The Digital One-Day events aimed to explore identity, literacy, and online communities of practice through synchronous distributed collaboration using the Elluminate online platform. The topics presented challenges both conceptually and technically in the new online environment. Some participants found the interface richer than face-to-face sessions while others struggled with technical difficulties or distractions. Evaluations showed the potential for effectively replicating workshops online but also identified communication and focus challenges. The events raised questions about whether identity, literacy and community are threshold concepts for educational development and whether discussions about online learning truly focus on learning itself.
This document discusses different techniques for online teaching according to the level of student interaction. It describes one-alone techniques where students learn on their own from online resources. One-to-one techniques involve communication between one student and teacher, such as learning contracts. One-to-many techniques have communication from one source to multiple people, like lectures. Many-to-many techniques feature interaction between many students, through debates, simulations, and discussion groups. Effective online teaching requires using technical resources and guidance from an instructor to support collaborative learning.
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.
This document discusses knowledge sharing, barriers to knowledge sharing, and the importance of overcoming those barriers. It introduces the Bileeta Knowledge Hub as a solution. Specifically, it defines knowledge sharing, lists common barriers such as lack of time, fear of job insecurity, poor communication skills, and lack of trust. It then outlines advantages to solving these problems, such as enabling better decision making and avoiding redundant work. Finally, it announces the launch of the Bileeta Knowledge Hub as a way to address these issues.
This document defines personal learning environments (PLEs) as an approach to learning directed by one's own needs and interests, facilitated by a collection of tools. PLEs allow learners to draw connections from various resources they select and organize. The document suggests implementing PLEs in classrooms by setting expectations, providing guidance on topics and technology options, communicating assessment, and providing examples. PLEs encourage learning beyond the classroom by creating a continuous space for learners to engage in communities of practice and learn from multiple people and places.
This document discusses using online communities and social networking for professional development and enhancing teaching. It provides examples of how communities can be used for collaborative projects, emotional support, and sharing best practices. However, simply creating a social platform is not enough - communities need measurable goals, engaging activities, collaboration and sharing of results, and institutional support to be successful. Factors like active participation versus passive engagement affect the impact on student performance. Designing instructional sequences and the tools available also influence how students utilize personal learning networks.
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
The Digital One-Day events aimed to explore identity, literacy, and online communities of practice through synchronous distributed collaboration using the Elluminate online platform. The topics presented challenges both conceptually and technically in the new online environment. Some participants found the interface richer than face-to-face sessions while others struggled with technical difficulties or distractions. Evaluations showed the potential for effectively replicating workshops online but also identified communication and focus challenges. The events raised questions about whether identity, literacy and community are threshold concepts for educational development and whether discussions about online learning truly focus on learning itself.
This document discusses different techniques for online teaching according to the level of student interaction. It describes one-alone techniques where students learn on their own from online resources. One-to-one techniques involve communication between one student and teacher, such as learning contracts. One-to-many techniques have communication from one source to multiple people, like lectures. Many-to-many techniques feature interaction between many students, through debates, simulations, and discussion groups. Effective online teaching requires using technical resources and guidance from an instructor to support collaborative learning.
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.
This document discusses knowledge sharing, barriers to knowledge sharing, and the importance of overcoming those barriers. It introduces the Bileeta Knowledge Hub as a solution. Specifically, it defines knowledge sharing, lists common barriers such as lack of time, fear of job insecurity, poor communication skills, and lack of trust. It then outlines advantages to solving these problems, such as enabling better decision making and avoiding redundant work. Finally, it announces the launch of the Bileeta Knowledge Hub as a way to address these issues.
This document defines personal learning environments (PLEs) as an approach to learning directed by one's own needs and interests, facilitated by a collection of tools. PLEs allow learners to draw connections from various resources they select and organize. The document suggests implementing PLEs in classrooms by setting expectations, providing guidance on topics and technology options, communicating assessment, and providing examples. PLEs encourage learning beyond the classroom by creating a continuous space for learners to engage in communities of practice and learn from multiple people and places.
This document discusses using online communities and social networking for professional development and enhancing teaching. It provides examples of how communities can be used for collaborative projects, emotional support, and sharing best practices. However, simply creating a social platform is not enough - communities need measurable goals, engaging activities, collaboration and sharing of results, and institutional support to be successful. Factors like active participation versus passive engagement affect the impact on student performance. Designing instructional sequences and the tools available also influence how students utilize personal learning networks.
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
The document discusses the roles and skills of effective online facilitators. It emphasizes establishing a presence and sense of community to engage learners. Facilitators should welcome participants, encourage discussion, assess learning, and summarize lessons. Building social connections and addressing learners' individual needs helps them feel supported. Facilitators also develop over time through training that covers pedagogy, technology skills, and developing an online persona. The goal is to flexibly support learners and create a productive community experience.
Open Scholarship: Social Media, Participation, and Online NetworksGeorge Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 3: Open Scholarship: Social Media, Participation, and Online Networks
Learning 2.0: Learning 2.0: Using Web 2.0 Tools for Learning and CommunicationAndy Petroski
Presented at IU 21 in Schnecksville, PA on October 27, 2010.
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable Learning 2.0.
This document summarizes the past, present, and future of online learning. It discusses how online learning has evolved from an emphasis on information transmission to incorporating more collaborative and constructivist approaches. While learning management systems and social software are current popular tools, online instruction often still focuses on replicating traditional teaching methods. Best practices for effective online learning include using a project team approach, providing learner and instructor support, and establishing strong centralized support. Younger generations like Generation Y who have grown up with technology may have different expectations for online learning opportunities.
This document discusses using knowledge management technology to increase teacher collaboration. It defines knowledge management as accumulating and distributing an organization's collective knowledge. Electronic environments refer to using technology like the internet or email. Communities of practice are groups where collective learning leads to shared practices. The document outlines barriers like limited technology access and time for teachers. Benefits include reducing wasted time and increasing access to resources. It suggests using a bottom-up approach and wikis to facilitate electronic collaboration between teachers.
This document discusses the use of social media in education. It defines social media as online tools that allow users to interact, share information and ideas. When integrated properly into virtual classrooms, social media can enhance learning experiences and student engagement. The document outlines several social media tools like social networks, blogs, wikis, bookmarking, and multimedia sharing and provides potential educational uses for each. It emphasizes that social media promotes collaboration, makes materials accessible, and supports discussions. Guidelines are provided for appropriate and effective use of social media in education.
Information literacy 2.0: experts or expats?Pru Mitchell
This presentation (rescued from the archives) was presented at the 2007 School Library Association of New Zealand Aotearoa Conference. It challenges library staff to reconsider their role in information literacy and how to ensure students and teachers are equipped to navigate the new information landscape. It asks for experts in contemporary information literacy issues, such as online identity, digital rights, social networking, personalisation and collaborative content, rather then expatriates continuing to do things as they did in ‘the old country’?
Building a Collaborative Knowledge Base in Diigo: How Links, Tags, and Comme...Vanessa Dennen
Abstract: This case study examines the use of Diigo, a social bookmarking tool, in an online class. The purpose of using Diigo in this class was to create a collaborative knowledge base on the course topic around which students might interact. Students contributed relevant links to the Diigo group, although tagging appeared somewhat haphazard. Toward the end of the course, a tagging scheme started to emerge. The brief course duration likely limited the benefits of Diigo to this group, at least where tagging was concerned. Not all students contributed in the same way; some contributed more links whereas others were heavy commenters. Link contributors did not dominate the comment-based interactions. Instead, comments were based on mutual interests, with students letting each other know when and how their contributions were valued.
The document discusses how digital tools like blogs and virtual classrooms can support teachers' professional development and reflective practice. It argues that blogs allow teachers to collaborate, share information, get feedback, and reflect on their teaching practices. Virtual classrooms similarly provide opportunities for teachers to receive comments and feedback to help improve their performance and reflect on lessons. However, pedagogical principles still need to be followed and technology should enhance reflection rather than replace important teaching tasks.
Edld 5362 week 2 assignment - Social Networking Goes to Schooltrekkerjhawks
The document discusses how social networking is transforming education through new educational networks. It describes two such networks - The Interactive Whiteboard Revolution and Classroom 2.0 - which support teacher collaboration around educational technologies. These networks provide forums, presentations, and discussion groups around topics like blogging, calendars, and course management systems. Participation in these networks will allow educators to explore relationships, gain knowledge to help colleagues integrate technology, and become more adept teachers and technology facilitators. Social networking is fundamentally changing how education is approached.
This document discusses how social networking tools and Web 2.0 technologies can be used to support formal learning. It provides an overview of Athabasca University, a Canadian university that offers only distance education programs. The document then discusses definitions of Web 1.0, Web 2.0, and social networking. It examines how social networking apps can be used in education and outlines some benefits and challenges of using these tools. Finally, it proposes ways that universities can integrate social networking and connectivist pedagogies into their learning environments and programs.
The document discusses using social media in the classroom, providing definitions and examples of tools like Pinterest, Twitter, YouTube, VoiceThread, and recommendations for integrating them effectively by familiarizing yourself with the tools, selecting ones that meet your objectives, and providing guidance to students on usage and privacy. Several faculty examples are given of using social media for collaborative learning activities and real-time projects.
The document discusses theories and best practices for online instruction. It covers topics like transactional distance theory, constructivism, meaningful learning, social presence, and strategies to increase interaction and dialogue. Recommendations include incorporating opportunities for collaboration, self-paced study, and assessment. The importance of instructor visibility, prompt feedback, and engaging teaching methods are also emphasized.
10 Tips for Building an Accessible Online Course3Play Media
In this webinar Janet Sylvia, Web Accessibility Consultant, will provide 10 Tips for building an accessible online course. This presentation is for anyone involved in the web-based delivery of academic classes, continuing education, employee training, professional development or other programs. How do you ensure your online course is equally accessible for people with and without disabilities?
Create Community With Web 2.0 Tools
Participants will learn to use Web 2.0 tools to build a sense of community; provide value to staff, faculty, students, and alumni; and reap benefits from communities and groups.
Personal learning networks (PLNs) are the formal and informal connections made up of people like teachers, colleagues, parents, and experts that provide learning opportunities. They assist with sharing new ideas, resources, feedback, and support. PLNs are developed through interactions on social networking tools for professional purposes. They allow learners to take control of and manage their own lifelong learning by connecting to others, collaborating, and accessing aggregated knowledge. Key aspects of effective PLNs include learner autonomy, connectedness, collaboration, and flexibility.
Sermon slides just like jesus Dan PetrakDan Petrak
Worship involves recognizing God as the creator and sustainer who is good and whose love endures. It involves praising God with joy, thanksgiving, singing and rejoicing. True worship is spiritual and led by God's spirit, focusing on the truth that Jesus Christ is God. Worship should involve all of life lived for God as an offering to him through our thoughts, words and deeds each day.
The document discusses the roles and skills of effective online facilitators. It emphasizes establishing a presence and sense of community to engage learners. Facilitators should welcome participants, encourage discussion, assess learning, and summarize lessons. Building social connections and addressing learners' individual needs helps them feel supported. Facilitators also develop over time through training that covers pedagogy, technology skills, and developing an online persona. The goal is to flexibly support learners and create a productive community experience.
Open Scholarship: Social Media, Participation, and Online NetworksGeorge Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 3: Open Scholarship: Social Media, Participation, and Online Networks
Learning 2.0: Learning 2.0: Using Web 2.0 Tools for Learning and CommunicationAndy Petroski
Presented at IU 21 in Schnecksville, PA on October 27, 2010.
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable Learning 2.0.
This document summarizes the past, present, and future of online learning. It discusses how online learning has evolved from an emphasis on information transmission to incorporating more collaborative and constructivist approaches. While learning management systems and social software are current popular tools, online instruction often still focuses on replicating traditional teaching methods. Best practices for effective online learning include using a project team approach, providing learner and instructor support, and establishing strong centralized support. Younger generations like Generation Y who have grown up with technology may have different expectations for online learning opportunities.
This document discusses using knowledge management technology to increase teacher collaboration. It defines knowledge management as accumulating and distributing an organization's collective knowledge. Electronic environments refer to using technology like the internet or email. Communities of practice are groups where collective learning leads to shared practices. The document outlines barriers like limited technology access and time for teachers. Benefits include reducing wasted time and increasing access to resources. It suggests using a bottom-up approach and wikis to facilitate electronic collaboration between teachers.
This document discusses the use of social media in education. It defines social media as online tools that allow users to interact, share information and ideas. When integrated properly into virtual classrooms, social media can enhance learning experiences and student engagement. The document outlines several social media tools like social networks, blogs, wikis, bookmarking, and multimedia sharing and provides potential educational uses for each. It emphasizes that social media promotes collaboration, makes materials accessible, and supports discussions. Guidelines are provided for appropriate and effective use of social media in education.
Information literacy 2.0: experts or expats?Pru Mitchell
This presentation (rescued from the archives) was presented at the 2007 School Library Association of New Zealand Aotearoa Conference. It challenges library staff to reconsider their role in information literacy and how to ensure students and teachers are equipped to navigate the new information landscape. It asks for experts in contemporary information literacy issues, such as online identity, digital rights, social networking, personalisation and collaborative content, rather then expatriates continuing to do things as they did in ‘the old country’?
Building a Collaborative Knowledge Base in Diigo: How Links, Tags, and Comme...Vanessa Dennen
Abstract: This case study examines the use of Diigo, a social bookmarking tool, in an online class. The purpose of using Diigo in this class was to create a collaborative knowledge base on the course topic around which students might interact. Students contributed relevant links to the Diigo group, although tagging appeared somewhat haphazard. Toward the end of the course, a tagging scheme started to emerge. The brief course duration likely limited the benefits of Diigo to this group, at least where tagging was concerned. Not all students contributed in the same way; some contributed more links whereas others were heavy commenters. Link contributors did not dominate the comment-based interactions. Instead, comments were based on mutual interests, with students letting each other know when and how their contributions were valued.
The document discusses how digital tools like blogs and virtual classrooms can support teachers' professional development and reflective practice. It argues that blogs allow teachers to collaborate, share information, get feedback, and reflect on their teaching practices. Virtual classrooms similarly provide opportunities for teachers to receive comments and feedback to help improve their performance and reflect on lessons. However, pedagogical principles still need to be followed and technology should enhance reflection rather than replace important teaching tasks.
Edld 5362 week 2 assignment - Social Networking Goes to Schooltrekkerjhawks
The document discusses how social networking is transforming education through new educational networks. It describes two such networks - The Interactive Whiteboard Revolution and Classroom 2.0 - which support teacher collaboration around educational technologies. These networks provide forums, presentations, and discussion groups around topics like blogging, calendars, and course management systems. Participation in these networks will allow educators to explore relationships, gain knowledge to help colleagues integrate technology, and become more adept teachers and technology facilitators. Social networking is fundamentally changing how education is approached.
This document discusses how social networking tools and Web 2.0 technologies can be used to support formal learning. It provides an overview of Athabasca University, a Canadian university that offers only distance education programs. The document then discusses definitions of Web 1.0, Web 2.0, and social networking. It examines how social networking apps can be used in education and outlines some benefits and challenges of using these tools. Finally, it proposes ways that universities can integrate social networking and connectivist pedagogies into their learning environments and programs.
The document discusses using social media in the classroom, providing definitions and examples of tools like Pinterest, Twitter, YouTube, VoiceThread, and recommendations for integrating them effectively by familiarizing yourself with the tools, selecting ones that meet your objectives, and providing guidance to students on usage and privacy. Several faculty examples are given of using social media for collaborative learning activities and real-time projects.
The document discusses theories and best practices for online instruction. It covers topics like transactional distance theory, constructivism, meaningful learning, social presence, and strategies to increase interaction and dialogue. Recommendations include incorporating opportunities for collaboration, self-paced study, and assessment. The importance of instructor visibility, prompt feedback, and engaging teaching methods are also emphasized.
10 Tips for Building an Accessible Online Course3Play Media
In this webinar Janet Sylvia, Web Accessibility Consultant, will provide 10 Tips for building an accessible online course. This presentation is for anyone involved in the web-based delivery of academic classes, continuing education, employee training, professional development or other programs. How do you ensure your online course is equally accessible for people with and without disabilities?
Create Community With Web 2.0 Tools
Participants will learn to use Web 2.0 tools to build a sense of community; provide value to staff, faculty, students, and alumni; and reap benefits from communities and groups.
Personal learning networks (PLNs) are the formal and informal connections made up of people like teachers, colleagues, parents, and experts that provide learning opportunities. They assist with sharing new ideas, resources, feedback, and support. PLNs are developed through interactions on social networking tools for professional purposes. They allow learners to take control of and manage their own lifelong learning by connecting to others, collaborating, and accessing aggregated knowledge. Key aspects of effective PLNs include learner autonomy, connectedness, collaboration, and flexibility.
Sermon slides just like jesus Dan PetrakDan Petrak
Worship involves recognizing God as the creator and sustainer who is good and whose love endures. It involves praising God with joy, thanksgiving, singing and rejoicing. True worship is spiritual and led by God's spirit, focusing on the truth that Jesus Christ is God. Worship should involve all of life lived for God as an offering to him through our thoughts, words and deeds each day.
Este documento trata sobre la excelencia en el servicio y la motivación al cambio. Explica la importancia de comprender las necesidades de los clientes y de ir más allá de sus expectativas a través del uso de principios clave como la escucha activa y el proceso de servicio de atender, aclarar, satisfacer y asegurar. También destaca la necesidad de equilibrar estos elementos para proporcionar consistentemente un excelente servicio ordinario.
Flipped learning webinar for Ross Education March 2015Dan Petrak
This webinar discussed flipped/flex learning. It defined flipped learning as transmitting instruction outside of class, such as through videos, and using class time for student assimilation of the material through higher-order thinking activities. The webinar provided examples of open educational resources like YouTube, Merlot, and Wolfram Alpha that can be used to engage students outside of class. It emphasized that students and faculty may need to adjust to this new style of active, student-centered learning but that it can improve student outcomes when implemented effectively.
Digital games to learn math presentationDan Petrak
The document discusses how digital games can help students learn math. It explains that games provide optimal learning by creating a state of "flow" where students are challenged at an appropriate level of difficulty. This allows them to make mistakes and receive immediate feedback in a low-stress way. Several digital games are presented as examples that help teach specific math skills like fractions, expressions, factors, and equations in an engaging manner. Educators are encouraged to use games to provide individualized, targeted math instruction that motivates students to learn through fun.
uitleg van het bezittelijk voornaamwoord in de Franse taal, bedoeld voor beginners.
In de file staan overgangen die je online niet ziet. ook is ( zucht) de audio er uit verdwenen. Ik zal proberen er binnenkort een slidecast van te maken.
The Digital Diaspora Family Reunion is an interactive public media project that uses multimedia like uploaded family photos to engage audiences. It empowers individuals and communities to share their lives and photos. The key feature is interactivity, allowing users to easily upload, tag and share their photo collections globally or with select people. The goal is to inspire visual literacy, intergenerational dialogue, and appreciation of family archives.
World energy demand is projected to increase 45% by 2030, with coal accounting for over a third of the rise. This level of growth in coal is unsustainable. Turkey's current energy profile relies heavily on thermal sources like coal, gas, and oil to generate electricity. However, Turkey has abundant renewable resources like solar, wind, hydro, and geothermal. The cost of solar power is decreasing and it is projected to reach grid parity within a few years without subsidies. For Turkey to meet its growing energy needs sustainably, it will need to incentivize investment in renewable sources like solar to take advantage of its resources.
Distance education with moodle day 1 nov 3 no internetjoancoy1
This document outlines the agenda and activities for a professional development day focused on assessment for learning and differentiation in distance education. The day will include discussions on assessing student talent and engagement, using technology tools for inquiry-based learning, sharing best practices, and creating personalized online lessons. Participants will work in groups to develop strategies and goals for their school divisions and collaborate on building an online learning community for educators across Saskatchewan. The overarching goals are to advance distance education administration, teaching, and development, and ensure every student develops a deep understanding of their learning.
The document discusses reasons for using technology in teaching. It provides practical reasons like tracking student learning and pedagogical reasons like enhancing writing abilities. It emphasizes the importance of creating shared digital spaces for collaboration. When designing technology-enhanced courses, instructors should consider learner needs and instructional goals rather than focusing primarily on the technology.
This document discusses using social media as a context for connected learning. It provides theoretical foundations for a problem-based approach using emerging technologies in a disruptive way that is responsive to learner needs. A four-part model of learning styles is also discussed. Questions are presented to help faculty select technologies that align with learning goals and problems. Potential issues include tools being confusing and lack of institutional support, so focusing on pedagogy first is advised.
The document discusses flexible pedagogies for disruptive technologies in education. It defines disruptive technologies as new, lower-cost technologies that eventually displace established ones. The author examines how technologies like mobile phones and chat rooms can disrupt traditional classroom norms. She outlines principles for flexible pedagogies based on constructivism, sociocultural approaches, and collaborative learning to maximize opportunities from evolving communications technologies. A case study of her graduate course demonstrates blending physical and online learning, learner-shaped structures, and using technologies like blogs and wikis to support communication and assessment.
The document discusses blended learning and outlines goals and elements of creating effective blended learning activities and courses. It provides examples of blended learning approaches and discusses teaching and social presences in online learning. Key aspects of design, facilitation, and direction of cognitive and social processes are covered.
The document discusses the deployment of an online survey called INSIGHTS through the Learning Community Management System (LCMS) to understand student preferences for online learning at HCCB. INSIGHTS collected data on student demographics, content consumption, and growth trends from August 27, 2012. The dynamic, real-time results showed that 376 students in the Caraga region were reached and showed interest in online learning through the LCMS. No further actions were taken based on the survey results as of the date presented.
The document discusses designing online group activities and provides guidance on several aspects of distributed collaboration and online group work. It outlines objectives for small group activities, describes roles and issues for moderation. Examples of tools for online collaboration are given along with principles for sequencing activities and establishing an appropriate stance. Guidelines are provided around content, delivery, and assessment of online group work. Participants' experiences with online collaboration and the permanence of online discussions are also summarized.
Merging social media, mobile learning, MOOC optionsInge de Waard
Presentation given during the Learning Solutions conference 2014. It focuses on different learning affordances, organizational and learner challenges and solutions related to social media, mobile learning and MOOCs and suggests options to combine all these training technologies to come to a seamless learning environemt.
LMS (D2L) and Social Media (SM): friends or foes? Surveys open August 24, 1PM...Plamen Miltenoff
How much of the class interaction belongs to Twitter and Facebook and how much to LMS (e.g. D2L)? Where do students’ and instructors’ preferences lie when choosing between LMS and social media and how to be reconciled? What are the advantages of using social media as communication channel to the advantages of using LMS?
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
The document provides an overview of a 3-day training program for new facilitators at Focus: Hope in Detroit, Michigan. The training will cover topics like attendance procedures, educating students, food bank operations, and community outreach. It will be led by Oluwafemi Osisanya and aims to provide skills for effective online facilitation. The training objectives are to develop skills in areas like communication, productivity, creativity, and guidance. Participants will be assessed through informal rubric-based assessments and simulations of the learning management system. The training will utilize various technology and media tools to engage learners online.
The document discusses new directions in assessment that are shifting away from traditional summative assessments towards more formative assessments. Key shifts include moving from individual to collaborative learning, from teacher-driven to student-driven learning, and from memorization of facts to analysis and exploration of knowledge. Formative assessment is presented as a way to integrate assessment with instruction to deepen learning rather than just measure teaching. Technological changes are transforming learning from linear to distributed knowledge and requiring new literacies around skills like collaboration, networking, and navigating multiple media.
Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
The document discusses designing a problem-based learning online course about social media. It proposes using three overarching problems related to commerce, education, and professions for students to solve through interacting in social media and reading course materials. The course would utilize various technologies and involve one hour of synchronous group tutorials and one hour of asynchronous online activities each week. Reflective analyses from the two instructors find benefits like developing 21st century skills but also challenges in facilitating discussions and group work online. Overall, the instructors feel it was a worthwhile experience and would design another online PBL course.
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
Using Social Media for Peer Feedback in a Translation ClassBenoît Guilbaud
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
This document discusses connected learning and connected educators. It covers several key topics:
1. Connected learning focuses on making connections between learners and allowing learning to occur through interaction and conversation rather than individual expression.
2. Professional development for educators needs to change to a connected learning community model where educators can connect locally through professional learning communities, globally through personal learning networks, and in topic-specific communities of practice.
3. Personal learning networks, communities of practice, and professional learning communities are different approaches for connecting and collaborating, but all aim to support lifelong learning for educators.
This document provides an agenda for a training on training CLIL teachers online. It discusses the differences between face-to-face and online learning, the role of the online tutor, skills for effective online tutoring, and using the Moodle learning platform. The training will cover discussing experiences as online learners and trainers, the online learning community, challenges of online teaching, qualities of successful online trainers, tutor competencies, communication strategies, assessment tools in Moodle, and copyright issues with online materials. Trainees will participate in an online CLIL course and potentially tutor online CLIL courses in the future.
The document discusses strategies for supporting distance learning students through their studies. It covers preparing and inducting students, providing pastoral support, facilitating student learning, and assessing students. Preparation includes informing students about course requirements and technologies. Pastoral support involves maintaining contact and encouraging struggling students. Facilitation of learning analyzes challenges students face and provides activities and technologies to help overcome them. Assessment addresses assignment preparation, submission, and feedback. The goal is to help students succeed while studying at a distance.
Similar to Introducing blackboard community to Des Moines Area Community College (20)
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!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Introducing blackboard community to Des Moines Area Community College
1. Introducing Blackboard Community
DMACC Faculty Development Day
August 19, 2014, FFA Building
Humanities – Joe Danielson (History)
Kate Halverson (Psychology)
Laurie Linhart (Sociology)
Science – Julie Gonzalez
English – Shannon McGregor
Math – Dan Petrak
Honors Program – Sarah Waddle
Program Areas – Jenny Foster
7. Session Objectives
1. What is Blackboard Community?
2. How do you see Community complementing
your communication, teaching, and student
learning at DMACC?
3. What additional applications or problems
could be addressed by using Community?
8. What Is Blackboard Community?
Blackboard Community is an online space to collaborate
and share resources within departments.
•model best practices, share assignments, and syllabi
•revision of competencies and district-wide assessments
•empower faculty to engage with one another (1,970 full-time, adjunct,
concurrent enrollment instructors)
•connect the campuses and high schools to improve communication
•serve as one more method to coordinate professional development and
facilitate professional dialogue
9. Who Can Use Community?
•Previously, online development materials were available
to those who took Blackboard training, so in order to
access them, faculty had to be Blackboard trained.
•Now, everyone whether Blackboard trained or not will
have access.
Do I have to use Community?
•It’s a volunteer environment.
10. What Are the Limitations and Benefits?
Limitations
•Already have professional
learning communities
•Redundant
•Past online communities not
used
•Don’t need another piece of
technology
Benefits
•Not in isolation
•Asynchronous communication
•Others might have the same
question or might not know the
concept or tool is available
•DMACC integrated—
same username and password
We have already built their resources and framework.
Now, we need you.
11. Where Is Blackboard Community
Located?
1. Go to the DMACC home page
(https://go.dmacc.edu/)
2. Click on Online Learning
3. Click on Access My Online Courses
4. Click the Faculty tab
12. Discuss
1. Pair with another person at your table to
discuss the following questions.
2. Write those concepts on the sheets at
your table.
3. We will collect them at the end of the
session.
13. Discuss
How do you see Community
complementing your communication,
teaching, and student learning at
DMACC?
16. Next Steps
1. During Fall 2014, DMACC is piloting Humanities, Communications,
Math, Science, Social Sciences, New Faculty Orientation, Adjuncts,
Concurrent Enrollment, Honors, and Career Technical.
If your area does not have a faculty leader (Business,
Technology, Health, General), contact:
• Your District Chair
• Dan Petrak
• Shannon McGregor
2. Today and throughout the fall and spring, you will have
opportunities to learn how to use Community.
3. In January, we will revisit where we are and where we are going.