The document provides an overview of a beginner's workshop on blogging in the classroom. It discusses using blogging in education by having class blogs for students, teacher blogs, and getting parents and administrators involved. The workshop will cover an overview of blogging, how it is used in education, and help attendees set up their own blog.
EdTechSA Social Media Spotlight Blogging 2014Paul Huebl
The document provides an overview of a workshop on using blogs in education. The workshop will cover an introduction to blogging, how blogging is used in education, and setting up blogs. Blogs can be used by teachers, students, and as class blogs, and the workshop will provide advice on getting started, evaluating class blogs, and resources for blogging in education.
A seminar on the principles of Integrating Technology in education. This covers the SAMR and TPACK models of integration as well as practical examples.
Video Links:
https://www.youtube.com/watch?v=3bCoGC532p8
https://www.youtube.com/watch?v=0wGpSaTzW58
This document discusses various web tools for publishing online content. It begins by summarizing the author's process of creating a wiki for their students to share information about civilizations for a school project. It then discusses using RSS feeds to stay up to date on news, sports, and educational resources. The author expresses initial apprehension about blogging but comes to see its potential for sharing enrichment activities and information with students. The document concludes by expressing excitement to learn and use additional online tools like Google Forms, Pinterest, and Edmodo for formative assessments and sharing resources.
Rock Star Design: How to create media for lessons that rock!Neela Bell
Are you feeling way behind the curve on visual learning, social media and video? Well, ditch that clipart and hold on tight … you're in for a whirlwind tour of what's awesome (and really easy) to add to your teaching toolkit this year, including; screencasting, soundtracks, infographics and 50 ways to use Twitter with your class.
This document provides information about flipped learning CPD and flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time so that class time can be used for more personalized learning. Some benefits listed include boosting engagement, allowing class time for differentiated instruction, and giving students the ability to pause and rewatch lessons. Potential barriers include ensuring students engage with pre-class material and assessing their out-of-class work. The document provides tips for flipping a classroom, such as creating or curating video lessons, platforms for hosting lessons, and ideas for formative assessments. Resources for learning more about flipped learning are also included.
1. The document discusses 10 strategies ("10 B's") for developing an effective personal learning network (PLN) and positive digital footprint as an educator. These include being organized, smart, connected, helpful, open, safe, in the know, active, picky, and focused when using social media and online tools for professional learning and networking.
2. Specific tools and resources are provided for each strategy, such as using Diigo for bookmarking, attending webinars on SimpleK12, participating in #edchat on Twitter, maintaining a public Facebook page and blog, and focusing PLN efforts on areas of interest like using Pinterest boards.
3. The overall message is that educators must strateg
The document provides an overview of a beginner's workshop on blogging in the classroom. It discusses using blogging in education by having class blogs for students, teacher blogs, and getting parents and administrators involved. The workshop will cover an overview of blogging, how it is used in education, and help attendees set up their own blog.
EdTechSA Social Media Spotlight Blogging 2014Paul Huebl
The document provides an overview of a workshop on using blogs in education. The workshop will cover an introduction to blogging, how blogging is used in education, and setting up blogs. Blogs can be used by teachers, students, and as class blogs, and the workshop will provide advice on getting started, evaluating class blogs, and resources for blogging in education.
A seminar on the principles of Integrating Technology in education. This covers the SAMR and TPACK models of integration as well as practical examples.
Video Links:
https://www.youtube.com/watch?v=3bCoGC532p8
https://www.youtube.com/watch?v=0wGpSaTzW58
This document discusses various web tools for publishing online content. It begins by summarizing the author's process of creating a wiki for their students to share information about civilizations for a school project. It then discusses using RSS feeds to stay up to date on news, sports, and educational resources. The author expresses initial apprehension about blogging but comes to see its potential for sharing enrichment activities and information with students. The document concludes by expressing excitement to learn and use additional online tools like Google Forms, Pinterest, and Edmodo for formative assessments and sharing resources.
Rock Star Design: How to create media for lessons that rock!Neela Bell
Are you feeling way behind the curve on visual learning, social media and video? Well, ditch that clipart and hold on tight … you're in for a whirlwind tour of what's awesome (and really easy) to add to your teaching toolkit this year, including; screencasting, soundtracks, infographics and 50 ways to use Twitter with your class.
This document provides information about flipped learning CPD and flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time so that class time can be used for more personalized learning. Some benefits listed include boosting engagement, allowing class time for differentiated instruction, and giving students the ability to pause and rewatch lessons. Potential barriers include ensuring students engage with pre-class material and assessing their out-of-class work. The document provides tips for flipping a classroom, such as creating or curating video lessons, platforms for hosting lessons, and ideas for formative assessments. Resources for learning more about flipped learning are also included.
1. The document discusses 10 strategies ("10 B's") for developing an effective personal learning network (PLN) and positive digital footprint as an educator. These include being organized, smart, connected, helpful, open, safe, in the know, active, picky, and focused when using social media and online tools for professional learning and networking.
2. Specific tools and resources are provided for each strategy, such as using Diigo for bookmarking, attending webinars on SimpleK12, participating in #edchat on Twitter, maintaining a public Facebook page and blog, and focusing PLN efforts on areas of interest like using Pinterest boards.
3. The overall message is that educators must strateg
The document discusses ways to change teaching, working, and learning by integrating technology. It suggests embedding technology into lesson plans, using online collaboration tools for teachers, and offering students choices in how they submit assignments. Students can publish work online through blogs, wikis or video sharing sites. Teachers are also encouraged to participate in virtual visits with other classrooms and connect with experts through video conferencing. The goal is to help both teachers and students become lifelong learners and problem solvers in the digital age.
Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
The document provides a list of 50+ ideas for using multiple computers in the classroom, organized into categories like watching educational videos, doing research projects, creating presentations, and collaborating online. It instructs teachers to create a wiki by a certain date to continue sharing technology integration ideas and activities for the classroom. Teachers are encouraged to make use of available educational technology tools and websites.
This document outlines a presentation on flipped learning. It begins with defining flipped learning as moving direct instruction outside of class via online videos and using class time for active learning practices like discussion and problem solving. Case studies on flipped learning show failure rates dropping significantly at the high school level. The presentation discusses options for delivering content like videos, audio, documents and choosing appropriate tools. It also addresses how the classroom experience changes with flipped learning, focusing more on having students apply knowledge through tasks, group work, and other active learning methods. Different models for delivering flipped content are mentioned, as well as challenges and responses to concerns about the transition to a flipped model.
A PLN (Personal Learning Network) allows teachers to connect with billions of other professionals online to share ideas, resources, lessons and stories. Building a PLN expands opportunities for collaboration beyond the local school. The document provides tips on creating an online profile and using tools like Twitter, Facebook groups, blogs and conferences to participate in a PLN in order to stay passionate about teaching and continuously learn from others.
The document discusses flipping the classroom with Google Apps for Education (GAFE). It describes flipping as having students watch lecture-style videos for homework to free up class time for hands-on activities and collaboration. It provides examples of how to create and share video lessons using GAFE tools like Google Forms, Docs, and Drive. Benefits mentioned include allowing more one-on-one teacher time and developing critical thinking. Ways to ease into flipping are also presented, such as starting with one lesson per week or using existing online videos.
When Educators Become Curators - keynote slides #moothr12Joyce Seitzinger
This document discusses content curation and the role of educators as curators. It begins by outlining how information has historically been transferred from experts to learners, from Socrates to modern digital tools. It then defines content curation and curators, explaining how curators select and organize relevant information for their communities. The document examines how curation occurs in learning management systems like Moodle and suggests using additional tools to curate. It argues that curation allows educators to act as guides by filtering and sharing meaningful resources with students.
This document provides an overview of best practices for using technology in education based on a workshop for teachers. It discusses various digital tools for formative assessment, creating classroom resources, digital storytelling, and more. Tips are provided for integrating technology, including starting with one tool and sharing resources with colleagues. Teachers are encouraged to design a lesson using one of the tools or create a class wiki to start implementing these strategies.
Favourite Tools For Cpd In The Languages Faculty Nov09Isabelle Jones
This document discusses various online tools that can be used for continuing professional development (CPD) in foreign language faculties. It describes tools like Delicious, Diigo, and Flickr that allow sharing bookmarks, documents, and photos. It also mentions Ning for setting up larger faculty networks, Slideshare for sharing presentations, Scribd for documents, and Vodpod for embedding videos. The document advocates using these tools to connect with others, widen professional networks, and encourage CPD through sharing resources and networking online. It also briefly discusses the potential of Twitter and future possibilities like teachmeets and Skype surgeries for networking.
This document provides a framework for maker education. It discusses the theoretical background of experiential learning and how making allows students to learn skills like math, science, problem-solving through hands-on projects. It recommends frontloading activities by explaining the purpose upfront and using scenarios, essential questions and standards to provide context. Reflection is an important part of the learning process. The document provides examples of digital tools students can use to document and share their making experiences such as creating word clouds, comics, presentations, audio recordings and more.
This presentation provides some background information on maker education, being a reflective practitioner, documenting learning, the roles of the maker educator, and resources.
Exploring Instructional Uses of Multimedia Lucy Gray
This document summarizes Lucy Gray's presentation on exploring instructional uses of YouTube. It discusses how YouTube can be used for creating, consuming, and curating educational videos. Various tools are presented for creating videos, including apps, screencasting software, and Google Hangouts. Ideas are provided for how teachers can use YouTube videos in the classroom for flipping instruction, review, project research, and more. The document also reviews features of the YouTube platform like playlists, channels, and a teacher's dashboard.
This document discusses the rapid changes in learning technologies over the past few decades, from the rise of Napster and online tools in the early 2000s to modern adaptive and mobile learning. It notes that more pedagogical change has occurred in the last 10 years than the last 100,000 due to technologies lowering costs, increasing access, and allowing for new forms of peer learning and simulations. The document advocates for embracing asynchronous and online learning as the default approach.
This document provides various lesson ideas and activities for teaching students about Thanksgiving. It includes learning about the history and story of Thanksgiving through books, videos, and interactive websites. It also suggests crafts like creating comics or funny stories, games to play online or in the classroom, and apps to learn about Thanksgiving through digital media like creating menus or sending thank you cards. Additional resources are provided through links for teachers.
The document discusses K12 Learning 2.0, an online course that teaches educators how to use Web 2.0 tools for learning. The course aims to expose participants to new technologies and models of learning through a survey of tools, core technologies, and support resources. It also aims to foster community, technological self-reliance, curiosity, and risk-taking among participants. Excerpts are provided from participant reflections on their experiences, which describe how the course inspired lifelong learning, redefined their approach to teaching, and helped students feel more connected to others globally.
Cultivating a Culture of Learning in LibrariesLori Reed
The document discusses cultivating a culture of learning in libraries. It defines the difference between training, which is instructor-led, and learning, which is self-directed. The benefits of creating a learning culture include increased staff morale, retention, customer service and innovation. Key elements of a learning organization include trust, empowerment, sharing knowledge and allowing mistakes. Tips are provided for libraries both large and small to promote informal and lifelong learning among staff.
Differentiating Instruction with Technology v. 6.0 at GAETCVicki Davis
How do you differentiate instruction with technology? Here are the tips and tricks for building a toolkit and creating an environment where every student can learn through differentiating instruction.
This document discusses engaging students in math blogging activities. It begins by outlining the session objectives of creating awareness of blogging as a cross-curricular tool for demonstrating math mastery, modeling benefits of student blogging, and inspiring teachers. Next, it provides background on the author's blogging experience and explains what a blog is. It then discusses reasons for blogging about math such as communicating ideas and increasing global competence. The document offers tips for setting up whole-class or individual student blogs and provides examples of blog posts. It concludes by listing opportunities for student blogging and offering tips to enhance blogging.
OmniPresence: Creating Instructor Presence in MoodleJason Neiffer
This document discusses creating instructor presence in the Moodle learning management system. It provides five categories of technology for establishing presence: (1) short messaging services like texting, (2) podcasting, (3) screencasting, (4) live one-on-one interaction, and (5) live group interaction. The document also outlines three simple strategies and five advanced strategies for using these technologies to maintain an instructor presence in online courses.
The document compares different paperless options for content and learning management including CMS platforms like blogs, wikis, and LMS platforms like Edmodo, Moodle, Blackboard, and BrainHoney. For each option, pros and cons are listed. CMS platforms are good for simple sharing but lack interactivity and access controls. Wikis are easy to use and edit but have limited flexibility and interactivity. LMS platforms provide more robust interactive features and assessment tools but can have learning curves and vary in cost depending on the platform.
The document discusses ways to change teaching, working, and learning by integrating technology. It suggests embedding technology into lesson plans, using online collaboration tools for teachers, and offering students choices in how they submit assignments. Students can publish work online through blogs, wikis or video sharing sites. Teachers are also encouraged to participate in virtual visits with other classrooms and connect with experts through video conferencing. The goal is to help both teachers and students become lifelong learners and problem solvers in the digital age.
Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
The document provides a list of 50+ ideas for using multiple computers in the classroom, organized into categories like watching educational videos, doing research projects, creating presentations, and collaborating online. It instructs teachers to create a wiki by a certain date to continue sharing technology integration ideas and activities for the classroom. Teachers are encouraged to make use of available educational technology tools and websites.
This document outlines a presentation on flipped learning. It begins with defining flipped learning as moving direct instruction outside of class via online videos and using class time for active learning practices like discussion and problem solving. Case studies on flipped learning show failure rates dropping significantly at the high school level. The presentation discusses options for delivering content like videos, audio, documents and choosing appropriate tools. It also addresses how the classroom experience changes with flipped learning, focusing more on having students apply knowledge through tasks, group work, and other active learning methods. Different models for delivering flipped content are mentioned, as well as challenges and responses to concerns about the transition to a flipped model.
A PLN (Personal Learning Network) allows teachers to connect with billions of other professionals online to share ideas, resources, lessons and stories. Building a PLN expands opportunities for collaboration beyond the local school. The document provides tips on creating an online profile and using tools like Twitter, Facebook groups, blogs and conferences to participate in a PLN in order to stay passionate about teaching and continuously learn from others.
The document discusses flipping the classroom with Google Apps for Education (GAFE). It describes flipping as having students watch lecture-style videos for homework to free up class time for hands-on activities and collaboration. It provides examples of how to create and share video lessons using GAFE tools like Google Forms, Docs, and Drive. Benefits mentioned include allowing more one-on-one teacher time and developing critical thinking. Ways to ease into flipping are also presented, such as starting with one lesson per week or using existing online videos.
When Educators Become Curators - keynote slides #moothr12Joyce Seitzinger
This document discusses content curation and the role of educators as curators. It begins by outlining how information has historically been transferred from experts to learners, from Socrates to modern digital tools. It then defines content curation and curators, explaining how curators select and organize relevant information for their communities. The document examines how curation occurs in learning management systems like Moodle and suggests using additional tools to curate. It argues that curation allows educators to act as guides by filtering and sharing meaningful resources with students.
This document provides an overview of best practices for using technology in education based on a workshop for teachers. It discusses various digital tools for formative assessment, creating classroom resources, digital storytelling, and more. Tips are provided for integrating technology, including starting with one tool and sharing resources with colleagues. Teachers are encouraged to design a lesson using one of the tools or create a class wiki to start implementing these strategies.
Favourite Tools For Cpd In The Languages Faculty Nov09Isabelle Jones
This document discusses various online tools that can be used for continuing professional development (CPD) in foreign language faculties. It describes tools like Delicious, Diigo, and Flickr that allow sharing bookmarks, documents, and photos. It also mentions Ning for setting up larger faculty networks, Slideshare for sharing presentations, Scribd for documents, and Vodpod for embedding videos. The document advocates using these tools to connect with others, widen professional networks, and encourage CPD through sharing resources and networking online. It also briefly discusses the potential of Twitter and future possibilities like teachmeets and Skype surgeries for networking.
This document provides a framework for maker education. It discusses the theoretical background of experiential learning and how making allows students to learn skills like math, science, problem-solving through hands-on projects. It recommends frontloading activities by explaining the purpose upfront and using scenarios, essential questions and standards to provide context. Reflection is an important part of the learning process. The document provides examples of digital tools students can use to document and share their making experiences such as creating word clouds, comics, presentations, audio recordings and more.
This presentation provides some background information on maker education, being a reflective practitioner, documenting learning, the roles of the maker educator, and resources.
Exploring Instructional Uses of Multimedia Lucy Gray
This document summarizes Lucy Gray's presentation on exploring instructional uses of YouTube. It discusses how YouTube can be used for creating, consuming, and curating educational videos. Various tools are presented for creating videos, including apps, screencasting software, and Google Hangouts. Ideas are provided for how teachers can use YouTube videos in the classroom for flipping instruction, review, project research, and more. The document also reviews features of the YouTube platform like playlists, channels, and a teacher's dashboard.
This document discusses the rapid changes in learning technologies over the past few decades, from the rise of Napster and online tools in the early 2000s to modern adaptive and mobile learning. It notes that more pedagogical change has occurred in the last 10 years than the last 100,000 due to technologies lowering costs, increasing access, and allowing for new forms of peer learning and simulations. The document advocates for embracing asynchronous and online learning as the default approach.
This document provides various lesson ideas and activities for teaching students about Thanksgiving. It includes learning about the history and story of Thanksgiving through books, videos, and interactive websites. It also suggests crafts like creating comics or funny stories, games to play online or in the classroom, and apps to learn about Thanksgiving through digital media like creating menus or sending thank you cards. Additional resources are provided through links for teachers.
The document discusses K12 Learning 2.0, an online course that teaches educators how to use Web 2.0 tools for learning. The course aims to expose participants to new technologies and models of learning through a survey of tools, core technologies, and support resources. It also aims to foster community, technological self-reliance, curiosity, and risk-taking among participants. Excerpts are provided from participant reflections on their experiences, which describe how the course inspired lifelong learning, redefined their approach to teaching, and helped students feel more connected to others globally.
Cultivating a Culture of Learning in LibrariesLori Reed
The document discusses cultivating a culture of learning in libraries. It defines the difference between training, which is instructor-led, and learning, which is self-directed. The benefits of creating a learning culture include increased staff morale, retention, customer service and innovation. Key elements of a learning organization include trust, empowerment, sharing knowledge and allowing mistakes. Tips are provided for libraries both large and small to promote informal and lifelong learning among staff.
Differentiating Instruction with Technology v. 6.0 at GAETCVicki Davis
How do you differentiate instruction with technology? Here are the tips and tricks for building a toolkit and creating an environment where every student can learn through differentiating instruction.
This document discusses engaging students in math blogging activities. It begins by outlining the session objectives of creating awareness of blogging as a cross-curricular tool for demonstrating math mastery, modeling benefits of student blogging, and inspiring teachers. Next, it provides background on the author's blogging experience and explains what a blog is. It then discusses reasons for blogging about math such as communicating ideas and increasing global competence. The document offers tips for setting up whole-class or individual student blogs and provides examples of blog posts. It concludes by listing opportunities for student blogging and offering tips to enhance blogging.
OmniPresence: Creating Instructor Presence in MoodleJason Neiffer
This document discusses creating instructor presence in the Moodle learning management system. It provides five categories of technology for establishing presence: (1) short messaging services like texting, (2) podcasting, (3) screencasting, (4) live one-on-one interaction, and (5) live group interaction. The document also outlines three simple strategies and five advanced strategies for using these technologies to maintain an instructor presence in online courses.
The document compares different paperless options for content and learning management including CMS platforms like blogs, wikis, and LMS platforms like Edmodo, Moodle, Blackboard, and BrainHoney. For each option, pros and cons are listed. CMS platforms are good for simple sharing but lack interactivity and access controls. Wikis are easy to use and edit but have limited flexibility and interactivity. LMS platforms provide more robust interactive features and assessment tools but can have learning curves and vary in cost depending on the platform.
The document proposes a model called PROTECS to improve student achievement through professional development and professional learning networks. The PROTECS model includes providing teachers with professional development on the collaborative learning model and appropriate classroom technology use, supporting active participation in professional learning networks, and implementing lessons using collaborative learning and technology to increase student engagement.
Helena Tech Stuff 2011 Keynote: Rapid Change: What can Thomas Jefferson, Osam...Jason Neiffer
The document discusses how Thomas Jefferson, Osama Bin Laden, and the Roman Forum relate to the rapidly changing classroom landscape. It references how Jefferson valued the importance of information and democracy, while Bin Laden exploited new technologies. The document also discusses how technologies now give more access to real-time data and ways for experts to share information.
Google Plus for Educators by Jason NeifferJason Neiffer
This document compares and contrasts Google+ and Facebook. It notes that Google+ is available to those 13+ while Facebook is available to those 18+. It also discusses some of the key differences in their business models, such as Google+ being free without advertising currently, while Facebook uses an evolving advertising model. User numbers are provided, with Facebook having over 800 million daily active users compared to Google+'s 62 million users, which may be inflated due to inactivity. The document then examines some of Google+'s core features like Circles and Hangouts and how they compare to similar features on Facebook.
These are slides to support Jason Neiffer's "OmniPresence: Use Your Internet Toolbox to Create Teacher Presence in Online Classes," at Northwest Council for Computer Education in Seattle, Washington, March 2012
This document discusses late medieval critics of the Catholic Church such as Marsilius of Padua, John Wycliffe, and Jan Hus who helped contribute to a decrease in church power and an increase in national power. It also mentions the Avignon Papacy, scholasticism of Thomas Aquinas, and Wycliffe's translation of the Bible into English as important events and figures that influenced the relationship between the church and state in late medieval Europe.
The document provides information on tools and resources for e-learning and blended learning. It discusses adult learning principles put forth by Knowles, including that adults need to know why they are learning something, be self-directed, draw from life experiences, be ready to learn things that help them cope, and be motivated by things that help perform life tasks. URLs are provided for learning theories, synchronous vs asynchronous learning, collaborative tools like Twiddla and Vyew, and e-publishing tools like Youblisher and Yudu. Other resources highlighted include tools for mind mapping, image manipulation, e-gifts, online assessment, and creating e-books.
The document discusses blended learning, which combines face-to-face instruction with technology-based learning. It provides three models of blended learning and encourages using existing open educational resources. The document promotes engaging and meaningful learning by flipping the classroom, using learning management systems, and having students collaborate online. Educators are challenged to leverage all available resources to best facilitate learning.
The document discusses blended learning, which combines face-to-face instruction with technology-based learning. It describes three models of blended learning and encourages educators to leverage available open educational resources and tools to design blended learning experiences. The goal is to engage students in meaningful, productive learning whenever and wherever possible. Questions are welcomed from those interested in blended learning.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
This document lists and summarizes various digital tools that can be used for science and math teaching, including videos, simulations, and interactive functions. It discusses how these tools could be used in the classroom, such as for bell-ringers, starters, assignments watched anytime via mobile devices. Specific resources highlighted include Khan Academy, Mathpickle, Shodor interactive labs, Algebra tiles for factoring, and YouTube science channels. The document advocates learning from colleagues and using real-world examples to engage students.
This document discusses tools for collaboration, citation management, and screen capturing/screencasting.
For collaboration, it recommends Google Docs and Etherpads for real-time collaborative writing. For citation management, it demonstrates how to use Zotero to automatically generate citations and bibliographies in MLA or APA format.
For screen capturing, it recommends the free Screencast tool Screenr for easily creating short instructional videos to demonstrate computer functions to students.
Search, citation and plagiarism: skills for a digital age have to be taught!CIT, NUS
The document discusses problems with students' writing skills in the digital age and proposes solutions to improve digital literacy. It notes issues like poor essay structure, referencing, and an inability to effectively search for and evaluate online sources. The proposed solutions include integrating writing assignments into core modules with feedback, teaching efficient search strategies, building vocabulary, evaluating site credibility, understanding citations, and providing clear guidelines. The goal is to explicitly teach digital skills that are assumed but often not learned, like searching, evaluating sources, and avoiding plagiarism.
This document provides guidance for coping with COVID-19 using online instruction. It discusses challenges such as ensuring technology access and readiness. It also discusses opportunities for online learning such as using learning management systems, quizzes, projects, videos, and collaboration tools. Good practices for online instruction are also covered, including communication, timing, consistency, supporting at-risk students, virtual classes, and projects. The overall focus is on practical strategies for facilitating effective online learning during the pandemic.
The document discusses a conference on motivating minds in Minnesota that took place on October 22, 2012. It provides information on speakers, topics, and resources related to technology integration, differentiated instruction, learning styles, and future trends in education including SAMR and virtual learning.
This document discusses embracing digital technology in the classroom and moving beyond traditional teaching methods. It suggests having teachers stand up and introduce themselves to ask other teachers about their views on using technology, the importance of homework, and their favorite song. It also provides links to various websites about interactive whiteboards, best practices for technology integration, and how the role of the teacher is changing with increased digital tools and resources in education.
This document provides a list of online resources that can be used with a classroom projector. It includes tools for creating documents, mind maps, and presentations; virtual manipulatives and simulations; communication tools like Skype; and resources for lessons including videos, images, current events, virtual field trips, timers, and reading materials. The document emphasizes that the projector allows teachers to display information and instructions, as well as engage students with interactive activities on the screen.
Moodle is a learning management system that can be used to create online courses and resources for students, staff, and parents. It allows sharing of ideas between teachers, provides students access to class materials remotely, and enables parents to access classroom information and resources. The document addresses concerns about using Moodle by explaining how it can save time otherwise spent on staff development, that training will be provided to support all technology skill levels, and that many students have internet access at home. Moodle can benefit all grade levels and help prepare students for a technology-focused world. Overall, the document advocates for using Moodle to modernize and enhance learning at the school.
Flipped learning webinar for Ross Education March 2015Dan Petrak
This webinar discussed flipped/flex learning. It defined flipped learning as transmitting instruction outside of class, such as through videos, and using class time for student assimilation of the material through higher-order thinking activities. The webinar provided examples of open educational resources like YouTube, Merlot, and Wolfram Alpha that can be used to engage students outside of class. It emphasized that students and faculty may need to adjust to this new style of active, student-centered learning but that it can improve student outcomes when implemented effectively.
This document discusses how teachers can create great content for their classrooms. It recommends that teachers create and adapt content using digital technologies since textbooks quickly become outdated. Teachers are encouraged to create content like recording themselves reading stories aloud, modify existing materials by adding images or turning readings into quizzes, and explore new tools and materials to engage students. The document emphasizes sharing content with other teachers through blogs, social media and other online platforms to create networks of educators and receive feedback to improve. Teachers should not be afraid to try new technologies through trial and error.
This document provides resources and information for teaching STEM (Science, Technology, Engineering, and Mathematics) in an elementary school library setting. It discusses the engineering design process, hands-on learning, magazines, websites, apps, books, and other materials to engage students in STEM. Contact information is provided for the author, who is willing to provide tours of her STEM school library and resources.
You’re So Distracted… You Probably (Don’t) Think This Presentation is About YouJason Neiffer
These are slides to support Jason Neiffer's presentation "You’re So Distracted… You Probably (Don’t) Think This Presentation is About You," at NCCE 2016 in Seattle, Washington.
Mastering Google’s Privacy Settings: New Digital CitizenshipJason Neiffer
These are slides from Jason Neiffer's "Mastering Google’s Privacy Settings: New Digital Citizenship" presentation at the NCCE Google Summit in Seattle, Washington, February 2016.
Join a Revolution:Podcasting in the Classroom GOOGLE STYLEJason Neiffer
The document discusses how podcasting can revolutionize education similarly to how it has disrupted other industries. It begins by asking if the reader is familiar with podcasting and having created one. It then explains that unlike traditional radio, podcasts can be accessed anywhere, require low-cost equipment to produce and distribute, and have no limits on audience size. The rest of the document provides examples of podcast apps and services, ways to use podcasts in the classroom as a content library, and guidance for teachers and students on creating their own podcasts, including what to record, tools to use, and hosting options.
Google classroom: Elegant, Simple Professional Development?Jason Neiffer
Google Classroom is presented as a potential platform for digital professional development in schools. It provides an elegant and simple interface using the Google Apps for Education platform. However, the software is still in beta and some expected features are missing. While not all professional development needs to be engaging, Google Classroom aims to make collaboration and accountability features more so. A demonstration of its management and sharing capabilities through Google Docs is provided, with notes that integration with non-Google accounts is still limited.
Building Better Discussions by Design for #NCCE2015Jason Neiffer
These are slides to support Mike Agostinelli and Jason Neiffer's presentation, "Building Better Discussions by Design" for NCCE in Portland, Oregon, March 2015!
Building Better Online and Blended Classroom Discussions by DesignJason Neiffer
These are slides supporting our presentation, "Building Better Online and Blended Classroom Discussions by Design," by Jason Neiffer and Mike Agostinelli at the Extended Learning Institute at Carroll College, March 2015.
Join a Revolution: Podcasting in the ClassroomJason Neiffer
These are slides to support Jason Neiffer and Mike Agostinelli's presentation "Join a Revolution: Podcasting in the Classroom" for the Southwest Montana School Services Tech Summit 2015 in Bozeman, Montana.
The document provides information about the NCCE 2015 conference, which will take place from March 18-20, 2015 in Portland, Oregon. The conference will feature keynote speakers, workshops, sessions, and an exhibitor hall focused on educational technology trends. Attendees will have opportunities to learn about emerging technologies, leadership practices, and tools to inspire and further their professional development goals. Registration information is provided for full conference passes as well as single day rates and group discounts.
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and...Jason Neiffer
These are slides to support Peter Arashiro and Jason Neiffer's presentation, "Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences," from iNACOL 2014.
Developing Online Materials that Acknowledge the Science of LearningJason Neiffer
These are slides to support Jason Neiffer's presentation "Developing Online Materials that Acknowledge the Science of Learning," NCCE 2014, Seattle, Washington.
Upping your Assessment Game with TechnologyJason Neiffer
This document discusses how teachers can use technology to improve assessment practices and provide more effective feedback to students. It recommends using formative assessment tools like Socrative to embed assessment into instruction. The document also suggests using automated feedback and text replacement tools to increase efficiency when grading and giving feedback. Finally, it advocates experimenting with collaborative writing and screencasting tools to turn assessment into more of a conversation between teachers and students. The overall goal is to thoughtfully incorporate technology solutions to enhance assessment and feedback practices.
Evernote is a note-taking and organizational tool that can be used across multiple devices and platforms. It allows users to take notes, collect research, archive emails and other documents in one cloud-synced place. The document recommends downloading Evernote on two devices and committing to trying it for one week in order to experience its full capabilities for organizing notes, research, and other materials across devices.
The Networked Leader: Strengthening Connections with the School CommunityJason Neiffer
This are slides to support Jason Neiffer's "The Networked Leader: Strengthening Connections with the School Community," presented at 28th Annual Washington State Assessment Conference in Seattle, Washington, December 2013.
Licensing OER and other Materials for Teachers and Curriculum Administrators/...Jason Neiffer
The document discusses licensing open educational resources (OER) and other materials for teachers and curriculum administrators. It provides guidance on choosing an appropriate Creative Commons license for works, including the types of licenses and what they allow. It emphasizes the importance of modeling best practices for using and attributing OER, having clear expectations and guidance, and following up to ensure proper understanding and implementation of licensing.
Use Technology to Augment your Already Awesome Classroom: Using a Home Base (...Jason Neiffer
This document discusses using technology tools like Edmodo, Moodle, Schoology, InfuseLearning and Socrative to augment classroom instruction. It begins by explaining the context and importance of using learning science to guide how students think and learn. Next, it presents a framework for selecting devices, defining learning objectives, choosing appropriate tools, and planning workflow. The document demonstrates some tools and encourages exploring their use. It aims to dispel myths around digital learning and emphasize purposeful decision making regardless of environment to effectively add interactivity to the classroom.
This document summarizes and compares 5 tools that can be used for interactive activities in the classroom: Socrative, PollAnywhere, PollDaddy, GoSoapBox, and Infuse Learning. Socrative and Infuse Learning allow for quizzing and polling of students using any internet-connected device and have dead simple interfaces. PollDaddy is best for conducting longer polls and surveys. GoSoapBox enables quick question asking and discussion.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Leveraging O.E.R. for Supporting Blended and Online Learning
1. Leveraging O.E.R. for
Supporting Blended and
Online Learning
Jason Neiffer
http://www.neiffer.com
http://www.techsavvyteacher.com
@techsavvyteach
Gplus.to/techsavvyteacher
10. What’s wrong with that?
• Not very flexible
• Not remixable
• Doesn’t really fit into a digital content
platform (blog, wiki, Moodle or other
LMS)
• Potential copyright/licensing issues
• Not scalable
• Not sharable
15. Licensing?
Click to edit Master title style
Traditional Public
copyright - domain -
all rights unrestricted
reserved use
Copyright with
open licenses -
some rights
reserved
Karen Fasimpaur
16. Time opportunity
1:1 Schools New
Common
and Digital Generation
Core
Learning of Teachers
37. Considerations
Any Given Resource
Might Not Be
• Little assessment materials Comprehensive • Remember… there is
• Not many ready-out-of- safety in numbers. J
the-box materials • Must move away from the
“textbook as curriculum”
mentality
• Great opportunity to
develop your own… then
share!
Lack of Ancillary
Requires Prep Work
Materials
38. Websites:
www.montanadigitalacademy.org
www.techsavvyteacher.com
www.neiffer.com
Email:
neiffer@gmail.com
Twitter:
@techsavvyteach
Google Plus:
gplus.to/techsavvyteacher
T h a n k y o u ! J