final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
Supporting understanding of students’ learning viavisual self-assessmentVille Kivimäki
Aalto University School of Engineering pilot project (Dynamic Course and Programme Level Feedback System) presentation at EUNIS 2018 – Coming of Age in the Digital World, Paris, France.
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...WASC Senior
One of the most powerful features of technology-enhanced learning environments is that they allow us to embed ongoing formative assessment and feedback into instructional activities. Using intelligent tutoring, virtual laboratories, simulations, and frequent assessment and feedback, the Open Learning Initiative at Carnegie Mellon University supports flexible and responsive instruction that fosters learning. As students work through OLI courses, we use technology to collect real-time data that informs four positive feedback loops: feedback to students, to instructors, to course designers, and to learning science researchers. The results are promising. Our experience shows that educational technology can make higher education less expensive and more accessible while increasing effectiveness -- breaking the iron triangle - while serving greater numbers of students who bring enormous variability in their background knowledge, relevant skills and future goals. In fact, learning technology may be essential, if we are to meet President Obama's goal to raise the nation's college graduation rate to 60% by 2020.
What works best: Evidence-based practices to help improve NSW student perform...NSWCESE
‘What works best’ identifies brings together seven themes from the growing bank of evidence we have for what works to improve student educational outcomes
A presentation from Connect More by David Perkins and Dr Cameron Gray from Bangor University.
Insights into activities we undertake as educators and students have the potential to enhance learning and reduce unintentional consequences for all. This project has developed a work pressure metric that can be used by both educator and learner. The focus is on the assessments for a given programme and work pressure that this generates. Additionally, included is behavioural characteristics, these have the potential to have significant impact upon the individual student journey.
Project Red: 9 Technology Practices That Improve Education the Mostsocrato
Schools are in a technology implementation crisis. While education technology best practices have a significant positive impact, they are not widely and consistently practiced. The Project Red Research documents nine key implemntation factors are linked most strongly to education success.
• Very few schools implement technology properly despite knowing that technology improves learning only when deployed frequently in appropriate learning environments.
• Very few schools implement most of the key implementation factors (KIFs) despite previous large investments in infrastructure and hardware.
Supporting understanding of students’ learning viavisual self-assessmentVille Kivimäki
Aalto University School of Engineering pilot project (Dynamic Course and Programme Level Feedback System) presentation at EUNIS 2018 – Coming of Age in the Digital World, Paris, France.
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...WASC Senior
One of the most powerful features of technology-enhanced learning environments is that they allow us to embed ongoing formative assessment and feedback into instructional activities. Using intelligent tutoring, virtual laboratories, simulations, and frequent assessment and feedback, the Open Learning Initiative at Carnegie Mellon University supports flexible and responsive instruction that fosters learning. As students work through OLI courses, we use technology to collect real-time data that informs four positive feedback loops: feedback to students, to instructors, to course designers, and to learning science researchers. The results are promising. Our experience shows that educational technology can make higher education less expensive and more accessible while increasing effectiveness -- breaking the iron triangle - while serving greater numbers of students who bring enormous variability in their background knowledge, relevant skills and future goals. In fact, learning technology may be essential, if we are to meet President Obama's goal to raise the nation's college graduation rate to 60% by 2020.
What works best: Evidence-based practices to help improve NSW student perform...NSWCESE
‘What works best’ identifies brings together seven themes from the growing bank of evidence we have for what works to improve student educational outcomes
A presentation from Connect More by David Perkins and Dr Cameron Gray from Bangor University.
Insights into activities we undertake as educators and students have the potential to enhance learning and reduce unintentional consequences for all. This project has developed a work pressure metric that can be used by both educator and learner. The focus is on the assessments for a given programme and work pressure that this generates. Additionally, included is behavioural characteristics, these have the potential to have significant impact upon the individual student journey.
Project Red: 9 Technology Practices That Improve Education the Mostsocrato
Schools are in a technology implementation crisis. While education technology best practices have a significant positive impact, they are not widely and consistently practiced. The Project Red Research documents nine key implemntation factors are linked most strongly to education success.
• Very few schools implement technology properly despite knowing that technology improves learning only when deployed frequently in appropriate learning environments.
• Very few schools implement most of the key implementation factors (KIFs) despite previous large investments in infrastructure and hardware.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
From theory to practice blending the math classroom and creating a data cultu...DreamBox Learning
Transitioning your school to a fully blended model that leverages data to inform school wide goals, drive classroom instruction, and form small groups takes time and buy-in. Whether you’re in the beginning stages of your blended journey, or are several years into it, it’s important to stay dynamic and reflective to ensure your blended initiative is having a positive impact on student success. Hear how Aldeane Comito Ries Elementary was able to take data beyond the classroom and continue to successfully incorporate it into their school’s infrastructure.
Join the staff at Aldeane Comito Ries Elementary to hear about how they:
• Received buy-in from their staff at all levels
• Specifically use data in their day-to-day
• Continue to transform classroom teaching and learning
Dr. Pat Reeves presentation for the WMU ACL Fish Bowl session at the 2017 ACL WMU workshop at the Traverse City, MI Resort featuring the leadership team from Oriole Park Elementary, Wyoming (Michigan) Public Schools.
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
Data Informed Decision Making for Achievement Centered Leadership Project by Dr. Walter Burt and Dr. Patricia Reeves, Western Michigan University, Educational Leadership, Research and Technology Department
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
1. Dr. Robert Leneway and Dr. Sharon Peterson
Educational Technology Program
Western Michigan University
Hudsonville PS
Tech Initiative Evaluation
2. A national survey of 1,000 one to one computing schools to
analyze what’s working in technology-transformed schools.
These schools were surveyed for what factors contributed to
the success or failure of their program.
The project looked for proof of cost savings due to the
implementation of technology in any k-12 environment.
Using a regressive model of statistical analysis, they
correlated 11 measures of success (such as dropout rates,
discipline rates, and student achievement scores) with more
than 100 independent variables across 22 categories to
determine which factors had the biggest impact on success.
3. What Research Tells Us
Schools with one-to-one computing programs have
fewer discipline problems, lower dropout
rates, and higher rates of college attendance
than schools with a higher ratio of students to
computers,
From the almost 1,000 school district studied, 69% of the
schools in the study reported that their
students’ achievement scores on high-stakes tests were on
the rise.
However, for schools that employed regular formative
assessment and teacher learning communities 85% are
reporting rising students’ achievement scores.
4. Which Factors Proved to be the Most
Important?
Leadership and Vision “when principals receive specializing
training and technology [is] properly implemented, the
benefits increase even more.” A strong principal and strong
district leadership are among the most important variables
when it comes to implementing education technology and
transforming schools.
Daily technology use in core subject area classes, and
frequent tech usage use in intervention courses plays a
critical role in reduced student dropouts.
Biggest change found in with special education and Title I
students when individualize instruction is provided.
5. Assumptions
One to one computing will improve student
achievement.
Technology initiative will only be as effective as the
teachers who apply them.
Changing teaching practices to incorporate 21st
century skills with technology is an evolution, and it
takes time for teacher practices to evolve.
Systemic research and evaluation are powerful tools
for improving policy and practice.
6. Logic Model of Evaluation
Inputs
Activities
Short term Outcomes Medium Outcomes
Participation
Long Term Outcomes
7. Long Term Outcomes
Improved Overall
School Ranking
Increase Number of
Students Attending
College
Increased Community
Support
10. Medium Term Outcomes
Improved MEAP scores
Reduced Costs
Increase Community
Interest and Support
Increase Student
Retention
Other
11. Inputs
Mac PCs, IPad and IPod touch
mobile devices
A wireless network and tech
support
Teacher competent and
confidence
Student competent and
confidence
Administrative competent
and confidence
Time
Other?
12. Outputs - Activities
Ipad/Ipod touch teacher
training
Ipad/Ipod touch integration
into the lesson plans
Administrative Training and
Support
Problem Based Learning
Training
Other needed activity?
13. Outputs - Participation
Numbers of Ipad and Ipod touch activities
integrated lessons
Number of student created multimedia projects
Provide an exercise to reinforce learning
Amount of participation in teacher learning
communities
Other needed forms of participation
14. Indicators of Success
From prior research, it is predicted that indicators of
success in this program will appear in classrooms that
are “differentiated in genuine ways for all students,
Indicators of success will appear with student and
teachers who gather and mine just-in-time data.
Further, teachers, students, and parents will use
[technology] every day to collaborate about what to do
next in their collective pursuit of learning.
15. Indicators of Success
Classrooms that have
successfully integrated
Ipad/Ipod related lessons
into their classrooms,
Classrooms will have
higher levels of both
student and teacher
engagement , attendance
and confidence in using
technology to learn 21st
century skills.
16. More Information:
Project Red: from eSchool News Vol. 13, No. 18, Aug 2010;
http://projectred.org/uploads/eSchoolNews_ProjectRed.pdf
Project-Based Learning: Your Field Guild to Real-World
Projects in the Digital Age by Suzie Boss and Jane Krauss
http://www.wmich.edu/coe/elrt/edtech
http://eddigitaltribe.blogspot.com/
http://www.wmich.edu/pt3
Bob.leneway@wmich.edu