This document discusses 9 strategies for building better instruction and using technology to support those strategies. It summarizes each strategy and provides arguments for and against using technology to implement the strategies. The strategies discussed are identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, and cues, questions, and advance organizers. Specific technologies like Microsoft Word, PowerPoint, and online resources are proposed to help teach each strategy.
1) The document discusses a study that evaluated students' perceptions of using e-portfolios to enhance their learning experience and employability in a BA Human Resource Management program.
2) Through focus groups, students reported that e-portfolios had a positive impact on their personal development and self-reflection. They also felt e-portfolios were better than traditional CVs for demonstrating skills to employers.
3) However, students noted issues with employer access to e-portfolios and initial difficulties learning the e-portfolio software.
Using Technology to Differentiate Instructionsarahcooney9
Differentiated instruction involves tailoring lessons to meet individual student needs. Teachers can differentiate content, process, products or the learning environment using ongoing assessment and flexible grouping. Technology supports differentiation in several ways. It allows for personalized instruction based on learning styles, interests and readiness. Technologies also help teachers deliver and shape instruction for all students, improve thinking skills, and enhance communication and presentation of student work.
Angel is a learning management system that allows teachers to design digital learning experiences and assessments. Within Angel, teachers can create courses, lessons, assignments, discussions, and rubrics. Students access course content and submit assignments through the Angel interface. The system facilitates communication and collaboration between teachers and students. However, Angel also has some limitations, such as lack of instant messaging and limited bookmarking/note-taking abilities.
1) The document describes a quality assurance process used for online course development at 7 African universities. It involved workshops on online course design, internal peer review, external review using a quality rubric, course revision, and review validation.
2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
1. The document discusses the changing landscape of higher education and assessment as online learning opportunities become more prevalent.
2. It explores how learners are using open educational resources in both formal and informal ways, and how this may shift power dynamics between learners, communities, and institutions.
3. New approaches to assessment are needed that leverage social technologies, support self-assessment and peer feedback, and focus on developing students' skills rather than just measuring content knowledge.
(My) Key Concepts for Online Learning Design (2021)John MacMillan
Presentation slides from the 2021 Jisc ConnectMore session on online learning design. The presentation covered planning, resource design, and presence.
The document discusses using iPads to provide immediate video feedback to students. It aims to give more personalized and timely feedback to students through video analysis, in addition to written feedback. The feedback aims to provide students with medals, missions, and clear goals for improvement using apps like Turnitin, Grademark, Physics Online, and Screen Chalk. Students have provided positive feedback about receiving feedback more quickly through various forms to help improve their performance. Going forward, continued use of iPads and apps could further enhance feedback by increasing speed and variety to better support student learning.
1) The document discusses a study that evaluated students' perceptions of using e-portfolios to enhance their learning experience and employability in a BA Human Resource Management program.
2) Through focus groups, students reported that e-portfolios had a positive impact on their personal development and self-reflection. They also felt e-portfolios were better than traditional CVs for demonstrating skills to employers.
3) However, students noted issues with employer access to e-portfolios and initial difficulties learning the e-portfolio software.
Using Technology to Differentiate Instructionsarahcooney9
Differentiated instruction involves tailoring lessons to meet individual student needs. Teachers can differentiate content, process, products or the learning environment using ongoing assessment and flexible grouping. Technology supports differentiation in several ways. It allows for personalized instruction based on learning styles, interests and readiness. Technologies also help teachers deliver and shape instruction for all students, improve thinking skills, and enhance communication and presentation of student work.
Angel is a learning management system that allows teachers to design digital learning experiences and assessments. Within Angel, teachers can create courses, lessons, assignments, discussions, and rubrics. Students access course content and submit assignments through the Angel interface. The system facilitates communication and collaboration between teachers and students. However, Angel also has some limitations, such as lack of instant messaging and limited bookmarking/note-taking abilities.
1) The document describes a quality assurance process used for online course development at 7 African universities. It involved workshops on online course design, internal peer review, external review using a quality rubric, course revision, and review validation.
2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
1. The document discusses the changing landscape of higher education and assessment as online learning opportunities become more prevalent.
2. It explores how learners are using open educational resources in both formal and informal ways, and how this may shift power dynamics between learners, communities, and institutions.
3. New approaches to assessment are needed that leverage social technologies, support self-assessment and peer feedback, and focus on developing students' skills rather than just measuring content knowledge.
(My) Key Concepts for Online Learning Design (2021)John MacMillan
Presentation slides from the 2021 Jisc ConnectMore session on online learning design. The presentation covered planning, resource design, and presence.
The document discusses using iPads to provide immediate video feedback to students. It aims to give more personalized and timely feedback to students through video analysis, in addition to written feedback. The feedback aims to provide students with medals, missions, and clear goals for improvement using apps like Turnitin, Grademark, Physics Online, and Screen Chalk. Students have provided positive feedback about receiving feedback more quickly through various forms to help improve their performance. Going forward, continued use of iPads and apps could further enhance feedback by increasing speed and variety to better support student learning.
Learning design refers to planning, structuring, and sequencing learning activities. It originated from efforts to describe teaching strategies and learning objectives in a shareable way. The importance of learning design is that it provides a framework for creating quality learning activities and experiences for students. Learning design also helps make the teaching process more explicit. It supports teachers in integrating new technologies and resources effectively. Formalizing the learning design process helps make best practices more reusable and improves teaching and learning overall.
The document discusses whether investing in technology for the Fertile-Beltrami school district is worthwhile. It notes that technology can help develop higher-order thinking skills, engage multiple learning styles, and enhance nine instructional strategies that boost student achievement, such as identifying similarities and differences. Research shows that when teachers integrate technology appropriately and receive proper training and support, it can increase student motivation, improve retention, and help disadvantaged students achieve gains twice the national average. For these reasons, the document argues that technology integration is a worthwhile investment for the district.
This document provides an overview of a conference for teachers on 21st century teaching and learning with digital media. The goals are to review classroom setup, collect digital content, and plan student projects emphasizing 21st century skills. Teachers will complete four lesson plans and have students create four multimedia projects demonstrating their understanding of essential questions. The agenda includes choosing a technology tool for student projects, exploring its features, and creating a rubric for assessment.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
This document outlines a workshop for teaching hybrid composition courses that combine both online and in-class learning. The workshop aims to encourage adoption of technologies that enhance student learning. It will guide instructors through developing effective online teaching strategies and materials over five phases, addressing topics such as copyright, syllabus design, grading, and student collaboration. Instructors commit to teaching one hybrid course and sharing their experiences. In return, they receive support from program coordinators and access to hardware, software, and a stipend for professional development.
Highlights from the MnSCU Captioning Assessment ProjectD2L Barry
Highlights from the MnSCU Captioning Assessment Project, Lesley Blicker – Minneapolis Community and Technical College, Maran Wolston – Minneapolis Community and Technical College, and Rita Resendiz-Abfalter – Anoka Ramsey Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
The document summarizes a presentation given at an English Department Colloquium about using technology to enhance courses. It discusses the benefits of hybrid and online courses, such as improving student writing, accommodating different learning styles, and increasing computer literacy. However, it notes that teaching with technology requires more time for development and that not all course elements are suitable outside the classroom. Faculty are encouraged to carefully consider what parts of their courses can be delivered online before redesigning them with new technologies.
This document outlines professional teaching standards and an agenda for a workshop on integrating ICT in the classroom. The standards address applying technology skills and using ICT and other technologies to make content meaningful for students. The agenda covers collaborating on ideas and assessment, connecting with others, contributing to online communities, communicating effectively, and assessing student learning. Workshop activities include investigating online communities, contributing to sites like blogs and wikis, reviewing wikis, participating in a project, and planning and building an educational wiki project.
The document outlines the Technology Integration Planning (TIP) Model, which provides a 5-phase approach for teachers to effectively integrate technology into their teaching. The 5 phases are: 1) determine the relative advantage of using technology; 2) decide on objectives and assessments; 3) design integration strategies; 4) prepare the instructional environment; and 5) evaluate and revise the integration strategies. Each phase involves questions to guide planning and implementation steps to help ensure technology use meets needs and is efficient.
This presentation was part of the OCLS conference- Cleveland Ohio April 29, 2010. It describes studies done to evaluate the effectiveness of learning objects for diverse populations.
Putting it all Together: Designing a Great BlackBoard CourseStaci Trekles
This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
This document discusses different types of CALL (computer-assisted language learning) tools including dedicated language learning software, websites, and Web 2.0 applications, and examines how students and teachers use these resources. It also defines evaluation in CALL as investigating resources to determine appropriateness, effective implementation, and success. Finally, it outlines common approaches to CALL evaluation such as checklists, methodological frameworks, SLA-based criteria, and action research.
Teaching & Learning Online: It's All About the Pedagogy Day 1Leigh Zeitz
This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
This document discusses the relationship between critical digital literacy and learning design. It presents a conceptual map of learning design that considers the learning environment, pedagogical approaches, theories, tools, implementation, and learner responses. The document examines how assumptions in learning design impact critical digital literacy and provides examples of activities. It also discusses aligning digital literacy and learning design, challenges in teaching digital literacy through design, and institutional responses like curriculum mapping.
Teachers’ perceptions and experiences using web 2.0 tools in the k 12 virtua...Donna Cady
This document summarizes a research study about teachers' use of Web 2.0 tools in K-12 virtual classrooms. The researchers conducted an anonymous online survey of 44 teachers and a follow-up blog discussion. The survey found that teachers were interested in using Web 2.0 tools but lacked training. It also found the top reasons teachers gave for not using these tools were lack of training and time. The discussion revealed teachers wanted more professional development opportunities to learn how to integrate these tools effectively. The researchers concluded that providing teachers with training and support was essential for the successful adoption of Web 2.0 tools in virtual classrooms.
The Art of Technology and Teaching: Training for the Whole Campus CommunityD2L Barry
The Art of Technology and Teaching: Training for the Whole Campus Community, Amy Jo Swing – Lake Superior College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Urkund pepp talk april 2018 - highlighting the "Integrity" project - an Erasmus funded project led by Ilia State University and involves collaboration with Dublin City University, University of Roehampton, University of Uppsala and the University of Vienna
The document discusses an arcade-style math game called Arcademic Skill Builders that uses principles of behavioral learning theory. It describes how the game incorporates operant conditioning by providing positive reinforcement through game progression for correct answers. The game also uses shaping by gradually increasing math fact difficulty over time. While the game includes positive reinforcement and shaping, it does not employ prompting, cueing, or fading techniques, which could further support the learning process.
This document outlines the topics, projects, expectations, and grading policies for a physical science class taught by Mr. Edelen. The topics covered include robotics, electricity and magnetism, matter and energy, chemical interactions, waves, sounds, light, motion and forces. Projects include robotics design projects and internet research. Students are expected to bring required materials every day, participate in class, and complete homework and other assignments. Grades are calculated based on tests, projects, quizzes, assignments, and participation.
Learning design refers to planning, structuring, and sequencing learning activities. It originated from efforts to describe teaching strategies and learning objectives in a shareable way. The importance of learning design is that it provides a framework for creating quality learning activities and experiences for students. Learning design also helps make the teaching process more explicit. It supports teachers in integrating new technologies and resources effectively. Formalizing the learning design process helps make best practices more reusable and improves teaching and learning overall.
The document discusses whether investing in technology for the Fertile-Beltrami school district is worthwhile. It notes that technology can help develop higher-order thinking skills, engage multiple learning styles, and enhance nine instructional strategies that boost student achievement, such as identifying similarities and differences. Research shows that when teachers integrate technology appropriately and receive proper training and support, it can increase student motivation, improve retention, and help disadvantaged students achieve gains twice the national average. For these reasons, the document argues that technology integration is a worthwhile investment for the district.
This document provides an overview of a conference for teachers on 21st century teaching and learning with digital media. The goals are to review classroom setup, collect digital content, and plan student projects emphasizing 21st century skills. Teachers will complete four lesson plans and have students create four multimedia projects demonstrating their understanding of essential questions. The agenda includes choosing a technology tool for student projects, exploring its features, and creating a rubric for assessment.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
This document outlines a workshop for teaching hybrid composition courses that combine both online and in-class learning. The workshop aims to encourage adoption of technologies that enhance student learning. It will guide instructors through developing effective online teaching strategies and materials over five phases, addressing topics such as copyright, syllabus design, grading, and student collaboration. Instructors commit to teaching one hybrid course and sharing their experiences. In return, they receive support from program coordinators and access to hardware, software, and a stipend for professional development.
Highlights from the MnSCU Captioning Assessment ProjectD2L Barry
Highlights from the MnSCU Captioning Assessment Project, Lesley Blicker – Minneapolis Community and Technical College, Maran Wolston – Minneapolis Community and Technical College, and Rita Resendiz-Abfalter – Anoka Ramsey Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
The document summarizes a presentation given at an English Department Colloquium about using technology to enhance courses. It discusses the benefits of hybrid and online courses, such as improving student writing, accommodating different learning styles, and increasing computer literacy. However, it notes that teaching with technology requires more time for development and that not all course elements are suitable outside the classroom. Faculty are encouraged to carefully consider what parts of their courses can be delivered online before redesigning them with new technologies.
This document outlines professional teaching standards and an agenda for a workshop on integrating ICT in the classroom. The standards address applying technology skills and using ICT and other technologies to make content meaningful for students. The agenda covers collaborating on ideas and assessment, connecting with others, contributing to online communities, communicating effectively, and assessing student learning. Workshop activities include investigating online communities, contributing to sites like blogs and wikis, reviewing wikis, participating in a project, and planning and building an educational wiki project.
The document outlines the Technology Integration Planning (TIP) Model, which provides a 5-phase approach for teachers to effectively integrate technology into their teaching. The 5 phases are: 1) determine the relative advantage of using technology; 2) decide on objectives and assessments; 3) design integration strategies; 4) prepare the instructional environment; and 5) evaluate and revise the integration strategies. Each phase involves questions to guide planning and implementation steps to help ensure technology use meets needs and is efficient.
This presentation was part of the OCLS conference- Cleveland Ohio April 29, 2010. It describes studies done to evaluate the effectiveness of learning objects for diverse populations.
Putting it all Together: Designing a Great BlackBoard CourseStaci Trekles
This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
This document discusses different types of CALL (computer-assisted language learning) tools including dedicated language learning software, websites, and Web 2.0 applications, and examines how students and teachers use these resources. It also defines evaluation in CALL as investigating resources to determine appropriateness, effective implementation, and success. Finally, it outlines common approaches to CALL evaluation such as checklists, methodological frameworks, SLA-based criteria, and action research.
Teaching & Learning Online: It's All About the Pedagogy Day 1Leigh Zeitz
This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
This document discusses the relationship between critical digital literacy and learning design. It presents a conceptual map of learning design that considers the learning environment, pedagogical approaches, theories, tools, implementation, and learner responses. The document examines how assumptions in learning design impact critical digital literacy and provides examples of activities. It also discusses aligning digital literacy and learning design, challenges in teaching digital literacy through design, and institutional responses like curriculum mapping.
Teachers’ perceptions and experiences using web 2.0 tools in the k 12 virtua...Donna Cady
This document summarizes a research study about teachers' use of Web 2.0 tools in K-12 virtual classrooms. The researchers conducted an anonymous online survey of 44 teachers and a follow-up blog discussion. The survey found that teachers were interested in using Web 2.0 tools but lacked training. It also found the top reasons teachers gave for not using these tools were lack of training and time. The discussion revealed teachers wanted more professional development opportunities to learn how to integrate these tools effectively. The researchers concluded that providing teachers with training and support was essential for the successful adoption of Web 2.0 tools in virtual classrooms.
The Art of Technology and Teaching: Training for the Whole Campus CommunityD2L Barry
The Art of Technology and Teaching: Training for the Whole Campus Community, Amy Jo Swing – Lake Superior College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Urkund pepp talk april 2018 - highlighting the "Integrity" project - an Erasmus funded project led by Ilia State University and involves collaboration with Dublin City University, University of Roehampton, University of Uppsala and the University of Vienna
The document discusses an arcade-style math game called Arcademic Skill Builders that uses principles of behavioral learning theory. It describes how the game incorporates operant conditioning by providing positive reinforcement through game progression for correct answers. The game also uses shaping by gradually increasing math fact difficulty over time. While the game includes positive reinforcement and shaping, it does not employ prompting, cueing, or fading techniques, which could further support the learning process.
This document outlines the topics, projects, expectations, and grading policies for a physical science class taught by Mr. Edelen. The topics covered include robotics, electricity and magnetism, matter and energy, chemical interactions, waves, sounds, light, motion and forces. Projects include robotics design projects and internet research. Students are expected to bring required materials every day, participate in class, and complete homework and other assignments. Grades are calculated based on tests, projects, quizzes, assignments, and participation.
A reflection of my past year in the MAET program at MSU as well as forethought into my possible path over the next five years as an educator and learner.
Manual de plataforma parte i sin seguridadIrene Pringle
El documento proporciona instrucciones para usar una plataforma tecnológica como administrador de un aula virtual. Explica las diferentes secciones y funciones disponibles como noticias, sitios, archivos, foros, calendario y anuncios, e instruye al usuario a agregar contenido en estas secciones relacionado a su asignatura.
The document describes a teacher's problem of practice in meeting the needs of all students in a heterogeneous classroom. The teacher aims to prove that catering to different ability levels is possible through expanding classroom walls using technology and collaborative learning. Students will work in groups, discuss concepts online, and use simulations. Preliminary results found increased participation, especially from quiet students, through exploring simulations and discussing concepts online and in class. The teacher aims to continue incorporating collaborative learning and technology to engage all students.
AchieveGlobal Survey Results: Motivation by Generation FactorsEileenDuffy
The document analyzes a survey conducted by AchieveGlobal to understand the motivational factors of employees across four generations currently in the workforce. The survey found that feeling good about one's work was the top motivator overall. Younger generations placed more importance on advancing their skills and careers while older generations valued flexibility. Providing informal, self-paced, and personalized learning opportunities best supports employees across generations.
The document details events from Edward Pablo Hosier's first year of life from February 2009 to February 2010, including his birth in Singapore, first few months living there and in Oroquieta, Philippines, first Christmas, New Year, presents with his father, taking his first steps, and bad hair days while watching TV in February 2010.
The document tells the story of a little chef who cooks a meal. It describes the chef preparing different dishes and ingredients for a meal. In the end, the chef is done cooking and declares the food to be yummy.
1. The document provides information about a summer symposium presentation on using technology to support classroom instruction. It discusses how technology can be used to support cooperative learning and identifying similarities and differences.
2. Various technologies are presented that can facilitate cooperative learning, including multimedia, collaborative tools, and communication software. Specific websites and resources are also provided.
3. The document gives examples of how to use tools like graphic organizers, spreadsheets, and data collection to help students identify similarities and differences.
The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
This professional development document outlines a session focused on developing a digital pedagogy using the SAMR model of technology integration. It begins with engaging teachers in a discussion about how their generation influences the type of teacher they are. It then introduces the concept of a digital pedagogy and the SAMR model. Teachers are asked to audit their current practices using SAMR and modify a current task to integrate technology at a higher level. They are to trial the modified task and observe the impact on teaching and learning to report back at the next session.
The document discusses best practices for active learning and engagement in online teaching. It provides an overview of active learning strategies and challenges of the online classroom. Examples are given of online tools and strategies that demonstrate active learning, including asynchronous discussions, synchronous meetings, and student presentations. Research supports using interactive techniques, group work, and applying the seven principles of good teaching to enhance online engagement.
The document discusses using technology to enhance writing pedagogy and collaboration in the classroom. It addresses why teaching with technology is beneficial, such as accommodating different learning styles and increasing computer literacy. Factors to consider before redesigning a course with technology include appropriateness, learner needs, and instructional goals. Objections like the time commitment and technical issues can be overcome. The document provides examples of technologies that can be used and encourages having fun and trying new things when incorporating technology into teaching.
The document discusses the use of e-portfolios in elementary classrooms. E-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. They allow students to capture and store their work and help explain their understanding. The adoption of e-portfolios follows an S-curve and takes time as it is an emerging technology. Strategies like workshops and examples can help more teachers adopt e-portfolios.
E Portfolios Storyboard Presentation Update Week 9Charlotte Vaughn
The document discusses the use of e-portfolios in elementary classrooms. It describes how e-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. It then outlines Rogers' innovation adoption model and discusses how e-portfolios have progressed through the different stages of adoption, from needs identification to commercialization. Key strategies are provided to help more teachers adopt the use of e-portfolios.
E Portfolios Storyboard Presentation Update Week 9Charlotte Vaughn
The document discusses the use of e-portfolios in elementary classrooms. E-portfolios can increase student engagement, foster collaboration, and provide alternative ways to assess student learning. They allow students to capture and store their work and help explain their understanding. The adoption of e-portfolios follows an S-curve and requires strategies like workshops and examples to help teachers at different stages of adoption implement the technology. Change agents like literacy coaches can help drive adoption by addressing needs, sharing information, and providing support.
This document provides an analysis and plan for training faculty members at Duquesne University on using online communication tools to engage students. It follows the ADDIE model of instructional design, which includes analysis, design, development, formative evaluation, implementation, and summative evaluation. The needs analysis identified a need to train faculty on tools like discussion boards, blogs, wikis and messaging to enhance online interaction. The target audience consists of 13 faculty from various departments who will complete the online training modules in Blackboard. The analysis of learners found they have basic computer skills but varying experience with technology for teaching.
Technology Presentation School Version.2guest70a334
The document discusses strategies for integrating technology into curriculum, including exploring technology resources, using technology as a teaching tool, and developing student learning activities that incorporate technology. It also covers Bloom's taxonomy, classroom instruction strategies, and additional resources for technology integration.
Combining Technology with the 6 "C's" of Motivationsmileha33
The document discusses the 6 "C's" of motivation - choice, challenge, control, collaboration, constructing meaning, and consequences. It explains each "C" and provides examples of how they can be applied in the classroom using technology to improve student motivation. Technology can act as a 7th motivator by keeping students engaged through interactive concepts, visual learning styles, and authentic challenging activities. It concludes by stating technology improves motivation when students use applications to experience success, produce and share work, and engage with challenging programs to develop skills.
Dr. Helen Barrett gave a keynote address about the challenges and opportunities for change in implementing ePortfolios. She discussed that ePortfolios require complex change that needs a roadmap to assess needs, plan, implement, and evaluate. The roadmap involves preparing stakeholders for change, developing a change strategy, conducting a needs assessment, designing the desired outcome, creating an implementation plan, implementing change, evaluating and course-correcting, and celebrating the new outcome. For successful implementation, the vision and purposes of ePortfolios must be clear, and both skills and incentives for all stakeholders must be addressed. Reflection and relationships should be at the heart of ePortfolios, not just the technology.
These slides are the "outline" for a talk given to education undergraduates who are taking an Instructional Technology course and who have questions and doubts about the need to and the possibilities of integrating technology in Lebanese classes
The document summarizes key points from a presentation about responding to changing literacy needs in an increasingly digital landscape. It discusses differences between online and print reading, strategies for building online reading comprehension like modeling think-alouds, and tools for capturing student reflections and assessments of online reading comprehension.
The document summarizes key points from a presentation about responding to changing literacy needs in an increasingly digital landscape. It discusses differences between online and print reading, strategies for building online reading comprehension like modeling think-alouds, and tools for capturing student thinking and assessing online reading skills.
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Group 1 Pro Technology Power Point
1. Samuel Sicilia Rich Edelen ZacaryPerfitt Neil Wetherbee Point-Counterpoint PresentationGroup 1: Pro-Technology Stance
2. Nine Strategies for Building Better Instruction: Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers
4. Identifying Similarities and Differences Comparison Tasks Classifying Tasks Metaphors Analogies Compare Ideas or Objects Classify or Group Items Identify how Dissimilar Items are Similar
15. Summarizing and Note Taking “Both[Summarizing and Note Taking] require students to determine what is most important and then state that information succinctly” - Brabec
16. Summarizing and Note Taking Summarizing Using Video Discovery Education (United Streaming Online News Outlets (NBC News, CNN, etc.) Guided Note Taking Microsoft Word Microsoft PowerPoint Scaffolding Work from guided note taking to independent distilling of information
17. Rewarding students for achieving goals 3. Reinforcing Effort and Providing Recognition
18. Understanding the Teachers Role Allow students to experience success Recognize increased, or improved, effort Express enthusiasm for group ideas Encourage additional inquiry Be compassionate Be sincere
19. “Though there are many ways to tell a student he or she has done well, recognition is most effective when it is abstract or symbolic and contingent on students’ attaining specific performance goals. (p. 1)” - Brabec
25. Students “Lose” FilesUsing Technology is a Necessary Skill Increases teacher / parent contact Accommodations can be Made Teaches Constructive Ways to Use Technology Teaches Responsibility in the Digital Age Homework and Practice
33. “In effect, a complex system is not just the sum of its parts, but the product of the parts and their interactions.” (Staples, M.E. (2008)) Cooperative work, by nature, is a complex system. Multiple participants Multiple tasks Multiple outcomes
38. Staples, M.E. (2008). It has been interesting to see the importance of interpersonal and conflict resolution skills in collaboration (Beheler, T., Malar, J. (n.d.))
39. Co-Operative Learning Some forms of co-operative learning call for students to help one another achieve individual learning goals, for example by discussing how to respond to assignments, checking work, or providing feedback or tutorial assistance. Other forms of co-operative learning call for students to work together to achieve a group goal by pooling their resources and sharing the work. (p. 28) - Brophy
40. Using Rubrics to set Expectations 7. Setting Objectives and Providing Feedback
41.
42. Rubistar is a website that can be used to create rubrics to provide feedback.
45. We use rubrics to provide feedback on student attainment of objectives.
46.
47. Cues, Questions, and Advance Organizers “Research indicates the value of establishing a learning orientation by beginning lessons and activities with advance organizers or previews.” - JereBrophy
56. Bibliography Brabec, K., Fisher, K., Pitler, H. (n.d.). Building Better Instruction. Staples, M.E. (2008). Promoting student collaboration in a detracked, heterogeneoussecondary mathematics classroom. Journal of Mathematics Teacher Education Beheler, T., Malar, J. (n.d.). Student Collaboration: The Ups and Downs of a Real Life Project. Brophy. Teaching, n.d., retrieved from www.ibe.unesco.org
Editor's Notes
This is the Point/Counterpoint presentation for Group 1. This collaborative presentation on the positive uses and benefits of technology in the classroom, or pro-technology stance, was created by Samuel Sicilia, Rich Edelen, Zacary Perfitt, and Neil Wetherbee.
In arguing for the use of technology as a positive tool for improving instruction we have chosen to center our argument around the article “Building Better Instruction” by Kathy Brabec, Kimberly Fisher, and Howard Pitler. We specifically focus on the nine strategies listed in the book “Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.” These nine strategies are the ones “most likely to lead to enhanced student achievement.” Our focus in this presentation is how to use technology to implement each of these strategies, drawing on research and experience.
(Read the quote) The question for us as implementers of technology becomes how do we use technology to increase the effectiveness of this strategy. How do we help students develop the skill of effectively and usefully distilling information so that they remember what is important and don’t get bogged down in irrelevant or frivolous details.
Summarizing does not necessitate the use of technology, but by using technology we have the potential to adapt more easily to the context in which we teach. Students today grow up being exposed to moving images from very young ages, so one way to help with the strategy of summarizing is to use video. New technologies make the utilization of video easier than ever. With websites like United Streaming (Discover Education) or even online news media, short videos with direct ties to content can be found with a few clicks of your mouse. Thus, video can be up to date, and can be adapted to the needs and experiences of our students. Using short video clips to help student with summarizing skills can be a powerful tool. The goal would be that this skill translates from summarizing short videos to all types of media (print, visual, audio, online).Technologies that I have found useful in utilizing the strategy of note taking are Microsoft Word and PowerPoint. Teaching 7th graders, I often have to guide students through how to take notes. One way that I have found to be effective is to have students take notes during a PowerPoint presentation that I am presenting. By using the outline of the PowerPoint to create a notes worksheet. I try to include a diverse set of note-taking strategies (such as outlining, question and answer, fill in the blank) in these guided notes. This isn’t quite note-taking in the traditional sense, but by guiding students through this type of note taking students can develop the skills of distilling information for themselves. As the year progresses the notes become less guided and more student driven, with only general outlines included for students to fill in with whichever note taking strategy they find fits them best.
Allowing students to experience success includes allowing students to make mistakes and not have immediate consequences for the mistakes.
Praise, however, can be thought of as undermining, even patronizing, when given in excess, as well as when it incorporates rewards like candy, toys, etc.My school offers a reward called a complementary. However, I am not a firm believer in this reward. Instead, I would rather give a high-five and compliment the student on a job well-done. Consequently, our students and parents are so well-trained to receive these complementaries that any other form of praise is thought of as a joke and not representative of the students ability, or effort.
Non-linguistic representations provide networks for organizing information for students. The bubble map is used for describing. The bridge map helps us create relationships among concepts using analogies. The circle map is used for defining in context. The brace and flow maps are used for classifying and sequencing respectively. Using technology while working with these representations can help students increase knowledge and learning within the classroom.
Many websites are available for teacher and student use to create non-linguistic representations. Kidspiration, developed by Inspiration, allows for customizing based on student and teacher need. Most districts will pay for a subscription for you. Also, for a whole class lesson, a teacher can create a model on the computer using the shapes function in the one of the Microsoft applications (i.e. Word). The model can then be projected on to a white board and can be filled out by the entire learning community. Another great use of non-linguistic representations using technology is creating hyperlinks to add to the thinking maps. This way students can click on the hyperlinks for more information.
On average, research conducted by Robert Marzano has concluded the students who use non-linguistic representations have a 27 percentile gain within the classroom.
While working in groups, I have seen my students express great thoughts that otherwise may not have been expressed to a larger crowd. These group activities decentralize the authority from the teacher and puts the burden of accountability on the group, rather than an individual. Additionally, I have seen students improve upon their interpersonal relations with classmates and establish friendships from their collaboration.
Rubrics are a great tool for providing immediate feedback and assessing student attainment of objectives. Rubistar.com is a website which helps teachers create rubrics for assessing student work. The link on this slide will take you directly to the page to create rubrics.In addition, many educational publications used in the classroom provide websites to enhance student learning. On those websites one will find links to assignments that can be completed, and then emailed directly to a teacher for immediate feedback. Go.hrw.com is a website that has a tool similar to the aforementioned.
The strategies of Cues, Questions, and Advance Organizers all “give students a preview of what they are about to learn or experience and thus help help activate students’ prior knowledge,” according to Brabec.Furthermore, Brophy states.(Read quote). Brophy goes on to state that “These introductions facilitate students’ learning by communicating the nature and purpose of the activity…. Good lesson orientations also stimulate students’ motivation to learn by communicating enthusiasm for the learning or helping students to appreciate its value or application potential.”
Cues, questions, and advance organizers are all strategies that most teachers incorporate in their own classrooms already. But by utilizing a variety of technologies teachers can enhance and even expand on the cues, questions, and advance organizers they use in the classroom. An effective way I have observed technology being used to for cues and questions is student response pads. These handheld devices are used by each individual student to provide instant feedback to a question. While these are often used for review and assessment purposes, they are equally effective as a preview tool. By asking anticipatory questions and getting instant feedback through the pads, a teacher can get a sense of the prior knowledge of a group of students, and also stimulate interest by allowing students to see what others think about a topic or question. These questions can be presented using a variety of programs including PowerPoint and Examview.Advance organizers can be enhanced through programs like Microsoft PowerPoint . In my own classroom I type out agendas and warm-ups within PowerPoint, which allows me keep an electronic record of what we have done in class. I also use Microsoft Word to create Agenda worksheets that students use to keep their own record. These sheets tell students what we will be doing in class that day, and what homework may be assigned and what important due dates or test dates are approaching. By having the students keep their own record it gives them ownership of what we are doing, and what is expected of them. If students have daily access to computers, like a computer course, this could even be done using the internet. In a computer class students could view daily schedules online, and keep track of the agendas in their own Microsoft Word file. Many districts give teachers the ability to create their own webpage, but there are also many free spaces like wikispaces.com. Wikis offer more than just advance organizer opportunities, but also collaborative opportunities as well.