Head17
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The document proposes a new pedagogical approach for teaching specialized vocabulary using transmedia artifacts. It involves designing vocabulary articles using multiple media like images, videos and text to demonstrate terminology. Each article would focus on one term and be open for student interaction and contribution. The goal is to promote learning of specialty terminology through collaborative "liquid" content that can flow across different formats.
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The document summarizes two approaches to open educational resources (OERs) within language and social science departments. It discusses the C-SAP and Humbox projects which took different approaches to OERs, with C-SAP focusing on repurposing teaching materials and Humbox focusing on sharing resources. The document examines differences in language used around OERs between the two projects and other groups, and questions whether OERs mean different things to different stakeholders. It invites discussion on balancing marketing and educational goals for OERs.
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The document summarizes two approaches to open educational resources (OERs) within language and social science departments. It discusses the C-SAP and Humbox projects which took different approaches to OERs, with C-SAP focusing on repurposing teaching materials and Humbox focusing on sharing resources. The document examines differences in language used around OERs between the two projects and other groups, and questions whether OERs mean different things to different stakeholders. It invites discussion on balancing open sharing with critical knowledge construction.
Creative Teaching Designing Creative and Culturally Relevant In
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For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
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Content Expectations
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Part II: Outcomes
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Content or Classroom Objectives
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Problem solving – Will the activity focus on solving a problem?
AND/OR
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(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
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Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
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Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
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21st Century skills (emphasis on creativity)
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(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
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(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
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Involving students in the construction of knowledge
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Overview
Students must complete a presentation as their final project.
In this course you will explore the role of culture in today’s world. It is important to recognize the value of developing culturally responsive practices and recognizing the benefits and challenges of diversity.
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This assessment addresses the following course outcomes:
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Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
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Vocabularios de especialidad como herramienta instruccional transmedia
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Overview Students must complete a presentation as their fina.docx
Overview
Students must complete a presentation as their final project.
In this course you will explore the role of culture in today’s world. It is important to recognize the value of developing culturally responsive practices and recognizing the benefits and challenges of diversity.
Issues of diversity have influence on many aspects of society, and how that is dealt with requires diverse knowledge and perspectives to investigate and change. Across many disciplines, the ability to investigate and then articulate a plan to inspire change is often necessary to achieve personal and professional goals. The purpose of this assessment is to examine the role of culture in society and how that impacts individuals through the development of a plan that addresses a local or global problem relating to issues in diversity.
This assessment addresses the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature and peer experiences
Prompt
For this assessment, you will choose a local or global issue that pertains to problems in diversity and one or more of the topics that has been addressed in this course (sociology of diversity, biological diversity, cultural identity, diversity through socioeconomic status, etc.).In this presentation, you will explain the issue and how it pertains to culture, include problems in diversity and any applicable topics, and provide a plan of action for addressing this issue. This plan includes recommendations for improvements as well as strategies and a plan for implementing the recommendations. You will develop your plan as a multimedia presentation with an oral component. This oral component could be audio that accompanies a PowerPoint (or Screencast-O-Matic, Prezi, Keynote, Presentit, etc.) presentation, or a video presentation with audio. You will be required to provide written speaker notes that correspond with your presentation (whether it is PowerPoint or video).
Be sure to support your answers with appropriate evidence. You are encouraged to conduct interviews with individuals who are involved or affected by the issue you are addressing, but this is not required. Relevant and appropriate research is also acceptable.
Specifically, the following .
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Takashi Iba's Keynote "Support for Living Better Throughout the COVID-19 Situation with Pattern Languages: An Attempt at Pattern Translation to Another Domain and Pattern Language Remix" at AsianPLoP 2020: 9th Asian Conference on Pattern Languages of Programs, Sep 4th, 2020.
Wk4 assgnrayl
Universal Design for Learning (UDL) aims to make learning accessible to all students by providing multiple means of presentation, expression, and engagement. UDL is based on the principles of Universal Design originally applied to architecture. It recognizes that students learn differently and come to the classroom with diverse backgrounds, skills, and needs. UDL calls for offering flexible content and tools so that all students can acquire knowledge and demonstrate understanding in ways that work for them. When implemented through technology, UDL allows for customized learning experiences that engage students through their interests.
Christine D'Onofrio, CIRCLe 2018
This document summarizes the learning portfolio assignment that Christine D'Onofrio implemented in her VISA 110: Introduction to Digital Visual Art course over two years. The initial goals of the assignment were to promote transformative learning, distinguish disciplinary methods, and cultivate student mindfulness of online self-representation. Based on student feedback, D'Onofrio realized she needed to refocus the assignment from a showcase portfolio to emphasize reflection on learning. She made changes like having students use the university platform and adding an assignment for students to generate research questions.
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Multimodal Approaches for Learning
OLC Workshop Introduction:
Designing Courses with a Multimodal Approach
@OLC_Today Workshop Faculty: Dr. Laura Pasquini
Universal Design for Learning
UDL was developed from the universal design concept in architecture and product development to make designs accessible to all people. UDL incorporates principles of multiple means of representation, expression, and engagement to address the diverse needs and abilities of learners. CAST provides online tools and resources like lesson builders and book builders to help educators design instruction that follows UDL principles and meets the needs of all students.
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Head17
- 1. New pedagogical configurations for traditional learning tools: a proposal
- 2. ideas focus on the production of that comply with student–centered
- 3. In the midst of all these , education has begun to take into account new communicative ways such as
- 4. In , each media contributes of the story
- 6. is characterized by «liquid» contents that «flow» through The culture of
- 8. that offer additional possibilities for and these contents the generation of
- 9. a proposal for designing a specialized vocabulary using
- 11. to promote the learning of the terminology of specialty
- 12. Design of the educational
- 13. Existence of a for each artifact, that will be the of the term
- 14. Use of various
- 15. Use of various , devices or languages to design in order to show with each of them one
- 16. Each should be open for student’s
- 17. Design of one
- 18. Design of one
- 19. To explain the design of one Terminological article
- 20. To explain the design of one Terminological article
- 21. To explain the design of one Terminological article
- 22. To explain the design of one Terminological article
- 23. To explain the design of one Terminological article
- 24. To explain the design of one Terminological article
- 25. To explain the design of one Educational transmedia artifact
- 26. To explain the design of one Educational transmedia artifact
- 27. To explain the design of one (Azzato 2015)
- 28. To explain the design of one (Azzato 2015)
- 29. To explain the design of one (Azzato 2015)
- 30. To explain the design of one (Azzato 2015)
- 31. (Azzato 2015)
- 32. To explain the design of one (Azzato 2015)
- 33. (Azzato 2015)
- 34. (Azzato 2015) s
- 35. To explain the design of one (Azzato 2015)
- 36. To explain the design of one (Azzato 2015)
- 37. (Azzato 2015)
- 38. To explain the design of one (Azzato 2015)
- 39. To explain the design of one (Azzato 2015)
- 40. To explain the design of one (Azzato 2015)
- 41. To explain the design of one (Azzato 2015)
- 42. To explain the design of one (Azzato 2015)
- 43. To explain the design of one (Azzato 2015)
- 44. To explain the design of one (Azzato 2015)
- 45. To explain the design of one (Azzato 2015)
- 46. (Azzato 2015)
- 47. To explain the design of one Educational transmedia artifact
- 48. proposes a of lexicographical tool for higher education
- 49. the vocabularies will have two approaches
- 51. a approach, that will allow students to elaborate their own visual speeches
- 52. a space of knowledge
- 53. by & is licensed under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 International License