aPLaNet is a European Union funded education project for language educators to help them use social networks and build PLNs for their professional development.
Taken from the wonderful Studio Pelikan, Language school in Brno, Czech Republic, during the 3rd partner meeting.
Find out more about the project and how you can take part at:
www.aplanet-project.org
www.aplanet-project.eu
The document outlines the steps and resources for an online mentoring program called aPLaNet. It discusses (1) introducing mentees to mentoring, (2) recommendations for online mentoring, and (3) the 7-step procedure for aPLaNet mentoring which includes volunteering to be a mentor, finding a mentee, planning initial meetings, continuing the mentoring relationship with available resources, and eventually ending the mentoring process. Resources for both mentors and mentees are provided on the aPLaNet website.
ePortfolio student support June 22, 2010Jiyeon Lee
This document discusses student support resources for ePortfolios at LaGuardia Community College, including ePortfolio Consultants, the Student Technology Mentor (STM) Program, and Studio Hour sessions. EPortfolio Consultants and STMs provide training and one-on-one assistance to students and faculty on developing ePortfolios. They conduct workshops and staff open computer labs. The STM Program trains students in instructional technologies and multimedia skills over two semesters, with the goal of them becoming Instructional Design Assistants or EPortfolio Consultants.
ePortfolio Support Staff at LaGuardia Community Collegemaking_connections
This document discusses student support resources for ePortfolios at LaGuardia Community College, including ePortfolio Consultants, the Student Technology Mentor (STM) Program, and Studio Hour sessions. EPortfolio Consultants and STMs provide training and one-on-one assistance to students and faculty on developing ePortfolios. They conduct workshops and staff open computer labs. The STM Program trains students in instructional technologies and multimedia skills over two semesters, with the goal of them becoming Instructional Design Assistants or EPortfolio Consultants.
Brouns, Firssova - Bootcamp EMMA MOOC Assessment for learning in practice - E...EUmoocs
This presentation by Francis Brouns and Olga Firssova was given at the EDEN conference. To know more visit http://project.europeanmoocs.eu/project/publications/
We say "mooin": MOOC Making Stories from Luebeckoncampus
Anja Lorenz presents on the MOOC initiatives of the University of Applied Sciences Lübeck. They have developed over 40 MOOCs since 2015 on their own mooin platform, with over 25,000 users. Their MOOCs cover topics in general education and for professionals. They have a team that handles project management, instructional design, media production, and platform development. Each MOOC has its own story and partners. They encourage others to develop their own MOOCs on the mooin platform through tutorials. Their goal is to continue expanding MOOC topics, partnerships, and reach.
We say "mooin": MOOC Making Stories from LuebeckAnja Lorenz
Anja Lorenz presents information on the MOOC platform mooin and the MOOCs offered through the University of Applied Sciences Lübeck. Mooin has been the university's own MOOC platform since 2015 and has hosted over 40 MOOCs reaching more than 25,000 users. Lorenz discusses the development process for MOOCs, the team involved, and examples of successful MOOCs created on diverse topics through partnerships with various organizations. She encourages others to develop their own MOOCs on the mooin platform.
Carmen Padrón-Nápoles - EMMA webinar: Sharing the experience of the EMMA plat...EUmoocs
This slides were presented during one of the webinars in the EMMA webinar series.
This last session of the EMMA webinar series will provide you with an overview of our experiences developing and running the EMMA platform from the perspective of accommodating cultural and pedagogical diversity as well as the lessons learned during this adventure. The second part of the webinar will be dedicated to presenting some of our plans and collaborations for the near future, 1) describing how EMMA intends to respond to the challenge of launching itself on the market and achieving sustainability, and 2) presenting the EMMA business plan and future governance. This webinar intends to be also a call to action to come on board, don't miss this opportunity!
Find out more: http://project.europeanmoocs.eu/project/get-involved/webinar-series/sharing-the-experience-of-the-emma-platform-looking-to-the-future/
Xavier Garnier is a math teacher and FCL Lead Ambassador from France. He has trained teachers on using the FCL Toolkit and created scenarios around bringing external experts into the classroom using video conferencing, project-based learning with student choice, and collaborative learning with the Jigsaw Method. He is working to design the first French FCL lab at his school by June 2016 through partnerships for hardware and funding for furniture. Upcoming activities include more Toolkit training, launching the first scenario, finalizing the French FCL ambassador list, and helping schools design their own technology strategies.
The document outlines the steps and resources for an online mentoring program called aPLaNet. It discusses (1) introducing mentees to mentoring, (2) recommendations for online mentoring, and (3) the 7-step procedure for aPLaNet mentoring which includes volunteering to be a mentor, finding a mentee, planning initial meetings, continuing the mentoring relationship with available resources, and eventually ending the mentoring process. Resources for both mentors and mentees are provided on the aPLaNet website.
ePortfolio student support June 22, 2010Jiyeon Lee
This document discusses student support resources for ePortfolios at LaGuardia Community College, including ePortfolio Consultants, the Student Technology Mentor (STM) Program, and Studio Hour sessions. EPortfolio Consultants and STMs provide training and one-on-one assistance to students and faculty on developing ePortfolios. They conduct workshops and staff open computer labs. The STM Program trains students in instructional technologies and multimedia skills over two semesters, with the goal of them becoming Instructional Design Assistants or EPortfolio Consultants.
ePortfolio Support Staff at LaGuardia Community Collegemaking_connections
This document discusses student support resources for ePortfolios at LaGuardia Community College, including ePortfolio Consultants, the Student Technology Mentor (STM) Program, and Studio Hour sessions. EPortfolio Consultants and STMs provide training and one-on-one assistance to students and faculty on developing ePortfolios. They conduct workshops and staff open computer labs. The STM Program trains students in instructional technologies and multimedia skills over two semesters, with the goal of them becoming Instructional Design Assistants or EPortfolio Consultants.
Brouns, Firssova - Bootcamp EMMA MOOC Assessment for learning in practice - E...EUmoocs
This presentation by Francis Brouns and Olga Firssova was given at the EDEN conference. To know more visit http://project.europeanmoocs.eu/project/publications/
We say "mooin": MOOC Making Stories from Luebeckoncampus
Anja Lorenz presents on the MOOC initiatives of the University of Applied Sciences Lübeck. They have developed over 40 MOOCs since 2015 on their own mooin platform, with over 25,000 users. Their MOOCs cover topics in general education and for professionals. They have a team that handles project management, instructional design, media production, and platform development. Each MOOC has its own story and partners. They encourage others to develop their own MOOCs on the mooin platform through tutorials. Their goal is to continue expanding MOOC topics, partnerships, and reach.
We say "mooin": MOOC Making Stories from LuebeckAnja Lorenz
Anja Lorenz presents information on the MOOC platform mooin and the MOOCs offered through the University of Applied Sciences Lübeck. Mooin has been the university's own MOOC platform since 2015 and has hosted over 40 MOOCs reaching more than 25,000 users. Lorenz discusses the development process for MOOCs, the team involved, and examples of successful MOOCs created on diverse topics through partnerships with various organizations. She encourages others to develop their own MOOCs on the mooin platform.
Carmen Padrón-Nápoles - EMMA webinar: Sharing the experience of the EMMA plat...EUmoocs
This slides were presented during one of the webinars in the EMMA webinar series.
This last session of the EMMA webinar series will provide you with an overview of our experiences developing and running the EMMA platform from the perspective of accommodating cultural and pedagogical diversity as well as the lessons learned during this adventure. The second part of the webinar will be dedicated to presenting some of our plans and collaborations for the near future, 1) describing how EMMA intends to respond to the challenge of launching itself on the market and achieving sustainability, and 2) presenting the EMMA business plan and future governance. This webinar intends to be also a call to action to come on board, don't miss this opportunity!
Find out more: http://project.europeanmoocs.eu/project/get-involved/webinar-series/sharing-the-experience-of-the-emma-platform-looking-to-the-future/
Xavier Garnier is a math teacher and FCL Lead Ambassador from France. He has trained teachers on using the FCL Toolkit and created scenarios around bringing external experts into the classroom using video conferencing, project-based learning with student choice, and collaborative learning with the Jigsaw Method. He is working to design the first French FCL lab at his school by June 2016 through partnerships for hardware and funding for furniture. Upcoming activities include more Toolkit training, launching the first scenario, finalizing the French FCL ambassador list, and helping schools design their own technology strategies.
The document summarizes a training for Portuguese teachers on the eTwinning platform. It was a blended learning course with an initial face-to-face session, followed by 3 months of online sessions on Moodle, and a final face-to-face session. Teachers learned about the eTwinning portal and desktop, planned projects, found partners, and created partnerships. They presented their eTwinning projects at the last session. The training was officially recognized by the Portuguese Ministry of Education, and teachers received a certificate.
Get up to SPEED on e-design and delivery at LSBUwitthaus
Presentation given at LSBU about SPEED project (www.tinyurl.com/speed-website), 23 Oct 2012. Also see www.tinyurl.com/lsbudecisions - collaborative document generated by the group during the session.
The document summarizes the OPENPROF project which aimed to foster open collaboration between education professionals and develop training materials on using and creating open educational resources (OER) and innovative curriculum for work-based learning. The project involved partners from 6 countries and produced 3 training materials on OER, ICT tools for OER, and curriculum design for work-based learning. It also developed 6 modules adapted for work-based learning and shared 48 OERs in different languages. The overall goal was to help educators better meet the needs of adult learners in a shifting educational landscape.
Online Learning at the University of ParmaSara Valla
The document discusses online learning programs at the University of Parma in Italy. It describes the university's socio-technical system for online learning, which includes structures that provide technological support like the Information and Telecommunications Department and the Engineering Learning Centre. It also outlines some of the university's online learning programs and experiences, such as the DILL Master's program, online learning laboratories, and the use of social bookmarking, reading, and reference management tools to foster collaborative and active learning.
The presentation summarizes the OERup! project which aims to promote the use of open educational resources (OER) in adult education. It conducted a needs analysis which found that educators need basic information on finding, using, and creating OER as well as developing institutional strategies and policies. The project is providing online and workshop training on topics like discovering existing OER, open educational practices, and developing OER strategies. The training uses a blended approach with online modules, webinars, workshops, and peer mentoring to help educators develop OER projects. The end goal is to produce open training materials and guidelines on best practices for integrating OER in adult education.
This document provides information about eTwinning, a virtual community for schools in Europe that promotes collaboration through information and communication technologies. It discusses the history and integration of eTwinning within European education programs since 2005. Key points include that eTwinning offers a platform for European teachers to communicate, collaborate, develop projects, and share good practices. It also outlines the three layers of eTwinning tools - eTwinning Live, TwinSpace, and the Public Portal. Details are given about professional development opportunities for teachers within eTwinning like learning events, groups, online seminars and European Professional Development Workshops.
This document summarizes the minutes from three meetings of the FLwICT project. The first meeting was held in Portugal and involved presentations from each partner school about their institution. Partners also discussed the project website, blog, objectives and responsibilities. The second meeting provided training on the screencasting software programs Jing, Snagit and Camtasia. Partners practiced using the programs. The third meeting covered using the programs Lucidpress and the eTwinning platform, and creating a logo for the project.
This document summarizes the iTEC project in Portugal. It discusses the global iTEC community and Portugal's participation through multiple piloting cycles from 2011-2014. It describes the training and support provided to Portuguese teachers, including face-to-face workshops and online resources. Examples are given of outputs from students, including websites and videos. Next steps discussed include continuing the community of practice, designating iTEC ambassadors, and developing additional online training resources.
The document summarizes the first partnership meeting of the FLwICT 2015-2017 project. The meeting took place in Arcos de Valdevez, Portugal between November 16-20, 2015. Representatives from Turkey, Lithuania, Latvia, Italy, Poland, Portugal, Spain, and France attended presentations on the project objectives and screencasting software. Partners also visited Porto and experienced Portuguese culture and cuisine.
overview of etwinning action (under the LifeLong Learning Programme) and a short introduction to the web tools available for registred member (www.etwinning.net)
How to MOOC? – A pedagogical guideline for practitionersMartin Ebner
This document provides guidelines for practitioners on developing quality MOOCs. It examines xMOOCs and reflects on early experiences with MOOCs. The researchers developed a checklist with seven categories to help educators create their first MOOC. The categories cover core requirements, structure, participant needs, assignments, media design, communication, and resources. The checklist aims to support educators but is not obligatory. It will also continue evolving as new elements emerge in MOOCs.
THV's online lesson plan library is a resource for all educators to access free lesson plans on any subject and grade level related to destinations in the Hudson Valley region. The library was built to encourage sharing and collaboration between educators, with features that allow users to search, browse, view, participate and create lesson plans as well as comment, rate, and iterate on existing plans. Educators are encouraged to sign up and contribute their own lesson plans to build the community resource.
Over 8 years, a school district received $9,240 total in literacy grants from the Illinois Reading Council to fund various projects promoting literacy. This included annual grants from 2007-2014 for a Family Reading Night, as well as grants to bring in presentations from Poetry Alive and author visits. Additional grants were used to start a Little Free Library and create literacy bags for students to check out books. The document provides guidelines and tips for applying for Illinois Reading Council grants to fund literacy initiatives.
The document discusses using blogs as an alternative to maintaining a traditional website. It provides examples of blogs that can be used to connect teachers with students, students with others, and teachers with each other. These include classroom blogs on edublogs.org and personal blogs on other sites. Blogs are described as a tool that allows sharing ideas and experiences like poetry in prose.
This document summarizes the key aspects of the aPLaNet project, which aims to help language educators build their own Personal Learning Networks (PLNs) for professional development using online resources and social networks. The project has progressed through pre-piloting, piloting, and will produce a final user kit. Pre-piloting involved identifying ICT tools, social networks, and developing guides. Piloting included mentored and self-access options. Case studies were collected from participants. A methodology guide was created to enable replication. The project ensures quality through evaluation and collects feedback to improve resources, which are accessible through its website and social media platforms.
The VINTAGE project aims to develop a framework and online tool for self-assessment of key competences for adult learners. A partnership of organizations from 6 European countries will research existing strategies, develop descriptors for 8 key competences, and create a checklist for self-assessment. They will test the framework with trainers and practitioners, and the online tool with adult learners. The goal is to help adults assess competences gained through non-formal and informal learning to support personal and professional development.
The document summarizes a training for Portuguese teachers on the eTwinning platform. It was a blended learning course with an initial face-to-face session, followed by 3 months of online sessions on Moodle, and a final face-to-face session. Teachers learned about the eTwinning portal and desktop, planned projects, found partners, and created partnerships. They presented their eTwinning projects at the last session. The training was officially recognized by the Portuguese Ministry of Education, and teachers received a certificate.
Get up to SPEED on e-design and delivery at LSBUwitthaus
Presentation given at LSBU about SPEED project (www.tinyurl.com/speed-website), 23 Oct 2012. Also see www.tinyurl.com/lsbudecisions - collaborative document generated by the group during the session.
The document summarizes the OPENPROF project which aimed to foster open collaboration between education professionals and develop training materials on using and creating open educational resources (OER) and innovative curriculum for work-based learning. The project involved partners from 6 countries and produced 3 training materials on OER, ICT tools for OER, and curriculum design for work-based learning. It also developed 6 modules adapted for work-based learning and shared 48 OERs in different languages. The overall goal was to help educators better meet the needs of adult learners in a shifting educational landscape.
Online Learning at the University of ParmaSara Valla
The document discusses online learning programs at the University of Parma in Italy. It describes the university's socio-technical system for online learning, which includes structures that provide technological support like the Information and Telecommunications Department and the Engineering Learning Centre. It also outlines some of the university's online learning programs and experiences, such as the DILL Master's program, online learning laboratories, and the use of social bookmarking, reading, and reference management tools to foster collaborative and active learning.
The presentation summarizes the OERup! project which aims to promote the use of open educational resources (OER) in adult education. It conducted a needs analysis which found that educators need basic information on finding, using, and creating OER as well as developing institutional strategies and policies. The project is providing online and workshop training on topics like discovering existing OER, open educational practices, and developing OER strategies. The training uses a blended approach with online modules, webinars, workshops, and peer mentoring to help educators develop OER projects. The end goal is to produce open training materials and guidelines on best practices for integrating OER in adult education.
This document provides information about eTwinning, a virtual community for schools in Europe that promotes collaboration through information and communication technologies. It discusses the history and integration of eTwinning within European education programs since 2005. Key points include that eTwinning offers a platform for European teachers to communicate, collaborate, develop projects, and share good practices. It also outlines the three layers of eTwinning tools - eTwinning Live, TwinSpace, and the Public Portal. Details are given about professional development opportunities for teachers within eTwinning like learning events, groups, online seminars and European Professional Development Workshops.
This document summarizes the minutes from three meetings of the FLwICT project. The first meeting was held in Portugal and involved presentations from each partner school about their institution. Partners also discussed the project website, blog, objectives and responsibilities. The second meeting provided training on the screencasting software programs Jing, Snagit and Camtasia. Partners practiced using the programs. The third meeting covered using the programs Lucidpress and the eTwinning platform, and creating a logo for the project.
This document summarizes the iTEC project in Portugal. It discusses the global iTEC community and Portugal's participation through multiple piloting cycles from 2011-2014. It describes the training and support provided to Portuguese teachers, including face-to-face workshops and online resources. Examples are given of outputs from students, including websites and videos. Next steps discussed include continuing the community of practice, designating iTEC ambassadors, and developing additional online training resources.
The document summarizes the first partnership meeting of the FLwICT 2015-2017 project. The meeting took place in Arcos de Valdevez, Portugal between November 16-20, 2015. Representatives from Turkey, Lithuania, Latvia, Italy, Poland, Portugal, Spain, and France attended presentations on the project objectives and screencasting software. Partners also visited Porto and experienced Portuguese culture and cuisine.
overview of etwinning action (under the LifeLong Learning Programme) and a short introduction to the web tools available for registred member (www.etwinning.net)
How to MOOC? – A pedagogical guideline for practitionersMartin Ebner
This document provides guidelines for practitioners on developing quality MOOCs. It examines xMOOCs and reflects on early experiences with MOOCs. The researchers developed a checklist with seven categories to help educators create their first MOOC. The categories cover core requirements, structure, participant needs, assignments, media design, communication, and resources. The checklist aims to support educators but is not obligatory. It will also continue evolving as new elements emerge in MOOCs.
THV's online lesson plan library is a resource for all educators to access free lesson plans on any subject and grade level related to destinations in the Hudson Valley region. The library was built to encourage sharing and collaboration between educators, with features that allow users to search, browse, view, participate and create lesson plans as well as comment, rate, and iterate on existing plans. Educators are encouraged to sign up and contribute their own lesson plans to build the community resource.
Over 8 years, a school district received $9,240 total in literacy grants from the Illinois Reading Council to fund various projects promoting literacy. This included annual grants from 2007-2014 for a Family Reading Night, as well as grants to bring in presentations from Poetry Alive and author visits. Additional grants were used to start a Little Free Library and create literacy bags for students to check out books. The document provides guidelines and tips for applying for Illinois Reading Council grants to fund literacy initiatives.
The document discusses using blogs as an alternative to maintaining a traditional website. It provides examples of blogs that can be used to connect teachers with students, students with others, and teachers with each other. These include classroom blogs on edublogs.org and personal blogs on other sites. Blogs are described as a tool that allows sharing ideas and experiences like poetry in prose.
This document summarizes the key aspects of the aPLaNet project, which aims to help language educators build their own Personal Learning Networks (PLNs) for professional development using online resources and social networks. The project has progressed through pre-piloting, piloting, and will produce a final user kit. Pre-piloting involved identifying ICT tools, social networks, and developing guides. Piloting included mentored and self-access options. Case studies were collected from participants. A methodology guide was created to enable replication. The project ensures quality through evaluation and collects feedback to improve resources, which are accessible through its website and social media platforms.
The VINTAGE project aims to develop a framework and online tool for self-assessment of key competences for adult learners. A partnership of organizations from 6 European countries will research existing strategies, develop descriptors for 8 key competences, and create a checklist for self-assessment. They will test the framework with trainers and practitioners, and the online tool with adult learners. The goal is to help adults assess competences gained through non-formal and informal learning to support personal and professional development.
This document discusses using online resources to teach English. It begins by defining online resources as educational data available online, such as web pages, videos, blogs, and documents. It then describes two main types of online resources: web pages and online documents. The document explains that online resources are important for teaching because they help assess skills and knowledge, encourage finding new ideas, provide innovative teaching methods, and promote professional development and interest. It concludes by providing tips for finding, selecting, and using appropriate online resources and lists several specific useful online resources for English language teachers.
20210311 hosting a live event the smart way rafa monteroRafael Montero
The document provides guidance on hosting an online event in a smart way. It discusses setting Specific, Measurable, Attainable, Relevant, and Time-bound (SMART) goals for an event. As an example, it outlines a plan to host an online event for a group of over 100 teachers focused on innovative teaching methods, where teachers would share best practices within a structured one-hour time frame, including time for presentation and Q&A. The goals are to showcase teacher work, get feedback, and create a recording and page about the event for the group.
This document provides an overview of eTwinning, an online platform that facilitates collaboration between teachers and students in European countries. It discusses that eTwinning allows over 80,000 teachers across 32 European countries to work together online through various tools. The document also provides examples of online tools that can be used for eTwinning projects, tips for finding partners, and contact information for support.
The SVEA project aims to promote the use of Web 2.0 tools in vocational education and training (VET) and adult training. It focuses on strengthening trainers' skills and the use of Web 2.0 in these institutions. The project's goals are achieved through a collaborative online platform and a Web 2.0 training program. Regional needs analyses found barriers and benefits to Web 2.0 adoption. Based on these, the project developed an online platform and training modules covering specific Web 2.0 tools to help trainers integrate these tools into their teaching.
This is an introduction to the Postgraduate Certificate in Teaching English for Academic Purposes - a distance learning programme developed by the English Teaching Unit and the School of Education at the University of Leicester.
1. The document discusses ways to lead teachers in integrating technology into their classrooms, including understanding what stage teachers are currently at in adopting technology and providing various resources and support.
2. It provides a list of the top 10 ways to help teachers integrate technology, such as mentoring, training, support, collaboration, and allowing time for practice and exploration.
3. Various technology tools are also described that could be used, including blogs, podcasts, vodcasts, interactive whiteboards, virtual worlds, and wikis.
Lollipop CoFHE NW Circle Presentation 2009Anthony Beal
CoFHE North West Circle Spring Meeting 2009 - Information Skills for Students and Library Staff - Thursday 7th May at One Central Park, The Manchester College.
This document summarizes Marie-Hélène Fasquel's presentation on experimenting with flipped classroom techniques on the eTwinning platform. It discusses the origins and definition of flipped classroom, her objectives in combining motivation factors like ICT, collaboration and authentic communication. It provides examples of how she adapted the concept for her students, including sharing resources on Padlet and differentiating between homework and classroom activities. The presentation outlines useful tools like screencasting and her plans for an ongoing flipped literature project with international partners.
The Europortfolio project aims to establish a European network of eportfolio experts and practitioners from higher education, vocational training, employment, and lifelong learning. The consortium includes organizations from 7 European countries and the US. It develops an online community portal with resources on eportfolio practices, national reports, educational materials, and implementation guides. Local chapters further the work. The UK chapter invites practitioners to get involved by joining the network, contributing to discussions and webinars, and participating in upcoming surveys and events to advance eportfolio use.
Slides to go with my upcoming webinar on January 12, 2015.
Information to join and learn more about it:
Experimenting with the flipped classroom
Moderator: Russell Stannard
12. 01. 2015 - 19:00h - 20:30h (Paris time)
To join: http://webconf.vc.dfn.de/flippedclassroom
Information: http://v.gd/MHFflipped
Page 1 of 6 eTwinning Flashmeeting' Video Conference Pilot ...Videoguy
This document reports on a pilot program testing the use of Flashmeeting, a simple one-click video conferencing tool, for virtual collaboration between schools in the eTwinning program. Feedback was positive, with schools finding it useful for virtual meetings between small groups of students and teachers. Based on the success of the pilot, the report recommends further promoting and supporting the use of Flashmeeting within eTwinning to facilitate virtual international collaboration.
Page 1 of 6 eTwinning Flashmeeting' Video Conference Pilot ...Videoguy
This document reports on a pilot program testing the use of Flashmeeting, a simple one-click video conferencing tool, for virtual collaboration between schools in the eTwinning program. Feedback was positive, with schools finding it useful for virtual meetings between small groups of students and teachers. Based on the success of the pilot, the report recommends further promoting and supporting the use of Flashmeeting within eTwinning to facilitate virtual international collaboration.
This presentation discusses resources for online teaching and learning, including free tools from Weebly, Google, and MIT OpenCourseware. It provides examples of using Weebly to create classroom websites and collect assignments, as well as using Google Hangouts for live video sessions and broadcasting lectures on YouTube. The document emphasizes finding ways to actively engage students online through videos, discussions, and other techniques discussed in the "Teaching with Technology" publication.
Similar to Introduction to the aPLaNet EU project (20)
Autostem - creative automata to teach STEM to early learnersJoel Josephson
The AutoSTEM project aims to introduce STEM concepts to children aged 4 to 8 using innovative automata resources. The project is funded by the Erasmus+ Programme of the European Union and involves partners from several European universities. The resources produced include step-by-step guides for teachers and students to construct various automata from readily available materials. The automata can then be used to teach children concepts in physics, biology, geology and other subjects in an interactive way. Evaluation of the project emphasizes allowing time for open exploration and creativity with automata in small groups.
vidubiology -creative video for Biology (Scientix webinar)Joel Josephson
vidubiology offers exciting and effective ideas how video and media can support biology learning by providing clear examples of Biological themes suitable for the curriculum of students, and great ways that students can use cameras autonomously and collaboratively to enhance their learning.
vidubiology is a European funded, Erasmus plus project to improve the teaching and engagement with Biology and science, for students at school (10 – 14 years).
Project intros, tasksheets, tutorials are all collected on the content page
Vidubiology EU project - creative video and biologyJoel Josephson
Vidubiology is an Erasmus+ funded project that aims to encourage collaborative and autonomous learning of biology for students aged 10-14 through innovative pedagogical materials created by teachers and students, including videos and images. The project seeks to improve learning of STEM subjects and make biology more engaging by piloting its materials in schools across Europe and creating online and offline courses for teachers. Schools interested in participating can contact the project organizers by email or visit the project website.
Video for ALL http://videoforall.eu/
Today is the video age, with many possibilities for integrating video in to language learning. Language learning is a multisensory process and video allows developing a range of language skills including listening, speaking, reading and writing, with one resource.
Video is a great resource for listening and speaking, for all language learners. Using video helps the student to learn languages at their own pace, when they have the time.
Video for ALL will be the European project that will bring together all current methodologies, ideas and innovative practices to teach and learn languages by integrating digital video. The project believes that video must be a basic tool for a more multidisciplinary approach to language teaching and learning in today’s world.
Today is the video age, with many possibilities for integrating video in to language learning. Language learning is a multisensory process and video allows developing a range of language skills including listening, speaking, reading and writing, with one resource.
Video is a great resource for listening and speaking, for all language learners. Using video helps the student to learn languages at their own pace, when they have the time.
Video for ALL http://videoforall.eu/ will be the European project that will bring together all current methodologies, ideas and innovative practices to teach and learn languages by integrating digital video. The project believes that video must be a basic tool for a more multidisciplinary approach to language teaching and learning in today’s world.
Video For ALL EU funded education project
To build a comprehensive repository of ways video can be used as a tool for language learning, for every level and every age.
Website http://videoforall.eu/
Facebook https://www.facebook.com/VideoforALL.EU
Video for all European project presentationJoel Josephson
Website: http://videoforall.eu/
Today is the video age, with many possibilities for integrating video in to language learning. Language learning is a multi-sensory process and video allows developing a range of language skills including listening, speaking, reading and writing, with one resource.
Video is a great resource for listening and speaking, for all language learners. Using video helps the student to learn languages at their own pace, when they have the time.
Video for ALL will be the European project that will bring together all current methodologies, ideas and innovative practices to teach and learn languages by integrating digital video. The project believes that video must be a basic tool for a more multidisciplinary approach to language teaching and learning in today’s world.
L’objectiu del projecte és que la comunitat de persones sordes d’Europa utilitzi el vídeo de manera creativa en l’àmbit de l’ensenyament, l’aprenentatge i la comunicació http://www.vidusign.net/
Emplear la creación visual para fomentar la enseñanza, el aprendizaje y la comunicación de las comunidades europeas de personas sordas. http://www.vidusign.net/
ViduSign is a project funded by the European Commission to use video for teaching, learning, and communication for deaf and hard of hearing communities in Europe. The project aims to improve deaf culture and visual communication, raise employability, lower school dropouts, and improve literacy through the use of information and communication technologies. The project will explore video as a creative tool for communication, raise awareness of challenges faced by the deaf, empower deaf people, and produce 10 short videos, 6 creative discovery videos, online courses, workshops, and materials for training. Feedback will be gathered through piloting the materials.
1. O documento descreve o projeto "Research Game", um jogo online colaborativo entre escolas europeias para motivar estudantes do ensino secundário à investigação científica.
2. O jogo simula o método científico através de projetos de investigação ecológica desenvolvidos por equipas de alunos de diferentes países.
3. O projeto tem duração de 24 meses com o objetivo de desenvolver o jogo, realizar workshops de formação de professores e conferência final.
The Research Game project will motivate secondary school students by replicating the excitement of scientific research. Your schools will be able to take part in the game. http://rg.uws.ac.uk/
Description
Do your secondary students need motivation?
Do they understand how science works?
Would they want to take part in a science game?
The European ‘Research Game’ will inspire and teach your students the value and methodology of scientific research.
Your students can join the game, just write to us for more details.
The Research Game project will motivate secondary school students by replicating the excitement of scientific research. Your schools will be able to take part in the game. http://rg.uws.ac.uk/
Description
Do your secondary students need motivation?
Do they understand how science works?
Would they want to take part in a science game?
The European ‘Research Game’ will inspire and teach your students the value and methodology of scientific research.
Your students can join the game, just write to us for more details.
The Research Game project will motivate secondary school students by replicating the excitement of scientific research. Your schools will be able to take part in the game. http://rg.uws.ac.uk/
Description
Do your secondary students need motivation?
Do they understand how science works?
Would they want to take part in a science game?
The European ‘Research Game’ will inspire and teach your students the value and methodology of scientific research.
Your students can join the game, just write to us for more details.
Ed20 work introduction to the project TurkishJoel Josephson
EdWeb2Work is a European Union funded education project that has two missions:
1. To create a network that spans education and the world of work and is designed to improve the use of Web2.0 tools in both fields.
2. To create a set of tools for the empirical evaluation of Web2.0 tools
The project will create a network between stakeholders in the education and work sectors that will examine how both should be using Web2.0 in the education and work environments.
http://www.ed20work.eu/
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. APLaNet eTwinning Webinar
January 30th 2012
About the aPLaNet project
Piloting:
Self-access piloting
Mentored piloting
Disclaimer: The aPLaNet project has been funded with
support from the European Commission. This document
reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made
of the information contained therein.
2. APLaNet eTwinning Webinar
About aPLaNet
The aPLaNet project is a European Union
funded project for language educators all
over the Europe, especially those who are new
or do not use Internet social networks (SN)
but wish to learn more and build their own
Personal Learning Network (PLN) for
professional development purposes.
Find out more here:
http://aplanet-project.eu
3. APLaNet eTwinning Webinar
The project is answering three questions that
language educators ask:
What is a PLN?
What is the added value and meaning of a PLN?
How to develop a fully autonomous PLN of their own?
4. APLaNet eTwinning Webinar
The project team has completed the pre-piloting
development process which comprises:
The identification of ICT resources and SNs
Preparations for the piloting
This includes the technological guides, teacher guides,
videos, resource analysis templates and questionnaires
that will be used during the piloting of the project.
5. APLaNet eTwinning Webinar
In addition, the project will add to the resources already
produced by completing:
A systematic review of the use of SNs in language
education
A methodology
Case studies
An ICT resource filtering application to build an ever
growing repository of resources
Resources will be available in Bulgarian, Czech, Greek,
Spanish, English, Romanian, Turkish, German, French,
Italian.
6. APLaNet eTwinning Webinar
Piloting
Teachers who pilot the aPLaNet resources with
guidance of mentors: Mentored Piloting
Teachers who pilot the aPLaNet resources without
guidance of mentors: Self-Access Piloting
8. APLaNet eTwinning Webinar
Self-Access Piloting
Step 3 - Follow the Steps and do the Tasks
Step 4 - Use the aPLaNet resources while doing the
Tasks
Step 5 – Fill out the Post-Piloting Questionnaire
The Self-Access piloting teachers will be awarded an aPLaNet
certificate upon the completion of the Webquest, after they submit
the Post-Piloting Questionnaire.
9. APLaNet eTwinning Webinar
Self-Access Piloting
Teachers who pilot the aPLaNet resources without
guidance of mentors:
Self-Access Piloting
Step 1 – Go to the Self-Access Piloting Webquest.
Step 2 – Fill out the Pre-Piloting Questionnaire
12. APLaNet eTwinning Webinar
Introduction to Mentoring
'Unlike a teacher or even a coach, who is
focused on helping us learn and practice a
particular set of skills, a mentor acts as a guide
who helps us define and understand our own
goals and pursue them successfully.'
(The Mentee's Guide, L. Zachary, 2009)
Find out more here:
http://aplanet-project.eu/mentorguide
13. APLaNet eTwinning Webinar
Online Mentoring - recommendations
How is online mentoring different from
face-to-face mentoring?
What can an online mentor do to make up for
this?
Find out more here:
http://aplanet-project.eu/mentorguide
14. APLaNet eTwinning Webinar
aPLaNet Mentoring
Step 1 - Volunteering
a) Join our Ning and offer to be a mentor
http://aplanet-project.org
b) Join one or more of the Mentors' groups
http://aplanet-project.org/group/mentors
c) Then we'll list you as a mentor here:-
http://aplanet-project.org/page/mentors-1
15. APLaNet eTwinning Webinar
aPLaNet Mentoring
Step 2 – Finding a Mentor
a) Offer to be a mentor to a member
http://aplanet-project.org/profiles/members/
b) Be approached by a prospective mentee
c) aPLaNet partners suggest a mentor
16. APLaNet eTwinning Webinar
aPLaNet Mentoring
Step 3 – Planning for the first meeting
a) Agree on date of first meeting
b) Think about mentee's needs
- aPLaNet questionnaire data
- mentee profile
- initial correspondence
c) Choose meeting platform (Skype / WIZ IQ)
17. APLaNet eTwinning Webinar
aPLaNet Mentoring
Step 4 – The first meeting
a) Get to know each other / build rapport
b) Set objectives (maximum 3)
- SMART criteria
c) Agree when to meet again
21. APLaNet eTwinning Webinar
aPLaNet Mentoring
Step 6 – Coming to the end
When is a good time to end the mentoring
process?
How do you know when the mentee is ready to
'go it alone'?
Find out more here:
http://aplanet-project.org/page/mentors-1
22. APLaNet eTwinning Webinar
aPLaNet Mentoring
Step 7 – Support for mentors
What support is there available for mentors?
mentors.aplanet@gmail.com
http://aplanet-project.org/groups
Introduce yourself and mention there are 5 parts to this workshop, which are: About the aPLaNet project (5 minutes) Introduction to mentoring (5 minutes) Mentoring online (5 minutes) aPLaNet mentoring (30 minutes) aPLaNet mentoring procedure support for aPLaNet mentors resources for aPLaNet mentors Meet the aPLaNet mentors (15 minutes)
Give a very brief overview of the aPLaNet project: Q: Who is it aimed at? A: European language educators, but open to all Q: What are our aims? A: We want to help and encourage those who are reluctant or shy to use ICT, SN or build a PLN on their own through mentoring and providing materials for self-access.
Give a very brief overview of the aPLaNet project: Q: Who is it aimed at? A: European language educators, but open to all Q: What are our aims? A: We want to help and encourage those who are reluctant or shy to use ICT, SN or build a PLN on their own through mentoring and providing materials for self-access.
Give a very brief overview of the aPLaNet project: Q: Who is it aimed at? A: European language educators, but open to all Q: What are our aims? A: We want to help and encourage those who are reluctant or shy to use ICT, SN or build a PLN on their own through mentoring and providing materials for self-access.
Give a very brief overview of the aPLaNet project: Q: Who is it aimed at? A: European language educators, but open to all Q: What are our aims? A: We want to help and encourage those who are reluctant or shy to use ICT, SN or build a PLN on their own through mentoring and providing materials for self-access.
Give a very brief overview of the aPLaNet project: Q: Who is it aimed at? A: European language educators, but open to all Q: What are our aims? A: We want to help and encourage those who are reluctant or shy to use ICT, SN or build a PLN on their own through mentoring and providing materials for self-access.
Mention that mentoring means different things to different people. Ask the audience: What does mentoring mean to you? Respond to the comments, then... Mention that this quotation perhaps best sums up the spirit of mentoring on the aPLaNet project Tell audience that if they want to read more about mentoring in general and how it fits in with our project, we recommend the first section of our Mentors guide, now available online.
Give a very brief overview of the aPLaNet project: Q: Who is it aimed at? A: European language educators, but open to all Q: What are our aims? A: We want to help and encourage those who are reluctant or shy to use ICT, SN or build a PLN on their own through mentoring and providing materials for self-access.
Give a very brief overview of the aPLaNet project: Q: Who is it aimed at? A: European language educators, but open to all Q: What are our aims? A: We want to help and encourage those who are reluctant or shy to use ICT, SN or build a PLN on their own through mentoring and providing materials for self-access.
Give a very brief overview of the aPLaNet project: Q: Who is it aimed at? A: European language educators, but open to all Q: What are our aims? A: We want to help and encourage those who are reluctant or shy to use ICT, SN or build a PLN on their own through mentoring and providing materials for self-access.
Mention that mentoring means different things to different people. Ask the audience: What does mentoring mean to you? Respond to the comments, then... Mention that this quotation perhaps best sums up the spirit of mentoring on the aPLaNet project Tell audience that if they want to read more about mentoring in general and how it fits in with our project, we recommend the first section of our Mentors guide, now available online.
Mention that mentoring means different things to different people. Ask the audience: What does mentoring mean to you? Respond to the comments, then... Mention that this quotation perhaps best sums up the spirit of mentoring on the aPLaNet project Tell audience that if they want to read more about mentoring in general and how it fits in with our project, we recommend the first section of our Mentors guide, now available online.
Ask the audience to type in the chat responses to these two questions and respond to them. If not mentioned, also say:- - lack of body language (pay attention to tone of voice / listen more carefull y/ be an active listener) - technical problems (use comm. tools you are comfortable with and know are reliable / plan B if it doesn't work) - drop-out rate higher (do your best to establish a level of commitment / set clear goals and schedule regular meets) - potential for miscommunication greater (be wary of multi-tasking/regular feedback and restatement) Tell them there is more about this in the Mentor handbook
Mention that mentors should be confident and experienced (to a certain degree) with ICT and social networking for professional reasons and willing to spare some of their time to help others Ask the audience if all present are members of the Ning – if not, then encourage them to join if they are interested in volunteering as mentors. Ask if the registered mentors are also members of the Mentors group – say that when they are ready to be mentors, they should join the Mentors group (and any of the others they think relevant – Mentors of Facebook, Mentors of Ning, etc) – they will then be contacted and then once confirmed, be listed on the Mentor page of the Ning.
Mention the three ways of putting mentors in touch with mentees.
Say that it is important once contact has been established, and before the first live (synchronous) meeting for the mentor to find out as much about the mentee as possible re. their needs. This data will probably be the basis for conversation in the first meeting, where objectives should be set.
Say these are the suggestions for the first mentor-mentee meeting. Ask audience for suggestions about a) – how best to do this? (possible answers – sharing personal information / asking questions / showing interest / etc. Go over SMART criteria: S pecific – what the mentor wants should be clearly expressed and unambiguous. M easurable – how will you know when the goal has been obtained? A ttainable – the objective should be realistic. R elevant – i.e pertaining to the mentee's teaching situation. T ime-bound – be sure to set a deadline.
aPLaNet Mentor Guide : helps mentors familiarise themselves with mentoring in general and the specifics of aPLaNet mentoring. aPLaNet Mentee Guide : helps mentees understand what they can get out of the mentoring
aPLaNet Pre-piloting questionnaire : completed by the mentee to evaluate the project. This can also be used to help the mentor – as the basis for questions at the initial meeting. Teacher Diary : a template that can be used by mentees to reflect on the process.
aPLaNet Teacher Guide : 150 page reference guide to background of the project, methodology and about ICT resources recommended by the aPLaNet project. Modular on website and can be dipped into as needed by mentor and mentee. Contains sections on social networks. Technological Guides : information about ICT tools that are of use when building a PLN or for teaching/learning. Workshops : a series of online workshops (and recordings) will help mentors,mentees learn more about the mentoring process, building a PLN (Personal Learning Network) and how to use social networks for prof.developmt. Videos : short audio-visual guides to PLNs, social networks and a number of ICT tools recommended by the project.
Ask the audience. In the Mentor handbook we also say... Mentees no longer require a mentor when they are able to demonstrate that they: - are confident in their use of social networks to connect with other teachers, share resoources, connect with them. - have developed competence in using online tools for professional development; - are able to use a variety of learning technologies to work collaboratively with other teachers to their own satisfaction. - know to turn for help when they need to (they have built a PLN).
The aPLaNet project partners will be available to help and support mentors when needed. Publicly, there are groups set up to support mentors on the Ning – a general one for all things related to mentoring, and other more specific ones for different tools. There is also an email address for mentors who have more specific problems or require an answer in private to a particular issue or question - [email_address]
Any Questions? Please feel free to take the microphone and ask about anything that hasn't been covered so far, or let us know what you think about what has been said – all your comments about our mentoring system would be gratefully received. Thank you