The document summarizes Marshall S. Smith's presentation on using technology to improve education systems. Some key points:
- Smith outlines guidelines for effective use of technology, like adding value and being sustainable.
- He reviews Israel's "Tech Plan" to pilot technology in 20 schools and build technical capacity, noting a focus on classroom teaching is important.
- Examples given of using technology for administration, professional development, and connecting school and home. Open educational resources are emphasized.
- Challenges of evaluating technology interventions are discussed, noting small effects but technology can be as effective as teachers.
- Potential limitations of technology are noted, like not replacing teachers' role in developing students.
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Friday Institute Presentation from NCTIES
Corn, J.O., Tingen, J., Halstead, E., & Argueta, R., (2011, March). Reaching digital learners through laptop initiatives. Paper presented at the annual meeting of the North Carolina Technology in Education Society, Raleigh, NC.
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
learning officers face ongoing challenges growing, sustaining, and innovating online programs. Now that online learning
has entered the mainstream, what is its future? What fads will fade? What trends will be sustained? The audience will be
engaged throughout the presentation with opportunities to discuss the impact online learning has on technological
infrastructure, faculty support, course design, quality assurance / quality control, organizational structures, funding and
grants, and research. By sharing their experiences and insights into the current challenges and future state of online
learning, the presenters will discuss strategic and operational approaches to navigate current and future realities of online
learning. Credit to Dr. Darlene Williams for content on Future Opportunities and Context.
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Friday Institute Presentation from NCTIES
Corn, J.O., Tingen, J., Halstead, E., & Argueta, R., (2011, March). Reaching digital learners through laptop initiatives. Paper presented at the annual meeting of the North Carolina Technology in Education Society, Raleigh, NC.
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
learning officers face ongoing challenges growing, sustaining, and innovating online programs. Now that online learning
has entered the mainstream, what is its future? What fads will fade? What trends will be sustained? The audience will be
engaged throughout the presentation with opportunities to discuss the impact online learning has on technological
infrastructure, faculty support, course design, quality assurance / quality control, organizational structures, funding and
grants, and research. By sharing their experiences and insights into the current challenges and future state of online
learning, the presenters will discuss strategic and operational approaches to navigate current and future realities of online
learning. Credit to Dr. Darlene Williams for content on Future Opportunities and Context.
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Does technology enhance learning rentonLucy Renton
slides and notes from a presentation at the Institute of Contemporary Arts in March 2014 as part of a one day seminar (http://adri.mdx.ac.uk.contentcurator.net/middlesex-ica-symposium-march2014 ) responding to a concurrent exhibition of the Artist Richard Hamilton, and his involvement with the Independent group and Art and Design Pedagogy
I was an invited speaker on the Technology and Innovation panel
Report on the Exploratory Research project on Online Learning in southwest MB, 9-12.
Presented to Southwest MB School Superintendents & Web-Based Contacts Meeting for MB Education. December, 2009.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Are Schools Getting a Big Enough Bang for Their Education Technology Buck?Luis Taveras EMBA, MS
Far too often, school leaders fail to consider how technology might dramatically improve teaching and learning, and schools frequently acquire digital devices without discrete learning goals and ultimately use these devices in ways that fail to adequately serve students, schools, or taxpayers.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
Connected Minds: Technology and Today's LearnerEduSkills OECD
OECD'S Centre for Educational Research and Innovation (CERI) Millennium Learners (NML) project the publication "Connected Minds: Technology and Today's Learners"
General treatment of status of educational technology in the developing world as well as potential strategies that might increase effectiveness of technology,
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Does technology enhance learning rentonLucy Renton
slides and notes from a presentation at the Institute of Contemporary Arts in March 2014 as part of a one day seminar (http://adri.mdx.ac.uk.contentcurator.net/middlesex-ica-symposium-march2014 ) responding to a concurrent exhibition of the Artist Richard Hamilton, and his involvement with the Independent group and Art and Design Pedagogy
I was an invited speaker on the Technology and Innovation panel
Report on the Exploratory Research project on Online Learning in southwest MB, 9-12.
Presented to Southwest MB School Superintendents & Web-Based Contacts Meeting for MB Education. December, 2009.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Are Schools Getting a Big Enough Bang for Their Education Technology Buck?Luis Taveras EMBA, MS
Far too often, school leaders fail to consider how technology might dramatically improve teaching and learning, and schools frequently acquire digital devices without discrete learning goals and ultimately use these devices in ways that fail to adequately serve students, schools, or taxpayers.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
Connected Minds: Technology and Today's LearnerEduSkills OECD
OECD'S Centre for Educational Research and Innovation (CERI) Millennium Learners (NML) project the publication "Connected Minds: Technology and Today's Learners"
General treatment of status of educational technology in the developing world as well as potential strategies that might increase effectiveness of technology,
Learning Centers 2.0:
Enhancing Student Learning With Technology
Lisa D’Adamo-Weinstein & Craig Lamb
SUNY Empire State College
Wikis, iPods, blogs, texting…our students are using technology in
ways that make our heads spin. The purpose of this institute is to
get a handle on these technological innovations to help our students
learn better as they engage with our learning centers.
Focusing on current theories and best practices in enhancing
student learning through technology, attendees will learn about
new advances, engage in activities, and plan how to implement
technology to enhance learning assistance on their campuses.
This institute is appropriate for learning assistance, tutorial
services, and developmental education faculty and staff who develop
curriculum, workshops, and other resources for students.
Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig
is working primarily with students in need of additional academic support services and academic skill development,
and with faculty interested in delivering their courses content and material in more effective ways to increase student
learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning
both within and outside the online class environment.
Lisa D'Adamo-Weinstein is currently the Director of Academic Support at Empire State College's Northeast Center.
Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student
Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete
Academic Support at American University in Washington, D.C. Most recently, she directed the Academic
Excellence Program at the United States Military Academy, West Point for seven years until moving in August 2006 to
the NY State Capital Region. Lisa has published journal articles for The Learning Assistance Review (published by
the National College Learning Center Association—NCLCA) and is co-author of the book Piecing It Together: A Guide to Student Success.
A presentation looking at today's education landscape and the role of technology. Also included is a view of how Google Apps for Education can be used within the instructional program
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Interactive whiteboards combined with developmentally appropriate content leads to preschool literacy and math success. Presented at FETC 2012 by Dr. Lilla Dale McManis and Tryna King.
Leveraging Technology in Your Learning Center: Enhancing Services, Creating N...Lisa D'Adamo-Weinstein
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
Current academic structures do not foster lifelong learning dispositions. For the last 19 years and through 115+ iterative design cycles, we’ve broken with past precedent to build 8 interacting systems—content, instruction, assessment, Sustainable OER, literacy, hands-on laboratory work, digital technologies, and PD—that re-engineer formal science class to support natural neural development for learners aged 13-20. This hands-on workshop explores the rule-breaking designs of all 8 systems.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Pedagogy in the Information Age:
Learning and Teaching in Digital
Environments: (Virtual Presentation)
Symposium held in Herzliya, Israel
Marshall S. Smith
10/25/2011
2. I know little about education in Israel
• 1979: Sephardic – Ashkenazi achievement gap.
• Since then – conversation with friends
• OECD paper, Wikipedia, various news,Tech Plan
• TIMSS, PISA: Israel very low scores. Increase 2006 to
09 on PISA language – still low but why increase?
PISA important/language important.
• Lacking knowledge about Israel – I will depend on
knowledge of US.
3. Outline
• Orientation: 12 years sr fed policy positions: 21 years HU,
UW, Stanford. Foundation official. Policy pragmatist. Think
about systems.
• Take core purpose today to improve education system and
problems by asking can technology help?
• Start with simple vision of effective contemporary education
system structure:
• Guidelines for using technology in schools. Demand (pull) as
well as supply, add value etc.
• Identify key problems and opportunities. Consider
technology solutions. Examples.
• Limits of technology --
• Core belief: barely tapping the power of technology and have
very little idea what education will look like in 15-20 years.
4. Basic structure for effective education
system
• Challenging but realistic goals for system, schools and
students.
• Coherent challenging standards, aligned, engaging
curricula, aligned benchmark assessments that support
and model good practice.
• System provides support with aligned resources for
schools and teachers. Aligned training, materials,
tools.
• Accountability mainly through transparency.
• Focus in schools on instruction and learning -- using
adaptive strategies (formative assessment etc.)
• Equitable financing and teacher allocation systems
tilted to most needy.
5. Necessary other conditions for successful
school systems
• Professionally run system – little political or other short-
term interference.
• Long-term (7-12 years) commitment of system to support
implementation and smart transparent improvement and
innovation strategy.
• Continuous improvement (CI) of classroom and
management processes and goals – this is a magic sauce if
combined with above two points. Ex: Long Beach, MA.,
Singapore, Finland..
• Students ready for school – it is all about language!!!! Must
have strong handle on some (any) language to be ready.
6. Guidelines for using technology
• Don’t start with technology. Use technology to help
solve problems.
• Adds value -- nature of value important. Pull impt!
• Simple to use
• Reduces cost.
• Reliable
• Sustainable
• Generalizable -- externally valid -- adaptable
• Low risk of unexpected negative consequences
7. Tech Plan --Adapting the Educational System to the
21st Century”
• Read summary of impressive “Tech Plan”
• Agree core premise of plan that technology should
“add value” though I am not clear what exactly is
valued and how it would be measured.
• Twenty (20) pilot schools should generate interest.
• Systematic building of some tech capacity important.
• Focus on improving classroom based teaching (using
adaptive techniques) important.
• Not enough information to comment in any detail.
Not clear about system goals.
8. System examples: Tech Plan
• Administration - Cloud! HR, payroll, email, data, LMS ..
• Professional development -- Videos of best practice, lesson
plans, and networks (for teachers and principals).
• Improve instruction -- more adaptive (personalized).
– School based: 20 Tech Plan schools
– Multiple charter networks, other schools in US (Rocketship, Hi-Tech
High, School of One, New Tech High.)
• Strengthen connections school to home. Use free OER.
– Provide open materials for curricula for students and parents (Khan
Academy videos -over 160 million viewings -see KA and YouTube sites)
– Adopt “flip” model -- e.g. Khan Academy videos as homework, in
classroom teacher coaches and uses problem based instruction etc.
9. Other System examples -- mostly
open and free (OER)!
• Digitized open materials
– open textbooks -- adaptive, multi-media, continuously improved:
– science simulations [PHET.Colorado.edu, Carl Weiman, over 50
millions downloads],
– “serious games” (military, medical, business, etc)
• Create new choices (Open courses, secondary or post- sec
schools): Almost all new courses have adaptive algorithms.
– oli.web.cmu.edu/openlearning/, Carnegie Mellon cognitive tutors
– hippocampus.org. Multi-media high school courses. New Algebra
course. (Many others being created).
– Some reasonably serious effect data -- blended use appears most
effective. Indications that students could accelerate learning.
• Resources for the needs of special education children.
10. The near future: Many roads to
personalization of learning
• Smart, easy to use platforms: Designed for teacher use.
– Plug and play to support mixing and adaptation of open materials
– Showevidence.com to support development of performance based
assessments: hands on, cooperative, problem based learning.
– Simple platforms for creating cognitive tutors.
• Strategies (games, animated talking and listening books etc.) improving
language (oral, vocabulary etc) for young children. Multiple settings
(phones, pads, computers). All personalized.
• Second language learning.
• Tutors of future: DARPA -- powerful adaptive learning environments.
• Using social media for learning -- eg. Study groups on Facebook.
• Credit for performance.
11. The Challenges for evaluation of technology
interventions: little and big effects
• Evaluate management interventions with appropriate
indicators.
• Typical Classroom interventions (video, simulations etc.)--
rarely will show effects on end of year student achievement
assessments. Dosage too small -- often not aligned -- if
“significant” will not travel. Does not mean it is a bad idea.
• Extra time, (e.g. home based) interventions require careful
implementation and large dosage for modest robust effects.
• For technology only compared to teacher only treatments no
difference indicates technology is as effective as teacher. This
is a big effect.
• That said, more evaluation is needed. Consider using
Developmental Evaluation initially.
12. Potential Limitations of Technology
• For now technology can’t directly teach ethical behavior,
cooperation, the importance of service to society, or the
subtle dangers of prejudice.
• The most effective education systems in the world do not rely
on technology.
• Israel does not need technology to create a far more effective
(in the contemporary sense) education system.
• If the culture of a mature system does not support continuous
improvement it is extremely difficult to smoothly make major
change.
• Careful implementation and openness to
change by the teachers is absolutely critical.