This instructional plan summarizes a four-session digital scrapbooking course for expatriate spouses in Dresden, Germany. The course aims to teach participants how to organize and present photos digitally using software like Photoshop since traditional scrapbooking supplies are scarce. Each three-hour session will include instruction, demonstrations, workshops, and projects to help participants feel comfortable organizing and publishing digital scrapbooks by the end. Formative and summative assessments will evaluate whether the social and instructional goals of the course were achieved.
This document outlines an instructional plan for a course to help young adults become debt-free. The course consists of three 4-hour sessions held on Saturday mornings. The course goals are to teach students how to create a budget, evaluate credit card options, and navigate student loans. The plan details the phases, delivery methods, instructional strategies, technologies, and assessments used. Formative assessments include discussions and activities. A summative evaluation survey collects feedback to improve future sessions.
This document provides information about a College Success 101 course, including contact information for the instructor, technical assistance help desk information, a course description and objectives, expected student learning outcomes, evaluation methods, and required materials. The course aims to develop academic, self-motivational, and critical thinking skills through assignments, discussions, and presentations. Students will learn time management, career exploration, and other study strategies. Evaluation will be based on class participation, assignments, quizzes/exams, and a capstone paper. No textbook is required.
Don't Create a Lousy Online or Blended Coursebbridges51
This document provides guidance on developing high quality online and blended courses. It emphasizes the importance of aligning course content with standards, engaging students through active learning, and using assessments to inform instruction. The document also stresses ensuring accessibility, providing teacher professional development, and using a variety of media formats and tools. Developing online courses requires significant planning, collecting data on student and teacher needs, piloting content, and selecting an appropriate learning management system.
This document summarizes a presentation on blended learning given by Veronica Diaz and Patricia McGee. It defines blended learning as courses that combine online and classroom activities to improve student outcomes while reducing classroom time. It discusses models for blending, opportunities for institutions, and strategies for effective course design, implementation, faculty development, and student readiness.
The 6-week online course aims to teach participants about vulnerability assessment, accessing mitigation resources, and planning/implementing CDRM programs. It will use discussion forums, assignments, quizzes and a final project. The facilitator will provide structure and support to help participants learn and ensure the course runs smoothly. Challenges may include technical issues and discussion conflicts, but the facilitator has strategies to overcome difficulties.
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document is a course syllabus for TECH 4240, a 3 credit hour online course on media usability studies. The course will examine usability of computer interfaces and how information is presented through hardware and software. Students will learn user-centered evaluation processes and apply usability testing strategies. The syllabus outlines course objectives, topics, assignments, grading scale, policies and expectations for online participation and interaction.
This document outlines an instructional plan for a course to help young adults become debt-free. The course consists of three 4-hour sessions held on Saturday mornings. The course goals are to teach students how to create a budget, evaluate credit card options, and navigate student loans. The plan details the phases, delivery methods, instructional strategies, technologies, and assessments used. Formative assessments include discussions and activities. A summative evaluation survey collects feedback to improve future sessions.
This document provides information about a College Success 101 course, including contact information for the instructor, technical assistance help desk information, a course description and objectives, expected student learning outcomes, evaluation methods, and required materials. The course aims to develop academic, self-motivational, and critical thinking skills through assignments, discussions, and presentations. Students will learn time management, career exploration, and other study strategies. Evaluation will be based on class participation, assignments, quizzes/exams, and a capstone paper. No textbook is required.
Don't Create a Lousy Online or Blended Coursebbridges51
This document provides guidance on developing high quality online and blended courses. It emphasizes the importance of aligning course content with standards, engaging students through active learning, and using assessments to inform instruction. The document also stresses ensuring accessibility, providing teacher professional development, and using a variety of media formats and tools. Developing online courses requires significant planning, collecting data on student and teacher needs, piloting content, and selecting an appropriate learning management system.
This document summarizes a presentation on blended learning given by Veronica Diaz and Patricia McGee. It defines blended learning as courses that combine online and classroom activities to improve student outcomes while reducing classroom time. It discusses models for blending, opportunities for institutions, and strategies for effective course design, implementation, faculty development, and student readiness.
The 6-week online course aims to teach participants about vulnerability assessment, accessing mitigation resources, and planning/implementing CDRM programs. It will use discussion forums, assignments, quizzes and a final project. The facilitator will provide structure and support to help participants learn and ensure the course runs smoothly. Challenges may include technical issues and discussion conflicts, but the facilitator has strategies to overcome difficulties.
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document is a course syllabus for TECH 4240, a 3 credit hour online course on media usability studies. The course will examine usability of computer interfaces and how information is presented through hardware and software. Students will learn user-centered evaluation processes and apply usability testing strategies. The syllabus outlines course objectives, topics, assignments, grading scale, policies and expectations for online participation and interaction.
This document is a syllabus for a course on information architecture taught at Indiana University Bloomington. The course aims to help students gain practical skills in information architecture by applying theory and principles to projects. Over the semester, students will complete individual and group assignments applying techniques like heuristic evaluations, content strategy, and structuring information. They will also propose and present projects. The syllabus outlines learning objectives, assignments, grading policies, and expectations for academic integrity.
This document outlines a lesson plan for a 9th-12th grade class on cultural awareness. The lesson involves students using Photoshop to design a photo stamp representing their culture. They will then present a PowerPoint presentation on their culture. Students will be assessed using rubrics for their oral presentation and photo stamp. The lesson is meant to help students communicate about their cultures and appreciate diversity. Adaptations are provided for English learners and students with special needs.
This activity has students research 3 exhibitors attending the career forum by exploring their websites and noting potential questions to ask. Students are asked to predict which speaker from the information panel they think they will enjoy most and why. The handouts prepared in this activity will be used on forum day and after to record interactions and reflect.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
Strategies that Promote Collaboration Onlinecyberjo
An overview of strategies used to promote collaboration online. Case study: an online learning extension & enrichment centre, for 7-15 year old students, as classroom groups and individuals.
Workshop: Design Considerations for Online / Digital CoursesBrandon Muramatsu
This document summarizes a workshop on design considerations for online and digital courses. The workshop agenda includes an introduction, discussing what teachers value in their teaching, engagement strategies that work well, and an overview of online course design. The workshop aims to help attendees understand educational technologies and how they support pedagogy and learning. It also identifies how the university can implement online and digital learning opportunities. Good course design practices for online courses are similar to good design for in-person courses. The workshop emphasizes identifying learning outcomes and designing assessments to demonstrate their achievement.
1. California is phasing in K-12 distance learning programs to meet student needs, standardize quality, and save costs. It started with high school courses and plans to expand to other grades.
2. Phase I involves piloting course management systems and vendor content. Courses are supplemental and often blended with online and in-person instruction. Popular vendors include Odysseyware, Pearson, and Aventa.
3. Future phases include training teachers to modify vendor content and develop their own lessons using open resources, moving to a blended model with less reliance on vendors.
This document provides an orientation for teaching online courses at Towson University. It begins by defining online and hybrid courses and outlining the objectives of the workshop. The document then discusses challenges and rewards of online teaching, the instructor's new role as a facilitator, and strategies for interaction and feedback in online courses. It provides examples of chunking content into manageable modules and designing courses using the Quality Matters rubric. The overall summary is that the document orients new online instructors at Towson University by defining online learning, discussing the design of online courses, and providing strategies for facilitating interaction and assessment.
This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This document outlines the steps for a collaborative online lesson planning project between students in Scotland and Finland. It involves the following key steps:
1. Scottish and Finnish students introduce themselves to their partner(s) online.
2. Scottish students provide context about the class they will teach, including information about the students, subject, and curriculum.
3. Finnish students design a lesson plan for the Scottish class context based on an educational theory.
4. Scottish students provide feedback on how effective they think the lesson plan would be.
5. Scottish students have the option to teach the lesson and provide reflections.
6. Finnish students provide final feedback and reflections on the collaboration in an online session.
The document summarizes the impact of a faculty development training program on blended learning at UMass Dartmouth. It discusses the Sloan Consortium grant that funded the program, the 2-week online blended learning training course developed for faculty, feedback from faculty participants, and plans for ongoing improvement and support of blended learning.
This document provides information about an online course on online course design offered at Boise State University in fall 2009. The 3-credit graduate course will be taught online using the Moodle learning management system. It will guide students through the process of designing an online course, including conducting needs assessments, defining goals and objectives, designing instructional lessons and materials, and assessments. Students will create a fully developed online course as part of the requirements. The course goals are listed as identifying best practices in online course design, applying an instructional design model to create an online course, and applying principles of visual design. Required textbooks and software are also outlined.
This document provides an overview and instructions for an online labor studies course. It outlines the instructor's background, required technology, class essentials, textbooks, office hours, contact information, class structure, exams, assignments, forums, and grading. The class is designed to educate union members and staff on building strong unions through strategic planning and other topics.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
This document provides an overview of a course on statistics and data analysis. It outlines the course objectives, which include describing quantitative data collection and analysis, utilizing descriptive statistics, applying hypothesis testing, and using statistical software. The course will be delivered entirely online through the learning management system Canvas. Students will complete weekly modules, assignments, and discussions. Assignments are to be submitted in APA format by the stated deadlines. The grading scale and expectations for participation are also defined.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
This document provides a course catalogue for teacher workshops on various technology tools and teaching strategies. The workshops are hands-on and aim to provide teachers with ready-to-use lesson plans. Workshops cover topics such as using Gizmos, ABC Clio, Turnitin, Nearpod, Screencast-O-Matic, OneNote, VoiceThread, digital storytelling, animation, web page creation, project-based learning, and digital citizenship. Each workshop provides a description, learning objectives, target audience, and teachers will create a lesson plan or content to use in their own classrooms. Upcoming workshops will cover ItsLearning, differentiated instruction, universal design, and training other teachers.
This document provides information about an intensive learning design workshop. The workshop aims to help participants make pedagogically informed decisions about using digital technologies in course design. During the workshop, participants will learn about conceptualizing learning design, applying design tools and methods, critiquing pedagogical approaches, and developing a storyboard for their course. The workshop covers seven components of the 7Cs learning design framework and includes several hands-on activities for participants to work through.
Media and Information Literacy- Performance Task (Project) Digital Poster Ma...Arniel Ping
Learning Competencies
Learners will be able to…
A. create a text and visual digital poster which will campaign for high school students to be a responsible user and competent producer of media information (SSHS);
B. organize a creative and interactive symposium where students will present their posters and discuss its subject and message to junior high school students (SSHS); and
C. produce and evaluate a creative text and visual based presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10)
This document is a syllabus for a course on information architecture taught at Indiana University Bloomington. The course aims to help students gain practical skills in information architecture by applying theory and principles to projects. Over the semester, students will complete individual and group assignments applying techniques like heuristic evaluations, content strategy, and structuring information. They will also propose and present projects. The syllabus outlines learning objectives, assignments, grading policies, and expectations for academic integrity.
This document outlines a lesson plan for a 9th-12th grade class on cultural awareness. The lesson involves students using Photoshop to design a photo stamp representing their culture. They will then present a PowerPoint presentation on their culture. Students will be assessed using rubrics for their oral presentation and photo stamp. The lesson is meant to help students communicate about their cultures and appreciate diversity. Adaptations are provided for English learners and students with special needs.
This activity has students research 3 exhibitors attending the career forum by exploring their websites and noting potential questions to ask. Students are asked to predict which speaker from the information panel they think they will enjoy most and why. The handouts prepared in this activity will be used on forum day and after to record interactions and reflect.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
Strategies that Promote Collaboration Onlinecyberjo
An overview of strategies used to promote collaboration online. Case study: an online learning extension & enrichment centre, for 7-15 year old students, as classroom groups and individuals.
Workshop: Design Considerations for Online / Digital CoursesBrandon Muramatsu
This document summarizes a workshop on design considerations for online and digital courses. The workshop agenda includes an introduction, discussing what teachers value in their teaching, engagement strategies that work well, and an overview of online course design. The workshop aims to help attendees understand educational technologies and how they support pedagogy and learning. It also identifies how the university can implement online and digital learning opportunities. Good course design practices for online courses are similar to good design for in-person courses. The workshop emphasizes identifying learning outcomes and designing assessments to demonstrate their achievement.
1. California is phasing in K-12 distance learning programs to meet student needs, standardize quality, and save costs. It started with high school courses and plans to expand to other grades.
2. Phase I involves piloting course management systems and vendor content. Courses are supplemental and often blended with online and in-person instruction. Popular vendors include Odysseyware, Pearson, and Aventa.
3. Future phases include training teachers to modify vendor content and develop their own lessons using open resources, moving to a blended model with less reliance on vendors.
This document provides an orientation for teaching online courses at Towson University. It begins by defining online and hybrid courses and outlining the objectives of the workshop. The document then discusses challenges and rewards of online teaching, the instructor's new role as a facilitator, and strategies for interaction and feedback in online courses. It provides examples of chunking content into manageable modules and designing courses using the Quality Matters rubric. The overall summary is that the document orients new online instructors at Towson University by defining online learning, discussing the design of online courses, and providing strategies for facilitating interaction and assessment.
This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This document outlines the steps for a collaborative online lesson planning project between students in Scotland and Finland. It involves the following key steps:
1. Scottish and Finnish students introduce themselves to their partner(s) online.
2. Scottish students provide context about the class they will teach, including information about the students, subject, and curriculum.
3. Finnish students design a lesson plan for the Scottish class context based on an educational theory.
4. Scottish students provide feedback on how effective they think the lesson plan would be.
5. Scottish students have the option to teach the lesson and provide reflections.
6. Finnish students provide final feedback and reflections on the collaboration in an online session.
The document summarizes the impact of a faculty development training program on blended learning at UMass Dartmouth. It discusses the Sloan Consortium grant that funded the program, the 2-week online blended learning training course developed for faculty, feedback from faculty participants, and plans for ongoing improvement and support of blended learning.
This document provides information about an online course on online course design offered at Boise State University in fall 2009. The 3-credit graduate course will be taught online using the Moodle learning management system. It will guide students through the process of designing an online course, including conducting needs assessments, defining goals and objectives, designing instructional lessons and materials, and assessments. Students will create a fully developed online course as part of the requirements. The course goals are listed as identifying best practices in online course design, applying an instructional design model to create an online course, and applying principles of visual design. Required textbooks and software are also outlined.
This document provides an overview and instructions for an online labor studies course. It outlines the instructor's background, required technology, class essentials, textbooks, office hours, contact information, class structure, exams, assignments, forums, and grading. The class is designed to educate union members and staff on building strong unions through strategic planning and other topics.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
This document provides an overview of a course on statistics and data analysis. It outlines the course objectives, which include describing quantitative data collection and analysis, utilizing descriptive statistics, applying hypothesis testing, and using statistical software. The course will be delivered entirely online through the learning management system Canvas. Students will complete weekly modules, assignments, and discussions. Assignments are to be submitted in APA format by the stated deadlines. The grading scale and expectations for participation are also defined.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
This document provides a course catalogue for teacher workshops on various technology tools and teaching strategies. The workshops are hands-on and aim to provide teachers with ready-to-use lesson plans. Workshops cover topics such as using Gizmos, ABC Clio, Turnitin, Nearpod, Screencast-O-Matic, OneNote, VoiceThread, digital storytelling, animation, web page creation, project-based learning, and digital citizenship. Each workshop provides a description, learning objectives, target audience, and teachers will create a lesson plan or content to use in their own classrooms. Upcoming workshops will cover ItsLearning, differentiated instruction, universal design, and training other teachers.
This document provides information about an intensive learning design workshop. The workshop aims to help participants make pedagogically informed decisions about using digital technologies in course design. During the workshop, participants will learn about conceptualizing learning design, applying design tools and methods, critiquing pedagogical approaches, and developing a storyboard for their course. The workshop covers seven components of the 7Cs learning design framework and includes several hands-on activities for participants to work through.
Media and Information Literacy- Performance Task (Project) Digital Poster Ma...Arniel Ping
Learning Competencies
Learners will be able to…
A. create a text and visual digital poster which will campaign for high school students to be a responsible user and competent producer of media information (SSHS);
B. organize a creative and interactive symposium where students will present their posters and discuss its subject and message to junior high school students (SSHS); and
C. produce and evaluate a creative text and visual based presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10)
Teachers will participate in professional development training on using 3D printers to enhance STEAM curriculum. The training will teach teachers how to operate 3D printers to create lesson plans incorporating hands-on models and bring concepts to life. Teachers will learn techniques like TPACK and complete activities like experiments, STEAM lessons, newscasts and debates while collaborating with peers and reflecting on practices to integrate 3D printing into blended, project-based learning environments.
Project-based multimedia learning involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. Effective multimedia projects require clarifying goals, determining time needed, student involvement, collaboration methods, and resources. To reduce time, students can use familiar technology, work outside class, and do skills practice as homework. The project process involves creating a description and milestones, introducing the project, learning technology, research and planning, design, draft production, assessment and finalization, and concluding activities. Students form groups and work in folders. Training and practice with the technology occurs before production. Storyboarding and organization are important. Testing and assessment evaluate the final presentation.
2021 la maquina-de_dibujar-guia_docentes-v1.1gabitachica
The document describes an 8-9 week project for 4th, 5th and 6th grade students to program a drawing machine using Scratch. It outlines the learning objectives, possible connections to curriculum areas, and a 7 stage process for students to design programs that draw geometric shapes. The stages progress from writing step-by-step instructions for simple drawings, to decomposing more complex tasks, testing and debugging programs, and reusing code to complete new tasks. The project aims to develop students' computational thinking skills while reinforcing math and language arts concepts.
Bear Creek Middle School has implemented a Bring Your Own Device (BYOD) program for over five years. For a 6th grade visual art class, printing from wireless devices will be a new challenge this year as students will be required to create digital artworks. The school has provided 35 laptops for the art classroom, as well as access to Chromebooks, iPads, and iPods to ensure all students can access technology. Students will work individually, in pairs, and in groups using apps like Paper Slides, ArtHD, and Sketchbook Express to create tutorials, research artists, and develop their own artistic styles through digital drawing and photo editing.
Digital Tools for their English Levels 2017 Teachers Workshopedna goff
The document discusses a final project for a digital design class that focuses on using digital tools to teach English levels. The main problem identified is that university students do not have experience with digital tools in their English classes as there are no computer labs and many students do not own devices. The purpose of the project is to help students improve their English skills and learn how to use digital tools. It proposes workshops and training to teach students how to use tools like Google apps, GoConqr for mind maps, E-Mazed for presentations, Animoto for videos, and Kahoot for quizzes. A survey will also be used to collect feedback from students.
This document outlines plans for training staff at St Andrews University in digital communications. It discusses:
1) The "Digital visa" training program developed at St Andrews, which includes core and optional sessions to provide digital skills. Completing the visa qualifies staff to work on digital projects.
2) Details of specific Digital visa training sessions, such as writing for the web, social media strategy, and using Google Data Studio.
3) The benefits of the Digital visa training, including improved web content quality and consistency, and stronger relationships across the university.
4) Best practices for developing an effective training program, including determining objectives, creating lesson plans, engaging activities, evaluation, and ongoing management.
The document outlines the journey of integrating ICT into pedagogy, from a behaviorist model of low-level use to a constructivist model where students are creators. It emphasizes the importance of teacher confidence in letting students learn through open-ended tasks, ensuring technology works reliably, and providing support. Suggestions are made for vision building, professional development, planning rich tasks, and sharing ideas through a cluster website and meetings.
"ICT Integration in Teaching" workshop for our First Joint Staff Training laboursofhercules
iTEC is an pan European project developed by the European Comission.The teachers have learned how to apply iTEC in their respective teaching experiences.
iTEC is a four-year European project focused on designing the future classroom. It involves 15 Ministries of Education, over 1,000 classrooms across 12 countries, and provides teachers with tools and learning activities to introduce innovation into their teaching practices. The project aims to develop more meaningful visions for the future classroom through user-centered testing and development of learning activities with teachers. It is hoped that direct involvement of Ministries of Education will help ensure results are adopted by policymakers. The learning activities guide students through a design-thinking process from exploring contexts and analyzing findings to creating prototypes, getting feedback, and collaborating with other students.
Embracing Digital Creation in the AP ClassroomNicoleGraham48
The majority of middle and high school classrooms have or are shifting to a 1:1 or BYOD model. Due to this shift, teachers need to become more flexible in assignments and projects they are having students complete. We will focus on having students using digital tools to create alternative project-based assignments such as infographics, podcasts, videos, digital animations. Teachers will learn how to put a spin on current assignments and projects.
Graphic organizers are visual tools that help students organize and structure information. They can be used across content areas and benefit all learners. Teachers should select graphic organizers that match their learning objectives and have students complete them to demonstrate their understanding, identify gaps in knowledge, and assess their learning. When implemented effectively throughout a lesson, graphic organizers can improve student engagement, strengthen the learning process, and increase test scores.
This document provides details for a stop motion animation project for 9th grade students. The project will take approximately 8 class periods and involve students working in small groups to brainstorm, design, create, film, and edit short stop motion animations using various computer software and digital cameras. The project aims to teach communication technology skills while addressing multiple state standards. Adaptations are provided for students with special needs.
This lesson plan aims to teach students about responsibly accessing, creating, and sharing information online through a series of activities focused on four themes: using information from the web for schoolwork, identifying fake or unreliable websites, safe internet surfing, and privacy on social networks. Students will work in groups to research their assigned theme, create a mind map of ideas, and develop a final project like a video or simulation. The plan incorporates tools for collaboration like Google Docs. Formative assessment includes student reflections after each lesson. The goal is for students to improve digital skills while learning about credibility, privacy, and their online reputation.
This document outlines the course details and requirements for a Rich Media Website Design course taking place in Spring 2008. The course will be taught on Thursdays at 12:00pm Central Standard Time by Dr. Arie Stavchansky. Students will learn about designing interactive media and rich media websites, and will complete assignments culminating in a final project to build their own rich media website. The course will involve readings, lectures, assignments, and an exam. Students are expected to have experience with programs like Adobe Flash and good digital file management skills.
Museums and the Web 2009: E-Learning workshopSgardam
This is the presentation delivered by Carolyn Royston and Steve Gardam at the Museums and the Web conference in Indianapolis, 15 April 2009.
Carolyn and Steve give a simple, practical guide to steps helpful in developing online e-learning resources. They use their experience of creating WebQuests, as part of the National Museums Online Learning Project (NMOLP) in the UK as a case study.
WebQuests from NMOLP are open-ended, enquiry based resources for schools, which use the 'raw' content from nine national UK museum and gallery collections, set within a carefully constructed framework of supporting information.
WebQuests can be accessed from any of the websites of the nine partner museums:
British Museum
Imperial War Museum
National Portrait Gallery
Natural History Museum
Royal Armouries
Sir John Soane's Museum
Tate
The Victoria & Albert Museum
The Wallace Collection
The document summarizes a workshop on creating e-learning resources for museums. It discusses the aims of exploring ideas for e-learning and creating action plans. It introduces the presenters and their experience developing online learning projects. The workshop will provide examples from a large UK digital learning project involving 9 national museums collaborating together for the first time. Participants will engage in activities to plan their own e-learning resources and develop frameworks and content approaches.
This document provides information about an instructional design workshop for faculty at Moraine Valley Community College. The workshop will consist of a design component lasting 8 weeks and a development component lasting 9 weeks. Participants will receive $1000 upon completing workshop requirements. The workshop will help faculty develop skills for teaching online or in blended courses. It outlines policies, requirements, and a schedule for the design modules that participants will complete during the workshop as they design their own online course.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. Digital Scrapbooking – From Organization
to Publishing
Dresden International School has identified a
community desire to document their amazing
expatriate adventures using technology, as adequate
and affordable sources for traditional scrapbooking
methods are scarce. Participants will learn methods
for converting photos to digital images, organizing
photos in meaningful order, and sourcing and
organizing creative materials. They will move on to
becoming familiar with Photoshop or Photoshop
Elements by creating layouts using “quickpages” and
templates. Finally, participants will learn to compile
layouts into an album and submit to selected printers
for binding.
Instructional Plan Template | Slide 2
3. Learner Characteristics
O This digital scrapbooking course will be attended by the at-home
partners of working expatriates whose children attend
the Dresden International School. Participants are primarily
women, ranging in age from 27 to 78, and have vast
differences in experience with computers. All are English-speaking,
and all have some experience with scrapbooking in
the traditional methods – with paper, stickers, and ephemera.
O Because some of the participants are using a computer for
graphic design for the first time, worksheets for planning and
design will be provided, as will “cheat sheets” with keyboard
shortcuts for common activities within the programs.
Instructional Plan Template | Slide 3
4. Needs Assessment
1. What is the learning problem or opportunity? Dresden
International School (DIS) has a community of hundreds of expatriate
families whose continuing stay at the school requires that family
members be satisfied with their experiences within the community.
Many at-home partners of the working expats are lonely and find it
difficult to reach out to others with similar interests. Since travel and
photography go hand in hand, scrapbooking is a strong link that can
help to forge the connections that build contentment.
2. What is currently available? The city of Dresden currently has two
arts and crafts stores that sell a small amount of traditional
scrapbooking supplies, and online retailers can provide the supplies,
but either option is expensive.
Instructional Plan Template | Slide 4
5. Needs Assessment (cont.)
3. What should be available? The community should have the knowledge that
allows it to access and utilize the available internet resources, and have the
confidence to step out creatively.
4. Explain the gap analysis between what is available and what should be
available. DIS has a state-of-the-art computer lab in their community outreach
center, and Shabby Princess digital scrapbooking shop has graciously allowed
the free use of digital materials for the purpose of teaching a course.
Community access, allowing regular use of the lab for creating, collaborating
and learning will fill a need expressed by members of the community, while
also ensuring the success of DIS families living abroad.
5. What is your recommended solution for filling the gap? Bring the at-risk,
at-home partners together to teach them to explore their creativity in a digital
format and allow them to interact with others with similar stories.
Instructional Plan Template | Slide 5
6. Delivery Modality
Because the participants have varying levels of
computer expertise and even the skilled may have no
graphic design experience, the course will be some
instructor-led and some computer lab. The course will
be taught in four three-hour sessions on the 3rd
Saturday of each month. Using a blend of PowerPoint
presentation and live examples in Photoshop, the
instructor will lead the group through exercises
designed to increase their comfort with navigating
through folders and programs. Worksheets will help
keep participants focused and allow note-taking. The
second half of each session will use hands-on
application, allowing those with advanced skills to work
ahead and interact with others in the class who need
assistance.
Instructional Plan Template | Slide 6
7. Instructional Goals for Course
O At the conclusion of the course, each participant
will feel comfortable using a computer to organize
and present their precious photos.
O The expected outcome of the course is that each
participant finishes with a completed album, ready
for publishing in the desired format.
Instructional Plan Template | Slide 7
8. Learning Context
Description of the intended instructional setting.
O DIS has a state-of-the-art computer lab, including necessary software, in
their community outreach center, and Shabby Princess digital
scrapbooking shop has allowed the free use of digital materials for the
purpose of teaching a course.
Description of the intended application setting.
O Learners have a few options for applying their new knowledge. They can
return regularly to the community center for “Crops” or workshops, or they
can use a home computer to create in any location.
Explanation of how the information about the learning context will be used in
developing the instructional plan.
O Because learners can utilize the information anywhere, and in different
formats or platforms, it’s important to understand the challenges they may
face. An Apple product uses different commands than a PC, and
publishing media range from bound books, to individually printed pages,
to PowerPoint slide shows, so sensitivity to the preferences of
participants is important. Biases exist, even in the scrapbooking
community, so it’s important to be sensitive.
Instructional Plan Template | Slide 8
9. Phase II: Week Five
Instructional Plan Template | Slide 9
10. Digital Scrapbooking – From
Organization to Publishing
• At the conclusion of the course, each participant will feel
comfortable using a computer to organize and present their
precious photos.
• After session 1, the participants will know how to successfully scan or
upload the photos they want to archive into organized folders and will
have scanned three test photos into specified folders in class.
• Participants will register at two or more online digital scrapbooking
stores that offer freebies, sales, and challenges before leaving the
first class.
• The scrapbookers will add their own photos to a quick-page or
template without guidance by the end of the second session.
• In the third class, participants will explore their creativity and make at
least one page without using a quick-page.
• In the third class, advanced learners will successfully design a page
without a quick-page or template.
• The final session will end with participants effectively using popular
online services or software for publishing. As publishing may have
additional costs involved, this objective is met when the student has
completed the steps prior to ordering.
11. Digital Scrapbooking – From
Organization to Publishing
• The expected outcome of the course is that each
participant finishes with a completed album, ready
for publishing in the desired format.
• Scrapbookers will complete five to seven layouts during
each class session, for a total of at least 20 pages for
publishing. A successful layout is one that includes a
minimum of one picture and either a block of journaling or a
basic “who, what, where” notation.
• At the conclusion of the series of sessions, each participant
will have practical knowledge of how to publish their layouts
in their chosen medium and those publishing hard copies
will have opened an account for uploading layouts.
Instructional Plan Template | Slide 11
12. Instructional Strategies
The overall plan governing the
instructional content and process.
O The Digital Scrapbooking course will be
taught using project-based learning and
collaborative learning, as scrapbooking
is a creative and hands-on activity that is
learned best through practice and
sharing of ideas.
Instructional Plan Template | Slide 12
13. Description of strategies and
technologies
O Each of the four 3-hour sessions will focus on
specific projects specific to digital
scrapbooking. After presenting the session’s
project, students will individually and
collaboratively work on completing the tasks.
O The technologies used will include a
PowerPoint presentation, live examples within
PhotoShop, and web content available
through digital scrapbooking shops.
Instructional Plan Template | Slide 13
15. Details of implementation
O The DIS News & Notes bulletin that is
delivered weekly to families will promote
the course and offer options for
enrollment.
O Enrollment will occur online, through a
page on the school’s website
O All applicants will be accepted to
participate on a first-come, first-served
basis. There are 10 seats available.
Instructional Plan Template | Slide 15
16. Plan for Implementation
OThe course will be taught on the third Saturday
of the month, beginning January 17, 2015, for
four consecutive months. Sessions are three
hours long, and participants are encouraged to
continue their exercises outside of class.
OA facilitator will lead the instruction, using a
PowerPoint to introduce the topics, and live
demonstration of the software. Additional
computer instruction will focus on online
resources. Participants will utilize a worksheet
for planning their album.
Instructional Plan Template | Slide 16
17. Instructional Resources
The computer lab will require 11
working computers, loaded with
Photoshop, Microsoft Office, and a
web browser. A beamer will project
the facilitator’s monitor onto a
screen. Facilitator will use a
PowerPoint to lead discussion and
illustrate outcomes. Participants will
use a worksheet to plan their
layouts.
Instructional Plan Template | Slide 17
18. Instructional Content and
Strategies
Week 1 First 1.5 hours Second 1.5 hours
Goal At the conclusion of the course, each participant will feel
comfortable using a computer to organize and present their
precious photos.
PBO After this , the participants will
know how to successfully
scan or upload the photos
they want to archive into
organized folders and will
have scanned three test
photos into specified folders in
class.
Participants will register at two or
more online digital scrapbooking
stores that offer freebies, sales, and
challenges before leaving the first
class.
Activities Ice-breaker, presentation,
demonstration, 15-minute
break
Facilitator-lead Workshop:
Scanning, organizing, downloading,
planning
Instructional PlTane mTepm cphlaetec k|s Slide 18 Q&A after 45 minutes, exit cards
Assessmen
t
19. Instructional Content and Strategies
Week 2 First hour Next 2 hours
Goal At the conclusion of the course,
each participant will feel
comfortable using a computer to
organize and present their
precious photos.
The expected outcome of the course is
that each participant finishes with a
completed album, ready for publishing
in the desired format.
PBO The scrapbookers will add their
own photos to a quick-page or
template without guidance by the
end of the second session.
Scrapbookers will complete five to
seven layouts during this session. A
successful layout is one that includes a
minimum of one picture and either a
block of journaling or a basic “who,
what, where” notation.
Activities Review, presentation,
demonstration
Facilitator-lead Workshop: Put
techniques taught in first part of class
into practice, 15-minute break after 30
minutes
Assessment Temp checks Layout sharing, exit cards
Instructional Plan Template | Slide 19
20. Instructional Content and Strategies
Week 3 First hour Next 2 hours
Goal At the conclusion of the course,
each participant will feel
comfortable using a computer
to organize and present their
precious photos.
The expected outcome of the
course is that each participant
finishes with a completed album,
ready for publishing in the desired
format.
PBO • In this class, participants
will explore their creativity
and make at least one page
without using a quick-page.
• Advanced learners will
successfully design a page
without a quick-page or
template.
Scrapbookers will complete five
to seven layouts during this
session. A successful layout is
one that includes a minimum of
one picture and either a block of
journaling or a basic “who, what,
where” notation.
Activities Review, presentation,
demonstration
Facilitator-lead Workshop: Put
techniques taught in first part of
class into practice, 15-minute
break after 30 minutes
Assessme
nt
Temp checks Layout sharing
Instructional Plan Template | Slide 20
21. Instructional Content and Strategies
Week 3 First hour Next 2 hours
Goal At the conclusion of the course, each
participant will feel comfortable using
a computer to organize and present
their precious photos.
The expected outcome of the course is that
each participant finishes with a completed
album, ready for publishing in the desired
format.
PBO This session will end with
participants effectively using popular
online services or software for
publishing. As publishing may have
additional costs involved, this
objective is met when the student
has completed the steps prior to
ordering.
• Scrapbookers will complete five to seven
layouts during this session. A successful
layout is one that includes a minimum of
one picture and either a block of journaling
or a basic “who, what, where” notation.
• At the conclusion of the series of sessions,
each participant will have practical
knowledge of how to publish their layouts
in their chosen medium and those
publishing hard copies will have opened an
account for uploading layouts.
Activities Review, presentation, demonstration,
class discussion about publishing
media
Facilitator-lead Workshop: Put techniques
taught in first part of class into practice, two
15-minute breaks after 30 minutes
Assessment Temp checks Final album sharing
Instructional Plan Template | Slide 21
22. Formative Assessment
This is a course for which success is measured
by the individual participants. The goal is to
bring together people who have little in common
but that their children attend the same school –
a school that educates pre-K through 12th grade
– and help them to form relationships that make
their residence in Dresden more tolerable.
Because success is so easy to attain, the hope
is that positive emotions associated with the
class translate to positive emotions about the
school, community, and city. The goals and
objectives are met if participants leave with a
smile at the end of each session.
Instructional Plan Template | Slide 22
24. Summative Evaluation of
Program Outcomes
OParticipants in the course will
complete an online survey after
completion to determine if the
course was conducted in a way
to make the subject enjoyable
and understandable, whether
they would recommend the
course to others and if they are
interested in further, ongoing
classes. Instructional Plan Template | Slide 24
26. Future Implications
OAfter review of survey
responses, the course may be
reviewed for changes to
content, timing, or structure. If
response is positive and the
school finds long-term effects
beneficial, the course may be
repeated or continued toward
advanced subjects. Instructional Plan Template | Slide 26