This document discusses creating an online credit recovery system to allow students to recover credits after failing a grading period report card. It aims to identify the difficulties and usefulness of such a system, as well as obstacles to its success. Most students have computer and internet access at home. The document outlines assignments that could be done online, such as tests and presentations. Students who participated in a trial online credit recovery system found it easier the second time, completed work faster, and preferred taking tests online over in class. Creating such a system requires ensuring student access to technology and teaching basic computer skills. An online approach can be successful with proper resources and allows flexible, self-paced learning without classroom distractions.
Enhancing a Modular Redesign with Enhanced WebAssignCengage Learning
Recording Date: 2/6/14
Presenter: Luke Walsh
A modular approach to redesign is a perfect fit for the tools and features found in Enhanced WebAssign (EWA). In this session, we will explore the powerful resources found in EWA, showing how simple they are to implement for instructors and keep students engaged and elevated in their thinking. Come learn how to harness the power of EWA and get your developmental math students learning math, not just doing math.
Feedback to students on their work and attainment is at the centre of successful learning in higher education. However many top rated universities find it hard to match high levels of student satisfaction with teaching and learning in general with levels of satisfaction in assessment and feedback. There are many factors which impact the quality of the feedback, and at UEA we are keen that the opportunities to enrich through digitisation are not constrained to the replication of previously paper based practices. For this reason we have initiated a project to harness all of Blackboardäó»s interactive tools to raise the quality of feedback. The overall aim of the project is to embed assessment and feedback in teaching and learning, so that feedback becomes a dialogic process and not a product in itself. This presentation is a report on our progress so far and looks at a range of interventions and their results, as we scale up to campus wide integration of Blackboard assessment and feedback tools. The evidence of impact comes from the academic community and students. We welcome interaction from fellow delegates during the presentation, as we discuss how Blackboard supports us to move forward with feedback.
With the advent of Moodle 2.X and Moodle HQs commitment to provide major dot point upgrades every six months, institutions need to have a very clear plan in place to ensure they stay current with the technology. Organisations cannot afford to get too far behind with a product that is evolving so quickly. The University of Southern Queensland (USQ) that self hosts three major instances of Moodle (USQStudyDesk, USQStaffDesk and USQOpenDesk) has committed itself to roll with a six-monthly upgrade cycle, aligned with its two major teaching periods. To do this we have developed a robust methodology and testing schema to ensure we meet our targets and commitments to the many key stakeholders involved. In July 2012 USQ upgraded from 1.9 to 2.2, in February 2013 it went to 2.3 and in June to 2.4, etc., etc. This is not a light undertaking and this presentation will share what USQ has had to do to ready itself for this type of commitment. Having now done this three times this presentation will look at some of the lessons learned. It will posit a series of considerations and look at the implications on ICT staff, systems support staff, training staff and more importantly, what this means for the consumers; academic staff and their students.
Enhancing a Modular Redesign with Enhanced WebAssignCengage Learning
Recording Date: 2/6/14
Presenter: Luke Walsh
A modular approach to redesign is a perfect fit for the tools and features found in Enhanced WebAssign (EWA). In this session, we will explore the powerful resources found in EWA, showing how simple they are to implement for instructors and keep students engaged and elevated in their thinking. Come learn how to harness the power of EWA and get your developmental math students learning math, not just doing math.
Feedback to students on their work and attainment is at the centre of successful learning in higher education. However many top rated universities find it hard to match high levels of student satisfaction with teaching and learning in general with levels of satisfaction in assessment and feedback. There are many factors which impact the quality of the feedback, and at UEA we are keen that the opportunities to enrich through digitisation are not constrained to the replication of previously paper based practices. For this reason we have initiated a project to harness all of Blackboardäó»s interactive tools to raise the quality of feedback. The overall aim of the project is to embed assessment and feedback in teaching and learning, so that feedback becomes a dialogic process and not a product in itself. This presentation is a report on our progress so far and looks at a range of interventions and their results, as we scale up to campus wide integration of Blackboard assessment and feedback tools. The evidence of impact comes from the academic community and students. We welcome interaction from fellow delegates during the presentation, as we discuss how Blackboard supports us to move forward with feedback.
With the advent of Moodle 2.X and Moodle HQs commitment to provide major dot point upgrades every six months, institutions need to have a very clear plan in place to ensure they stay current with the technology. Organisations cannot afford to get too far behind with a product that is evolving so quickly. The University of Southern Queensland (USQ) that self hosts three major instances of Moodle (USQStudyDesk, USQStaffDesk and USQOpenDesk) has committed itself to roll with a six-monthly upgrade cycle, aligned with its two major teaching periods. To do this we have developed a robust methodology and testing schema to ensure we meet our targets and commitments to the many key stakeholders involved. In July 2012 USQ upgraded from 1.9 to 2.2, in February 2013 it went to 2.3 and in June to 2.4, etc., etc. This is not a light undertaking and this presentation will share what USQ has had to do to ready itself for this type of commitment. Having now done this three times this presentation will look at some of the lessons learned. It will posit a series of considerations and look at the implications on ICT staff, systems support staff, training staff and more importantly, what this means for the consumers; academic staff and their students.
This is my presentation at IATEFL in Glasgow in 2012. It includes links to 5 great tools that we can use to get students speaking. Watch the videos on JING, Vocaroo, myBrainShark, MailVu and Audioboo.
Here is Alex Thrower's presentation from the National Learning Platforms Conference
Alex spoke in the Adopt session titled 'The impact of good parental involvement'
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Learning from Feedback: Using Padlet for 1st year Business Student ePortfoliosDamien Raftery
EdTech 2017 practitioner paper by Dara McHugh and Damien Raftery. #iltaedtech17
Abstract at http://programme.exordo.com/edtech2017/delegates/presentation/80/
This is my presentation at IATEFL in Glasgow in 2012. It includes links to 5 great tools that we can use to get students speaking. Watch the videos on JING, Vocaroo, myBrainShark, MailVu and Audioboo.
Here is Alex Thrower's presentation from the National Learning Platforms Conference
Alex spoke in the Adopt session titled 'The impact of good parental involvement'
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Learning from Feedback: Using Padlet for 1st year Business Student ePortfoliosDamien Raftery
EdTech 2017 practitioner paper by Dara McHugh and Damien Raftery. #iltaedtech17
Abstract at http://programme.exordo.com/edtech2017/delegates/presentation/80/
A CAUDIT Webinar investigating the findings of the ACODE sector scan on online proctoring tools being used in Australasia for online exams. It looks at the issues risks and affordances
Defining Adaptive Learning Technology: What it is, how it works, and why it’s...DreamBox Learning
As online learning opportunities expand and blended learning models continue to evolve, it's critical to ensure education remains student-centered and focused on key learning goals. Whether students are in the classroom or using technology, it’s important for all of them to receive personalized, differentiated support as they learn. The use of "adaptive" learning technology is increasing as a way to improve the differentiation and personalization of learning for each unique student.
Attend this web seminar to learn from an experienced public educator, curriculum leader, and digital learning designer. Participants will hear about recent trends in adaptive learning, the pedagogical implications of adaptive technologies, and how digital experiences can empower students to think independently, receive specific feedback, and self-direct their learning
Implementing Design thinking on Online Assessment and identifying the pain points of the stakeholders in the Education sector by using Empathy maps and Personas to innovate and come up with a Prototype for Online Assessment.
A TOUR OF THE STUDENT’S E-LEARNING PUDDLEacijjournal
E-learning has revolutionized our realm in more than just a listable number of ways. But it took a
paradigm shift when it entered the threshold of the varsity system. With the prevailing spoon-feeding era,
are the students really industry ready? We answer that by confirming afact: web-based learning has
become the oxygen of freshers in the IT Industry instead of the traditionallearning done through
graduation. Furthermore, are university enforced e-learning assessment systems a true representation of a
student's proficiency? This paper is a peep into what web-based e-learning systems are to a student of
today's world, by giving an overview of university-level e-learning in India deploying an example from
SRM University's organizational framework. It assesses a key e-learning trend, the implementation of
which bridges the gap between universities and the industry. It is proposed to provide constructive
feedback to the e-learning community and shine some light on areas of scope for future developments.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing ...Cengage Learning
iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing Conference
Presenter: Lucy Parker, California State University, Northridge
myCSUNtablet Initiative is a partnership of California State University, Northridge and Apple, Inc. that seeks to reduce the cost and increase the quality of learning materials for students. Participating students will use iPads and gain immediate access to e-books and related e-learning materials in a suite of courses in select majors. Participating faculty will receive an iPad and help from professional course designers who understand the relation among effective teaching, creative use of authoring tools, and accessible design. Why CSUN? The academic plans and IT Vision@2015 have anticipated a widening deployment of portable devices and cloud technology for teaching and learning. Faculty already are using such strategies to engage students with different styles and paces for learning. CSUN students are urban commuters, tech-savvy, and on tight budgets. Portability, cost control, and media-enriched content that can be personalized are their common expectations. Why Apple? Many companies make tablets; several produce and solicit applications but few have thought as holistically as Apple. They are sensitive to users’ preferences and have created a system that integrates devices, applications, authoring tools, repositories, and consultation. We at CSUN can benefit from progressive, coherent thinking as we re-think course design and delivery. Why now? At CSUN, the largest college has issued iPads to the faculty, as have departments in other colleges. The device has become the industry standard in nearby K-12 and helping professions, with whom we place interns and graduates. And the governor signaled in the budget an interest in supporting technological solutions for persistent problems in access, cost, and completion in higher education. Finally, the surge in hybrid courses and e-books that our faculty author indicates that CSUN has reached a tipping point for strategic change. An iPad-centric curriculum also offers some exciting possibilities to transform information delivery as well as student participation. Like all pedagogy, it can be a positive and even progressive form of education. Or not, depending on how the actual curriculum is designed and implemented. Professors need to change their archaic views on attention spans and realize that students and society in general are integrating the digital world into the real world. For better or worse, it’s inevitable and professors need to play along. This lecture will discuss TOP (10-20) iPad uses in the classrooms but also discusses concerns on standards of teaching and learning and if low-cost faculty-generated etextbooks are a real match to top quality publisher generated traditional books/ebooks.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Credit Recovery States
Arkansas
Minnesota
California
Nevada
Florida
New Jersey
Georgia
North Dakota
Illinois
Oregon
Kentucky
Utah
Louisiana
Virginia
Maryland
West Virginia
Michigan
3. Action Research Problem
Schools spend a large amount of their budgets on credit
recovery (Summer School, Credit by Exam, and Saturday
Schools
What if students could recovery credits after the have
failed a six weeks report card?
Allow Students to understand concepts and material by
addressing it right away
Through my Action Research I want to identify a couple
items:
The difficulties and the usefulness of creating an
online credit recovery system for a grading period.
The obstacles that may prevent educators from
creating a successful recovery system
4. COMPUTER ACCESS
Do your students have a reliable computer and internet?
Can they use Microsoft Word?
Can they attach a document to an email?
Do they have an email?
Many students don’t have access to a
computer at home!
5. My Students
Do you have a computer at home?
Yes- 93% No- 7%
If Yes, Do You Have Internet?
Yes-73% No-27%
Do you know how to use Microsoft Word?
Yes-80 No-20%
Do you know how to attach a Word Document?
Yes- 61% No-39%
6. Find Access
Library
Often booked, hard to get into to.
Computer Access Lab-
Social Studies Classes have to wait for other Core classes
Computers On Wheels
Social Studies departments usually don’t have one
One on One Access
Have the students without access come in early and use your computer
7. Assignments
Take a test online
History Internet Scavenger Hunts
Udutu Lesson- With Videos
Followed By Presentation After School
Submit A Paper Online
100% Pass
Students Pass With A 70 Average
Rate
8. Easier the 2nd Time Around
Were you more comfortable completing the work the 2nd time through?
Yes- 100% No- 0%
Did you complete the work faster the 2nd time through?
Yes- 98% No- 2%
Can You Attach a Word document now?
Yes- 95% No- 5%
Is it easier for you to take the test online than in the classroom?
Yes- 89% No- 11%
Would you like other classes to do this?
Yes- 92% No- 8%
9. Educator Check List
Find a reliable source for internet access
Find time to accommodate student needs
Teach the basic skills they need to complete work
Don’t expect miracles the first time through
It gets easier the second time
10. Action Research Project
Conclusion
Successful if given enough resources to complete
Students enjoy a change of pace from the norm
Teaches computer based skills
Allows them to learn at their own pace
No classroom distractions at home
Have you ever had a student fail your class (presumably in the first semester), and had to retake it in during the summer
That student is lost for an entire semester and we address it in the summer?
Why? and at what cost to the student and your taxes.
Let me explain why an online credit recovery system would be beneficially to you and your students
Many states have adopted the credit recovery system. Florida has gotten rid of their summer school program and adopted solely the Florida Virtual School (FLV). In Texas, the have begun to develop an online learning system, but most school districts have not yet begun to adopt it.
In my school, many teachers have been resistant to this because it will affect their wallets, and even with an educational shortfall, we still have three high schools in our districts running separate summer schools.
Most teacher make $6720 for the summer school session. That figure does seem that large except that each core subject area has 5 teachers teaching. That figure jumps to $33600 per core subject.
There are four core subject areas. That figure jumps to $134400 per campus running summer school. My school district has 3 high schools. For all three high schools to operate only their core classes the figure is $403200.
Why not create an online class system to trim the budget? Even better, let's trim the number of students by creating an online recovery system after each 6 weeks!
I live near the Mexican border, in the poorest area of the country per capita, and the necessities for computers and internet come as a luxury to most students.
I found that most students have computers. Many do not have internet.
Prensky talks about the Digital Native, that students are already ahead of the game. I have not seen that yet. Many students can’t use Microsoft word in high school. Many cannot attach a document to an email.
Many of my students don’t have a personalize email. I had to set one up for them for this project.
Out of the 100 students that contributed to my study, only 68 had internet access at home.
80 could use Microsoft Word and 61% attach that document to their email.
This affected much of my project because most work was to be done at home. I had to switch it all up and find internet time for them.
The Library was often booked by the administrators.
The access labs were often reserved for the Business Careers and Internet Tech classes.
Social Studies is the stepchild of the school and we don’t have a Computers on Wheels (COW).
My classes had to barter for time with other teachers so that we could get computer time.
I treated this class as pass/fail. If the work was done, and done correctly then points weren’t deducted from their attempts. The only time points were deducted were from non completion. I figured that students that attempted the activities were going to learn something from the content. The real measure of knowledge came in the class presentation of the content (In the form of a tv news broadcast).
After the second cycle through the program I gave the students a survey on how they felt about the project. While most students felt it easier the second time through, I did have some issues with taking the test online.
11% of my students, whom many were “A” students, struggled on the online test. They preferred to take the test in class on paper.
The first step in creating a productive credit recovery system is to teach the teachers how to better reach their students through technology.  Many teachers thought that technology meant PowerPoint slides with pictures.  Technology can be Google maps incorporated with videos of a region of the world, while incorporating it into a class presentation of an area.  Teachers need to be taught how to use the gifts at their fingertips.
Second step is to create an online curriculum that engages the students on many levels.  The problem with classroom instruction is that over the years teachers become stuck in their teaching rut, unwilling to change.  This style may not be as conducive to learning as they think.  Why not take a step back and create a curriculum that is different from what they had in class.  After all, why place the same content on the web, in the same approach as the teacher.  If educators would spice up the classroom, theirs a good chance credit recover might not be necessary.
Third step is to educate the students to the basic skills of online work submission and how to use the Internet to their benefit.  Prensky calls students Digital Natives, but my research has shown that it only goes so far.  Students understand Myspace.com, but many cannot even use Microsoft Word on attach a document to an email.  Before a student reaches high school, they should be able to do most common tasks for Microsoft Office products.  I have seen first hand that assignments created by students with first hand knowledge of PowerPoint, are far more complex and engaging than those of less familiar students.  If teachers at the middle school level set a good foundation, teachers at the upper level can build and increase students’ computer skills.
Even given enough time to prep your classes and work with the classes the first time through, many schools could adopt this program in their classrooms.
Allowing the students to switch up the routine, would allow the students to become more engaged in the subject.