The three documents discuss education, instructional design, and learning theories. The first document states that education is life itself, not just preparation for life. The second document says that while technology is a useful tool, teachers are the most important factor in motivating and engaging students. The third document argues that people have become reliant on their tools.
Overall, the discussion touched on several key aspects of instructional design. It was noted that instructional design is important for improving quality, aligning with goals, and putting students at the center. Relevant learning theories discussed included Universal Design for Learning and Understanding by Design. The discussion also explored how instructional design could be applied at edX to support a variety of learning pathways
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
In an effort to provide challenging learning opportunities and to foster the development of 21st Century Skills, one class of fifth-grade gifted students were given a singular directive and complete autonomy to achieve self-determined goals.
Social media and e-learning in history teaching in UK HE – filling a gap?Jamie Wood
Presentation from Changing the Learning Landscape – Social Media in the Humanities workshop, 15th May 2013, Institute of Education University of London.
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
In an effort to provide challenging learning opportunities and to foster the development of 21st Century Skills, one class of fifth-grade gifted students were given a singular directive and complete autonomy to achieve self-determined goals.
Social media and e-learning in history teaching in UK HE – filling a gap?Jamie Wood
Presentation from Changing the Learning Landscape – Social Media in the Humanities workshop, 15th May 2013, Institute of Education University of London.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
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21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
Self determined learning: Creating personal learning environments for lifelon...Lisa Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
Presentation by Ferran Ruiz at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Ten ways to turn your learners into zombiesCammy Bean
Want to build a zombie army? Want to make sure you turn your employees and learners into mindless beasts, with drooling lips and glazed eyes? Then turn them into zombies with elearning that's truly horrifying! Ten tips for making horrendous elearning, followed by some silver bullets of design if your real aim is to keep them human and alive.
This is a photo journal from a walk we took on the Couper Property in Littleton, MA on July 18 2015.
Updated August 17 with developer's current proposal.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
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21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
Self determined learning: Creating personal learning environments for lifelon...Lisa Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
Presentation by Ferran Ruiz at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Ten ways to turn your learners into zombiesCammy Bean
Want to build a zombie army? Want to make sure you turn your employees and learners into mindless beasts, with drooling lips and glazed eyes? Then turn them into zombies with elearning that's truly horrifying! Ten tips for making horrendous elearning, followed by some silver bullets of design if your real aim is to keep them human and alive.
This is a photo journal from a walk we took on the Couper Property in Littleton, MA on July 18 2015.
Updated August 17 with developer's current proposal.
Re-ignited! Meme-ing the Innovative World of LearningCammy Bean
These are my slides from this year's #DevLearn ignite session -- 20 slides, 20 seconds a slide -- on the topic of innovation and learning. And all told through memes. My premise? Let's look to the past for what works and not simply chase shiny objects.
A quick history of my experience of eLearning and a look at current industry trends. Presentation for CUNA (Credit Union National Association) on October 27, 2015.
What shade of instructional designer are you? How can you focus your practice and refine your shade? Session slides from an eLearning Guild Online Forum on January 20, 2016.
A brief history of eLearning as seen through the lens of my own personal experience. A look at current trends we're seeing that influence how we design and deliver online learning programs. Presented at ATD Tech Knowledge, January 14, 2016.
Top Tips for Responsive eLearning Design Cammy Bean
Responsive web design? What is it and how does it apply to eLearning? What can it look like? Check out examples of eLearning created in Adapt, an open-source responsive eLearning authoring framework.
Session slides from a session at ATD Core 4, September 29 in New Orleans. Session description: Delivering engaging e-learning is about more than dressing up text bullets on a PowerPoint slide. How can we design online learning experiences that actually make a difference in sharing knowledge, building skills, and ultimately improving performance? In this session, we’ll investigate the many types of e-learning, check out some key principles of good design, look at loads of examples, and talk about what to avoid in e-learning.
Instructional Design: If I had known then...Debbie Kell
Presented at the Sloan Foundation eLearning Conference in December in Washington D.C. Summarizes basic instructional design strategies for consideration in distance learning planning and assessment.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Instructional Design Overview
1. “Education is not preparation for life; education
is life itself.”
John Dewey
Technology is just a tool. In terms of getting the
kids working together and motivating them, the
teacher is the most important.
Bill
Gates
Men have become the tools of their tools.
Henry David
Thoreau
2. Bell ringer – think, pair, share
Pair up – in 2’s or 3’s
EXPLORE -- Chat for 1 MINUTE
What is instructional design and do we need it
here?
REPORT BACK
Come up with 3 descriptive words about
instructional design
3. Goals
• What is instructional design? / How is it done?
• How would this look at edX?
• What are some relevant guiding theories in
instructional design / education?
• Application of theories!
10. Why do we need instructional design?
• Modal shift
• Competing interests
• Learning from learning
• Students at the center
• Goals-aligned movement
• Quality is the real frontier
• Improve communication across partners
11. quality is the real frontier
• holistic course design
• student interactive modes / group learning
• improved instructional technique, delivery
• flipped classrooms
• data-driven instruction
• multiple learning paths
12. Understanding by design framework
(first 3 of 7 tenets)
1. Learning is enhanced when teachers think purposefully
about curricular planning. The UbD framework helps this
process without offering a rigid process or prescriptive
recipe.
2. The UbD framework helps focus curriculum and teaching
on the development and deepening of student
understanding and transfer of learning (i.e., the ability to
effectively use content knowledge and skill).
3. Understanding is revealed when students autonomously
make sense of and transfer their learning through
authentic performance. Six facets of understanding—the
capacity to explain, interpret, apply, shift
perspective, empathize, and self-assess—can serve as
indicators of understanding.
Borrowed from Understanding by Design Framework, ASCD 2013
13. How it is done?
design methodology
IDEO, design methodology, 2013
14. Stage 1
• Begins as a conversation: modal change
– Hopes, desires
– Trade-offs
• Who is your target audience?
• What are the overarching goals of your
course? What are the essential questions you
and your students will ask?
• At the end of your course, what will students
have achieved
Adapted from Understanding by Design Framework, ASCD 2013
15. Stage 2
• Design assessment methods for goals
• How will this be measured?
• Assessment types
– Formal and informal
– Formative, summative
Adapted from Understanding by Design Framework, ASCD 2013
16. Stage 3
• Select pedagogical methods that will best suit
these goals as well as content type
• Plan activities and design based on these goals
• Recognize technologies that can assist these
goals
Kindergarten Thinking, Mitch Resnick, MIT Media Lab
20. At UPS, the average driver makes about 120 deliveries
per day, …To figure out how many different possible
routes that driver could travel, just start multiplying:
120 * 119 * 118 * . . . * 3 * 2 * 1. The end result, Levis
likes to say, far exceeds the age of the Earth in
nanoseconds.
21. Education and Variability
• Complex systems
• This is the case in the universe.
• Education itself is a variable term
• There is no perfect course, or even perfect
lesson.
22. • civic engagement
• skills development
• moral / ethical development
• critical thinking
• literacy
“Education is a social process. Education is growth.
Education is, not a preparation for life; education is
life itself.” John Dewey
why educate?
23.
24.
25. MULTIPLE DIRECTIONS
Teaching for Understanding, David Perkins, Howard Gardner 1991
Teaching for Understanding with Technology, Stone Wiske 2004
29. from disability to variability
CAST, Universal Design for Learning: Anne Meyer, David H. Rose, and David Gordon 2013
Brain of learner with autism
30. Affective networks that monitor the internal and external environment to set priorities, to
motivate, and to engage learning and behavior.
Recognition networks that sense and perceive information in the environment and
transform it into usable knowledge.
Strategic networks that plan, organize, and initiate purposeful actions in the environment.
CAST, Universal Design for Learning: Anne Meyer, David H. Rose, and David Gordon 2013