This powerpoint presentation was accepted to the
Society for Information Technology & Teacher Education 2011 Conference. It\'s virtually presented and included in the digital library.
This document discusses using online discussion tools like blogs and wikis to enhance classroom discussion. It provides goals for online discussion, compares different tools, and offers tips for effective facilitation and assessment. Examples of expectations and netiquette guidelines are included. Resources on questioning techniques and rubric examples are also referenced to help guide online discussions.
This document discusses how to effectively use blogs in education. It defines blogs as online journals for communication and discussion. Blogs can add depth to class discussions by giving quiet students a voice and engaging students in the reading and writing process. Studies show blogs increase student participation and engagement. However, tools are not effective without good pedagogy. The document provides tips for facilitating online discussions and examples of expectations to guide student participation. It also stresses the importance of good questioning to eliminate plagiarism and facilitate higher-order thinking. Finally, it discusses specific blogging platforms and considerations for choosing an appropriate tool.
This document provides information and examples for using Ultranet spaces, wikis, and blogs in educational settings. It discusses:
1) The different types of Ultranet spaces like home spaces, express spaces, collaborative learning spaces, and design spaces and examples of how they can be used.
2) What wikis and blogs are and examples of how they can be used in classrooms for projects, organizing events, and publishing information.
3) Tips for getting started with wikis and blogs in the classroom, including starting small, seeking help from experienced teachers, and targeting tech-savvy student moderators.
The document provides an overview of the functionality of the Ultranet Release 1 for students and teachers in Victorian government schools. The Ultranet is an electronic learning environment that allows students, teachers and parents to connect and collaborate online. It will provide access to digital resources, online learning activities, and tools for students to track their learning progress and set learning goals. Key functionality for teachers includes designing learning activities and collaborating with other teachers, while students can participate in online activities and track their learning through a portfolio.
This document provides an overview and introduction to several Web 2.0 tools - wikis, podcasts, and blogs - and how they can be used for educational purposes in the classroom. It describes what each tool is, how teachers and students can use them, advantages and disadvantages compared to traditional websites, and safety considerations for using these tools.
This document summarizes a presentation about designing and delivering engaging online classes. It discusses establishing an instructor presence through various technologies like YouTube, podcasting, and microlectures. It also covers establishing a community through activities like discussion boards and building a professional learning network. Several frameworks for online pedagogy are presented, like communities of inquiry and transactional distance theory. The document emphasizes principles like aligning assessments to objectives, providing clear communication, and creating flexible content using tools like Adobe Spark.
Wikis can be used effectively in education for collaboration on group projects, as they allow multiple students to simultaneously edit content online. Teachers are using wikis to create sites for students to access additional educational resources like flashcards, sample questions and discussion forums. Some schools have implemented wiki sites that combine social networking with user-generated content to reinforce classroom learning and provide test preparation help. Wikis give creators control over access and editing privileges for collaborators.
This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
This document discusses using online discussion tools like blogs and wikis to enhance classroom discussion. It provides goals for online discussion, compares different tools, and offers tips for effective facilitation and assessment. Examples of expectations and netiquette guidelines are included. Resources on questioning techniques and rubric examples are also referenced to help guide online discussions.
This document discusses how to effectively use blogs in education. It defines blogs as online journals for communication and discussion. Blogs can add depth to class discussions by giving quiet students a voice and engaging students in the reading and writing process. Studies show blogs increase student participation and engagement. However, tools are not effective without good pedagogy. The document provides tips for facilitating online discussions and examples of expectations to guide student participation. It also stresses the importance of good questioning to eliminate plagiarism and facilitate higher-order thinking. Finally, it discusses specific blogging platforms and considerations for choosing an appropriate tool.
This document provides information and examples for using Ultranet spaces, wikis, and blogs in educational settings. It discusses:
1) The different types of Ultranet spaces like home spaces, express spaces, collaborative learning spaces, and design spaces and examples of how they can be used.
2) What wikis and blogs are and examples of how they can be used in classrooms for projects, organizing events, and publishing information.
3) Tips for getting started with wikis and blogs in the classroom, including starting small, seeking help from experienced teachers, and targeting tech-savvy student moderators.
The document provides an overview of the functionality of the Ultranet Release 1 for students and teachers in Victorian government schools. The Ultranet is an electronic learning environment that allows students, teachers and parents to connect and collaborate online. It will provide access to digital resources, online learning activities, and tools for students to track their learning progress and set learning goals. Key functionality for teachers includes designing learning activities and collaborating with other teachers, while students can participate in online activities and track their learning through a portfolio.
This document provides an overview and introduction to several Web 2.0 tools - wikis, podcasts, and blogs - and how they can be used for educational purposes in the classroom. It describes what each tool is, how teachers and students can use them, advantages and disadvantages compared to traditional websites, and safety considerations for using these tools.
This document summarizes a presentation about designing and delivering engaging online classes. It discusses establishing an instructor presence through various technologies like YouTube, podcasting, and microlectures. It also covers establishing a community through activities like discussion boards and building a professional learning network. Several frameworks for online pedagogy are presented, like communities of inquiry and transactional distance theory. The document emphasizes principles like aligning assessments to objectives, providing clear communication, and creating flexible content using tools like Adobe Spark.
Wikis can be used effectively in education for collaboration on group projects, as they allow multiple students to simultaneously edit content online. Teachers are using wikis to create sites for students to access additional educational resources like flashcards, sample questions and discussion forums. Some schools have implemented wiki sites that combine social networking with user-generated content to reinforce classroom learning and provide test preparation help. Wikis give creators control over access and editing privileges for collaborators.
This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
The document discusses how educational technology can be used to create, curate, and connect. It provides examples of how students can create digital content and curate collections like ePortfolios and digital badges. Students can connect by participating in online forums, connecting with peers globally, and working in international collaborative projects using cloud-based tools. The goal is for students to develop skills like critical thinking, collaboration, and developing digital identities through their work online.
NAC&U Innovators: Innovation Summit November 2013Robin Heyden
St. Edward's University uses simulation games in history and cultural foundations courses to engage students. In a WWII history course, students designed a simulation game for classmates to play incorporating political, social, and economic factors. In a cultural foundations course on the Syrian conflict, students role-played actors and agencies involved and responded to critical events. Simulation games provide experiential learning and help students better understand complex real-world issues.
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
This document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
This document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
This document discusses creating classes to promote archival collections and connect with faculty. It provides tips for archivists to get out of the archives and into classrooms by developing reusable lessons showcasing collections. The archivist shares how they reached out to faculty via email to discuss incorporating archival materials. They structured hands-on class periods around specific collections and assessed the impact. Partnering with faculty increased collection usage, campus recognition, and reinforced the archives' role on campus.
The workshop aimed to ease faculty transition to online writing instruction. During a five day summer workshop, faculty would be introduced to recent pedagogies and best practices for online writing instruction. The workshop agenda covered establishing course goals, organizing content delivery through the course management system, engaging students through synchronous and asynchronous methods, facilitating collaboration through tools like peer review and group work, assessing student writing and addressing plagiarism. The need for the workshop was addressed due to faculty resistance to technologies and resulting poor online teaching practices. The workshop emphasized applying pedagogy-driven practices like process scripts and scaffolding to promote student engagement and selecting technologies to support writing instruction.
This document provides an overview of the topics and assignments for an education technology course for the semester. It includes the schedule, modules, weekly feedback, chapter reviews, quizzes, class blog, blog posts, Dr. Baumbach's virtual office hours, discussions of NETS standards, a scavenger hunt, tools for communication and collaboration like email, chat, blogs, wikis, lessons on digital literacy, tutorials for tools like Kidspiration and Inspiration, discussions of podcasting and TeacherTube, identifying hoax websites, using FCAT Explorer, the teacher wiki, copyright and fair use, Florida education resources, Bloom's Taxonomy, learning objectives, the ASSURE model, rubrics, personal learning networks
The document discusses creating a website to increase collaboration among science teachers at a high school. It describes developing the website using Dreamweaver and Photoshop based on teacher feedback. A survey found that teachers want to upload and download resources but have fewer interested in discussions. The website aims to share ideas and evolve the curriculum without increasing teacher workload. It will include file sharing, discussions, and controlled student/parent access to materials. The website will continue developing as a living resource for teacher collaboration.
Presentation delivered by Rose Gong, Faculty at Easter Illinois University, at the Brightspace Illinois Connection on April 7, 2017.
Connection held at Parkland College.
The document discusses the evolution of subject guides at the University of Bolton library from 2008 to 2017. It describes how the guides have become more comprehensive over time, providing detailed descriptions of databases and links to additional help resources. Usage statistics show the guides are popular with over 31,000 views of 97 guides. The most viewed guides cover subjects like law, health, and business. The number of questions received about electronic resources has decreased as the guides have improved. Future work includes usability testing and expanding guide content for researchers.
Creating Engaging Information Literacy TutorialsMandi Goodsett
Academic and public librarians are increasingly recognizing the value of online tutorials as a means of providing patrons with the ability to learn information literacy concepts and explore library tools at their own pace and at the point of need. However, a static tutorial video cannot compete with the dynamic, engaging information content that patrons encounter in their everyday lives, and they often fail to produce lasting learning. Studies have shown that providing students with content that requires interaction and participation more successfully keeps their attention and ensures more permanent recall. This presentation demonstrates several steps librarians can take in creating online tutorials to make them more engaging for patrons and, in turn, more useful.
The document discusses teaching and learning in 3D virtual environments. It describes a virtual environment called the AET Zone that was created at Appalachian State University to facilitate collaborative learning. The AET Zone utilizes social constructivist pedagogy and aims to develop a sense of presence and co-presence among students. Research suggests these factors are important for building online communities and creating authentic learning experiences. The document also introduces a framework called Presence Pedagogy that describes how educators can best interact with and engage learners in virtual environments.
Building and maintaining your digital research profiletbirdcymru
Workshop shared with colleagues at School of Education Summer School, 27 June 2015. A digital research profile is what a researcher wants to share about herself and her work online, including some work which may be created online, and research which may be conducted online.
The document discusses using new technologies to enhance geography teaching and learning. It promotes using tools like websites, virtual learning environments (VLEs), blogs, podcasts and wikis to engage students in online learning. Specific examples mentioned include using a department website and VLE to provide homework support, share resources and showcase student work. The benefits of collaborative online learning through tools like blogs and online communities are also discussed.
Creating Engaging Information Literacy TutorialsMandi Goodsett
The document discusses principles for creating engaging information literacy tutorials. It emphasizes that tutorials need to be interactive and motivate learning to be effective. There are different levels of interactivity, from basic navigational controls to guided simulations. Tutorials should also aim to be fun by using humor, relevant examples, and visually appealing graphics. Finally, the document stresses listening to users through usability testing to improve tutorials. The goal is to design tutorials that foster real learning.
The document discusses using blogs in the classroom to improve student motivation and learning. It recommends that teachers create classroom blogs to better communicate with students and parents, allow students to socially interact using literacy skills, and discuss important topics. Setting up a blog through Blogger.com is simple and allows teachers to post assignments, notes, and resources to keep students updated and engaged in learning. Blogs support collaboration between students and help improve communication, motivation, and excitement for learning.
Google Drive as a Media to Promote Collaborative Learning in Extensive Readin...Gusti Hafifah
The document discusses using Google Drive to promote collaborative learning in an extensive reading course at Universitas Muhammadiyah Surabaya. It proposes using Google Drive features like shared folders, documents, and comments to allow students to collaboratively share reading materials, summaries, and feedback. This aims to make assignments more flexible online, enable sharing of references, and encourage learning outside of class. The document argues this could increase student motivation by providing personalized online materials and develop autonomous learning skills, while considering factors like internet access.
Concordia University piloted a credit information literacy course for 800 "at-risk" students using Moodle to create a hybrid learning experience. Over two terms, 500 students took the course in the fall with positive feedback, and 200 students took it in the winter. Test scores showed an average 33% improvement in information literacy skills. Moving forward, the university aims to increase hands-on activities, student communication, and asynchronous e-learning in the course.
The document discusses strategies for academic librarians to connect with faculty, students, and the broader scholarly community in a time of changing technologies and educational trends. It recommends relationship building, continuous learning, outreach, and adapting services to meet users' needs. The library must embrace new technologies, be receptive to ideas, and admit when tools are no longer useful. Strategies for different user groups include introducing services to faculty, being available to help students, and learning how to best support distance learners.
This document discusses the changing learning environment for 21st century students and the need to support educational technology in teaching. It describes how students' learning environment has expanded with increased access to places, times, and partners for learning. Communication and collaboration are central aspects of this new environment. The document advocates working with faculty to determine current technology use and desires, conducting surveys, and creating a plan to expand learning opportunities through technology while building upon existing practices. It provides examples of strategies like lectures, discussions and group work that can be adapted for both traditional and online learning environments using tools like Blackboard, Google, and Web 2.0 platforms.
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
The document discusses how educational technology can be used to create, curate, and connect. It provides examples of how students can create digital content and curate collections like ePortfolios and digital badges. Students can connect by participating in online forums, connecting with peers globally, and working in international collaborative projects using cloud-based tools. The goal is for students to develop skills like critical thinking, collaboration, and developing digital identities through their work online.
NAC&U Innovators: Innovation Summit November 2013Robin Heyden
St. Edward's University uses simulation games in history and cultural foundations courses to engage students. In a WWII history course, students designed a simulation game for classmates to play incorporating political, social, and economic factors. In a cultural foundations course on the Syrian conflict, students role-played actors and agencies involved and responded to critical events. Simulation games provide experiential learning and help students better understand complex real-world issues.
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
This document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
This document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
This document discusses creating classes to promote archival collections and connect with faculty. It provides tips for archivists to get out of the archives and into classrooms by developing reusable lessons showcasing collections. The archivist shares how they reached out to faculty via email to discuss incorporating archival materials. They structured hands-on class periods around specific collections and assessed the impact. Partnering with faculty increased collection usage, campus recognition, and reinforced the archives' role on campus.
The workshop aimed to ease faculty transition to online writing instruction. During a five day summer workshop, faculty would be introduced to recent pedagogies and best practices for online writing instruction. The workshop agenda covered establishing course goals, organizing content delivery through the course management system, engaging students through synchronous and asynchronous methods, facilitating collaboration through tools like peer review and group work, assessing student writing and addressing plagiarism. The need for the workshop was addressed due to faculty resistance to technologies and resulting poor online teaching practices. The workshop emphasized applying pedagogy-driven practices like process scripts and scaffolding to promote student engagement and selecting technologies to support writing instruction.
This document provides an overview of the topics and assignments for an education technology course for the semester. It includes the schedule, modules, weekly feedback, chapter reviews, quizzes, class blog, blog posts, Dr. Baumbach's virtual office hours, discussions of NETS standards, a scavenger hunt, tools for communication and collaboration like email, chat, blogs, wikis, lessons on digital literacy, tutorials for tools like Kidspiration and Inspiration, discussions of podcasting and TeacherTube, identifying hoax websites, using FCAT Explorer, the teacher wiki, copyright and fair use, Florida education resources, Bloom's Taxonomy, learning objectives, the ASSURE model, rubrics, personal learning networks
The document discusses creating a website to increase collaboration among science teachers at a high school. It describes developing the website using Dreamweaver and Photoshop based on teacher feedback. A survey found that teachers want to upload and download resources but have fewer interested in discussions. The website aims to share ideas and evolve the curriculum without increasing teacher workload. It will include file sharing, discussions, and controlled student/parent access to materials. The website will continue developing as a living resource for teacher collaboration.
Presentation delivered by Rose Gong, Faculty at Easter Illinois University, at the Brightspace Illinois Connection on April 7, 2017.
Connection held at Parkland College.
The document discusses the evolution of subject guides at the University of Bolton library from 2008 to 2017. It describes how the guides have become more comprehensive over time, providing detailed descriptions of databases and links to additional help resources. Usage statistics show the guides are popular with over 31,000 views of 97 guides. The most viewed guides cover subjects like law, health, and business. The number of questions received about electronic resources has decreased as the guides have improved. Future work includes usability testing and expanding guide content for researchers.
Creating Engaging Information Literacy TutorialsMandi Goodsett
Academic and public librarians are increasingly recognizing the value of online tutorials as a means of providing patrons with the ability to learn information literacy concepts and explore library tools at their own pace and at the point of need. However, a static tutorial video cannot compete with the dynamic, engaging information content that patrons encounter in their everyday lives, and they often fail to produce lasting learning. Studies have shown that providing students with content that requires interaction and participation more successfully keeps their attention and ensures more permanent recall. This presentation demonstrates several steps librarians can take in creating online tutorials to make them more engaging for patrons and, in turn, more useful.
The document discusses teaching and learning in 3D virtual environments. It describes a virtual environment called the AET Zone that was created at Appalachian State University to facilitate collaborative learning. The AET Zone utilizes social constructivist pedagogy and aims to develop a sense of presence and co-presence among students. Research suggests these factors are important for building online communities and creating authentic learning experiences. The document also introduces a framework called Presence Pedagogy that describes how educators can best interact with and engage learners in virtual environments.
Building and maintaining your digital research profiletbirdcymru
Workshop shared with colleagues at School of Education Summer School, 27 June 2015. A digital research profile is what a researcher wants to share about herself and her work online, including some work which may be created online, and research which may be conducted online.
The document discusses using new technologies to enhance geography teaching and learning. It promotes using tools like websites, virtual learning environments (VLEs), blogs, podcasts and wikis to engage students in online learning. Specific examples mentioned include using a department website and VLE to provide homework support, share resources and showcase student work. The benefits of collaborative online learning through tools like blogs and online communities are also discussed.
Creating Engaging Information Literacy TutorialsMandi Goodsett
The document discusses principles for creating engaging information literacy tutorials. It emphasizes that tutorials need to be interactive and motivate learning to be effective. There are different levels of interactivity, from basic navigational controls to guided simulations. Tutorials should also aim to be fun by using humor, relevant examples, and visually appealing graphics. Finally, the document stresses listening to users through usability testing to improve tutorials. The goal is to design tutorials that foster real learning.
The document discusses using blogs in the classroom to improve student motivation and learning. It recommends that teachers create classroom blogs to better communicate with students and parents, allow students to socially interact using literacy skills, and discuss important topics. Setting up a blog through Blogger.com is simple and allows teachers to post assignments, notes, and resources to keep students updated and engaged in learning. Blogs support collaboration between students and help improve communication, motivation, and excitement for learning.
Google Drive as a Media to Promote Collaborative Learning in Extensive Readin...Gusti Hafifah
The document discusses using Google Drive to promote collaborative learning in an extensive reading course at Universitas Muhammadiyah Surabaya. It proposes using Google Drive features like shared folders, documents, and comments to allow students to collaboratively share reading materials, summaries, and feedback. This aims to make assignments more flexible online, enable sharing of references, and encourage learning outside of class. The document argues this could increase student motivation by providing personalized online materials and develop autonomous learning skills, while considering factors like internet access.
Concordia University piloted a credit information literacy course for 800 "at-risk" students using Moodle to create a hybrid learning experience. Over two terms, 500 students took the course in the fall with positive feedback, and 200 students took it in the winter. Test scores showed an average 33% improvement in information literacy skills. Moving forward, the university aims to increase hands-on activities, student communication, and asynchronous e-learning in the course.
The document discusses strategies for academic librarians to connect with faculty, students, and the broader scholarly community in a time of changing technologies and educational trends. It recommends relationship building, continuous learning, outreach, and adapting services to meet users' needs. The library must embrace new technologies, be receptive to ideas, and admit when tools are no longer useful. Strategies for different user groups include introducing services to faculty, being available to help students, and learning how to best support distance learners.
This document discusses the changing learning environment for 21st century students and the need to support educational technology in teaching. It describes how students' learning environment has expanded with increased access to places, times, and partners for learning. Communication and collaboration are central aspects of this new environment. The document advocates working with faculty to determine current technology use and desires, conducting surveys, and creating a plan to expand learning opportunities through technology while building upon existing practices. It provides examples of strategies like lectures, discussions and group work that can be adapted for both traditional and online learning environments using tools like Blackboard, Google, and Web 2.0 platforms.
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
This document summarizes a case study on online learning communities for teachers' continuous professional development. It discusses:
1) An eTwinning Learning Event where teachers participated in online sessions focused on a theme.
2) How the online community supported teachers' competence and practice development through collaboration and learning. Increased facilitation and social interaction positively influenced critical thinking.
3) Applying ideas in practice and reflecting with peers reinforced competence development for teachers and motivated them. The online community provided opportunities for mutual support and learning.
Innovations Showcase Virtual Classroom CollationKnowledge Bank
1. The document discusses the use of virtual classrooms and online tools in education. It describes how educators are using virtual classrooms, web conferencing software like Elluminate, and mobile learning.
2. Guest presenters discuss their experiences using tools like Skype, podcasts, and blended learning models that combine virtual and traditional classrooms. Students provided positive feedback on interacting with teachers in virtual classrooms.
3. Tips are provided on making best use of virtual classrooms for tutorials, meetings, presentations, and peer collaboration. Web 2.0 tools like Twitter, Diigo and Recit are also discussed.
Making Sense of MOOCs from a Liberal Arts Perspectivelms4w
The document summarizes the history and development of MOOCs and discusses some of the debates around their implications for higher education. It notes that while MOOCs initially attract large numbers of students, completion rates are typically low. Some liberal arts colleges see MOOCs as conflicting with their residential model that emphasizes interaction between students and faculty. However, others are experimenting with integrating MOOCs and "flipping the classroom" to enhance learning.
This document discusses the use of virtual learning environments (VLEs) in art and design education. It explores different perspectives on VLEs, from passive transmission of information to active collaboration. The document also examines three types of courseware - primary, secondary, and tertiary - and how students and staff can engage with different elements of a VLE. Barriers to VLE adoption in art and design contexts include lack of time, support, and a perception that VLEs replace in-person teaching. The document advocates for training staff in VLE skills and developing strategies to promote a cultural shift towards more extensive VLE use.
Open SUNY NDLW: Using open source virtual-reality environments for community...Erin Maney
Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses.
Self-directed & lifelong Learning in the Information age: Can PLEs help?Nona Press
This presentation offers a perspective on what it means for individuals to learn in the information age and examines challenges concerning learner control and self-direction. Supporting learners and learning are also discussed and considers how the PLE (personal learning environment) idea, as a methodology, can deliver holistic support within and beyond institutional learning engagements
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
NSTA Saturday Evening Presentation On Inspire 3 18 2010Bradford Davey
The document proposes designing an online learning community called INSPIRE to engage high school students interested in STEM and NASA. It discusses keys to online learning success such as relevant content, clear expectations, and support for flexible, self-directed learners. INSPIRE will provide NASA-themed activities and competitions to motivate learning while facilitating interaction between students and educators through online and live events. An initial trial involved 1800 students who on average accessed the site twice a week and found it engaging.
Setting up the Learner-Centered Classroom. pdfAwee Hibanada
The passage criticizes the traditional classroom model of passive learning and argues that a more active approach is needed. It notes that the traditional model does not fit changing needs and is a passive way of learning, while the modern world requires a more active processing of information.
This document provides an overview of Web 2.0 technologies and their use in education based on a case study conducted from 2007-2009. It discusses how initial student comfort levels with blogging, wikis, and social networking slowly increased over the course of semesters. Student reflections indicated that while unfamiliar with technologies like wikis at first, they found value in learning about tools like RSS feeds and using technologies like Google Docs for collaborative work.
The document discusses embedding a culture of open education in universities by taking small steps to address challenges like technophobic faculty and attitudes of "digital native" students. It recommends systemic changes to learning structures and student attitudes, including encouraging staff uptake of social media for teaching through demonstrations and support for those trying new approaches. Roadshows and small group sessions would help cross the chasm to greater acceptance of online learning.
The document discusses reusable learning objects (RLOs) and their use and benefits in higher education. It describes how RLOs can be used to teach content, enable self-assessment of mastery of content, and provide repeated access for students. A case study is presented of a project at University of Massachusetts Dartmouth to create library tutorial RLOs to improve students' information literacy skills. The process of planning, developing, and integrating the RLOs is outlined. Assessment found that the tutorials helped students complete assignments more effectively and increased use of scholarly sources. Lessons learned stressed coordinating with librarians and providing faculty support for RLO integration.
Research dissemination within and beyond the curriculumSimon Haslett
Author: Dr Helen Walkington, Oxford Brookes University.
Keynote Presentation at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
Inquiring Minds Want to Know: How to Use the Question Formulation Technique t...lori_donovan
The document discusses using the Question Formulation Technique (QFT) to promote inquiry-based learning. It explains that QFT is a structured process where students generate their own questions about a topic. The technique helps students improve higher-order thinking skills like divergent, convergent, and metacognitive thinking. The QFT process involves focusing questions, producing questions without judgment, categorizing questions, prioritizing questions, and reflecting. When used in information literacy lessons, QFT can help students develop authentic questions that fuel curiosity and deeper learning.
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