This document provides an overview of an online course about using learning technologies in the English classroom. The course aims to teach educators how to critically evaluate and incorporate various technologies, like websites, office applications, social media, and audio/video tools, into their lessons in order to engage students, bring real-world content into the classroom, and help students develop digital skills for future jobs. The course is designed for all educators and covers topics such as selecting appropriate online resources, integrating the web into lessons, using office tools, conducting online research, ensuring cyber well-being, facilitating online collaboration and discussions, and practicing language skills with audio/video tools.
Integration of technology in teaching and learning is an important aspect of today's education.Here is a presentation on what technology integration is, its benefits, and how teachers can put it into practice.
Increasingly, as higher education develops online degree programs, campuses need to create library and informational literacy tools available for the student who never comes to campus in person. This session addresses the need to provide the same level of library support to online students as is provided to on-campus students.
Integration of technology in teaching and learning is an important aspect of today's education.Here is a presentation on what technology integration is, its benefits, and how teachers can put it into practice.
Increasingly, as higher education develops online degree programs, campuses need to create library and informational literacy tools available for the student who never comes to campus in person. This session addresses the need to provide the same level of library support to online students as is provided to on-campus students.
Transformation of Offline to INline Education (FINE)Pierre Gorissen
How do you support students in times of increasing needs for flexible education? And how do you make sure your institution stays relevant to your students? At the Fontys University of Applied Sciences these questions are being addressed as part of the Fontys INline Education (FINE) project. Inline education is the optimal combination of online and offline education. The activities of the project focusses on different levels, such as providing an internal call for tender, the formation of a community, research related to inline education, teacher training, and optimization of the infrastructure.
TLC2016 - Digicouching pedagogy in online learning on Humak University of App...BlackboardEMEA
Presenter: Paivi Timonen
Organisation: Humak - Humanistic University of Applied Sciences
Description: The Humak University of Applied Sciences runs online learning on Moodle/Moodlerooms and online webinars (Adobe Connect /Collaborate). Pedagogical aim is couching pedagogy which Humak has developed for the purpose to develop socio constructive learning. Studies are on digital environments. For supporting learning on small groups Humak uses real time webinars. For real time webinars we have developed a pedagogical path for activating and deepening students learning. Humak has recent experience on cMOOCs (Constructive Massive Online Courses).
The Six Highest Performing B2B Blog Post FormatsBarry Feldman
If your B2B blogging goals include earning social media shares and backlinks to boost your search rankings, this infographic lists the size best approaches.
Transformation of Offline to INline Education (FINE)Pierre Gorissen
How do you support students in times of increasing needs for flexible education? And how do you make sure your institution stays relevant to your students? At the Fontys University of Applied Sciences these questions are being addressed as part of the Fontys INline Education (FINE) project. Inline education is the optimal combination of online and offline education. The activities of the project focusses on different levels, such as providing an internal call for tender, the formation of a community, research related to inline education, teacher training, and optimization of the infrastructure.
TLC2016 - Digicouching pedagogy in online learning on Humak University of App...BlackboardEMEA
Presenter: Paivi Timonen
Organisation: Humak - Humanistic University of Applied Sciences
Description: The Humak University of Applied Sciences runs online learning on Moodle/Moodlerooms and online webinars (Adobe Connect /Collaborate). Pedagogical aim is couching pedagogy which Humak has developed for the purpose to develop socio constructive learning. Studies are on digital environments. For supporting learning on small groups Humak uses real time webinars. For real time webinars we have developed a pedagogical path for activating and deepening students learning. Humak has recent experience on cMOOCs (Constructive Massive Online Courses).
The Six Highest Performing B2B Blog Post FormatsBarry Feldman
If your B2B blogging goals include earning social media shares and backlinks to boost your search rankings, this infographic lists the size best approaches.
Each technological age has been marked by a shift in how the industrial platform enables companies to rethink their business processes and create wealth. In the talk I argue that we are limiting our view of what this next industrial/digital age can offer because of how we read, measure and through that perceive the world (how we cherry pick data). Companies are locked in metrics and quantitative measures, data that can fit into a spreadsheet. And by that they see the digital transformation merely as an efficiency tool to the fossil fuel age. But we need to stretch further…
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
How to Make a Field invisible in Odoo 17Celine George
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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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. What is TeachingEnglish –
learning technologies for the
classroom?
A course looking at the uses of technology
in the English classroom …
… available both face-to- face and online.
3. Why should we focus on learning
technologies?
Learning technologies:
• engage students
• are already being used by
students outside class
• are not new to our students
• will be essential in many future
jobs
4. Why should we focus on learning
technologies?
Learning technologies:
• bring the outside world into the
classroom
• help us teach language through
resources and connections
• can lead to transformative learning
5. Why should we focus on learning
technologies?
It is important to address the barriers and
risks:
• It’s easy to lose focus of pedagogy
• There is possibly too much information
available
• Learners need to manage their digital lives
6. How will I benefit from
doing this course?
• Develop an awareness of the
technologies available today
• Develop an ability to critically
evaluate what is available on the Web
• Develop a knowledge of practical
applications of the technologies
• Develop a technical understanding of the
tools and the technical skills necessary to
use them in class
8. What does the course cover?
1. An introduction to learning
technologies
2. Evaluating and selecting websites
3. Integrating the web
4. Office applications for whole-class
teaching
5. Using office applications in a
computer room
6. Searching for resources on the
web
7. Cyber well-being
9. What does the course cover?
8. Ideas for school links projects
9. Using the interactive web in the
classroom
10. Collaborative online writing
11. Online writing for students and
teachers
12. Social networking for educational use
13. Practising listening & speaking with
online audio
14. Practising listening & speaking with
online video
Editor's Notes
Learning Technologies in the classroom trains teachers of English to make effective use of the latest learning technologies (also know as ICT- information & communication technology). The course can be delivered both face-to-face and online. The face-to-face course can be run as a series of workshops either over an intensive period of time or as a number of one-off sessions. The online course has been designed to be self-access but can also be run with a dedicated facilitator who would moderate the course. Learning technologies include the internet and the vast array of tools that are now available through the Web, common software such as word processers (e.g. Word) and presentation software (e.g. PowerPoint) and tools such as mobile phones, interactive whiteboards etc. Basically any technology that ahs the potential to aid learning.
- Learning technologies provide added richness to lessons and can help bring in the outside world. - Most of the students in today’s world use technology on a daily basis (ask audience whether they think the majority of their students have a computer, mobile phone etc). They don’t want to have to dumb down when they come to school but that is exactly what they are having to do in many cases. - Students don’t necessarily see the digital divide between the generation that were born into this technological age (i.e. them) and those that weren’t (i.e. us). They expect technology to be used. This is one of the reasons why many teachers shun technologies – through a lack of confidence in their use, the fact that they worry their students know more about the technologies than they do. This cannot be an excuse. If teachers can be introduced to a pedagogically sound use of technologies they will gain confidence in their use. - We are training our students for jobs that don’t exist yet and to come up with solutions for problems that we aren’t aware of yet. Technology has created many new jobs and will continue to do so. Students will use technologies in their future careers and must therefore use them in their education.
- The amount of media and information on the Web allows us to bring in resources like never before – different points of view, images, video, audio which all help promote an inquisitive educational experience for our learners. - Students now have access to a huge array of authentic texts, video and audio that can be exploited in the classroom. Technology connects people and promotes communication – thus giving language learners a fantastic opportunity. Technology has provided tools which help students reflect on the language they are producing. - technologies can lead to effective, efficient and engaging learning. With languages this means that learners have access to what they need more of the time and what they can access is good quality (if they know where to look) and interesting and fun. This leads to transformative learning.
As well as benefits there are pitfalls. - Many teachers become so enthused by the possibilities that the technologies offer that they forget the need to ground what they are doing in pedagogy. This is never more apparent in the way many teachers use tools such as PowerPoint where there is a danger of boring students through bad presentation skills. At all times through this course the primary focus is on pedagogy and how the technology can help us meet our aims rather than the technologies themselves. - The Web too is a place where it is easy for students (and teachers) to get lost if they are not provided with a lot of support. This course will help teachers focus in on the best of the Web. - Today we live our lives to a certain degree in a public sphere particularly if we keep an online presence. Everything we do online leaves a digital mark. We have to train our students to manage their digital footprints, train them to negotiate the pitfalls. We must be aware of the cyber well-being of our students. Whatever subject we teach we must be aware of the blurring of our public and private lives through technology. Employers now routinely search online for details of prospective employees – management of our digital footprint is essential.
A range of techniques are used throughout the course. The course is very hands-on with learners being introduced to a variety of technologies and practical uses of these technologies in the language classroom. Tutorials are available (in the online course) with step by step instructions on how to create the activities seen throughout the course. The online course will also act as a community where participants can share ideas and continue their development.
All kinds of teachers with an interest in development. Experienced teachers will benefit from looking at some modern technologies that can be used to support their developed pedagogy. Beginner teachers will benefits from being exposed to a wide range of teaching ideas that they can try out in class. The course is designed so that it can be used for primary and secondary teachers as well as teachers who work with adults. The materials often provide alternative versions for the trainer depending on the audience. For example primary teachers would look at websites aimed at young children while secondary teachers would benefit from resources that are pitched at their students’ interests. The technologies can also be used with students at any linguistic level with ideas for using the technologies with everyone from beginners to advanced. The course also provides the opportunities to interact with colleagues – sharing ideas and experience.
Both the face-to-face course and the online course cover the same topics although the online version is in a slightly different order. Each unit provides practical examples of how the technologies can be used in the classroom. There is technical help provided to allow teachers to then go and use these technologies with their students. - An introduction to learning technologies: An introduction to the technologies, why they should be used and with what in mind. - Evaluating and selecting websites: An understanding of what is on the Internet and how to critically evaluate websites. - Integrating the Web: How to use the Web in the classroom, how to integrate the Web at a lesson and syllabus level. - Office applications for whole class teaching AND office applications in a computer room: How to use word processors (such as Word) and presentation tools (such as PowerPoint) effectively and pedagogically. These units introduce lots of student-centred activities that can be done with students – either whole class activities designed for the class to use at the board or for students to use at individual computers. - Searching and copyright-friendly resources: How to we sort through the abundance of information on the Web and how can we promote digital literacy among our learners so they can do this. How can we find material that is copyright friendly? - Cyber well-being: This unit discusses the issues related to using technologies with learners and the potential pitfalls. There is a focus on cyber-bullying (bullying using technologies such as sending defamatory text messages) and how we as educators, are responsible for the digital well being of our learners. We also explore the skills needed to safely search the Web.
- Ideas for school links projects: This unit looks at some project ideas for collaborating with partner schools in different countries. The unit also looks at some of the tools available to teachers for finding partner schools. - Using the interactive web in the classroom: This unit introduces some of the more interactive aspects of the Web, what is often referred to as Web 2.0 - Collaborative online writing: Using wikis (collaborative online documents) to improve learners’ writing skills. Publishing online is highly motivating and this session provides lots of ideas for the classroom on how to do this. - Online writing for students and teachers: Using blogs (online journals) to promote peer learning. This unit also provides practical classroom ideas for how learners can use blogs to improve their English - Social networking for educational use: Social networking sites are hugely popular with Web users, examples include Facebook and MySpace. This unit looks at the background of social networking sites, ideas on how they can be harnessed for education and the risks in using such sites. Again the focus is on how we as educators can help our students manage their digital lives. - Practising listening & speaking with online audio: The Web provides lots of audio tools and resources for learners that facilitate learning. This unit reviews some of the tools and offers lots of practical teaching suggestions. - Practising listening & speaking with online video: As the audio session but with the focus on video. Video is huge and users expect it on the Web but how can it be used pedagogically in the classroom. The online course also offers extra units and resources on subjects like future trends (using virtual worlds and mobile technologies).
