses, campus communities, and related information together in one place. It allows students, professors, and administrators to access resources, communicate, and engage with their university. NoteBowl piloted its platform in three University of Arizona summer courses and found high rates of student and professor satisfaction compared to other learning management systems. Features like anonymous questions and real-time collaboration tools helped improve the classroom experience. The CIO of the University of Arizona was impressed with the pilot results and looks forward to continued partnership with NoteBowl.
Wendy Gibson's final e-learning presentation
This workshop aims to expose educators to new Web 2.0 tools and how they can be integrated into classroom practice. Participants will learn how to use tools like Glogster, Photopeach, Blogger, and Wikispaces through hands-on activities using Google Sites and Docs. The goal is to help narrow the achievement gap by promoting the use of technology both in and out of the classroom.
Google apps and Google classroom
Google Apps is a suite of applications including Gmail, Drive, Calendar and other Google products that allows businesses and institutions to use these tools with a custom domain name. Google Classroom is an education platform that aims to simplify paperless assignment creation, distribution and grading. It integrates with Google Drive and other products to allow teachers to monitor student progress and provide feedback on assignments. The mobile app allows students to take photos of assignments and share content offline.
Professional Learning Plan
The document discusses a professional development for K-5 teachers to increase student collaboration using Web 2.0 tools. It will expose teachers to tools like Wikispaces, Moodle, and Google Docs and have them reflect on incorporating these tools in their classrooms. Teachers will participate in weekly discussions using the tools and complete a pre and post questionnaire to demonstrate their increased understanding of Web 2.0 tools and how to use them for instruction.
Ascele Presentation
The document discusses the creation of a new e-learning environment at Sprott-Shaw Community College. It outlines a vision for blended learning using both in-class and online methods. It also describes designing the new environment, including identifying student and faculty needs, developing prototypes, and constructing the new system with faculty input and updated course designs. The conclusion discusses implementing the changes, including assisting faculty and enhancing online tools to transition from solely in-class teaching to blended learning.
Seat eXchanger: The Mobile, Open Source, Web App that Facilitates Flexible Mu...
A significant problem facing Multi-Access courses with a limited number of face-to-face and online seats, is accommodating students who want or need to move between modalities without imposing an onerous administrative burden on instructors. One possible solution is the Seat eXchanger mobile web app under development in the TIE Lab at the University of Victoria. The Seat eXchanger app allows students to reserve and exchange of “seats,” depending on availability, and move seamlessly between modalities. At the beginning of the semester students indicate their primary mode of participation in the course, and then as needed or desired during the semester, they can use the web app to reserve a “seat” in a different modality for a session. For example if a student whose primary modality is face-to-face, wants to attend via remote video, they use the web app to reserve a virtual seat, which frees up their face-to-face “seat” in for someone else to use. The project roadmap includes:
- Release of source code under an Open Source license to allow others to contribute code and documentation back to the project.
- Integration with Moodle for authentication and seamless access for students.
- Waitlist functionality for students to add themselves to a waitlist if no seats are available in their desired modality for a session.
During this session, we will briefly demonstrate typical use cases for the software from the administrator and user perspectives, and then engage participants in a discussion about future functionality, features, and opportunities to contribute to the project.
Recommended
Coursebuilder2
Massive Open Online Courses (MOOCs) began in 2012 with Google's Power Searching course which had 155,000 registrants and over 20,000 completions. Google's open-source Course Builder technology allows for online education on a global scale and is used by universities like Indiana University and UC San Diego to create low-cost online learning platforms. While MOOCs increase accessibility, students may face difficulties with self-regulation and lack of interaction without an in-person component.
ACSI LEARNING TEAMS 10-2010
This document provides information and resources for creating learning teams and professional development for teachers. It recommends using online tools like Google Groups to facilitate collaboration. It also suggests finding strengths within the team to mentor others and providing free online training resources and webinars for teachers to watch individually or together. A list of specific free online education resources and tools is included.
NoteBowl - Social Learning Platform (1)
NoteBowl is a social learning platform that aims to bring courses, campus communities, and related information together in one place. It allows students, professors, and administrators to access resources, communicate, and engage with their university. NoteBowl piloted its platform in three University of Arizona summer courses and found high rates of student and professor satisfaction compared to other learning management systems. Features like anonymous questions and real-time collaboration tools helped improve the classroom experience. The CIO of the University of Arizona was impressed with the pilot results and looks forward to continued partnership with NoteBowl.
Wendy Gibson's final e-learning presentation
This workshop aims to expose educators to new Web 2.0 tools and how they can be integrated into classroom practice. Participants will learn how to use tools like Glogster, Photopeach, Blogger, and Wikispaces through hands-on activities using Google Sites and Docs. The goal is to help narrow the achievement gap by promoting the use of technology both in and out of the classroom.
Google apps and Google classroom
Google Apps is a suite of applications including Gmail, Drive, Calendar and other Google products that allows businesses and institutions to use these tools with a custom domain name. Google Classroom is an education platform that aims to simplify paperless assignment creation, distribution and grading. It integrates with Google Drive and other products to allow teachers to monitor student progress and provide feedback on assignments. The mobile app allows students to take photos of assignments and share content offline.
Professional Learning Plan
The document discusses a professional development for K-5 teachers to increase student collaboration using Web 2.0 tools. It will expose teachers to tools like Wikispaces, Moodle, and Google Docs and have them reflect on incorporating these tools in their classrooms. Teachers will participate in weekly discussions using the tools and complete a pre and post questionnaire to demonstrate their increased understanding of Web 2.0 tools and how to use them for instruction.
Ascele Presentation
The document discusses the creation of a new e-learning environment at Sprott-Shaw Community College. It outlines a vision for blended learning using both in-class and online methods. It also describes designing the new environment, including identifying student and faculty needs, developing prototypes, and constructing the new system with faculty input and updated course designs. The conclusion discusses implementing the changes, including assisting faculty and enhancing online tools to transition from solely in-class teaching to blended learning.
Seat eXchanger: The Mobile, Open Source, Web App that Facilitates Flexible Mu...
A significant problem facing Multi-Access courses with a limited number of face-to-face and online seats, is accommodating students who want or need to move between modalities without imposing an onerous administrative burden on instructors. One possible solution is the Seat eXchanger mobile web app under development in the TIE Lab at the University of Victoria. The Seat eXchanger app allows students to reserve and exchange of “seats,” depending on availability, and move seamlessly between modalities. At the beginning of the semester students indicate their primary mode of participation in the course, and then as needed or desired during the semester, they can use the web app to reserve a “seat” in a different modality for a session. For example if a student whose primary modality is face-to-face, wants to attend via remote video, they use the web app to reserve a virtual seat, which frees up their face-to-face “seat” in for someone else to use. The project roadmap includes:
- Release of source code under an Open Source license to allow others to contribute code and documentation back to the project.
- Integration with Moodle for authentication and seamless access for students.
- Waitlist functionality for students to add themselves to a waitlist if no seats are available in their desired modality for a session.
During this session, we will briefly demonstrate typical use cases for the software from the administrator and user perspectives, and then engage participants in a discussion about future functionality, features, and opportunities to contribute to the project.
Bring Your Own Device Implementation Plan
This document outlines a BYOT/BYOD implementation plan for 9th grade Coordinate Algebra students. It details allowing students to sync mobile devices to the classroom projector to actively engage with lessons. Students without devices can use school-issued Chromebooks or iPads. Students will be grouped in partners or small groups for certain app-based activities, mixing ability levels depending on the lesson goal. Several recommended free math and interactive apps are described that students can use for practice, creating podcasts, accessing formulas and standards, classroom response systems, and more.
BYOD Implementation Plan
The BYOD/BYOT plan for 8th grade will utilize the Google platform as the school has equipped classrooms with Chromebooks and Google apps. Students are already familiar with the Google platform. To accommodate students without devices, teachers will encourage collaborative work so students can share devices. Classrooms also have Chromebooks available for individual use if needed. Students will primarily work collaboratively in groups when using personal devices and will rarely need individual use. The plan lists several math apps for 8th grade including MathBoard, Calculator AXL, and Math Ref Free.
Understanding Hypermedia
This document discusses hypermedia and its value in education. It aims to help students understand hypermedia, appreciate its role in holistic learning, and learn to use it to better understand lessons. Most educational applications are hypermedia, including tutorial software, knowledge webpages, simulation games, and learning project management tools. When using hypermedia, instructors should get learners' attention, recall prior learning, state objectives, introduce the software, provide feedback, assess performance, and enhance retention and transfer of knowledge.
eLESOFT-Overview
The document describes eLESOFT, an open source learning management software created by students to design and manage online courses. It allows administrators to manage users, courses, and content while teachers can add lessons, quizzes, and assignments. Students can access materials, submit assignments, and view their grades. The software uses Java technologies like servlets and JSP for platform independence and security. It is intended to provide a low-cost alternative to commercial LMS with an intuitive interface.
Student Needs Project
The Student Needs Project aims to employ a blended learning environment to meet several learning goals: developing a growth mindset, digital literacy skills, collaboration abilities, and opportunities to give "Bridges out of Poverty." It plans to build a website cataloguing community-created "how-to" lessons not taught in school but important for future success. The project framework uses the Simcoe County D2L environment and various web 2.0 tools to enhance learning and develop digital proficiency, employing a business startup model to create a complex website and brand.
Swiss vet & dual-t project
The document discusses two projects aimed at developing technology to support vocational education and training (VET). Project 1 involves creating learning journals to capture apprentice experiences across different learning contexts like vocational school and the workplace. Project 2 focuses on developing tangible interfaces for VET activities. The goal is to facilitate connections between learning contexts through reflective activities and address issues like the high cost of existing interactive tools.
ICT tools for teaching
KA1 Erasmus+ course
Tablets and Smartphones: using mobile devices as educational tools - ERASMUS+ ICT.1.TAB
Beneficary: Scoala Gimnaziala Romanu, Braila, Romania
The presentation reflects the vision of the authors/ teachers who attended the training course.
Emooc 2015 conference: IFP School - Learning by doing integration of a Seriou...
Playing is associated to pleasure and fun whereas academic learning is associated to effort and hard work. Many research has shown the benefits of introducing games in academic teaching as a way to improve learning. Curiosity is also important when learning. Indeed, when curiosity is awakened, people learn without resistance. In order to improve the learning experience, a serious game was integrated in a MOOC. The use of a serious game as a form of evaluation in a MOOC is a true innovation in education: students would play a video game where different situations were presented and they would solve problems related to the courses.
Innovating in education is certainly a challenge. Although integrating a serious game in the MOOC platform needed a considerable amount of technical effort, it was an absolute success: the completion rate was high (31%) with a great percentage of young students (49%) following the courses.
Multimedia in the Classroom
The document discusses how teachers can use multimedia tools like images, audio, and video to enhance learning in the classroom. It recommends tools like Animoto for creating enriched presentations, and notes successes like preparing students for the future while challenges include the time and technology available. Overall, multimedia engages students, enhances the learning process, and provides valuable opportunities.
Models of evaluation in educational technology
Apply one of the three models of evaluation you explored in this course to evaluate an educational technology project..
Teaching and Teachnology By: Lauren Johnson
This slideshow shows ways that teachers can advance their skills in integrating technology in the classroom.
Youth Apps Challenge Overview
The Youth Apps Challenge is a program that teaches students to design and build functional app prototypes to address community needs using the Android platform. Students work in teams going through a curriculum that includes learning Scratch, wireframing with LucidChart, and developing their app with App Inventor 2. Instructors can be trained in May/June or August/September and students will compete in the contest in June 2014. The document provides an overview of the curriculum, resources needed, and next steps for participating.
Cj
This document discusses an FDP course on creating courseware using Moodle for outcome-based education. Moodle is an open-source learning management system that facilitates tracking and various teaching methods to help practice outcome-based education. The course will teach participants how to create outcome-based courseware and assess attainment of program outcomes using features of Moodle like forums, feedback, and different question types for quizzes. The course is organized by the Department of ECE at Integral University in Lucknow, India from July to September 2019.
Blogging in the Classroom
The document discusses the benefits of blogging in the classroom, including engaging students in conversation and learning, empowering students, and creating a learning community. It lists several benefits such as extending writing to a broader audience, allowing for feedback, promoting creativity, and building technology skills. The document also provides examples of hosted blog sites that can be used and recommends learning from other blogging support sites and wikis.
Cj vinod
This document describes a faculty development program on creating courseware using Moodle for outcome-based education. Moodle is an open-source learning management system that facilitates tracking and various pedagogies to help teachers implement outcome-based education. The program aims to teach participants how to create outcome-based courseware and assess attainment of program outcomes using Moodle's features. Over the four weeks, participants will learn about completion bars, discussion forums, feedback, counseling sessions, adding certificates, and different quiz question types in Moodle.
Personlized Learning - CALSA
This document summarizes a presentation about personalizing learning tools in STEM education. The presentation explored how to use web2.0 tools to personalize learning, integrate STEM-related tools that support flexible learning, and create a model classroom pilot program that can then be scaled up. It also discussed potential challenges in implementing such programs and strategies to overcome them. Examples of specific tools mentioned include Khan Academy, Code.org, EduCreations, and multimedia apps for student project creation and assessment.
Understanding hypermedia
This document discusses hypermedia and its characteristics. Hypermedia is multimedia packaged as an educational software that presents information and integrates student activities in a virtual learning environment. There are two key features of hypermedia applications: learner control, where the learner determines their own path and pace of instruction, and learner navigation routes, which allows them to choose different paths through the material. Hypermedia also uses a variety of media like text, graphics, audio, and video. It provides a non-linear learning experience for students.
Presentazione move me coonference
The document summarizes an Erasmus+ project that aimed to promote transnational cooperation among CLIL (Content and Language Integrated Learning) teachers. The project involved partnerships between schools and universities in several European countries. It established an online learning platform and open database to facilitate teacher observations, training, and sharing of CLIL teaching materials. Challenges included coordinating partners with different CLIL frameworks and producing new high-quality online content. The resulting EduCLIL MOOC provides CLIL teaching certification upon completion and benefits teachers by increasing access to open resources and an international learning community.
April wlc meeting
The document summarizes the agenda for an online meeting of the World Language Council moderated by Ed Weiss. It discusses services available to staff from the Delaware County Intermediate Unit, including two-hour programs on various topics that can be scheduled flexibly. Specific topics mentioned include curriculum tune-ups, technology integration, using authentic materials, energizing websites, and the essentials of curriculum design. It also provides overviews of French teaching tips, the new AP language exam structure, and plans for an in-person November in-service and future meetings.
Team B Presentation Version I
This document discusses several online tools for education including Go2Web2.0, Teaching Channel, and Lino. Go2Web2.0 is a directory of web 2.0 tools organized by category that provides easy access to popular applications. Teaching Channel features video clips of excellent teachers that can be used for professional development. Lino allows users to create digital canvases for sharing sticky notes, files, and having discussions.
Google Story Builder
Google Story Builder is an online tool that allows students to collaboratively write, edit, and publish stories. The teacher introduced it to her 5th grade class to help develop their writing skills in genres and traits like ideas, voice, and word choice. Students work together through the full writing process on one site, discussing ideas, drafting the story, editing each other's work, and publishing the final version. While it helps promote collaboration, the app cannot save work or edit published stories, so teachers should consider having students copy work to Google Docs for longer-term editing.
Hello world
This document provides a tutorial for creating a basic "Hello World" JavaScript program. It instructs the reader to:
1. Create an HTML file with script tags in the head to contain the JavaScript code.
2. Define a function called "HelloWorld" that uses an alert box to display the message "Hello World!".
3. Add a link in the body that will call the HelloWorld function when clicked, displaying the alert box.
Opening the saved HTML file in a browser should then show the "Hello World!" message when the link is clicked, completing the first JavaScript program.
More Related Content
What's hot
Bring Your Own Device Implementation Plan
This document outlines a BYOT/BYOD implementation plan for 9th grade Coordinate Algebra students. It details allowing students to sync mobile devices to the classroom projector to actively engage with lessons. Students without devices can use school-issued Chromebooks or iPads. Students will be grouped in partners or small groups for certain app-based activities, mixing ability levels depending on the lesson goal. Several recommended free math and interactive apps are described that students can use for practice, creating podcasts, accessing formulas and standards, classroom response systems, and more.
BYOD Implementation Plan
The BYOD/BYOT plan for 8th grade will utilize the Google platform as the school has equipped classrooms with Chromebooks and Google apps. Students are already familiar with the Google platform. To accommodate students without devices, teachers will encourage collaborative work so students can share devices. Classrooms also have Chromebooks available for individual use if needed. Students will primarily work collaboratively in groups when using personal devices and will rarely need individual use. The plan lists several math apps for 8th grade including MathBoard, Calculator AXL, and Math Ref Free.
Understanding Hypermedia
This document discusses hypermedia and its value in education. It aims to help students understand hypermedia, appreciate its role in holistic learning, and learn to use it to better understand lessons. Most educational applications are hypermedia, including tutorial software, knowledge webpages, simulation games, and learning project management tools. When using hypermedia, instructors should get learners' attention, recall prior learning, state objectives, introduce the software, provide feedback, assess performance, and enhance retention and transfer of knowledge.
eLESOFT-Overview
The document describes eLESOFT, an open source learning management software created by students to design and manage online courses. It allows administrators to manage users, courses, and content while teachers can add lessons, quizzes, and assignments. Students can access materials, submit assignments, and view their grades. The software uses Java technologies like servlets and JSP for platform independence and security. It is intended to provide a low-cost alternative to commercial LMS with an intuitive interface.
Student Needs Project
The Student Needs Project aims to employ a blended learning environment to meet several learning goals: developing a growth mindset, digital literacy skills, collaboration abilities, and opportunities to give "Bridges out of Poverty." It plans to build a website cataloguing community-created "how-to" lessons not taught in school but important for future success. The project framework uses the Simcoe County D2L environment and various web 2.0 tools to enhance learning and develop digital proficiency, employing a business startup model to create a complex website and brand.
Swiss vet & dual-t project
The document discusses two projects aimed at developing technology to support vocational education and training (VET). Project 1 involves creating learning journals to capture apprentice experiences across different learning contexts like vocational school and the workplace. Project 2 focuses on developing tangible interfaces for VET activities. The goal is to facilitate connections between learning contexts through reflective activities and address issues like the high cost of existing interactive tools.
ICT tools for teaching
KA1 Erasmus+ course
Tablets and Smartphones: using mobile devices as educational tools - ERASMUS+ ICT.1.TAB
Beneficary: Scoala Gimnaziala Romanu, Braila, Romania
The presentation reflects the vision of the authors/ teachers who attended the training course.
Emooc 2015 conference: IFP School - Learning by doing integration of a Seriou...
Playing is associated to pleasure and fun whereas academic learning is associated to effort and hard work. Many research has shown the benefits of introducing games in academic teaching as a way to improve learning. Curiosity is also important when learning. Indeed, when curiosity is awakened, people learn without resistance. In order to improve the learning experience, a serious game was integrated in a MOOC. The use of a serious game as a form of evaluation in a MOOC is a true innovation in education: students would play a video game where different situations were presented and they would solve problems related to the courses.
Innovating in education is certainly a challenge. Although integrating a serious game in the MOOC platform needed a considerable amount of technical effort, it was an absolute success: the completion rate was high (31%) with a great percentage of young students (49%) following the courses.
Multimedia in the Classroom
The document discusses how teachers can use multimedia tools like images, audio, and video to enhance learning in the classroom. It recommends tools like Animoto for creating enriched presentations, and notes successes like preparing students for the future while challenges include the time and technology available. Overall, multimedia engages students, enhances the learning process, and provides valuable opportunities.
Models of evaluation in educational technology
Apply one of the three models of evaluation you explored in this course to evaluate an educational technology project..
Teaching and Teachnology By: Lauren Johnson
This slideshow shows ways that teachers can advance their skills in integrating technology in the classroom.
Youth Apps Challenge Overview
The Youth Apps Challenge is a program that teaches students to design and build functional app prototypes to address community needs using the Android platform. Students work in teams going through a curriculum that includes learning Scratch, wireframing with LucidChart, and developing their app with App Inventor 2. Instructors can be trained in May/June or August/September and students will compete in the contest in June 2014. The document provides an overview of the curriculum, resources needed, and next steps for participating.
Cj
This document discusses an FDP course on creating courseware using Moodle for outcome-based education. Moodle is an open-source learning management system that facilitates tracking and various teaching methods to help practice outcome-based education. The course will teach participants how to create outcome-based courseware and assess attainment of program outcomes using features of Moodle like forums, feedback, and different question types for quizzes. The course is organized by the Department of ECE at Integral University in Lucknow, India from July to September 2019.
Blogging in the Classroom
The document discusses the benefits of blogging in the classroom, including engaging students in conversation and learning, empowering students, and creating a learning community. It lists several benefits such as extending writing to a broader audience, allowing for feedback, promoting creativity, and building technology skills. The document also provides examples of hosted blog sites that can be used and recommends learning from other blogging support sites and wikis.
Cj vinod
This document describes a faculty development program on creating courseware using Moodle for outcome-based education. Moodle is an open-source learning management system that facilitates tracking and various pedagogies to help teachers implement outcome-based education. The program aims to teach participants how to create outcome-based courseware and assess attainment of program outcomes using Moodle's features. Over the four weeks, participants will learn about completion bars, discussion forums, feedback, counseling sessions, adding certificates, and different quiz question types in Moodle.
Personlized Learning - CALSA
This document summarizes a presentation about personalizing learning tools in STEM education. The presentation explored how to use web2.0 tools to personalize learning, integrate STEM-related tools that support flexible learning, and create a model classroom pilot program that can then be scaled up. It also discussed potential challenges in implementing such programs and strategies to overcome them. Examples of specific tools mentioned include Khan Academy, Code.org, EduCreations, and multimedia apps for student project creation and assessment.
Understanding hypermedia
This document discusses hypermedia and its characteristics. Hypermedia is multimedia packaged as an educational software that presents information and integrates student activities in a virtual learning environment. There are two key features of hypermedia applications: learner control, where the learner determines their own path and pace of instruction, and learner navigation routes, which allows them to choose different paths through the material. Hypermedia also uses a variety of media like text, graphics, audio, and video. It provides a non-linear learning experience for students.
Presentazione move me coonference
The document summarizes an Erasmus+ project that aimed to promote transnational cooperation among CLIL (Content and Language Integrated Learning) teachers. The project involved partnerships between schools and universities in several European countries. It established an online learning platform and open database to facilitate teacher observations, training, and sharing of CLIL teaching materials. Challenges included coordinating partners with different CLIL frameworks and producing new high-quality online content. The resulting EduCLIL MOOC provides CLIL teaching certification upon completion and benefits teachers by increasing access to open resources and an international learning community.
April wlc meeting
The document summarizes the agenda for an online meeting of the World Language Council moderated by Ed Weiss. It discusses services available to staff from the Delaware County Intermediate Unit, including two-hour programs on various topics that can be scheduled flexibly. Specific topics mentioned include curriculum tune-ups, technology integration, using authentic materials, energizing websites, and the essentials of curriculum design. It also provides overviews of French teaching tips, the new AP language exam structure, and plans for an in-person November in-service and future meetings.
Team B Presentation Version I
This document discusses several online tools for education including Go2Web2.0, Teaching Channel, and Lino. Go2Web2.0 is a directory of web 2.0 tools organized by category that provides easy access to popular applications. Teaching Channel features video clips of excellent teachers that can be used for professional development. Lino allows users to create digital canvases for sharing sticky notes, files, and having discussions.
What's hot (20)
Emooc 2015 conference: IFP School - Learning by doing integration of a Seriou...
Emooc 2015 conference: IFP School - Learning by doing integration of a Seriou...
Viewers also liked
Google Story Builder
Google Story Builder is an online tool that allows students to collaboratively write, edit, and publish stories. The teacher introduced it to her 5th grade class to help develop their writing skills in genres and traits like ideas, voice, and word choice. Students work together through the full writing process on one site, discussing ideas, drafting the story, editing each other's work, and publishing the final version. While it helps promote collaboration, the app cannot save work or edit published stories, so teachers should consider having students copy work to Google Docs for longer-term editing.
Hello world
This document provides a tutorial for creating a basic "Hello World" JavaScript program. It instructs the reader to:
1. Create an HTML file with script tags in the head to contain the JavaScript code.
2. Define a function called "HelloWorld" that uses an alert box to display the message "Hello World!".
3. Add a link in the body that will call the HelloWorld function when clicked, displaying the alert box.
Opening the saved HTML file in a browser should then show the "Hello World!" message when the link is clicked, completing the first JavaScript program.
HelloWorld
This tutorial teaches the basics of creating a "Hello World" program using JavaScript. It instructs the reader to [1] create an HTML file with script tags in the head to contain the JavaScript code, [2] define an empty function called "HelloWorld", and [3] add an alert box inside the function to display "Hello World!". It then shows how to [4] call the function when a link is clicked to execute the alert. Following these steps creates a simple JavaScript program that displays an alert when a link is clicked.
Google course builder
Massive Open Online Courses (MOOCs) began in 2012 with Google's Power Searching course which had 155,000 registrants and over 20,000 completions. Google then opened its course builder technology, allowing instructional designers to create open online learning platforms using open source code. Course Builder is currently used by universities like Indiana University and UC San Diego to offer free, flexible online courses through MOOCs to large global audiences without enrollment.
Contenuti digitali aperti: tra licenze, inclusione e riuso
Slide a sostegno della mappa utilizzata nell'ambito della manifestazione Flip that book, Lecco, 19 aprile 2016.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job? Stanford GSB Corporate Governance Research Initiative
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.Viewers also liked (6)
Contenuti digitali aperti: tra licenze, inclusione e riuso
Contenuti digitali aperti: tra licenze, inclusione e riuso
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
Similar to Google Course Builder
Types and Advantages of Massive Open Online Course
This document provides an overview of Massive Open Online Courses (MOOCs). It discusses the definition and types of MOOCs, including xMOOCs and cMOOCs. The advantages of MOOCs are listed, such as their open accessibility, video-based format, opportunities for collaboration, and ability to be self-paced. Popular MOOC platforms like Coursera, edX, and Udacity are also mentioned. The document concludes with a short quiz to test the reader's understanding.
Edu trend mooc
The document discusses Massive Open Online Courses (MOOCs). It provides an overview of MOOCs, including their definition as online courses available to large numbers of people for free. Examples are reviewed of MOOCs the author took on Coursera and Udemy. Guidelines are offered for best practices in MOOC design, such as using short video lessons, active facilitation, and assessments to engage learners. Potential pitfalls to avoid include poor media quality and inactive online forums. In conclusion, MOOCs can expand access to education if designed with learner needs in mind.
A Connected Course Approach For Introduction To Engineering Problem Solving
This document summarizes a connected course approach for an introduction to engineering problem solving course. The course uses computer programming as a vehicle for students to learn design thinking, opportunity recognition, and customer discovery. Students work in teams to identify problems, conduct customer interviews, design software prototypes, and test them. The course is self-paced and utilizes online modules, hackathon challenges, and a final project. Challenges included coordinating a large class size and addressing different engineering disciplines. Outcomes were positive, with peer mentoring between undergraduate TAs and students found to be very impactful.
Moy Univer
The document describes a proposed education platform called Moy Univer that aims to address challenges in the current education system. It discusses how Moy Univer will provide an environment for teachers to easily create educational apps and content in "micro-formats" focused on specific tasks. Teachers will have full control over the learning process and ability to directly interact with students. The platform is designed to help teachers monetize their knowledge through app sales with revenue shared 50/50. It provides analytics to help teachers improve their apps and attract more students. The goal is to rapidly develop thousands of adaptive educational apps and tools integrated into individual learning paths.
Jot2 dg1 slideshare
The document provides an overview of strategies for teaching C# computer programming. It discusses applying learning theories such as cognitivism, behaviorism, and constructivism. It summarizes the existing teaching approach which uses online modules that build on each other, requiring students to complete hands-on programming projects and discussions. The approach aims to trigger student motivation using Keller's ARCS model and engage multiple intelligences. Areas for improvement include incorporating more of Gagne's instructional events model into the lesson plan.
Flexible learning environment
Distance learning allows students to learn without face-to-face contact with teachers through telecommunication technologies. It began with correspondence courses via mail but now uses online platforms like Moodle, Google Classroom, and Edmodo. These platforms allow flexible learning environments and borderless classrooms by providing features for instruction, collaboration, and accessing course content remotely. Common methods are live synchronous video sessions and asynchronous learning, which gives students flexibility to work at their own pace.
Computing Student Success at Montgomery College in the Web 3.0 Era
Computing Student Success at Montgomery College (MC) in Maryland is deeply rooted to the Web 3.0 era. The success of the Computer Science and Information System students at MC has evolved over time. The various success stories of the Montgomery College students were presented, and the innovative pedagogy that the faculty are using at MC in this Web 3.0 era was explored. Off-course, the rapid and efficient communication among the faculty members, and also among faculty members and the student body was made possible due to the innovative technologies that the Web 3.0 has to offer. Besides, the student success at MC is deeply rooted to the inter-faculty co-operations, and collaborations in and outside of the discipline. Attendees discussed contributions of the Web 3.0 technologies to the Student Success at other institutions as well. As a result, the overall discussion extended to various Maryland institutions besides only the Montgomery College. Faculty attending the session explored innovative, and active learning strategies made possible through Web 3.0. They discussed future undertakings that could have been possible through Web 3.0, and would accelerate the traditionalistic means of pedagogical delivery.
Wales 17th June Presentation
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.
Mooc
MOOCs (Massive Open Online Courses) emerged from the open education movement. The first MOOC in 2011 had over 160,000 students from around the world. Major MOOC platforms like Coursera, edX, and Udacity now offer hundreds of free online courses from top universities. MOOCs allow open registration, publicly shared course materials, and flexible completion, but do not provide individualized instruction or academic credit standardly. They provide both opportunities and challenges for higher education.
MOOC Moodel, Swayam, Presentation tube, screencast-o-matic
a three days workshop on MOOC moodel. consists of the long term and short-term plans. value addition from the workshop.
MOODLE and MOOC
Moodle is a learning management system that allows instructors to create online courses with features like forums, quizzes, and assignments. MOOCs are massive open online courses that are typically made up of videos and activities organized into modules. The document then discusses Moodle and MOOCs in more detail, covering their origins, design, advantages, and disadvantages.
Moodle Presentation Summer 2009
Moodle is a free and open source e-learning platform similar to Blackboard. It allows educators to create online courses with opportunities for rich interaction and tailor courses to their needs. The speaker has used Moodle for 3 years to teach middle school and university courses. It allows activities like assignments, forums, quizzes, embedded videos and wikis to promote collaboration within and between classes. Moodle also offers safety and backup features to protect user content and data.
Wiki in Course Development
Presentation in the National Workshop on Alternative Models of Course Development in Open and Distance Learning organized by STRIDE from 22/03/2010 to 27/03/2010.
Intro to MOOCS at Tri-C
This document discusses Tri-C's development of their first Massive Open Online Course (MOOC) for developmental education. It provides background on MOOCs, outlines key elements of Tri-C's MOOC like its competency-based structure and use of open educational resources, and notes initial pilot results with over 100 students. It also speculates on potential future implications of MOOCs, such as alternative funding models, blended learning approaches, and the role of MOOCs in increasing institutional enrollment.
Ripple Effect: Faculty Redesign Through Course Redesign
The document discusses strategies for encouraging faculty to adopt new classroom technologies at a community college. It outlines a writing initiative program that aims to improve student writing across disciplines by redesigning courses and integrating technology used by both faculty and students. The program provides faculty training on tools like lecture capture, online assessments, and promoting the college portal and learning management system. A taxonomy is presented that classifies technology skills from lower to higher order thinking, to help scaffold faculty skills. Examples of strategies used in the program include demonstrations of technology, collaborating with instructors, and encouraging faculty to explore tools independently.
Collaborative Open Online Learning
The document discusses challenges in distance learning and proposes a new collaborative open online learning (COOL) model using Web 2.0 technologies. It outlines issues with the current learning management system (LMS) model and publisher-driven content. The COOL model advocates for open access courses, learner-generated content, and leveraging social software to allow for collaboration, interaction and networking between faculty and students. Course development becomes an iterative process based on participant input and content is changed through ongoing edits by the learning community.
ADDIE Model of Instructional Design 0303024.pptx
This document provides an overview of the ADDIE model for designing online courses. It describes the 5 phases of the model: Analysis, Design, Development, Implementation, and Evaluation.
In the Analysis phase, needs are assessed through data collection and analysis to understand learners and define objectives. The Design phase involves outlining the course, modules, and learning assets. Development involves producing multimedia learning materials using design principles. Implementation delivers the course content and engages learners. Evaluation assesses how well learners met objectives and identifies improvements. The goal is continuous improvement through evaluation and revisiting each phase of the ADDIE model.
2013 04 19 (uc3m) emadrid jliepmann iversity tsunami coming moocs disrupt edu...
2013 04 19
(uc3m)
emadrid
jliepmann
iversity
tsunami coming moocs disrupt education iversity wants movement europe
Frontend Development - Intermediate Level.pdf
This document provides a summary of top intermediate-level frontend development courses. It begins by introducing frontend development and the top skills needed, which include HTML, CSS, and JavaScript. It then lists and describes 10 popular online learning platforms that offer frontend development courses, such as Coursera, Pluralsight, edX, and Codecademy. The document concludes by summarizing 16 specific intermediate frontend development courses available on these platforms, providing details on the course content, pedagogy, pricing, and instructor for each. The courses cover topics like Angular, React, Flask, and Shopify theme development.
Frontend Development - Intermediate Level.pdf
Learn to apply your introductory knowledge of HTML, CSS, and JavaScript to build beautiful, real-world components. In this course, you'll go through the process of developing several complex components.
Similar to Google Course Builder (20)
Types and Advantages of Massive Open Online Course
Types and Advantages of Massive Open Online Course
A Connected Course Approach For Introduction To Engineering Problem Solving
A Connected Course Approach For Introduction To Engineering Problem Solving
Computing Student Success at Montgomery College in the Web 3.0 Era
Computing Student Success at Montgomery College in the Web 3.0 Era
MOOC Moodel, Swayam, Presentation tube, screencast-o-matic
MOOC Moodel, Swayam, Presentation tube, screencast-o-matic
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
2013 04 19 (uc3m) emadrid jliepmann iversity tsunami coming moocs disrupt edu...
2013 04 19 (uc3m) emadrid jliepmann iversity tsunami coming moocs disrupt edu...
Google Course Builder
- 1. Massive Open Online Course (MOOC)
- 2. Began in July 2012 when Google offered the course Power Searching with Google 155,000 registered students attended Over 20,000 finished the course Afterwards Google allowed open access to the technology Course builder technology allows education on a global level
- 3. Open source code base used with Google’s App Engine Instructional Designers use Course Builder to create online learning platforms Free open source project Can be used for high schools, universities, or a short how-to courses.
- 4. Ability to create course material Familiarity with: HTML JavaScript arrays simple objects regular expressions App Engine
- 5. Python free open source programming language App Engine platform for developing and hosting web applications Course Builder sample application
- 6. Create course material online Track student engagement web traffic surveys Evaluate student performance Live teaching option with Google+ hangouts
- 7. All work, thoughts and instructions are shared and critiqued by all participants Students can choose from a variety of assignments MOOCs are typically free for all Universities can implements MOOCs for low cost People who participate in MOOCs do not have to be enrolled at the college Flexibility – students can attend whenever they have time.
- 8. Students may have difficulty self regulating learning Lack of in person socialization Very little interaction with course instructor (unless student is actually enrolled at the school)
- 9. Course builder is presently used by Indiana University UC San Diego The following universities use MOOCS Stanford University Harvard University University of Michigan
- 10. Course Builder is still in beta Every course designed is an app To use course builder, you must have some technical skills