This document discusses a session about using virtual classrooms, blogs, and Learning and Evaluation Files (LEFs) to support teaching in Integrative Project (IP) classrooms. The session aims to explain how these tools can both support and enrich the use of LEFs for teachers and students. Examples of existing virtual classrooms are provided, and directions are given for publishing blog posts. A video about monitoring the learning process is also referenced. Benefits discussed include increased interactions, improved organization of student work, and support for collaborative learning. Models of virtual classroom organization and uses of blogs are outlined.
This is reporting for Virtual Class Room developed by me. You can read the whole document or can view images within the document of the system (Virtual Class Room)
The Social Learning Network Presentation at TechStartupJobs Fair London 2014TechMeetups
The Social Learning Network is the first truly social learning platform to help students engage in learning.TSLN is hiring for ‘UX/UI designer’ and ‘PHP Web Developer with experience of web apps’ at TechStartupJobs Fair London 2014.
This presentation was prepared for VITTA 2011 conference. The presentation was made virtually to interested participants. It demonstrates the use that tools like Black Board Collaborate can have on empowering learning. This is the classroom of the future, but it could be now!
Faculty, Visuals, and Values: Shaping a Learning Technology EcosystemMichael Greene
Given at EDUCUASE ELI16
In 2012, Duke University's Center for Instructional Technology (CIT) began experimenting with MOOCs with an interest in both open education and campus impact. Today, faculty are increasingly interested in content mashups and technology integrations that go far beyond the average course site. Presenters share how CIT evaluates technology tools and platforms to meet faculty needs, maps the Duke learning technology ecosystem, and tests new technologies for fit. In this presentation I discuss the methods and applications used, the results of Canvas and Open edX testing (summer 2015) and an Open edX pilot (spring 2016), and the values shaping the ecosystem moving forward.
OUTCOMES:
-Compare learning ecosystems, needs, and aspirations among session participants
-Identify strategies for visualizing a learning ecosystem
-Assess methods and applications for evaluating technology platforms
This is reporting for Virtual Class Room developed by me. You can read the whole document or can view images within the document of the system (Virtual Class Room)
The Social Learning Network Presentation at TechStartupJobs Fair London 2014TechMeetups
The Social Learning Network is the first truly social learning platform to help students engage in learning.TSLN is hiring for ‘UX/UI designer’ and ‘PHP Web Developer with experience of web apps’ at TechStartupJobs Fair London 2014.
This presentation was prepared for VITTA 2011 conference. The presentation was made virtually to interested participants. It demonstrates the use that tools like Black Board Collaborate can have on empowering learning. This is the classroom of the future, but it could be now!
Faculty, Visuals, and Values: Shaping a Learning Technology EcosystemMichael Greene
Given at EDUCUASE ELI16
In 2012, Duke University's Center for Instructional Technology (CIT) began experimenting with MOOCs with an interest in both open education and campus impact. Today, faculty are increasingly interested in content mashups and technology integrations that go far beyond the average course site. Presenters share how CIT evaluates technology tools and platforms to meet faculty needs, maps the Duke learning technology ecosystem, and tests new technologies for fit. In this presentation I discuss the methods and applications used, the results of Canvas and Open edX testing (summer 2015) and an Open edX pilot (spring 2016), and the values shaping the ecosystem moving forward.
OUTCOMES:
-Compare learning ecosystems, needs, and aspirations among session participants
-Identify strategies for visualizing a learning ecosystem
-Assess methods and applications for evaluating technology platforms
Ripple Effect: Faculty Redesign Through Course RedesignKenneth Ronkowitz
The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning more than 20 GenEd courses across disciplines as writing-intensive. An embedded component of the project is the use of technology by the faculty and students participating in the WI courses. A secondary goal is to expand the number of other instructors integrating technology into their courses – to start a ripple effect in the college community.
Using Web Tools To Enhance Teaching & Learningguestd009ee0
Presentación sobre la utilización de herramientas de la Web 2.0, especialmente un blog y un wiki, en la enseñanza de cursos graduados en Ciencias de la Información, en la Universidad de Puerto Rico. / Presentation about the use of Web 2.0 tools, specially a blog and a wiki, in the teaching of information science courses at the University of Puerto Rico.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
Intégrer les TIC dans sa classe est une tâche complexe. Accompagner des enseignants dans ce processus d’intégration l’est encore davantage. Lorsqu'il utilise les TIC dans sa vie quotidienne, l’enseignant développe de nouvelles connaissances. Cependant, plusieurs ont de la difficulté à transférer ces acquis en salle de classe. Le modèle TPACK schématise les différentes connaissances que possède un enseignant. Ces connaissances forment sa compréhension du contenu disciplinaire enseigné et permettent la sélection et l’intégration de ressources et méthodes d’enseignement, incluant les TIC, dans sa pratique enseignante. Cet atelier propose un modèle d’intervention pouvant soutenir les enseignants à fonder l’intégration des TIC sur une réflexion pédagogique et didactique appropriée.
Voici comment publier un article qui était enregistré en format brouillon.
Aussi, comment modérer les commentaires publiés par les élèves de la classe virtuelle.
1. Using Learning and Evaluation Files
in IP Classrooms:
LEFs and Virtual Classrooms
MELS Information Session
march 18, 2013
Integrative Project Program
2. Session #2:
LEFs and Virtual Classrooms
GOAL:
At the end of this session, participants will
understand how the implementation of virtual
classrooms and blogs both supports and
enriches the use of LEFs for teachers and
students.
3. Current ICT practices :
contributions from participants
How are you currently using ICT resources in your IP classroom?
4. Current ICT practices :
contributions from participants
How are you currently using ICT resources in your IP classroom?
Are any of you using resources that allow you to interact with your students outside of the
physical classroom walls?
6. Directions for publishing a post as a draft
User name: firstnamelastname
Password: melsrecit
From the home page of your virtual classroom, click on I publish a post.
Enter your username and password provided earlier.
Go to the tab Articles and then the sub-tab All articles.
Go to the post entitled « Why discuss your project with others? »
Click on Modify.
Click on Publish.
7. IP video:
“Monitoring the Learning and Evaluation Process”
Lien: https://vimeo.com/60414088
Password: animare
8. ICT Competency Development:
contributions from participants
Based on our activity and the video, what do you think are some benefits of using
technological resources that allow you to create a virtual classroom?
9. TPAC
Technology:Permits the creation of virtual classrooms,
blogs that enable diversified classroom interactions,
and LEFs where students retain evidence of learning;
Pedagogy: Interactive process of teaching with a socio-
constructivist approach to learning;
Content:Expertise in development of program
competencies;
Learning and Evaluation Files: Digital portfolios within a
virtual classroom combine all the above.
11. Benefits of Virtual Classrooms, Blogs & LEFs
Increases types and frequencies of classroom interactions;
Permits teachers to manage quality and flow of information and
facilitates publication of content and comments;
Permits students to organize posts, comments, journal entries,
productions, and other evidence of learning;
Supports socio-constructivist and collaborative learning and
helps students develop meta-cognitive strategies;
12. Benefits of Virtual Classrooms, Blogs & LEFs
feedback;
Facilitates immediate and effective
Improves study time with projects accessible at any time and
from any place;
Encourages diversity of learning styles and creativity.
13. Progression of ICT Competency
Awareness: I have seen digital Learning and Evaluation Files but don’t use them in my classroom.
Familiarization: I occasionally enrich an activity by presenting a resource developed for LEFs,
such as an evaluation rubric.
Exploration: I use a virtual agenda to provide instructions, expectations, and due dates to
students. Occasionally, I ask them to write about a specific reflection question or address a
shared challenge.
Infusion: Every week, I ask students to write and publish posts on specific topics; students are
expected to collect their posts and select the most appropriate evidence of learning for their
LEFs.
Appropriation: My virtual classroom is an extension of the regular classroom, and each student
has his/her own blog and digital LEF. The virtual classroom supports a socio-constructivist
approach to the learning and evaluation process.
Transferring and Adapting my Usages: In every subject area, I implement a virtual classroom
that responds to my students’ needs and facilitates communication with the whole school
community.
15. Organization of Virtual Classrooms
Teacher as administrator:
Students read and comment.
Teacher as administrator, students as users:
Organizational structure where students write posts or comments,
and store productions.
Students as administrators, teacher accompanies students:
Organizational structure where students manage their own spaces
more autonomously.
16. Blogs
Who? Teacher or students can animate a blog.
For who? Teacher, parents, school team, mentor, etc.
What? Written posts, comments, research, photos, videos, podcasts,
power point, etc.
Where? IP virtual classrooms from IP Web site with Wordpress.
Why? Interactions between individuals, competency development,
motivation to write, on-going feedback, enriched reflections, and
added meaning to learning.
17. Using Learning and Evaluation Files
in IP Classrooms:
LEFs and Virtual Classrooms
MELS Information Session
march 18, 2013
Integrative Project Program