Leslie Pirtle has extensive experience in instructional technology roles in both K-12 and higher education settings. She has trained teachers on various learning management systems and classroom technologies. As a technology integration coordinator, she supported over 55 elementary teachers by creating resources, facilitating professional development, and advising on technology purchases. Pirtle also has skills in web design, assistive technologies, and technical troubleshooting. Her background demonstrates the ability to plan, implement, and evaluate the effective use of instructional technology.
Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
The document introduces Role Based Design (RBD), a model for developing organizational e-learning design capacity. RBD focuses on creative capacity building and collaboration. It uses a team-based approach where individuals are trained in specific roles within the e-learning design process. Key roles include designer, developer, and facilitator. Training involves one-on-one tutoring, flipped tutorials, and mentoring of team leaders. The goal of RBD is to enable scaling of e-learning design capabilities through sparking innovation and responding to challenges.
Identifying Staff Digital Literacy Requirements For Online Coursework SubmissionBryony Bramer
Identifying Staff Digital Literacy Requirements For Online Coursework Submission presentation delivered at the Blackboard Teaching and Learning Conference April 2014 by Bryony Bramer.
London International Conference in Education2015debbieholley1
This talk offers insights into the current policy 'churn' in the training of both primary and secondary teachers in England, and identifies a gap in provision - with schools spending increasing time developing teachers 'in-house', the ongoing continuous professional development (CPD) of the new entrants to the profession falls between the more formal offerings during in service training days (INSET) and the needs expressed by the trainees/NQTs themselves. Drawing upon the experience of a single University provider of trading in the east of England, covering a wide geographic area and liaising with well over 200 partner schools, three initiatives will be highlighted, critically examined and the implications discussed in the light of limited resource, potentially dis-engaged teachers in their first year in school (only 62% are teaching one year after qualifying) and the need to offer CPD in a more engaging, relevant and accessible manner. The Open Education Resource initiative offers engagement from a local to global stage; access to experts from different countries, and, significantly, offers educators from the Southern Hemisphere access to materials and resources they can share, opportunities to contribute to research initiatives and a forum to make their voices heard. Wider links to work based learning across professions are being explored in my new role at Bournemouth University.
Contact:
dholley@bournemouth.ac.uk
Personal:
Twitter: @debbieholley1
Website: drdebbieholley.com
Blog: hashtags, handheld and handbags
Technology integration and learning processljohn1594
This document provides strategies for integrating technology into classroom learning. It explains that technology integration is important because it can increase student motivation, improve communication of learning goals, facilitate higher-order thinking skills, and help students build skills for college and careers. Some suggested activities include creating a class website, taking virtual field trips, participating in online events, creating webquests, using textbook websites, conducting online research projects, creating multimedia presentations, and using common productivity software. The document also lists additional forms of technology that can engage students, such as calculator-based labs, scientific monitoring devices, drawing/animation software, GPS, email, cameras, and video editing suites.
This document discusses the impact of online education at Delft University of Technology. It begins with an overview of TU Delft, including its degree programs and growing student population. It then covers the history of online initiatives at TU Delft dating back to 2007. A major part of the presentation focuses on TU Delft's Open and Online Education Program, which includes MOOCs, blended education and online courses. The document discusses several ways online education has impacted campus education, including increasing international enrollments, enriching students' learning experiences, enabling blended learning approaches and fostering new connections between education and research. Research in online learning at TU Delft is also summarized.
A ‘middle out’ approach to implementing technological innovation Jisc
This document discusses implementing technological innovation at Bournemouth University through a "middle out" approach led by influencers. It promotes the TEL Toolkit as an online resource for teaching staff to gain skills and innovate their teaching. It provides suggestions for staff to support innovation, including completing a digital skills assessment, referring to case studies, and attending seminars. Examples of TEL suggestions are also given for pedagogical approaches like blended learning, feedback, flipped classroom, assessment, collaboration, and engagement.
This document summarizes an open online course called #creativeHE that took place from September to November 2015. The course was facilitated by Chrissi Nerantzi, Sandra Sinfield, Sue Watling, Norman Jackson and Nikos Fachantidis and aimed to help participants reflect on creative teaching and learning. Over the course of 8 weeks, participants engaged with topics like creativity in higher education, play and games, using story, and learning through making. The course utilized various online platforms and tools to foster engagement and sharing of ideas. Participation grew over the duration of the course from 41 members initially to over 100 by the end. The community continued collaborating online after the formal course ended.
Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
The document introduces Role Based Design (RBD), a model for developing organizational e-learning design capacity. RBD focuses on creative capacity building and collaboration. It uses a team-based approach where individuals are trained in specific roles within the e-learning design process. Key roles include designer, developer, and facilitator. Training involves one-on-one tutoring, flipped tutorials, and mentoring of team leaders. The goal of RBD is to enable scaling of e-learning design capabilities through sparking innovation and responding to challenges.
Identifying Staff Digital Literacy Requirements For Online Coursework SubmissionBryony Bramer
Identifying Staff Digital Literacy Requirements For Online Coursework Submission presentation delivered at the Blackboard Teaching and Learning Conference April 2014 by Bryony Bramer.
London International Conference in Education2015debbieholley1
This talk offers insights into the current policy 'churn' in the training of both primary and secondary teachers in England, and identifies a gap in provision - with schools spending increasing time developing teachers 'in-house', the ongoing continuous professional development (CPD) of the new entrants to the profession falls between the more formal offerings during in service training days (INSET) and the needs expressed by the trainees/NQTs themselves. Drawing upon the experience of a single University provider of trading in the east of England, covering a wide geographic area and liaising with well over 200 partner schools, three initiatives will be highlighted, critically examined and the implications discussed in the light of limited resource, potentially dis-engaged teachers in their first year in school (only 62% are teaching one year after qualifying) and the need to offer CPD in a more engaging, relevant and accessible manner. The Open Education Resource initiative offers engagement from a local to global stage; access to experts from different countries, and, significantly, offers educators from the Southern Hemisphere access to materials and resources they can share, opportunities to contribute to research initiatives and a forum to make their voices heard. Wider links to work based learning across professions are being explored in my new role at Bournemouth University.
Contact:
dholley@bournemouth.ac.uk
Personal:
Twitter: @debbieholley1
Website: drdebbieholley.com
Blog: hashtags, handheld and handbags
Technology integration and learning processljohn1594
This document provides strategies for integrating technology into classroom learning. It explains that technology integration is important because it can increase student motivation, improve communication of learning goals, facilitate higher-order thinking skills, and help students build skills for college and careers. Some suggested activities include creating a class website, taking virtual field trips, participating in online events, creating webquests, using textbook websites, conducting online research projects, creating multimedia presentations, and using common productivity software. The document also lists additional forms of technology that can engage students, such as calculator-based labs, scientific monitoring devices, drawing/animation software, GPS, email, cameras, and video editing suites.
This document discusses the impact of online education at Delft University of Technology. It begins with an overview of TU Delft, including its degree programs and growing student population. It then covers the history of online initiatives at TU Delft dating back to 2007. A major part of the presentation focuses on TU Delft's Open and Online Education Program, which includes MOOCs, blended education and online courses. The document discusses several ways online education has impacted campus education, including increasing international enrollments, enriching students' learning experiences, enabling blended learning approaches and fostering new connections between education and research. Research in online learning at TU Delft is also summarized.
A ‘middle out’ approach to implementing technological innovation Jisc
This document discusses implementing technological innovation at Bournemouth University through a "middle out" approach led by influencers. It promotes the TEL Toolkit as an online resource for teaching staff to gain skills and innovate their teaching. It provides suggestions for staff to support innovation, including completing a digital skills assessment, referring to case studies, and attending seminars. Examples of TEL suggestions are also given for pedagogical approaches like blended learning, feedback, flipped classroom, assessment, collaboration, and engagement.
This document summarizes an open online course called #creativeHE that took place from September to November 2015. The course was facilitated by Chrissi Nerantzi, Sandra Sinfield, Sue Watling, Norman Jackson and Nikos Fachantidis and aimed to help participants reflect on creative teaching and learning. Over the course of 8 weeks, participants engaged with topics like creativity in higher education, play and games, using story, and learning through making. The course utilized various online platforms and tools to foster engagement and sharing of ideas. Participation grew over the duration of the course from 41 members initially to over 100 by the end. The community continued collaborating online after the formal course ended.
The document discusses issues in online and distance education. It addresses how online education has grown significantly over the last 10 years in the United States, with over 70% of academic leaders believing it is critical to their institution's strategy. However, there are still concerns that not all students have the discipline needed to succeed in online courses. The document also explores how to help students manage the transition to digital learning and developing their digital literacy skills to be successful in online education.
How does technology-enhanced learning contribute to teaching excellence?Jisc
Speakers:
Sarah Davies, head of higher eduaction and student experience, Jisc
Dr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes University
Prof Paul Bartholomew, pro vice-chancellor student experience, Ulster University
The introduction of the Teaching Excellence Framework (TEF) has focused attention on how technology-enhanced learning contributes to teaching excellence, and how we can begin to evidence this.
In this session our speakers will consider what strategies universities can use to engage staff and students in order to make the most of technology to support learning, teaching and the student experience.
We also discuss how pedagogy can drive take-up of technology enhanced learning, and how technology-enhanced approaches can contribute to the TEF.
This document discusses using an "e-learning action plan" approach to guide teachers in effectively integrating technology into their teaching practice, with the goals of improving student engagement and learning relationships. The e-learning action plan approach uses an inquiry cycle focused on selecting learning outcomes, planning teaching strategies using ICT tools, implementing and tracking results. Teachers are encouraged to develop these plans in professional learning groups to support collaborative technology integration aligned with pedagogical goals.
The Digital Citizenship Project KnowledgeNet PresentationClaire Amos
The Digital Citizenship Project aims to develop a crowdsourced set of digital citizenship teaching resources. It began as a request on a discussion forum that attracted interest from over 75 educators. Modules were structured around learning outcomes, themes, resources, activities and extension materials. Resources are hosted on WikiEducator to ensure openness and sustainability. The project utilizes crowdsourcing to connect educators and arrive at better resources through collaboration. Educators are encouraged to use, contribute and adapt the resources to suit their needs and promote digital citizenship.
This document discusses the use of Moodle at Linton Village College in South Cambridgeshire. It provides background on why the school chose Moodle over other learning platforms and how it has developed its use over time. Key developments include setting up teacher workshops, including Moodle in performance reviews, creating student web crews and e-portfolios, and expanding its use across subjects and grades. The presentation also outlines plans for further developing Moodle at the school and collaborating with other schools in Cambridgeshire through a shared website.
"Tricks of the Trade" 5 tips for campus-wide lecture capture by Leon HuijbersREC:all project
This presentation was given by Leon Huijbers, Head of the Library NewMedia Centre, Technical University of Delft, Netherlands on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
The Strategic Education Initiatives (SEI) at MIT's Office of Digital Learning nurtures and manages educational experiments that advance MIT's strategic priorities and mission of digital learning. SEI works with universities, foundations, non-profits, and countries to collaborate on projects and further the field of digital learning. SEI partners with MIT faculty, students, and alumni to leverage MIT's digital learning assets like MITx, OpenCourseWare, and pedagogical approaches for experiments both on campus and with outside partners in areas like universities, community colleges, K-12 education, and new technologies.
This document summarizes a presentation about harnessing technologies to prevent early school leaving. It discusses how e-learning can support different pedagogical approaches and developing digital literacy skills. It also outlines challenges in education like the disaggregation of education and need for new digital literacy skills. Technologies can help provide virtual support for students on effective study skills, listening to concerns, and creating online communities to help tackle early school leaving.
This document outlines Robert Bonk's LOOC (Localized Open Online Content) model for open access education in professional writing at Widener University. It discusses developing online content for targeted communities through partnerships with intermediary agencies. Specifically, it explores a partnership between Widener's Professional Writing program and the College Access Center in Chester, PA to provide college preparation resources and writing modules for at-risk students. The model emphasizes understanding the community's needs, applying the academic discipline of professional writing, and assessing outcomes through iterative development and community feedback.
Disruptive technologies are challenging traditional School Learning. Boundaries are blurring: formal mix up with informal, real with virtual, the teacher with the learner. Liquid modernity takes on school a great responsibility. Education became a lifelong learning journey. Learning experiences need to be designed and carefully projected. This article proposes a new way to set up learning activities using Open Resources, BYOD (Bring Your Own Device) and Flipped Classroom modality (OBF). The OBF project intends to rebuilt traditional didactics of Mathematics and Physics in two classrooms (third year of Scientific Lyceum). Learning Units will be restructured according to the Innovative Design of Didactics guidelines.
Twitter is widely used by undergraduate students, and this presentation offers a case study of its adoption to support students on three undergraduate modules. It considers the use of Twitter in-class to facilitate discussion, feedback and collaboration, particularly in large-group teaching, where discussion can be difficult to initiate and make inclusive. It also shows how Twitter provides great opportunities to extend traditional classroom boundaries, considering two ways in which this is so. First, it offers a replacement to email communication that promotes more collaborative, dialogue-based interaction, closer to that which occurs within the face-to-face classroom environment. Second, in so doing, it provides enhanced opportunities for continuous student feedback and intervention-based support. In short, we will see how Twitter encourages student engagement within and between classes, promoting students’ self-led, peer-supported learning.
Emerging Roles of the 21st-century Learning ProfessionalConnie Malamed
The document discusses how the digital landscape is changing learning and the skills needed for learning professionals. It notes that technology is triggering changes like increased access to information anytime/anywhere through mobile devices. Learning is becoming more social and informal. It advocates empowering learners through curation, communities of practice, mentoring/coaching, and helping develop personal learning environments and networks.
The document outlines a technology professional development plan for teachers at River Rouge High School. It discusses implementing project-based learning to teach 21st century skills using technology like wikis and blogs. The plan's goals are for teachers to meet state standards for creativity, communication, and research using digital tools to engage students and improve instruction.
This document discusses training for novice telecollaborators. It summarizes interviews with teachers new to telecollaboration who reported challenges with understanding partner country contexts, scheduling exchanges, and technology use. It advocates for sociocultural approaches to training, including engaging trainees in simulations and case studies. Novice teachers would benefit from experienced mentors to share insights and address unexpected issues. The training should focus on experiential learning and participation in online exchange projects to develop competencies in tasks, assessment, and addressing inherent issues of telecollaboration.
Arlene Westphal has over 20 years of experience in education, including 15 years working in public schools and 8 years in higher education. She has a broad range of skills in curriculum development, instructional design, educational technology, and professional development. Currently, she is an Instructional Designer at Arizona State University where she assists faculty with online course design and trains them on educational technology tools.
This document provides an employment summary for Mara Hancock. It details her experience as Chief Information Officer and Vice President of Technology at California College of the Arts from 2012 to present, where she leads the IT department and is involved in strategic planning. It also outlines her previous experience from 2002 to 2012 as the Director of Educational Technologies and Associate CIO at University of California, Berkeley, where she oversaw the educational technology department and led various innovation initiatives.
Anthony Foster has over 35 years of experience in instructional design, project management, and curriculum development for online courses and educational media. He holds a PhD in Leadership from The Southern Baptist Theological Seminary and has worked in various instructional design roles for higher education institutions and publishers. Currently, he is a Lead Learning Experience Designer at McGraw-Hill Higher Education where he develops emerging design protocols and thought leadership on trends in higher education teaching and learning.
The document discusses issues in online and distance education. It addresses how online education has grown significantly over the last 10 years in the United States, with over 70% of academic leaders believing it is critical to their institution's strategy. However, there are still concerns that not all students have the discipline needed to succeed in online courses. The document also explores how to help students manage the transition to digital learning and developing their digital literacy skills to be successful in online education.
How does technology-enhanced learning contribute to teaching excellence?Jisc
Speakers:
Sarah Davies, head of higher eduaction and student experience, Jisc
Dr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes University
Prof Paul Bartholomew, pro vice-chancellor student experience, Ulster University
The introduction of the Teaching Excellence Framework (TEF) has focused attention on how technology-enhanced learning contributes to teaching excellence, and how we can begin to evidence this.
In this session our speakers will consider what strategies universities can use to engage staff and students in order to make the most of technology to support learning, teaching and the student experience.
We also discuss how pedagogy can drive take-up of technology enhanced learning, and how technology-enhanced approaches can contribute to the TEF.
This document discusses using an "e-learning action plan" approach to guide teachers in effectively integrating technology into their teaching practice, with the goals of improving student engagement and learning relationships. The e-learning action plan approach uses an inquiry cycle focused on selecting learning outcomes, planning teaching strategies using ICT tools, implementing and tracking results. Teachers are encouraged to develop these plans in professional learning groups to support collaborative technology integration aligned with pedagogical goals.
The Digital Citizenship Project KnowledgeNet PresentationClaire Amos
The Digital Citizenship Project aims to develop a crowdsourced set of digital citizenship teaching resources. It began as a request on a discussion forum that attracted interest from over 75 educators. Modules were structured around learning outcomes, themes, resources, activities and extension materials. Resources are hosted on WikiEducator to ensure openness and sustainability. The project utilizes crowdsourcing to connect educators and arrive at better resources through collaboration. Educators are encouraged to use, contribute and adapt the resources to suit their needs and promote digital citizenship.
This document discusses the use of Moodle at Linton Village College in South Cambridgeshire. It provides background on why the school chose Moodle over other learning platforms and how it has developed its use over time. Key developments include setting up teacher workshops, including Moodle in performance reviews, creating student web crews and e-portfolios, and expanding its use across subjects and grades. The presentation also outlines plans for further developing Moodle at the school and collaborating with other schools in Cambridgeshire through a shared website.
"Tricks of the Trade" 5 tips for campus-wide lecture capture by Leon HuijbersREC:all project
This presentation was given by Leon Huijbers, Head of the Library NewMedia Centre, Technical University of Delft, Netherlands on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
The Strategic Education Initiatives (SEI) at MIT's Office of Digital Learning nurtures and manages educational experiments that advance MIT's strategic priorities and mission of digital learning. SEI works with universities, foundations, non-profits, and countries to collaborate on projects and further the field of digital learning. SEI partners with MIT faculty, students, and alumni to leverage MIT's digital learning assets like MITx, OpenCourseWare, and pedagogical approaches for experiments both on campus and with outside partners in areas like universities, community colleges, K-12 education, and new technologies.
This document summarizes a presentation about harnessing technologies to prevent early school leaving. It discusses how e-learning can support different pedagogical approaches and developing digital literacy skills. It also outlines challenges in education like the disaggregation of education and need for new digital literacy skills. Technologies can help provide virtual support for students on effective study skills, listening to concerns, and creating online communities to help tackle early school leaving.
This document outlines Robert Bonk's LOOC (Localized Open Online Content) model for open access education in professional writing at Widener University. It discusses developing online content for targeted communities through partnerships with intermediary agencies. Specifically, it explores a partnership between Widener's Professional Writing program and the College Access Center in Chester, PA to provide college preparation resources and writing modules for at-risk students. The model emphasizes understanding the community's needs, applying the academic discipline of professional writing, and assessing outcomes through iterative development and community feedback.
Disruptive technologies are challenging traditional School Learning. Boundaries are blurring: formal mix up with informal, real with virtual, the teacher with the learner. Liquid modernity takes on school a great responsibility. Education became a lifelong learning journey. Learning experiences need to be designed and carefully projected. This article proposes a new way to set up learning activities using Open Resources, BYOD (Bring Your Own Device) and Flipped Classroom modality (OBF). The OBF project intends to rebuilt traditional didactics of Mathematics and Physics in two classrooms (third year of Scientific Lyceum). Learning Units will be restructured according to the Innovative Design of Didactics guidelines.
Twitter is widely used by undergraduate students, and this presentation offers a case study of its adoption to support students on three undergraduate modules. It considers the use of Twitter in-class to facilitate discussion, feedback and collaboration, particularly in large-group teaching, where discussion can be difficult to initiate and make inclusive. It also shows how Twitter provides great opportunities to extend traditional classroom boundaries, considering two ways in which this is so. First, it offers a replacement to email communication that promotes more collaborative, dialogue-based interaction, closer to that which occurs within the face-to-face classroom environment. Second, in so doing, it provides enhanced opportunities for continuous student feedback and intervention-based support. In short, we will see how Twitter encourages student engagement within and between classes, promoting students’ self-led, peer-supported learning.
Emerging Roles of the 21st-century Learning ProfessionalConnie Malamed
The document discusses how the digital landscape is changing learning and the skills needed for learning professionals. It notes that technology is triggering changes like increased access to information anytime/anywhere through mobile devices. Learning is becoming more social and informal. It advocates empowering learners through curation, communities of practice, mentoring/coaching, and helping develop personal learning environments and networks.
The document outlines a technology professional development plan for teachers at River Rouge High School. It discusses implementing project-based learning to teach 21st century skills using technology like wikis and blogs. The plan's goals are for teachers to meet state standards for creativity, communication, and research using digital tools to engage students and improve instruction.
This document discusses training for novice telecollaborators. It summarizes interviews with teachers new to telecollaboration who reported challenges with understanding partner country contexts, scheduling exchanges, and technology use. It advocates for sociocultural approaches to training, including engaging trainees in simulations and case studies. Novice teachers would benefit from experienced mentors to share insights and address unexpected issues. The training should focus on experiential learning and participation in online exchange projects to develop competencies in tasks, assessment, and addressing inherent issues of telecollaboration.
Arlene Westphal has over 20 years of experience in education, including 15 years working in public schools and 8 years in higher education. She has a broad range of skills in curriculum development, instructional design, educational technology, and professional development. Currently, she is an Instructional Designer at Arizona State University where she assists faculty with online course design and trains them on educational technology tools.
This document provides an employment summary for Mara Hancock. It details her experience as Chief Information Officer and Vice President of Technology at California College of the Arts from 2012 to present, where she leads the IT department and is involved in strategic planning. It also outlines her previous experience from 2002 to 2012 as the Director of Educational Technologies and Associate CIO at University of California, Berkeley, where she oversaw the educational technology department and led various innovation initiatives.
Anthony Foster has over 35 years of experience in instructional design, project management, and curriculum development for online courses and educational media. He holds a PhD in Leadership from The Southern Baptist Theological Seminary and has worked in various instructional design roles for higher education institutions and publishers. Currently, he is a Lead Learning Experience Designer at McGraw-Hill Higher Education where he develops emerging design protocols and thought leadership on trends in higher education teaching and learning.
This document summarizes an online professional development course for language teachers on integrating information and communication technologies (ICT) into teaching. The course was based on international and national ICT frameworks and standards. It was conducted over 10 weeks on a learning management system with online tutors, readings, videos, discussions and a final project. Participants' ICT skills increased, and they learned to use new tools like blogs, wikis and online collaborative projects in their teaching. Challenges included varying ICT skills among participants and time pressures, but overall it helped teachers identify strengths/weaknesses and apply new ideas in practice.
The document summarizes a grant program called Leadership Innovation for Education (LIFE) that aims to improve student academic performance in core subjects through effective technology use. It provides details on professional development for educators, including workshops, online courses, and coaching/mentoring. It also outlines goals of developing student e-portfolios and online courses. Evaluation of the program will include surveys, observations, interviews and assessments of technology/literacy skills and student e-portfolios.
Weebly is a web design tool that allows users to create professional websites and blogs without experience. Weebly for Education is a new service designed for teachers to create classroom websites to keep students, parents, and administrators updated. It provides benefits like turning in assignments online and accessing classroom materials anywhere. Teachers can post assignments, links, files, and videos. Administrators can manage teacher and student accounts, and schools get discounts on teacher accounts with student account allotments. Weebly makes it easy for teachers to build a web presence without technical skills or spare time.
This document provides an overview and goals of the 2009-2012 NCLB Title II Part D Competitive Grants program between Districts 27 and 29. The program aims to improve student achievement in English Language Arts through enhancing teachers' abilities to effectively integrate technology into instruction. Teachers will receive professional development to develop project-based lessons incorporating technology. Students will improve writing and complete multimedia projects. The program will be evaluated through surveys, observations, interviews and requested data.
Edtc6340 Connection with Administrators - Multimedia PresentationSylviaReza
James Pace High School aims to shift from a teacher-centered to a student-centered model through extensive professional development training teachers to integrate technology into the curriculum. This will empower students to become creative, collaborative problem solvers prepared for 21st century careers. The school also aims to create learning communities and define clear goals to guide research-based instruction and activities to improve student achievement.
This document summarizes a Title IID grant program called Voices in History that aims to improve student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through project-based learning using technology; 2) Increase teacher ability to integrate technology in meaningful ways; 3) Foster teacher collaboration; and 4) Develop student technology literacy. The program provides professional development for teachers in project-based learning and uses of tools like blogs and online archives. Students will create graphic novels and documentaries demonstrating social studies understanding.
Melissa Cline-Douthitt has extensive experience in instructional design and developing online content for higher education institutions. She has created numerous online training modules, workshops, and orientations during her career as an instructional designer and student development coordinator. Her skills include instructional design, online content development, presentation skills, and experience advising and counseling students. She currently works as a freelance instructional designer developing online trainings and modules for faculty, staff, and students.
This document provides an overview of the organizational structure and technology plans for Juan Seguin Elementary School. It includes:
1) An organizational chart showing the roles of the Board of Trustees, Superintendent, Directors, Principal, Teachers, Students, and Director of Technology.
2) A proposed technology action plan and professional development for teachers focusing on using technology to support instruction and assessment.
3) A discussion of how the school evaluates its technology use, delivers instruction with technology, and provides professional development on integrating technology.
This document is a resume for Joanne Bosley-Wisdom, who has over 30 years of experience in higher education as an administrator, instructor, and supervisor. She has held positions at Lincoln Technical Institute, Computer Learning Center, and SCS Business & Technical Institute, where she oversaw academic programs, supervised faculty, developed curriculum, and taught courses. Her areas of expertise include educational technology, program evaluation, and staff/faculty development. She holds an Ed.S from Walden University and M.Ed from Cheyney University.
This resume is for Joanne Bosley-Wisdom, an experienced higher education program administrator and instructor with over 30 years of experience in education and technology instruction. She has held several supervisory roles overseeing academic programs at various technical institutes. Her experience includes curriculum development, teaching, program evaluation, and professional development workshops. She has an Ed.S in Educational Technology and M.Ed in Educational Administration.
This document lists the competencies and projects completed by a student in an instructional technology program. It includes 10 competencies related to instructional design, needs assessment, accommodating diverse learners, developing e-learning materials, implementing and evaluating programs, assessing learning, researching problems, managing projects, and providing leadership for new technologies. For each competency, the student completed various projects including design documents, blogs, online courses, and program development.
Online professional development (PD) for educators provides flexibility, access to experts, opportunities for reflection, and potential cost savings. Effective online PD is interactive, personalized, and data-driven. It requires careful attention to design, facilitation, and building learning communities. Research shows online PD can improve teacher practice and student learning when developed using collaborative models and incorporating feedback over time. Choosing the right technologies and providing training are also important for success.
The Webscape Middle School Technology Planning Committee developed a vision statement to guide the implementation of the district's new 5-year technology integration strategic plan. The vision sees technology as an integral part of daily life that can improve communication, enhance thinking skills, make instruction more efficient and effective, and develop critical life skills. The school's responsibilities include exposing students to a variety of technologies, integrating technology into the curriculum, and showing students there are learning opportunities beyond the classroom. The stakeholders envision students, parents, and educators using communication and information technologies to enhance education.
The document outlines the vision and goals for technology at Charlotte Country Day School. The vision is for technology to support the school's mission and values by facilitating access to information, ideas, and opportunities for learning, communication, and service. The goals are to integrate technology into curriculum, provide comprehensive professional development for faculty, standardize a JK-12 technology continuum, ensure superior infrastructure and support, and foster research on educational technology trends. The document also lists 21st century skills that technology aims to cultivate, such as creativity, problem solving, and global awareness.
This document is a resume for Judith Considine. It summarizes her experience and skills as an instructional designer with over 15 years of experience designing training materials and courses across various industries. She has extensive experience using e-learning tools like Captivate, Lectora, and Camtasia to create simulations and is proficient in MS Office, Adobe, and various learning management systems. Considine has held roles as an instructional designer at Ford Motor Company, American Business Consulting, and South Redford District. She is skilled in instructional design methodologies and creating materials that align with organizational goals.
The document is a resume for Susan Barry that summarizes her relevant skills and extensive work experience in instructional design and online education. She has over 10 years of experience managing instructional design teams and developing online curriculum. Her roles have included managing graduate programs, designing multimedia learning tools, and training faculty to teach online. She also has experience as an English instructor and division chair at a community college.
The media center at Sequoyah High School had a successful year, with a 13% increase in student circulation and assistance provided to teachers and students. Key events included orientation for ninth graders, support for senior projects, reading promotions, and instructional partnerships on research projects and database usage. The media specialists strive to empower learners and build 21st century skills through collaborative leadership.
Similar to Leslie Pirtle Instructional Technology Portfolio July 2013 (20)
This document provides an introduction to using the iPad, covering topics such as identifying hardware buttons and ports, using gestures and the onscreen keyboard, connecting to WiFi, downloading and using apps, and basic troubleshooting. The learning objectives are to familiarize users with the iPad's interface and basic functions. Users will learn to browse the web, use built-in apps like Mail and Photos, download third-party apps from the App Store, and adjust settings. Common uses and troubleshooting tips are also outlined.
This document is a proposal submitted by Leslie Pirtle to Dr. Anne Hird on April 19, 2013 as the final requirement for a Master of Education in Instructional Technology. It proposes a study to examine instructor use of learning management systems (LMS) at a medium-sized public university in New England that has used Blackboard since 1999 and Moodle since 2008. The university plans to decommission Blackboard in Fall 2013. The study would use surveys, interviews and server log data to understand instructor use of features and purposes in their teaching to inform training needs during the transition from Blackboard to Moodle.
The document is a presentation about assistive technologies for students with disabilities. It discusses definitions of assistive technology services and devices according to IDEA. It provides examples of low-tech and high-tech assistive tools and covers how they can help with different types of disabilities and tasks like writing, reading, organization, and physical/motor skills. Specific apps and features of the iPad that support accessibility are presented. The presentation aims to demonstrate how assistive technologies can benefit all students in an educational setting.
This document provides information about e-books and e-readers, including popular e-reader devices, advantages of e-books such as portability and lower cost than print books, features of e-readers like highlighting and note-taking, ways to access free e-books online, and tools for annotating PDF documents. It also discusses news aggregators for collecting news feeds from blogs and websites, and mentions alternatives like Feedly and Newsblur since Google Reader shut down. Finally, it lists some platforms for self-publishing e-books.
Developing an Intercultural Orientation in the Classroom and CommunityLeslie Pirtle, MM, MEd
The document discusses developing an intercultural orientation for teaching English Language Learners (ELLs) with the use of technology. It presents Ruiz's and Cummins' frameworks on language orientations in schools and argues for an inclusive, intercultural approach. Examples are given of how Web 2.0 tools and mobile applications can support ELLs' first language and culture, engage parents, and allow flexible assessment. The goal is to validate students' backgrounds and encourage creative self-expression.
To make informed decisions about technology, directors must understand students' media use outside of school. On average, homes have televisions, DVD players, computers, and radios. Many students have cell phones, gaming devices, and portable media players. They spend over 7 hours daily with media. Use increases dramatically from ages 8 to 14. Students access the internet mostly at home, sending many text messages daily on cell phones. Tablets and e-readers are growing in popularity. Harnessing students' interests and skills with personal technologies could help extend learning beyond the classroom.
This digital portfolio summarizes Leslie Pirtle's skills and experiences related to instructional technology standards. As the Technology Integration Coordinator at two Catholic elementary schools from 2010-2012, Pirtle helped over 55 teachers develop technology-integrated curriculum. She created wikis to showcase teacher work and facilitated professional development workshops. Pirtle also completed an Instructional Technology graduate program at Bridgewater State University from 2011-2012. Throughout her coursework and professional roles, she provided numerous examples of how she meets standards for applying technology to facilitate learning, promote productivity, and support assessment.
This document contains 17 sources from various websites that provide information about Bhutanese refugees who were resettled in the United States, particularly in California and Idaho. The sources include news articles, government reports, photographs, and personal blogs that describe the background of the Bhutanese refugee crisis, conditions in the Nepali refugee camps, cultural and educational challenges faced during resettlement, and community support programs.
Leslie Pirtle is the new technology integration coordinator for several Catholic schools. She has extensive teaching experience and technology certifications. She will offer one-on-one and group training to help teachers integrate technologies like web and multimedia tools into their classrooms. Pirtle cannot do hardware or network troubleshooting but will assist with software issues and curriculum integration ideas. She looks forward to collaborating with teachers to create engaging lessons.
Bioterrorism Train the Trainer Module - Made Possible By a Grant From The North Carolina Community College System and the NC Department of Health and Human Service. Assembled by Wake Technical Community College Faculty Members
This document discusses three techniques for integrating objects from one Microsoft Office program into another: importing, embedding, and linking. Importing copies the object but creates no connection between programs. Embedding creates a one-way connection where edits open the source program within the destination. Linking creates a two-way connection so changes appear in both programs. The document provides examples and explanations of when and how to use each technique to share objects between Office programs like Excel, PowerPoint, and Word.
Sri Lanka is an island nation off the southern tip of India in the Indian Ocean. It has a population density that is over 9 times greater than the United States. The official language is Sinhala, and the capital and largest city is Colombo. Leslie went to Sri Lanka to assist an elephant veterinarian and visit elephant sanctuaries because she loves elephants. While there, she taught English, visited cultural sites, and saw effects of the long-running civil war and 2004 tsunami.
The strategic plan outlines 3 goals for the Health Care Management graduate degree program:
1) Increase program offerings by developing new concentrations in Informatics and Diversity to attract more students and meet market needs.
2) Sustain growth at existing hospital partner sites by strengthening recruiting and potentially consolidating cohorts, and establish new partnerships.
3) Expand the program geographically into new areas within and outside of Massachusetts by opening new instructional sites and implementing an advertising campaign.
The document outlines steps for developing a travelers' guide to medical tourism, including choosing a topic, mapping the guide's structure, proposing an independent learning project (ILP), drafting introductory pages, conducting research, and developing the body of the ILP. It discusses defining medical tourism, the history of the practice, factors driving demand, common procedures sought abroad, considerations for prospective medical tourists, major industry players, and how to make an informed decision about medical tourism.
The document discusses direct-to-consumer (DTC) advertising of prescription drugs in the United States. It provides background on the history of DTC advertising and FDA regulation. Both supporters and critics of DTC advertising are discussed. Supporters argue that it educates patients, prompts discussions with doctors, and empowers consumers, while critics argue that it can mislead patients and inappropriately influence them to request drugs. Spending on DTC advertising by the pharmaceutical industry has risen dramatically in recent decades.
Mhc 710 Jh 01 Risk Management Structure Of Risk Exposure ManagementLeslie Pirtle, MM, MEd
A risk manager identifies areas of exposure to loss, manages the potential effects of risks, and reviews key risk areas including property, general liability, professional liability, automobile liability, employee injury, directors and officers liability, fiduciary liability, aircraft liability, and crime. The risk manager works to ensure the organization has appropriate insurance coverage for these risks and implements risk management strategies to reduce losses and increase efficiencies.
The document discusses career opportunities for MM in Health Care graduates and provides instructions on how to examine those opportunities. It encourages developing a value proposition for a health care program by the end of August by submitting interviews, questionnaires, job ads, and examining competitors in various states to attract prospective and current students as well as employers and alumni.
The document summarizes the results of an emotional competencies test and development plans for areas in need of improvement. It then outlines potential topics for an individual learning project, and settles on a plan to develop a disaster management degree concentration. The document concludes with reflections on time management lessons and tools learned from the management seminar course.
Mmg 692 Jh01 Leadership Presentation Leslie Mary Lou Christina Alicia Ka...Leslie Pirtle, MM, MEd
1. The document discusses four leadership styles: Type A (fact-based), Type B (creativity-based), Type C (feelings-based), and Type D (control/power-based).
2. Each style has different characteristics in how they lead, make decisions, communicate, and interact with others. For example, Type A focuses on results and facts, while Type C bases decisions on feelings.
3. The styles also have strengths and weaknesses. For instance, Type D is effective in emergencies but risks failing to recognize others' skills. Understanding different styles can help match leadership and tasks.
The document is a questionnaire for alumni of the Master of Management in Health Care Management program at Cambridge College. It contains questions about graduates' current employment, earnings, perceived value of their degree, and willingness to participate in a follow-up interview. The purpose is to gather information on the impact of the degree program for a report to help potential students.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. Teaching & Faculty Training Experience
2
Primary and Secondary School
Technology integration coordinator
for 55 elementary teachers
Grades 4 through 8 classroom
technology teacher
Supervisor, Extended Care
Program, K-8
Technology Curriculum Planning
Committee member
Consultant to principal for
technology purchasing
Grades 9 and 10 business
computing teacher
Higher Education
Trained faculty on Drupal, Moodle and
other classroom technologies,
Bridgewater State University
Trained faculty and state workers and
taught credit courses in web, graphics
and business computing, Wake
Technical Community College
Adjunct Online Instructor of Freshman
Skills, University of Phoenix
Interpreted Online Education research
findings for Deans, Provosts , &
Presidents for Eduventures, Inc.
5. Lesson Planning Process
5
List Standards
to cover
List pre-requisite
knowledge and
understanding
List learning
objectives
Gather resources
Plan learning
activities
Write rubrics and
assessments
Devise
modifications
per individuals
Communicate
objectives and
expectations
Get learner
feedback/assess
effectiveness
24. Guided science
teacher in the
use of Excel to
create a rubric
for Science Fair
Project outline
assignment.
Task Stream Artifacts:
Faculty Development
24
36. Extensive hardware and
software proficiencies. Former
instructor for Computers and
Engineering Technologies
Department at Wake
Technical Community College
http://cet.waketech.edu/
36
Technical Skills
50. Assisted grade 4 teacher to select and incorporate technology into district-wide
Social Studies final assessment.
Project Directions for Students: http://sjsjtechnology.wikispaces.com/Grade+4
50
Curriculum Development and Lesson Planning
52. Developed Glogster lesson
plan and rubric with Grade 8
religion teacher
View Lesson Plan: http://www.flipsnack.com/A58B7CEC5A8/fdh30jph 52
Curriculum Development and Lesson Planning
54. Guided Middle School students
through the research process
• Topic selection
• Research question
• Find and evaluate sources
• Use browser to bookmark
• Organize sources and take
notes
• Download an APA Formatted
template
• Use a word processor to
create an APA formatted
paper
• Use to format citations
• Submit papers via First Class
See Assignments 2, 3, and 4 with Rubrics:
http://sjsjtechnology.wikispaces.com/Grade+7 http://www.sciencebuddies.org/
CitationMachine.net
54
Curriculum Design and Lesson Planning
58. Students participated in
extensive training through
presentations, video
tutorials, material posted
to Wiki and hands-on
activities in use of First
Class LMS:
• E-mail
• Chat
• Collaboration
• Calendar management
• File creation, storage,
retrieval
• Retrieval and Submission
of assignments
Wiki page dedicated to First Class training: http://sjsjtechnology.wikispaces.com/First+Class
Grades 6, 7 & 8 Wiki pages contain First Class Assignments and Assessments at:
http://sjsjtechnology.wikispaces.com/First+Class
58
Curriculum Design and Lesson Planning