A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
A SMASHing approach to developing student engagement and empowerment through ...Sue Beckingham
Presented with students from the Department of Computing at Sheffield Hallam University #BETT2020
Our session outlined the students as partners project which considers the potential of special media for learning. The student-led 'Social Media for Academic Studies at Hallam' special interest group re-looks at the affordances digital and social media tools can provide in and out of the classroom; as a means to organise learning; and to showcase learning. Attendees will learn how this partnership has evolved, what the students gained from being involved and have an opportunity to see the resources created by the students (which all have a Creative Commons licence) and how these have been used to critically evaluate social media for learning.
https://www.bettshow.com/bett-seminar-programme-2020
Self-directed & lifelong Learning in the Information age: Can PLEs help?Nona Press
This presentation offers a perspective on what it means for individuals to learn in the information age and examines challenges concerning learner control and self-direction. Supporting learners and learning are also discussed and considers how the PLE (personal learning environment) idea, as a methodology, can deliver holistic support within and beyond institutional learning engagements
Developing A Blended Learning Strategy: Instructional Media & Pedagogical Con...Jolly Holden
A comprehensive presentation on blended learning that includes definitions, history and evolution of instructional media, tri-component blended learning model, and elasticity of blended learning.
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
Educating the Net Generation
The Need for Using Facebook
The Need for Using Google Docs
How to Use Facebook for Teaching
How to Use Google Docs for Sharing and Collaborating
Experiences and Results
Conclusion
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
Self-directed & lifelong Learning in the Information age: Can PLEs help?Nona Press
This presentation offers a perspective on what it means for individuals to learn in the information age and examines challenges concerning learner control and self-direction. Supporting learners and learning are also discussed and considers how the PLE (personal learning environment) idea, as a methodology, can deliver holistic support within and beyond institutional learning engagements
Developing A Blended Learning Strategy: Instructional Media & Pedagogical Con...Jolly Holden
A comprehensive presentation on blended learning that includes definitions, history and evolution of instructional media, tri-component blended learning model, and elasticity of blended learning.
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
Educating the Net Generation
The Need for Using Facebook
The Need for Using Google Docs
How to Use Facebook for Teaching
How to Use Google Docs for Sharing and Collaborating
Experiences and Results
Conclusion
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...witthaus
Workshop co-presented with Keith Pond at the Chartered Association of Business Schools #LTSE2017 in Bristol, 25 April 2017. Developed in collaboration with the L'boro SBE Community of Practice founders, Chris WIlson and Alex WIlson.
This slideshow displays examination of the role of on-line Community of Practice (COP) in order to enhance professional development of ELT teachers. It argues the effectiveness of social virtual collaboration to meet the emerging educational challenges presented by new technologies. It was presented at IATEFL 2013 Liverpool
This presentation will assist in preparing a novice online EFL teacher for not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards that can be gained from the e-moderation process. The role played by the e-moderator in creating and teaching an online course in English as a Foreign language will be explored. In particular, the e-moderators beliefs and perceptions as well as the challenges encountered throughout the process. Furthermore, It will detail the relevant theories of online learning and show how they are represented through various models, creating a framework to assist the e-moderation process.
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
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 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.
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.
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
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Improving Teachers’ Professional Development in an eTwinning Online Learning Community December 2011 Online Educa conference , Berlin Brian Holmes, Lancaster University & European Commission with the support of Dr. Julie-Ann Sime, Lancaster University, UK Tiina Sarisalmi, Municipality of Orivesi, Finland Anne Gilleran, European Schoolnet, Belgium
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12. 3. Results All messages over time in staff room http://www.slideshare.net/holmebn Frequency of messages related closely to activities and to the messages from tutors Almost no messages whilst applying ideas in practice
Slide part time PhD student at the University of Lancaster in the UK European Commission in Brussels , where I am Head of department at the Executive Agency which manages part of the Lifelong Learning Programme My research on one specific case of an online learning community set in context of the EUs eTwinning initiative , which supports teachers to work together across Europe how I used action research and the Community of Inquiry framework to propose improvements to an online learning event Present some findings showing changes in cognition , social and teaching aspects , and draw some conclusions
Slide 1) Context for my research: online learning communities , describe the eTwinning initiative the research questions Methodology : and the theoretical framework research approach and methods Results and analysis: what the data suggests Conclusions: from practical perspective from academic perspective bibliographic references at the end of my presentation Slides available on slideshare 2) Start by looking at the research context
Slide 25/11/11 1) Why I am interested in online learning communities? They provide benefits to learners , by offering a rich social context for learning online – something that was missing from elearning for many years As this report from the Commission’s Joint Research Centre illustrates, written by Ala-Mutka online communities support formal and informal learning flexible learning , with learners observing each other , discussing and reflecting together they support development of key competencies and transversal skills like team work , intercultural dialogue they can provide opportunity for learning which is more equitable 2) As McConnell adds in his book online communities provide opportunity to further individual understanding through a group endeavour
Slide eTwinning is an initiative funded by EU’s Lifelong Learning Programme Supports teachers to work together on joint pedagogical projects using the Internet facilitates teachers ’ continuous professional development is basically a large online community of teachers . Recent innovation, Learning Events short dur ation, typically 10 days, teachers working with a group of peers focused on a theme , supported by a domain expert, usually a fellow teacher non-formal , learning-by-doing My case study: ‘ Exploiting Web 2.0: eTwinning and Collaboration ’
Slide In an eTwinning Learning Event (LE) for teachers’ continuous professional development: How does the online learning community influence the development of teachers’ competence and practice ? How do social and facilitation aspects influence collaboration and learning ? Believe the social and facilitation issues are somehow intertwined with collaboration and learning
Slide Methodology : and the theoretical framework research approach and methods
Slide Community of Inquiry framework by Garrison, Anderson and Archer – communities for educational purposes Three interrelated aspects or presences Cognitive presence : which they define as ‘ the extent to which participants in … a community of inquiry are able to construct meaning through sustained communication ’ this equates to active learners , constructing knowledge through interaction with their environment and their peers it is essential for critical thinking and meta-cognition Social presence , defined as the ‘ ability of participants … to project their personal characteristics into the community ’ in other words, the extent to which someone is perceived as real has a direct impact on the success of an educational experience Teaching presence , defined as ‘ the design of the educational experience ’ aims to support and enhance cognitive and social presence the design is often led by a teacher (eg choice of content, ) facilitation may be shared with learners
Slide Completed two cycles of action research 1. Initial LE, April 2010 , 156 teachers 2. Revised LE, Oct-Nov 2010, 142 teachers Participative research Worked together with the domain expert Tiina Sarisalmi Supported by the LE organisers, European Schoolnet, Participated as tutor in the second LE Data collection and analysis Conducted some initial and final interviews Final online questionnaire for all partcipants Coding of dialogue in the discussion forums using the Community of Inquiry framework
Slide Results and analysis: from the first LE changes proposed and why from the second LE
Slide Data and analysis from first LE suggested: individual cognitive activities helped participants develop expertise in use of web 2.0 tools, but not necessarily in their teaching practice social interaction good , but secondary and limited relationships developed, but not yet a community Increase further the social presence : Recognise the importance of addressing socio-emotional aspects by balancing the cognitive activities with social ones give more time for trust , shared values and reciprocity to develop between participants and community to grow Reinforce the cognitive presence : including specific activities to encourage critical thinking - encourage meta-cognition, give time for teachers to try out ideas in their own teaching practice and reflect with peers Strengthen teaching presence provide more tutor support and guidance at key points (what Dillenbourg refers to as orchestration)
What we actually did Scheduling of second LE is compared with the first Still 12 days for the cognitive activities Added time for practice and activities for reflection 19 days to try out in own teaching practice, 2 days of final reflection in the LE Encouraged sharing of stories , feelings and reflections Added a virtual staff room A place for informal discussion and reflection, available throughout the four weeks Tables of small groups of participants to foster stronger ties Increased facilitation Moderator/facilitator at key points to encourage and support Encouraged participants to support each other and to do their own facilitation Slide
Show some of the data, to illustrate results Plot of all messages in the staff room over time , over the full LE Participants in blue , tutors in red Frequency of participant messages related closely to the cognitive activities Also closely follows the messages of the tutors Almost no interaction in the staff room during the period for trying out ideas in teaching practice Purposeful communication, focused on learning Dies off when not needed Slide
Shows the results of the coding of a typical participant , named Edita . A teacher from Greece with some previous experience of web 2.0 tools and collaboration online. The graph shows all her messages over time , in the various discussion forums and in the staff room The early messages of Edita are at the lower levels of cognition , triggering event and exploration . Over time the messages move to the higher levels of cognition , integration and resolution , suggesting critical thinking We may also note that the interaction towards the end is taking place in the final reflection activity Other plots of messages do not necessarily reflect such an obvious progression as this one, especially with participants who were already experienced . However, the trend in all of them is upwards Slide
The comments of participants in the final questionnaire, interviews and discussion forums reveal how they perceived the event and how they have learned . Here are just two examples , the first is in response to a questionnaire concerning the benefit of having applied ideas in their teaching practice : It reflects success in trying out ideas and a positive impact on the motivation of the children. This teacher is now quite convinced about the value of using such tools in her teaching The second concerns a question on the value of the staff room : It suggests that he used the staff room to get ideas from other teachers and mutual support . It was a stable friendly place to go and find support, regardless of the individual activities However, comments also reflected frustration when collaboration didn’t take place And the tutor with whom I worked cautioned about going too far with our interventions , indicating that too much tutor presence can reduce the creativity and spontaneity of the participants Slide
Slide Conclusions: from practical perspective from academic perspective
From the perspective of the teachers Concerning the online community evidence suggests that the online community did support teachers’ professional development the community of peers offered mutual support and the exchange of experience however, the community was purposeful and lasted only as long as it supported learning Learning by doing teachers who were able to try out what they were learning in their teaching practice were motivated , gained confidence and were more convinced about the importance of what they were learning Guidance it was beneficial for learning to reinforce facilitation at key points , but back-off as the participant started to support each other Social interaction social interaction was important , participants felt more connected and this facilitated learning , i ncreasing satisfaction Slide
From an academic perspective Community of inquiry useful framework for the holistic analysis of a community focused on learning, looking at cognitive , teaching and social aspects and their interrelationship Facilitation and mutual support increasing the teaching presence (design of relevant activities and orchestration) had a positive impact on the cognitive presence and critical thinking Reflective practitioners there was evidence of competence development when teachers were able to apply and reflect with peers Social and community aspects social interaction was important and the community engendered mutual support , trust and sharing of stories, experience, etc but the community was ephemeral , focused on purposeful learning and dying when no longer needed Slide
Slide Here is a short bibliography of some of the key research material that I am using
Slide Here is a short bibliography of some of the key research material that I am using
Slide If you wish to follow my resereach , please take a look at my blog I’d be happy for you to post a comment Or for you to send me an email For now, Thank you very much for your attention