Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
During this presentation by Jason Rhode at the 20th annual Online Learning Consortium International Conference on 10/28/2014, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Links to resources during presentation are available at http://jasonrhode.com/aln14
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include discussions, assessment, content delivery, and more. Course demonstrations included as well.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
During this presentation by Jason Rhode at the 20th annual Online Learning Consortium International Conference on 10/28/2014, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Links to resources during presentation are available at http://jasonrhode.com/aln14
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include discussions, assessment, content delivery, and more. Course demonstrations included as well.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
3. Creating Guidelines and
Learning Environment for
eLearning Material and Its Use
Component 3, Activity 3.4
Developing the Technical Capacity
of Authors and Trainers
11th-17th November 2014
Esko Lius
Expert, Digital Learning
CC-BY-NC
4. Day Program Workshop results
SUN • Discussion on eLearning competencies gained so far
• Capacity building: Practical approach on eLearning material
creation and use process
• Writing a guideline and process model for creating, sharing and
using eLearning material as activating, participatory learning
objects in VET students’ learning process
• Google Drive and Google Documents
user skills
• Competencies to collaborate online
• Guidebook vor PVTD authors and
teachers for creating, sharing and using
eLearning material
MO • Virtual Learning Environment as a learning process base for a VET
student. Examples of Omnia Moodle and blogs
• Creating a blog consisting the guideline created on Monday and
pages for Showcases
• A blog that authors and teachers can
use to build their capacity and that they
are expected to use as their joint
eLearning material repository
TUE
• Capacity building: mobile learning, social media and BYOD (Bring
Your Own Device)
• Hand-on: producing mobile videos and how to utilize Youtube for
learning
• Preparations for Wednesday seminar
• Process model for creating mobile video
and sharing it online
• Skills for making and instructing video
creation
WED • Wrap-up of the competencies gained and material created
• Preparations for the seminar
• Homework and next steps
• Seminar
- Disseminating knowledge on guideline,
blogs and new competencies
- Roadmap for continuous development of
Showcases and eLearning material
Program
10. When creating, sharing and using
eLearning material
Take into account:
• curriculum
• subject core content analysis
• student’s learning process
• time and context
11. Blended Learning
• blends online and classroom/situated learning
• includes digital material and/or online activities
12. Six models of
Blended Learning
Face to face driver – Teacher drives the instruction and augments with
digital tools.
Rotation - Students cycle through a schedule of independent online study
and face-to-face classroom time.
Flex - Most of the curriculum is delivered via a digital platform and
teachers are available for face-to-face consultation and support.
Labs - All of the curriculum is delivered via a digital platform but in a
consistent physical location. Students usually take traditional classes in
this model as well.
Self-Blend - Students choose to augment their traditional learning with
online course work.
Online Driver - All curriculum and teaching is delivered via a digital
platform and face-to-face meetings are scheduled or made available if
necessary.
13. Phases of
Learning Process
• Issue / problem to be solved
• Orientation and activation of previous knowledge
• New knowledge/skills input
• Active work on creating knowledge/skills
• Systematization and practice
• Applying
• Control/assessment/reflection
ADDIE model is one simple way
of remembering the basic aspects
of the learning process.
14. What are we doing?
• Learning objects,
• Complete online learning courses, or
• Self-study material or for specific context
How is this material useful for
the learning process?
What is its intended use?
Producing
Learning Material
Photo Credit: Rubik Apps by César Poyatos, 2011 CC NC-SA
15. Designing
Learning Objects
Objectives: What is the learner to learn with it? Why should the learner
study this LO
Curriculum: How do objectives relate to subject core content?
Phase: What must the student master prior to this LO?
Type/format: What kind of LO supports the objectives best in this context?
Usage: How is the LO to be used? Independent studying online, or teacher
showing in classroom? Are there tasks or other material related to this LO?
Assessment and context: Make clear what is to be learnt and how it is
assessed
BONUS: Could the students produce learning objects themselves?
How can you give room for their activity and creativity?
16.
17. Assignment:
Producing Guideline
for Online Learning Material
Create a Google Document for collaboration
Write guidelines for
• designing learning material
• sharing it online
• providing metadata
• using online learning material in teaching
Get feedback from a teacher / author
outside this group and revise the guideline
Reviewing and finishing guideline Monday morning
18. 1. Planning
1. Learning objectives (how to describe)
2. Curriculum (what is learned)
3. Medium (type, format)
4. How material is to be used
5. Assessment and context/situation
2. Production
1. Resources: what is needed (tools, expertise)
2. Practicals: who does, how to “think small”
3. Technical and pedagogical testing
3. Sharing
1. Where to upload
2. What information (metadata) to provide
3. Testing
4. Getting feedback
5. Spreading knowledge of material
4. Use
1. Pedagogical advice: phases from orientation to feedback (and why these
are needed)
2. What you need to think about when planning to use online materials (how,
what tools, etc.)
3. Communicating the learning process with students
19. 1. Planning
1. Learning objectives (how to describe)
2. Curriculum (what is learned)
3. Medium (type, format)
4. How material is to be used
5. Assessment and context/situation
2. Production
3. Sharing
4. Use
Assignment:
Producing Guideline
for Online Learning Material
20. 1. Planning
2. Production
1. Resources: what is needed (tools, expertise)
2. Practicals: who does, how to “think small”
3. Technical and pedagogical testing
3. Sharing
4. Use
Assignment:
Producing Guideline
for Online Learning Material
21. 1. Planning
2. Production
3. Sharing
1. Where to upload
2. What information (metadata) to provide
3. Testing
4. Getting feedback
5. Spreading knowledge of material
4. Use
Assignment:
Producing Guideline
for Online Learning Material
22. 1. Planning
2. Production
3. Sharing
4. Use
1. Pedagogical advice: phases from orientation to
feedback (and why these are needed)
2. What you need to think about when planning to
use online materials (how, what tools, etc.)
3. Communicating the learning process with
students
Assignment:
Producing Guideline
for Online Learning Material
38. Assignment:
Creating a blog for learning material
Names of the joint upper-level blog and 5 Showcase blogs
have to be decided together first
1. Create a blog for your Showcase
2. Invite everyone in your subgroup as authors
3. Write about your Showcase and link online learning
materials that you may already have, according to the
instructions that the trainer will give
Trainer will add your Showcase blog to the upper-level blog
Reviewing and finishing your Showcase on Tuesday morning
39. Homework
Design a project based learning task for 2nd year students
• create practical, real-life topic/task to solve
• define group, tools and outcome
• describe how student’s creativity is in the process
• make students plan whole process for week instead of
atomistic phases
Familiarize yourself with Youtube and its use in education,
https://www.youtube.com/t/education
41. BYOD
Bring Your Own Device
1. Smart phones & tablets outnumber desktop computers
in many countries already
2. Mobile is soon outnumbering desktops as primary
working equipment
3. Makes sense for educators:
1. Reaching new possibilities in a cost-effective way
2. Learning materials accessible in authentic contexts
3. Students can produce themselves easily
4. Communication and socialization improves
5. Own device is familiar
6. Formal learning is connected to social/informal
46. Short learning story
Make your own video
1. Choose topic (in your Showcase area)
2. Write a script for a 30-60 second video
• Choose the tone/feeling and point of view
• Draw three image frames and write a
short story as a text below frames
3. Select the actors and start your iMovie
4. Take all three (or so) scenes and edit them
5. Save the movie to Pictures
6. Upload the movie to Youtube
7. Embed the Youtube movie to your blog
47. Homework
Prepare team presentations:
• PVTD’s eLearning material guideline for teachers
(including guide for student blog setup)
• PVTD’s own eLearning blog
• Showcase development
Mr. Chairman expects to see even more than last time
This is ‘dress rehearsal’ for a possible VTC eLearning Tour
in December!
49. Morning:
• Video: ”Remembering the future: how PVTD was
modernized”
• Finalize blog & guidelines
Homework
Presentations (10 mins each + discussion)
• PVTD Modern Learning blog – Mr. Ahmed
• Objectives
• Persons in charge: Mr. Ahmed, Ms. Afnan, Ms. Nadia
• What content there will be by December
• Learning Material Guideline – Ms. Nadia
• Objectives
• Four sections
Homework
50. Feedback
“Excellent but the available time was not sufficient for such
important topic, so we need another workshop for this.”
“Useful, effective and we benefit a lot from Mr. Esko”
Thank you, too! شكرا لك
See you again in December
Esko, esko@lius.fi