Digital technologies, especially mobile devices, have transformed learner expectations about how they access and use content, and this has major implications for ELT course materials.This presentation describes a research project started in 2010, new desk research and interviews, and offer recommendations on how publishers and educational institutions should meet the needs of learners and teachers.
This document discusses the transition from traditional print English language teaching (ELT) materials to digital formats. It notes that while coursebooks currently account for most ELT publisher revenues, teachers have mixed views on coursebooks and academics have criticized certain aspects. The document recommends that future ELT materials provide updated granular content, clearer learner progression, authentic Internet content, and interactive routines. It also recommends supporting ubiquitous learning across devices and providing comprehensive curriculum support in digital formats. Technical and pedagogical challenges in developing digital materials are also discussed.
Getting to Grips with Wikipedia: a Practical Sessionlisbk
Slides for "Getting to Grips with Wikipedia: a Practical Session" to be facilitated by Brian Kelly, Cetis and Nancy Graham, University of Roehampton at the LILAC 2014 conference on 23 April 2014.
See http://ukwebfocus.wordpress.com/events/lilac-2014-getting-to-grips-with-wikipedia/
Pfau Long Architecture hosted a workshop at CAIS 2016 on learning commons. The workshop focused on how educators and designers are working toward a common goal of how to evolve a traditional study space for learning. The learning commons concept is becoming increasingly widespread for libraries at public and independent schools as well as colleges and universities. One of the drivers of adopting a learning commons approach is to mirror the real world by encouraging a more hands-on approach to research and problem solving.
This document discusses how to transform a school library into a space that fosters 21st century learning skills. It emphasizes designing flexible learning zones, integrating emerging technologies, and strengthening collaboration between teachers and librarians to enhance project-based learning opportunities. The ideal library would have a physically appealing design with different areas for tasks, utilize all digital tools and signage to engage students, and partner with teachers to develop interactive lessons and online learning environments.
Reflect review and refine evaluating school library servicesJune Wall
Evaluation of programs is important to ensure quality learning. Evaluation of the role of the school library in order to identify future development and strategic planning for teaching and learning from the library is critical for effective library services. This session will introduce a review tool developed for school teams to use and identify a school strategic vision. The tool will be available for participants to use in their schools.
Participants will be able to:
Outline data collection needed to review library services
Identify types of library services ad consider a future vision for your school library
Use data from evidence to analyse patterns and trends.
This document discusses the transition from traditional print English language teaching (ELT) materials to digital formats. It notes that while coursebooks currently account for most ELT publisher revenues, teachers have mixed views on coursebooks and academics have criticized certain aspects. The document recommends that future ELT materials provide updated granular content, clearer learner progression, authentic Internet content, and interactive routines. It also recommends supporting ubiquitous learning across devices and providing comprehensive curriculum support in digital formats. Technical and pedagogical challenges in developing digital materials are also discussed.
Getting to Grips with Wikipedia: a Practical Sessionlisbk
Slides for "Getting to Grips with Wikipedia: a Practical Session" to be facilitated by Brian Kelly, Cetis and Nancy Graham, University of Roehampton at the LILAC 2014 conference on 23 April 2014.
See http://ukwebfocus.wordpress.com/events/lilac-2014-getting-to-grips-with-wikipedia/
Pfau Long Architecture hosted a workshop at CAIS 2016 on learning commons. The workshop focused on how educators and designers are working toward a common goal of how to evolve a traditional study space for learning. The learning commons concept is becoming increasingly widespread for libraries at public and independent schools as well as colleges and universities. One of the drivers of adopting a learning commons approach is to mirror the real world by encouraging a more hands-on approach to research and problem solving.
This document discusses how to transform a school library into a space that fosters 21st century learning skills. It emphasizes designing flexible learning zones, integrating emerging technologies, and strengthening collaboration between teachers and librarians to enhance project-based learning opportunities. The ideal library would have a physically appealing design with different areas for tasks, utilize all digital tools and signage to engage students, and partner with teachers to develop interactive lessons and online learning environments.
Reflect review and refine evaluating school library servicesJune Wall
Evaluation of programs is important to ensure quality learning. Evaluation of the role of the school library in order to identify future development and strategic planning for teaching and learning from the library is critical for effective library services. This session will introduce a review tool developed for school teams to use and identify a school strategic vision. The tool will be available for participants to use in their schools.
Participants will be able to:
Outline data collection needed to review library services
Identify types of library services ad consider a future vision for your school library
Use data from evidence to analyse patterns and trends.
1. A lot of work goes into keeping a school’s catalogue up to date
2. It’s also about saving time
3. Support for literacy outcomes
4. ePlatform saves the school money
A presentation by Cathy Walsh and Ella Mitchell, University of East London. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011.
Dear Mr Angela: Engaging with International Students at the University of Bri...ALISS
Angela Joyce is the International Librarian at the University of Bristol. In her role, she aims to support the over 4,000 international students from 120 countries by developing international library collections, providing training and outreach. Some of her responsibilities include giving individual training to students, liaising across the university, and promoting library services. She works to ensure international students' needs are met by gathering feedback and looking at best practices from other universities.
Oerestad Gymnasium is a public high school in Copenhagen, Denmark with 1120 students that opened in 2005. It has a focus on general education and study preparation with an emphasis on media and digital technologies. All teaching is done with a 1:1 digital setup and wireless network access across the school. Learning takes place both in traditional classrooms as well as open learning spaces, with a focus on student-centered collaborative and project-based learning supported by technology.
Open Textbooks Workshop: The Open University Beck Pitt
This workshop was conducted by Beck Pitt at The Open University (UK) on Tuesday 9 January 2018 as part of the Hewlett funded UK Open Textbooks Project.
The workshop slide deck was originally developed by David Ernst of the Open Textbook Network, see: https://www.slideshare.net/djernst
For more on the UK Open Textbooks project: http://ukopentextbooks.org
This document summarizes the University of Auckland Library's experience with e-books over 10 years. It discusses how the library's e-book collection and spending has grown significantly since 2004. It also describes the various methods used to provide access to e-books and the importance of quality metadata records. While e-book usage has increased, some users still prefer print. The library continues to work on improving access and promoting e-books through initiatives like information literacy programs. Areas for ongoing improvement include standardization across platforms and more collaboration between libraries and vendors.
Brave new world : venturing beyond the library walls into the frontier of ble...Lyndelle Gunton
Presentation by Anna Lagos and Lyndelle Gunton, Learning and Teaching Librarians at Trinity Theological Library in Brisbane, to the 2015 Australian and New Zealand Theological Libraries Association (ANZTLA) Conference in Auckland, New Zealand on July 16, 2015.
This document discusses how the role of the school librarian has changed over time. Today's school librarian must address new challenges like technology changes, serving diverse student groups, and standardized testing. They also now collaborate more with teachers to better support student learning. The school library has been transformed by technology like the internet and computers. The document advocates for school and public librarians to collaborate as well to provide students with additional educational resources.
The document describes the development of an online information literacy resource called Info Skills at the University of East London (UEL). It provides the background, goals, design process, and impact of the resource. The resource was created to provide students with easy to understand guidance on researching their first assignment, with a focus on identifying, finding, and evaluating information. It has been integrated into many level one skills modules at UEL and usage statistics show it is consistently and highly used by students around assignment deadlines.
The document discusses open educational resources (OER) and their benefits and challenges. Some key benefits highlighted are that OER materials are free for students, can be modified by instructors, and shared internationally. However, some challenges discussed are that OER materials may be incorrectly labeled, outdated, or of low quality. The document concludes that while OER provides benefits of free resources, traditional paid materials may sometimes be preferable depending on the subject area and instructor.
The document discusses the use of technology in education. It notes that today's learners are increasingly digital and that technology allows teachers to try new things in the classroom. It defines 21st century skills like creativity, communication, research skills that are important for students. Modern technology can make learning more accessible, interactive and up-to-date, but it also presents challenges like distraction and over-reliance on autocorrect. Teachers need skills to integrate useful digital tools and content into their lessons.
Open Textbooks Workshop: University of Sunderland Beck Pitt
This workshop was conducted by Beck Pitt at the University of Sunderland on Wednesday 13 December 2017 as part of the Hewlett funded UK Open Textbooks Project.
The workshop slide deck was originally developed by David Ernst of the Open Textbook Network, see: https://www.slideshare.net/djernst
For more on the UK Open Textbooks project: http://ukopentextbooks.org
Digital textbooks can provide significant cost savings compared to print textbooks. Bailey Mitchell reports spending on average $81 per student for print textbooks in Forsyth County Schools, but only $19 per student for digital content. A college student can expect to spend around $900 per year on print textbooks, while a digital reference library for 51 Baltimore schools cost less than $100,000 compared to an estimated $653,000 for print. Digital textbooks also allow for embedded media and more up-to-date content than print textbooks. However, barriers to digital textbooks include unequal access to home computers and a lack of teacher training in integrating technology into lessons. A hybrid model combining digital and print may be best until digital textbooks are further developed.
This document discusses the importance and benefits of integrating information and communication technologies (ICT) into education. It argues that traditional teacher-centered methods are no longer sufficient for students in the digital age. ICT can help develop skills like critical thinking, project-based learning, and accommodate different learning styles. Teachers benefit from ICT through better organization, evaluation, access to information, and virtual learning tools. The document also addresses common barriers that prevent teachers from adopting ICT and compares ICT integration in Greece to the European average. It concludes by proposing increased funding, training, and support to help equip schools and teachers to apply ICT in their lessons.
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
The document summarizes Dorothea Lemke's experience transitioning information literacy courses at the Technical University of Munich to a webinar format. It describes two scenarios for previous webinar experiences, then outlines the university's motivation to offer webinars across its four campuses. Lemke details the webinar setup, emphasizing engagement of participants through interactive elements like polls, questions, and exercises. The summary concludes by noting over 75 webinars have been conducted, reaching over 1,100 participants, demonstrating the positive impact of adapting courses for an online format.
West Bay School implemented a BYOD program over several years, starting by encouraging intermediate students to bring their own devices in 2011-2012 and providing laptop carts for those who could not. In 2012-2013, teachers integrated personal devices into lessons and the school conducted an action research project on 1:1 computing. By January 2014, after communicating the benefits to parents and students, the number of intermediate students with personal devices increased from 139 to 155 out of 173 students across all grades. Teachers reported that personal devices increased student engagement, allowed for quick research and responses, and fostered creativity through various digital projects.
Digital Devices Mean New Strategies for Content DeliveryRob Reynolds
This document discusses the shift from print to digital content in education. It outlines how digital devices and content have changed consumer expectations and publishing models. It emphasizes that going digital requires comprehensive strategies that address pricing, production, delivery, and pedagogy. Institutions need to consider their goals and develop plans for digital content, devices, and professional development. The MBS Direct Digital platform aims to provide flexible learning content across multiple channels with user reporting tools.
The document introduces open educational resources (OER) and open textbooks. It discusses the high costs of textbooks for students and rising tuition, with the average student spending over $1,200 per year on textbooks. Open textbooks can help address this issue by providing free or low-cost alternatives. The document outlines strategies for adopting, creating, editing, and using open pedagogy in the classroom. It also discusses barriers to faculty adoption and ways to promote open textbooks, such as through an open textbook library and partnerships with student government.
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
Reimagining the academic library as a learning destination (Learning Commons)CILIPScotland
This document summarizes the transformation of the Heriot-Watt University academic library since 2013 into a Learning Commons. It discusses how academic libraries have changed from places of silence to places that support collaborative and social learning. The library lacked space for the growing student population and needed to be redesigned according to modern pedagogical needs. In collaboration with a design firm, a vision and plan was created to reimagine the library spaces with new furniture, technology, and zones for various learning styles. The first phase of renovations created a new Learning Commons that has been successful in increasing student satisfaction and library usage.
1. A lot of work goes into keeping a school’s catalogue up to date
2. It’s also about saving time
3. Support for literacy outcomes
4. ePlatform saves the school money
A presentation by Cathy Walsh and Ella Mitchell, University of East London. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011.
Dear Mr Angela: Engaging with International Students at the University of Bri...ALISS
Angela Joyce is the International Librarian at the University of Bristol. In her role, she aims to support the over 4,000 international students from 120 countries by developing international library collections, providing training and outreach. Some of her responsibilities include giving individual training to students, liaising across the university, and promoting library services. She works to ensure international students' needs are met by gathering feedback and looking at best practices from other universities.
Oerestad Gymnasium is a public high school in Copenhagen, Denmark with 1120 students that opened in 2005. It has a focus on general education and study preparation with an emphasis on media and digital technologies. All teaching is done with a 1:1 digital setup and wireless network access across the school. Learning takes place both in traditional classrooms as well as open learning spaces, with a focus on student-centered collaborative and project-based learning supported by technology.
Open Textbooks Workshop: The Open University Beck Pitt
This workshop was conducted by Beck Pitt at The Open University (UK) on Tuesday 9 January 2018 as part of the Hewlett funded UK Open Textbooks Project.
The workshop slide deck was originally developed by David Ernst of the Open Textbook Network, see: https://www.slideshare.net/djernst
For more on the UK Open Textbooks project: http://ukopentextbooks.org
This document summarizes the University of Auckland Library's experience with e-books over 10 years. It discusses how the library's e-book collection and spending has grown significantly since 2004. It also describes the various methods used to provide access to e-books and the importance of quality metadata records. While e-book usage has increased, some users still prefer print. The library continues to work on improving access and promoting e-books through initiatives like information literacy programs. Areas for ongoing improvement include standardization across platforms and more collaboration between libraries and vendors.
Brave new world : venturing beyond the library walls into the frontier of ble...Lyndelle Gunton
Presentation by Anna Lagos and Lyndelle Gunton, Learning and Teaching Librarians at Trinity Theological Library in Brisbane, to the 2015 Australian and New Zealand Theological Libraries Association (ANZTLA) Conference in Auckland, New Zealand on July 16, 2015.
This document discusses how the role of the school librarian has changed over time. Today's school librarian must address new challenges like technology changes, serving diverse student groups, and standardized testing. They also now collaborate more with teachers to better support student learning. The school library has been transformed by technology like the internet and computers. The document advocates for school and public librarians to collaborate as well to provide students with additional educational resources.
The document describes the development of an online information literacy resource called Info Skills at the University of East London (UEL). It provides the background, goals, design process, and impact of the resource. The resource was created to provide students with easy to understand guidance on researching their first assignment, with a focus on identifying, finding, and evaluating information. It has been integrated into many level one skills modules at UEL and usage statistics show it is consistently and highly used by students around assignment deadlines.
The document discusses open educational resources (OER) and their benefits and challenges. Some key benefits highlighted are that OER materials are free for students, can be modified by instructors, and shared internationally. However, some challenges discussed are that OER materials may be incorrectly labeled, outdated, or of low quality. The document concludes that while OER provides benefits of free resources, traditional paid materials may sometimes be preferable depending on the subject area and instructor.
The document discusses the use of technology in education. It notes that today's learners are increasingly digital and that technology allows teachers to try new things in the classroom. It defines 21st century skills like creativity, communication, research skills that are important for students. Modern technology can make learning more accessible, interactive and up-to-date, but it also presents challenges like distraction and over-reliance on autocorrect. Teachers need skills to integrate useful digital tools and content into their lessons.
Open Textbooks Workshop: University of Sunderland Beck Pitt
This workshop was conducted by Beck Pitt at the University of Sunderland on Wednesday 13 December 2017 as part of the Hewlett funded UK Open Textbooks Project.
The workshop slide deck was originally developed by David Ernst of the Open Textbook Network, see: https://www.slideshare.net/djernst
For more on the UK Open Textbooks project: http://ukopentextbooks.org
Digital textbooks can provide significant cost savings compared to print textbooks. Bailey Mitchell reports spending on average $81 per student for print textbooks in Forsyth County Schools, but only $19 per student for digital content. A college student can expect to spend around $900 per year on print textbooks, while a digital reference library for 51 Baltimore schools cost less than $100,000 compared to an estimated $653,000 for print. Digital textbooks also allow for embedded media and more up-to-date content than print textbooks. However, barriers to digital textbooks include unequal access to home computers and a lack of teacher training in integrating technology into lessons. A hybrid model combining digital and print may be best until digital textbooks are further developed.
This document discusses the importance and benefits of integrating information and communication technologies (ICT) into education. It argues that traditional teacher-centered methods are no longer sufficient for students in the digital age. ICT can help develop skills like critical thinking, project-based learning, and accommodate different learning styles. Teachers benefit from ICT through better organization, evaluation, access to information, and virtual learning tools. The document also addresses common barriers that prevent teachers from adopting ICT and compares ICT integration in Greece to the European average. It concludes by proposing increased funding, training, and support to help equip schools and teachers to apply ICT in their lessons.
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
The document summarizes Dorothea Lemke's experience transitioning information literacy courses at the Technical University of Munich to a webinar format. It describes two scenarios for previous webinar experiences, then outlines the university's motivation to offer webinars across its four campuses. Lemke details the webinar setup, emphasizing engagement of participants through interactive elements like polls, questions, and exercises. The summary concludes by noting over 75 webinars have been conducted, reaching over 1,100 participants, demonstrating the positive impact of adapting courses for an online format.
West Bay School implemented a BYOD program over several years, starting by encouraging intermediate students to bring their own devices in 2011-2012 and providing laptop carts for those who could not. In 2012-2013, teachers integrated personal devices into lessons and the school conducted an action research project on 1:1 computing. By January 2014, after communicating the benefits to parents and students, the number of intermediate students with personal devices increased from 139 to 155 out of 173 students across all grades. Teachers reported that personal devices increased student engagement, allowed for quick research and responses, and fostered creativity through various digital projects.
Digital Devices Mean New Strategies for Content DeliveryRob Reynolds
This document discusses the shift from print to digital content in education. It outlines how digital devices and content have changed consumer expectations and publishing models. It emphasizes that going digital requires comprehensive strategies that address pricing, production, delivery, and pedagogy. Institutions need to consider their goals and develop plans for digital content, devices, and professional development. The MBS Direct Digital platform aims to provide flexible learning content across multiple channels with user reporting tools.
The document introduces open educational resources (OER) and open textbooks. It discusses the high costs of textbooks for students and rising tuition, with the average student spending over $1,200 per year on textbooks. Open textbooks can help address this issue by providing free or low-cost alternatives. The document outlines strategies for adopting, creating, editing, and using open pedagogy in the classroom. It also discusses barriers to faculty adoption and ways to promote open textbooks, such as through an open textbook library and partnerships with student government.
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
Reimagining the academic library as a learning destination (Learning Commons)CILIPScotland
This document summarizes the transformation of the Heriot-Watt University academic library since 2013 into a Learning Commons. It discusses how academic libraries have changed from places of silence to places that support collaborative and social learning. The library lacked space for the growing student population and needed to be redesigned according to modern pedagogical needs. In collaboration with a design firm, a vision and plan was created to reimagine the library spaces with new furniture, technology, and zones for various learning styles. The first phase of renovations created a new Learning Commons that has been successful in increasing student satisfaction and library usage.
Encuentro chascomus y dolores 2 nov 2011Liliana Simón
PPT realizado especialmente para los encuentros de Aulas Abiertas Programa de Inglés Pcia de Buenos Aires Argentina, en Chascomus y Dolores 2 Nov 2011 Prof Liliana Simon
Encouraging students to conduct research beyond Google in an online courseSt. Edward's University
Learn how to integrate library resources into your classroom using point of need learning and problem based learning techniques to create information literacy.
Challenges and opportunities in providing course content within changing instructor and student behaviors
NISO/BISG 9th Annual Forum: The Changing Standards Landscape
Access or Ownership: Evolving Business Models and Your Institution
Franny Lee, SIPX
The Open Course Library: Disrupting the $200 TextbookBoyoung Chae
The Open Course Library project aims to disrupt the $200 textbook by developing affordable open educational resources for high-enrollment community college courses in Washington State. Faculty teams create open license courses that are peer-reviewed and designed to cost students less than $30 per course. Initial results found that students saved thousands of dollars through lower-cost digital and used textbook options. While some students appreciated the convenience and flexibility of digital materials, others preferred printed textbooks for retaining information. The challenges of adoption include faculty perceptions and the need for continuous improvement of open resources.
Collaborative Remixing and Reuse of Open Educational Resources - CHI 2013 Pap...tcoughlan
Presentation given at the ACM Conference on Human Factors in Computing Systems ( CHI ) 2013 conference: http://chi2013.acm.org/
Building Open Bridges: Collaborative Remixing and Reuse of Open Educational Resources across organisations
Tim Coughlan (University of Nottingham, UK)
Rebecca Pitt & Patrick McAndrew (The Open University, UK)
Paper available from: http://oro.open.ac.uk/36473/
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.
Monetizing and Marketing Digital Textbooksdclsocialmedia
One of the most misunderstood concepts about digital textbooks is the cost. Many educational stakeholders mistakenly believe that the paper, printing, and shipping make up the bulk of the cost in producing a textbook, but the real expense is in the large panel of experts at the Ph.D. level and above. These experts work even at the most elementary levels to create the content that goes into a standards-based curriculum.
This document discusses e-resources and information literacy. It describes Libraries Thriving, a nonprofit organization dedicated to building a positive future for libraries. It discusses several studies on challenges students face with research in the digital age. Common frustrations include overwhelming information, lack of context, unfiltered search results, and not finding citable sources. The document also discusses the value of librarian and faculty collaboration, technology trends, and provides examples of initiatives at different institutions to improve student learning and use of e-resources.
Learning Commons at CapU: What Is Our Vision?caplibrarytania
The document discusses the concept of a Learning Commons, which aims to create a collaborative student-centered space that facilitates connections between students, faculty, information, equipment and other resources. It provides examples of Learning Commons models at UBC and SFU, highlighting features like flexible furniture, peer support programs, technology, and spaces for both individual and group work. The document emphasizes that a Learning Commons should be adaptable to student needs and schedules and integrate various student services. It also notes some potential challenges in implementing this model, such as collaboration across stakeholders.
The K-12 OER Collaborative is an initiative led by states to create open educational resources in mathematics and English language arts aligned to state standards. Participating states will hire contractors through a request for proposals process to develop the materials, which will go through a quality review process before finalization. The goal is to lower costs for instructional materials while providing customizable, digitally-enabled resources to better support student learning.
Time, Space and Quality Learning at Piedmont Middle SchoolRob Darrow
This document provides an overview of a presentation given by Rob Darrow on time, space, and quality learning at Piedmont Middle School. The presentation introduces Darrow and his background in education. It then covers topics like block scheduling, emerging trends in education, and moving from a textbook-based model to more online and blended learning approaches. Participants are asked to consider where they fall on the continuum from traditional to online teaching and learning. The presentation aims to get teachers to think about adjusting their use of time in the classroom and preparing students for an uncertain future.
This document discusses productivity tools that can assist teachers with common tasks. It describes five main types of teacher tasks: pre-class planning, in-class instruction, and post-class grading and record keeping. It provides examples of tools that can help with each type of task, such as online resources for lesson planning, classroom response systems for in-class interaction, and learning management systems for distributing content and collecting assignments. Teachers are encouraged to use readability tests to evaluate if online content is suitable for their students and make any necessary adaptations.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
3. Research approach
2010
•Literature review
-management innovation,
strategy, marketing, ELT
•Desk research
•10 “expert” interviews
•Teacher consultation
2016
•Experience of working on
relevant projects
•Desk research
•5 “expert” interviews
•Talks & conversations at
this conference
5. UK teachers on coursebooks in 2010
“It helps teachers by giving structure
and organisation to lessons. We will
always need an established basis for a
course, even if we then diversify.
Students need a basis to "hang onto"
and to revise from, whether it be
online or hard copy or limited to other
resources.”
“It helps teachers by giving structure
and organisation to lessons. We will
always need an established basis for a
course, even if we then diversify.
Students need a basis to "hang onto"
and to revise from, whether it be
online or hard copy or limited to other
resources.”
“We're becoming more
technologically advanced and
students expect materials in a
more flexible and portable
format.”
“We're becoming more
technologically advanced and
students expect materials in a
more flexible and portable
format.”
“Books = learning for many
Students." Easy to refer to, flick
through, a security blanket for
Students and Teachers. Doesn't
break down or need electricity.”
“Books = learning for many
Students." Easy to refer to, flick
through, a security blanket for
Students and Teachers. Doesn't
break down or need electricity.”
“The coursebooks will all be digital,
conducted on iPads/tablets, but I think
the format of coursebooks will be the
same. This will save an immense
amount of paper and hence trees - a
good thing!”
“The coursebooks will all be digital,
conducted on iPads/tablets, but I think
the format of coursebooks will be the
same. This will save an immense
amount of paper and hence trees - a
good thing!”
6. ELT Coursebooks in 2010
• 750m speakers, 1 billion learners,
11 million teachers
• Growth in emerging markets
• International ELT market +/-
$10bn
• Coursebooks account for 90-95%
of publishing revenues
• Wide range of stakeholders
7. Long-standing concerns with
coursebooks
• McGrath (2006) research
suggests considerable
ambivalence towards the
coursebook
• Chambers (1997) observes
school managers often
choose coursebooks
• Tomlinson (2008) concurs
and argues too much focus
on teaching of linguistic
items
“[the] false paradigm of good
language learner as a hard-
working, analytical learner ..
cause[s] many experiential
learners to fail.” Tomlinson
8. 2010 Conclusions
• iPad and cheaper tablet
devices would be widely used
• New sales platforms & Apps
“ecosystem” opportunities
But important obstacles :
•Affordable tablets
•Classroom Internet access
•Content needed reimagining
•Pedagogy
•Teacher training
9. 2010 Recommendations:
reinventing courseware
• Regularly updated granular content, pick
and mix programmes of study.
• Clearer sense of learner progression:
testing, tracking, and e-portfolios
• Exploit authentic content on the Internet
• Self-study components for mobile
• Content that really interests and excites
learners (multisensory + cognitive
challenge)
• Wider repertoire of interactive routines
• “Book plus” halfway house
11. Coursebooks at IATEFL 2016
• Supplementing, adding value: “spicing up”
• Presenting culture
• Digital coursebooks, ebooks..
• Problems with coursebooks: “one size does
not fit all”, “safety blanket”, diversity vs
“Global textbooks”
• Unplugged, Dogme, “Barefoot”
• Harmer “Chronicle of death foretold”
12. IATEFL audience views
“A coursebook is a skeleton of a course
to be fleshed out by a teacher. “
“Out of date quickly”
“Expensive”
“Predictable structure”
“Quickly outdated! (content)”
“I love coursebooks, I think they are a
great resource for teachers and
students. In public schools in Brazil it
would be difficult to have ipods or
tablets to all kids although there are
some initiatives. “
13. 2016: summary
• Demand for printed coursebooks generally
strong
• “Teachers and students: online outside the
classroom, offline inside the classroom”
• Very limited classroom use of iPads or other
tablets in most places, “BYOD” problematic
• Limited use of e-workbooks/online
homework in many contexts
• Teacher training still an issue
14. Tight budgets and efficiency drives
Coursebook = commodity
• Government budget squeeze and centralised
procurement
• Consumer expectation for free stuff
• Publishers “circle round existing products”,
restructuring, jobs being cut, moved
“offshore”
• “Low grade content and processes = low
grade product”
15. Coursebooks as ebooks
• Not a life time purchase
• Pricing wrong
• User experience often
“book horribly
squeezed into an iPad”
• Copyright issues
IATEFL
Conference
Programme: print,
eBook, Flipbook,
App (IOS &
Android)
17. Other trends
• Scook – cross curricula learning platform
• Print + digital used together
• Online tutoring expanding
• Flipped classroom
18. Pedagogical issues
• Too much grammar?
• Not enough grammar?
• Role of homework?
• Spaced and Adaptive learning?
• New consumer products/old
methodologies
21. Conclusion
The digital successors to Coursebooks need:
•Digital pedagogies informed by
evidence/efficacy
•Better user experience and business models
•More coherent homework/self study
•Shorter lead-in times for new products
•Adequate and appropriate teacher training
22. Caroline Moore
14 April 2016
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presentation
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Twitter @constellata
Editor's Notes
McGrath survey of Teachers and Students, Chambers recommends involving teachers and learners, Tomlinson book includes his research in 12 countries, 85% admin, 15% teachers, 0% learners involved in decisions. Literature review revealed a lot of criticism, but Harmer (2007) observes vast majority of teachers use coursebooks to give structure and direction, and Tomlinson more positive about some recently published coursebooks which connect with learners’ cultures and lives, and engage learners in serious, educationally valuable activities.
Happy smiley faces here, not holding tablets, Indian HE students holding Aakash, Irish school children working on MS Surface which have digital pens. I anticipated obstacles…
And recommended the following. I also looked at Angry Birds as an interesting example of gamification, and Spotify for its business model. Both continue to be popular.
5 “expert” Interviews – 2 ELT publishers, ELT bookseller, language school academic director, digital ELT developer/publisher. Found details of 25talks related to coursebooks at this conference (search programme ”coursebook” “textbook”.
25 coursebook-related talks
Pairs and POSTITS
Most categories of ELT print doing fairly well, except dictionaries, and even then. Poor Wifi, a major constraint. Teacher skills a real issue, “teacher as technician” Liz Soars story re Headway trial. iPads high value, easy to break/lose/steal… In many perhaps most contexts, students do not use e-workbooks.
Ministries of Ed centralising procurement of textbooks, pushing down costs and asking for more. Publishers trying to get costs down, understandable response but quality an issue. Not much fun to work in this sector at the moment. Or to be an author! In some countries the CB is almost free, publishers have to make money from workbooks, and online learning.Competitive market, commoditized, same publishers as 5 or 6 years ago.
John Walsh very critical, feels for instance eReaders priced at 99p could do really well. But some publishers selling these to parents of children who can only access print books at school. And often publishers want “absolute parity with print”. Some iPad/ebook initiatives ill thought out, huge downloads of audio/video and inadequate internet in class.
This example from France, which has a national centralised education system. They have launched their ambitious “Ecole numerique” initiative. Also, a new language strategy, which emphasises other MFLs especially Germany. I found out about this in an interview with a German publisher.
e.g. Cornelsen provide video explanations for grammar, they find Lesson Manager ebooks provide great didactic value for teachers, who use in class. Scook is a hub for different subjects, publishers, parents can buy resources…gives publisher a direct channel. Even in ”iPad lessons” they have found students prefer to use the printed CB and then use device for Keynote and online research. That rucksack suddenly got even heavier! S. Wonders if 5 years ago we really understood reality of what happens inside and outside classroom. Inside real life interaction, perhaps role for digital primarily for when teacher not present? Classroom management challenge, you have a teacher at the front, students with headphones watching video in different places. Interesting work in Flipped learning, but needs student and teacher commitment, latter needs to log in before a lesson to review student progress. Incentivise students by adding LMS time to assessement. When done properly yields better learning outcomes, particularly productive skills if teacher focuses class activities on discussion.
Scott plenary Sat on “critical history of ELT” since 1966, will include discussion of coursebooks, and grammar, ref other presentations in this conference. Spaced and adaptive learning – of what? Most successful coursebooks embedded into particular PLS cultures, e.g. Headway?IH, English File/PLSs in Spain.
Duolingo, Papaggei Angry Birds, expensive compared to a workbook that might cost €10 a year. Most gamification in Education is really poor, embarrasingly bad, especially compared to proper games, or even say Strava.
Nick “Duolingo made homework fun but not necessarily useful”. Rhetoric around freedom fitting learning into your life, on the move, unrealistic as there are so many distractions and alternatives.
John Hattie, a lot of the methods and approaches promoted at this conference have arguably scant evidence. “teacher as technician”, primary ELT requires a lot of TT, CBs particularly important here, you need well trained and confident teachers, who are familiar with how their students use tech, especially SM and mobiles. Too many teachers still anti tech. and almost using this as badge of honour.