This document discusses how to help educators transform their classroom practice through effective professional development that leverages technology. It argues that teachers must "unlearn" outdated practices and embrace new technologies and tools. Two examples of successful online professional development programs are provided: (1) a 10-state consortium that built state-level online teacher PD programs focused on content, pedagogy and student achievement; and (2) an online algebra program for Louisiana teachers seeking additional certification. The document emphasizes that effective professional development must be intensive, ongoing, connected to practice and build strong relationships among teachers.
Blended Learning – A Total Training Solution, Craig JordanThe HR Observer
Corporate training has come a long way over the last 30 years significantly due to rapid technological advances. These advances have allowed us to move from the typical “chalk & talk” classroom delivery, requiring all participants to be in the same room, to the point where we can now deliver training simultaneously to a dispersed audience anywhere in the world. In its infancy, blended learning simply meant supporting classroom training with linear semi-interactive online modules but the industry now offers a variety of sophisticated tools and platforms. Providing the optimum blended learning solution for your organisation needs careful planning and preparation. This workshop will look at the options available and present a model solution for the modern work environment.
This presentation was used at HR Summit and Expo 2013 www.hrsummitexpo.com
A semi-synchronous approach to critical thinkingJisc
Speakers:
Ninna Makrinov, skills programme coordinator, University of Warwick
Susan Vollmer, learning and digital content officer, University of Warwick
This session will look at the results of a pilot online critical thinking Moodle course offered to students at the University of Warwick. The university adopted an innovative approach to online learning which included the use of H5P interactive presentations and semi-synchronous delivery. Students interacted with the course for around 20 minutes each day over five days and received daily feedback on their reflections.
This session will reflect upon student and practitioner feedback and outline further developments.
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TELIan Glover
Presented on 1st May 2014 at Blackboard Teaching and Learning Conference (#BbTLC2014) at University College Dublin. This worshop encouraged attendeed to engage with materials created by Sheffield Hallam University as part of their Changing the Learning Landscape (CLL) transforamtion project.
Using Blackboard Mobile Learn to develop research skills through authentic le...Blackboard APAC
This session outlines the innovative use of Blackboard Mobile learn in a blended, project-based task as part of a high-level academic skills course. The use of this tool enabled the redefinition of task design <i>(Puentedura, 2014)</i> in the form of a collaborative, situated, mobile learning experience (Pegrum, 2014).
The project highlights the value of learner- centred task design in developing research skills, and motivating and engaging students in authentic and meaningful learning experiences. This session will be of interest to educational designers and lecturers leveraging project-based approaches, mobile learning experiences, and learner-generated content.
Blended Learning – A Total Training Solution, Craig JordanThe HR Observer
Corporate training has come a long way over the last 30 years significantly due to rapid technological advances. These advances have allowed us to move from the typical “chalk & talk” classroom delivery, requiring all participants to be in the same room, to the point where we can now deliver training simultaneously to a dispersed audience anywhere in the world. In its infancy, blended learning simply meant supporting classroom training with linear semi-interactive online modules but the industry now offers a variety of sophisticated tools and platforms. Providing the optimum blended learning solution for your organisation needs careful planning and preparation. This workshop will look at the options available and present a model solution for the modern work environment.
This presentation was used at HR Summit and Expo 2013 www.hrsummitexpo.com
A semi-synchronous approach to critical thinkingJisc
Speakers:
Ninna Makrinov, skills programme coordinator, University of Warwick
Susan Vollmer, learning and digital content officer, University of Warwick
This session will look at the results of a pilot online critical thinking Moodle course offered to students at the University of Warwick. The university adopted an innovative approach to online learning which included the use of H5P interactive presentations and semi-synchronous delivery. Students interacted with the course for around 20 minutes each day over five days and received daily feedback on their reflections.
This session will reflect upon student and practitioner feedback and outline further developments.
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TELIan Glover
Presented on 1st May 2014 at Blackboard Teaching and Learning Conference (#BbTLC2014) at University College Dublin. This worshop encouraged attendeed to engage with materials created by Sheffield Hallam University as part of their Changing the Learning Landscape (CLL) transforamtion project.
Using Blackboard Mobile Learn to develop research skills through authentic le...Blackboard APAC
This session outlines the innovative use of Blackboard Mobile learn in a blended, project-based task as part of a high-level academic skills course. The use of this tool enabled the redefinition of task design <i>(Puentedura, 2014)</i> in the form of a collaborative, situated, mobile learning experience (Pegrum, 2014).
The project highlights the value of learner- centred task design in developing research skills, and motivating and engaging students in authentic and meaningful learning experiences. This session will be of interest to educational designers and lecturers leveraging project-based approaches, mobile learning experiences, and learner-generated content.
Presentation on large-scale e-Learning for Educators online professional development program and research with online training and courses by EdTech Leaders Online at EDC.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
2. “It is the framework which changes
with each new technology and
not just the picture within the frame.”
-Marshall McLuhan (1955)
3. “The illiterate of the 21stcentury will not be
those who cannot read and write,
but those who cannot
learn, unlearn, and relearn.”
-Alvin Toffler (1990)
4.
5. What needs to be “unlearned” to:
Enable professional learning for
a student centered classroom
Transform how teachers teach;
not “adding technology” to a
laundry list of required classroom
activities.
Encourage teachers and schools
to utilize virtual professional
learning communities
;
6. “Learning no longer needs to be one size fits all.
The challenge for our education system is to leverage
technology to create relevant learning experiences that
mirror students’ daily lives and the reality of their futures.”
-National Educational Technology Plan, USED 2010
7. “In education…we have not really
seized upon the power and the
tools that are now available to us
in the Internet age”
-Eric Schmidt, Google CEO
Web 2.0 is easy to use; Web 2.0 is
hard to use well.
- Chris Dede, Harvard
8. Example CCSSO Core Teaching Standards
Standard 7: Panning for Instruction
Performances: (a) As an individual and as a member of a learning community, the
teacher selects and creates learning experiences that are appropriate for
curriculum goals, relevant to learners, and based upon principles of effective
instruction.
Essential knowledge: (h) The teacher knows a range of evidence-based instructional
strategies, resources, and technological tools and how to use them effectively.
Standard 10: Collaboration
Performances: (e) The teacher actively integrates technological tools and a variety
of communication strategies to build local and global learning communities
that engage students, families, and colleagues.
Essential knowledge: (h) The teacher knows how to work with other adults and has
developed skills in collaborative interaction appropriate for both face-to-face
and virtual contexts.
9. “Effective professional development is:
intensive, ongoing, and
connected to practice;
focuses on the teaching
and learning of specific
academic content;
is connected to other
school initiatives; and
builds strong working relationship among teachers.”
– Linda Darling-Hammond, et al (2009)
10. Effective PD must also:
Incorporate technology
Address unlearning
“Technology can help us build
the capacity of educators by
enabling a shift to a model of
connected teaching.
The best way to prepare teachers for connected
teaching is to have them experience it.”
-National Educational Technology Plan, USED 2010
11. Ex.1: E-Learning for Educators
Goal: build state online teacher PD programs focused on
content, pedagogy, student achievement
10 state consortium: AL, DE, KY,
MD, MO, MS, NC, NH, PA, WV
Funded in 2005 by USED
Unique state/PTV partnership
Content sharing across states
EDC facilitator training, developer training, workshops
Large-scale experimental research with significant impact
of online PD teachers and students
12. Ex. 2: Louisiana Algebra 1 Online PD
program
11 online workshops in targeted Algebra 1 topics
State add-on certification for Algebra 1 teachers
who complete all 11 workshops
Workshops include online applets and tools to
support learning with students
Workshops are project and classroom based
Online facilitator training for LA math teachers
13. Teacher voice
“If we want our students to succeed in a global
environment, then we, as educators, must be
engaged in 21st century content, context, tools,
thinking skills, and assessment… Thanks to online
learning I am a 21st century life- long learner!”
-West Virginia facilitator and course developer
If we look at it as only the picture changing then we probably don’t need to worry about transforming teachers; if it’s the whole frame, then we do!
The framework’s been changing in other fields and it IS changing in education – we can’t stop that train! Online, virtual and blended learning is a critical component!
How will we get there? PD is a critical compoent in “helping teachers change” – but what will be our approach. We have to liberate learning and be willing to experiement
How==
How do we make it not a laundry list but seamless integration?
The challenge for tech use: knowing when it’s transformative and when its just an add-on, and how to use it well
The challenge for new pedagogical shifts and tech use: Where are we trying to go? What kind of professional learning do we need – so much change expected to meet the ambirious goals; to get out of the Frame, to “unlean”