The class aims to teach students how to communicate, collaborate, think critically, and be good digital citizens. Students will identify important life experiences, categorize them, and create digital storyboards and slideshows to share their stories online. They will learn how to convert PowerPoint presentations to HTML formats and post them to a class blog. The class uses discussion, reflection, and sharing experiences to connect students and help them learn from each other. Students will assess their own work and the instructor will provide support
This document provides an overview of a computer class for senior citizens that focuses on using technology to connect experiences and foster social interactions. The class meets for 2 hours each Saturday and teaches students to [1] compile and categorize significant life experiences, [2] create digital storyboards and slideshows about their experiences, and [3] publish their stories online in a class blog for friends and family to view. The goal is for students to learn technical skills while reflecting on meaningful moments and building connections with others in the class.
This document outlines a 3-session computer class for senior citizens focused on digital storytelling. The class helps students identify and share meaningful life experiences through group discussion, creating storyboards, and developing short slideshow presentations. In the first session, students discuss significant experiences and categorize them. Between sessions, they select images representing their stories. In the second session, they draft slideshows in PowerPoint. The third session involves converting presentations to the SlideShare format and posting them to a class blog for friends and family. The goal is for students to learn skills like uploading to blogs while sharing experiences with each other through multimedia projects.
This document discusses the use of blogs in education. It notes that blogs allow students to engage with technology in a non-traditional setting, communicate with peers and teachers, and encourage participation. Blogs add value to traditional instruction by encouraging higher-order thinking and allowing for differentiated instruction and cooperative work. While blogs provide advantages like preparing students for technology and promoting sharing, there are also disadvantages like potential inappropriate discussions and isolating students without internet access.
This document provides an overview of how to set up and use the Edmodo platform for building a digital classroom community. It discusses why Edmodo is useful, specifically for providing a safe online environment and facilitating parent-student communication and an organized digital workflow. It then outlines the step-by-step process for teachers to set up their Edmodo account, create groups for each class, share content and assignments with students, conduct polls and quizzes, and leverage additional features for communication and file sharing.
This document discusses various collaboration tools that can be used in online courses, including wikis, blogs, journals, and discussion boards. It provides examples of how each tool can be used, such as using a wiki for a group research project or using journals for student self-reflection. The document also discusses best practices for using the tools together in combinations and for assessing student work in the collaboration tools, such as using rubrics and focusing feedback on content rather than grammar.
During this workshop, participants will learn how to use various tools in Blackboard 9.1 to support different learning styles, including SafeAssign, Assignments, Journals, Blogs, Wikis, Videos, and Discussion Boards. By the end of the workshop, participants will be able to check papers for plagiarism, collect student files, create areas for journaling and blogging, add videos, and create discussion board forums. The presenter provides examples of how to use each tool and potential assignments involving the tools.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Defining Asynchronous Discussion Design And Facilitation Practices In Brights...D2L Barry
This document discusses principles for designing effective asynchronous online discussions in the Brightspace learning management system. It outlines three key principles: 1) Discussion as social engagement to build an online learning community, 2) Discussion as knowledge construction through social interaction and negotiating meaning, and 3) Discussion as enhancing cognitive processes by guiding learners to apply knowledge. Specific strategies are provided under each principle, such as using icebreaker discussions to build social engagement. The document also provides an example discussion design from a Calculus course to illustrate how discussions can be constrained through note starters and conditional release of posts.
This document provides an overview of a computer class for senior citizens that focuses on using technology to connect experiences and foster social interactions. The class meets for 2 hours each Saturday and teaches students to [1] compile and categorize significant life experiences, [2] create digital storyboards and slideshows about their experiences, and [3] publish their stories online in a class blog for friends and family to view. The goal is for students to learn technical skills while reflecting on meaningful moments and building connections with others in the class.
This document outlines a 3-session computer class for senior citizens focused on digital storytelling. The class helps students identify and share meaningful life experiences through group discussion, creating storyboards, and developing short slideshow presentations. In the first session, students discuss significant experiences and categorize them. Between sessions, they select images representing their stories. In the second session, they draft slideshows in PowerPoint. The third session involves converting presentations to the SlideShare format and posting them to a class blog for friends and family. The goal is for students to learn skills like uploading to blogs while sharing experiences with each other through multimedia projects.
This document discusses the use of blogs in education. It notes that blogs allow students to engage with technology in a non-traditional setting, communicate with peers and teachers, and encourage participation. Blogs add value to traditional instruction by encouraging higher-order thinking and allowing for differentiated instruction and cooperative work. While blogs provide advantages like preparing students for technology and promoting sharing, there are also disadvantages like potential inappropriate discussions and isolating students without internet access.
This document provides an overview of how to set up and use the Edmodo platform for building a digital classroom community. It discusses why Edmodo is useful, specifically for providing a safe online environment and facilitating parent-student communication and an organized digital workflow. It then outlines the step-by-step process for teachers to set up their Edmodo account, create groups for each class, share content and assignments with students, conduct polls and quizzes, and leverage additional features for communication and file sharing.
This document discusses various collaboration tools that can be used in online courses, including wikis, blogs, journals, and discussion boards. It provides examples of how each tool can be used, such as using a wiki for a group research project or using journals for student self-reflection. The document also discusses best practices for using the tools together in combinations and for assessing student work in the collaboration tools, such as using rubrics and focusing feedback on content rather than grammar.
During this workshop, participants will learn how to use various tools in Blackboard 9.1 to support different learning styles, including SafeAssign, Assignments, Journals, Blogs, Wikis, Videos, and Discussion Boards. By the end of the workshop, participants will be able to check papers for plagiarism, collect student files, create areas for journaling and blogging, add videos, and create discussion board forums. The presenter provides examples of how to use each tool and potential assignments involving the tools.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Defining Asynchronous Discussion Design And Facilitation Practices In Brights...D2L Barry
This document discusses principles for designing effective asynchronous online discussions in the Brightspace learning management system. It outlines three key principles: 1) Discussion as social engagement to build an online learning community, 2) Discussion as knowledge construction through social interaction and negotiating meaning, and 3) Discussion as enhancing cognitive processes by guiding learners to apply knowledge. Specific strategies are provided under each principle, such as using icebreaker discussions to build social engagement. The document also provides an example discussion design from a Calculus course to illustrate how discussions can be constrained through note starters and conditional release of posts.
The document provides tips for increasing student engagement, including using engaging assessments that give choices and relate to students' lives, flipping the classroom to have students gain knowledge outside of class, using social media and pre-created content for learning, and providing visual and verbal feedback through tools like Google Docs. Gamification and interactive learning activities are also recommended to motivate students and keep them engaged.
The document discusses six ways that professors can incorporate technology into their teaching. They are: 1) Using pre-class surveys to learn about students' backgrounds and knowledge; 2) Presenting concepts through open content videos from sources like Ted Talks and Khan Academy; 3) Bringing in guest speakers through video conferencing tools like Skype; 4) Using web meeting tools to mentor students outside of class; 5) Facilitating collaboration through tools like Google Docs; and 6) Assessing student understanding through self-quizzes and interactive videos. The document provides examples and instructions for how professors can implement these techniques.
The document discusses a 5-stage model for facilitating online discussions to enhance student learning. The stages are: 1) Access and Motivation, 2) Online Socialization, 3) Information Exchange, 4) Knowledge Construction, and 5) Development. Key aspects of each stage are outlined, such as introducing students to the online platform, developing a sense of community, exploring content and interacting with others, building on ideas to construct knowledge, and reflecting on one's learning. Research findings show that students can socially construct knowledge through online discussions when they reach the higher stages of the model, particularly knowledge construction. Teacher facilitation is also deemed important for enhancing student learning in online interactions.
This document discusses the concept of Web 2.0 and how educators can utilize blogging and other Web 2.0 tools. It defines blogging and common blogging terminology. The benefits of teachers and students blogging are outlined, such as motivating participation, incorporating writing, and fostering collaboration. Guidelines for setting up student blogs and ensuring safe and appropriate usage are provided. Examples of educational blogs in various subject areas are listed to inspire educators.
This document discusses different types of educational blogs (edublogs). It explains that blogs can be used to place lessons online, expand student access to materials, and enhance classroom interaction. Some key types of edublogs mentioned are tutor blogs, which provide class information, class blogs for discussion, learner blogs as a writing portfolio, and reflective teacher blogs. Blogs offer advantages over discussion boards like easier linking and potential for public involvement outside the classroom.
The document discusses using blogs to promote independent learning for students at Hwa Chong Institution. It implemented a 1-year blogging program where each student had their own blog as part of the Language Arts Programme. The blogging program aimed to improve students' writing skills, engage critical thinking, and shift learning from teacher-centered to student-centered. Teachers took on a facilitating role by initiating blog prompts and providing feedback and supervision. Overall, the blogging program was found to actively engage students in writing, tracking books, and making connections beyond the classroom.
The document discusses challenges in distance learning and proposes a new collaborative open online learning (COOL) model using Web 2.0 technologies. It outlines issues with the current learning management system (LMS) model and publisher-driven content. The COOL model advocates for open access courses, learner-generated content, and leveraging social software to allow for collaboration, interaction and networking between faculty and students. Course development becomes an iterative process based on participant input and content is changed through ongoing edits by the learning community.
Edmodo is an online networking application for teachers and students. And this file is about Edmodo's fitur, for you who wanna know more about Edmodo, just check this file out :)
If you do not understand about my ppt and wanna know more information, you can contact me on email yovikasukma@gmail.com. I'll try to share what i know about this Edmodo. Thank you :)
Edmodo adalah aplikasi online yang dapat digunakan untuk guru dan siswa. File ini berisikan tentang fitur yang ada pada Edmodo, untuk Anda yang mau mengetahui lebih lanjut mengenai Edmodo, Anda bisa melihat pada file ini :)
This document summarizes a teacher's experience using a blog called the FCE Blog as a supplementary educational tool for her English exam preparation course. Some key points:
- The blog provided students additional practice materials and a space to communicate with other English learners around the world.
- Students became more motivated and took initiative in their learning by asking questions, commenting, and teaching each other skills they learned online.
- Both teachers and students developed new digital literacy skills through their collaborative exploration of web resources and technology integration in learning.
- While challenging, blogging helped blur boundaries between formal and informal learning and allowed learning to extend beyond the classroom.
This document discusses tools and activities that can be used for online courses. It suggests taking a learning styles test to determine a preferred learning style. It also presents two case studies of online courses and asks what tools may be suitable. Finally, it asks participants to reflect on their learner group and identify one tool that would suit their learners.
The document discusses challenges of integrating technology into classrooms and provides suggestions to address those challenges. It notes trends in student work like over reliance on copying and pasting without citing sources. It recommends designing lessons with clear objectives tied to curriculum, assessing the process and product, and emphasizing skills like evaluating sources. The document also cautions about assuming the credibility of sources and provides examples of Web 2.0 tools that can be used, like blogs, wikis and podcasts, if guidelines are followed around copyright and plagiarism.
This document provides an overview and best practices for building online communities and discussions in educational settings. It discusses alternatives to asynchronous online discussions, including online debates, visual dictionaries, and blogging. Discussion forums, or asynchronous online discussions, are presented as a flexible way for teachers to communicate with students. Guidelines are offered for structuring discussions, including using real-life problems, providing support, and evaluating participation. Rubrics for assessing student work in online debates, visual dictionaries and blogs are also presented.
The document discusses how blogs can be used to give students, including those at risk and in regular education, a voice in their writing. It provides examples of assignments where students write persuasive pieces on their blogs and comment on classmates' blogs. The goals are to inspire learning, give students confidence in communicating, and demonstrate proper online behavior and literacy skills through collaborative blog projects.
This document discusses blended learning and its key elements. It defines blended learning as combining online and in-person learning. Blended learning enhances learning by allowing students to learn both in a classroom and online. The document outlines learning outcomes related to blended learning and suggests activities for students like completing assessments online and collaborating on projects using different tools.
The document discusses synchronous vs asynchronous communication and how to facilitate online discussions. It identifies 4 roles for facilitating online discussions:
1) Technical - be familiar with communication systems and software to help students with issues
2) Social - create a social presence through icebreakers and student profiles to build community
3) Managerial - define goals, roles, and participation expectations to keep discussions efficient and on track
4) Pedagogical - use questions to develop student thinking and understanding of course material
Differentiating Instruction with Technologybianca22slg
This document provides an overview of various digital tools that can be used for differentiation, content creation, and assessment. It discusses tools like ThingLink that allow adding interactive content to images, Educreations and Explain Everything for creating videos, Haiku Deck and Popplet for presentations, and Blendspace for creating learning pathways. It also covers tools for developing writing like Boomwriter and Storybird, creating digital stories with apps like iMovie and MovieMaker, and building ePortfolios using Google Drive, blogs, and other platforms. Recommendations and resources for using these tools in the classroom are provided.
Presentation I gave for a workshop on Web 2.0Clancy Ratliff
The document discusses using blogs and social bookmarking tools to create learning communities. It recommends having one group blog for small classes where students post topics and comment on each other's posts. For blogs, it suggests occasional fun topics and grading based on participation only. For social bookmarking, it recommends showing students the instructor's bookmarks as examples and creating a shared account for students to collaboratively build an online resource of sources. The outcomes of social bookmarking include students thinking about course topics outside of class and recognizing how topics overlap.
Math Differentiation Through TechnologyRenegarmath
This document discusses concerns about differentiating instruction and provides online tools and resources to help save time and manage a differentiated classroom. The top 8 concerns about differentiation are preparation time, class size, meeting student needs, management strategies, lack of resources, independence, implementation, and time. Websites like Portaportal, SurveyMonkey, Rubistar, and SpellingCity are recommended for bookmarking pages, creating surveys, rubrics, and spelling tests online. Other differentiation resources include virtual manipulatives, timers, dice, charts, and timelines. Ohio's Treasure Chest and links from Hoagies Gifted are also mentioned.
This document discusses assessing synchronous and asynchronous online discussions. It addresses assessing deeper learning and participation in synchronous discussions. Key areas of assessing deeper learning include applying Bloom's Taxonomy and using reflective journals. For assessing participation, qualities like initiating discussion, responding to others, and offering support can be evaluated. Challenges of assessment include practicality of grading many students in real-time and preserving the community aspect. Solutions involve recording discussions and balancing assessed and non-assessed activities. Effective asynchronous discussion assessment provides clear criteria and applies them consistently while avoiding over-complexity. Peer and group work, holistic grading, and the tutor's facilitation role are also covered.
The document discusses technoheutagogy, which is using web 2.0 tools and learning management systems to facilitate learner-directed adult learning. It emphasizes empowering adult learners by giving them personal responsibility and relevance in their education. Learners can choose what, when, where, how much, and how to learn, determining their own grade. Web 2.0 tools and features of LMSs like threaded discussions and collaborative projects can engage learners and assess learning in a way that is learner-directed. Assessment focuses on achieving personally relevant knowledge through knowledge audits involving discussion, reflection, and content mastery evaluation.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
The document provides tips for increasing student engagement, including using engaging assessments that give choices and relate to students' lives, flipping the classroom to have students gain knowledge outside of class, using social media and pre-created content for learning, and providing visual and verbal feedback through tools like Google Docs. Gamification and interactive learning activities are also recommended to motivate students and keep them engaged.
The document discusses six ways that professors can incorporate technology into their teaching. They are: 1) Using pre-class surveys to learn about students' backgrounds and knowledge; 2) Presenting concepts through open content videos from sources like Ted Talks and Khan Academy; 3) Bringing in guest speakers through video conferencing tools like Skype; 4) Using web meeting tools to mentor students outside of class; 5) Facilitating collaboration through tools like Google Docs; and 6) Assessing student understanding through self-quizzes and interactive videos. The document provides examples and instructions for how professors can implement these techniques.
The document discusses a 5-stage model for facilitating online discussions to enhance student learning. The stages are: 1) Access and Motivation, 2) Online Socialization, 3) Information Exchange, 4) Knowledge Construction, and 5) Development. Key aspects of each stage are outlined, such as introducing students to the online platform, developing a sense of community, exploring content and interacting with others, building on ideas to construct knowledge, and reflecting on one's learning. Research findings show that students can socially construct knowledge through online discussions when they reach the higher stages of the model, particularly knowledge construction. Teacher facilitation is also deemed important for enhancing student learning in online interactions.
This document discusses the concept of Web 2.0 and how educators can utilize blogging and other Web 2.0 tools. It defines blogging and common blogging terminology. The benefits of teachers and students blogging are outlined, such as motivating participation, incorporating writing, and fostering collaboration. Guidelines for setting up student blogs and ensuring safe and appropriate usage are provided. Examples of educational blogs in various subject areas are listed to inspire educators.
This document discusses different types of educational blogs (edublogs). It explains that blogs can be used to place lessons online, expand student access to materials, and enhance classroom interaction. Some key types of edublogs mentioned are tutor blogs, which provide class information, class blogs for discussion, learner blogs as a writing portfolio, and reflective teacher blogs. Blogs offer advantages over discussion boards like easier linking and potential for public involvement outside the classroom.
The document discusses using blogs to promote independent learning for students at Hwa Chong Institution. It implemented a 1-year blogging program where each student had their own blog as part of the Language Arts Programme. The blogging program aimed to improve students' writing skills, engage critical thinking, and shift learning from teacher-centered to student-centered. Teachers took on a facilitating role by initiating blog prompts and providing feedback and supervision. Overall, the blogging program was found to actively engage students in writing, tracking books, and making connections beyond the classroom.
The document discusses challenges in distance learning and proposes a new collaborative open online learning (COOL) model using Web 2.0 technologies. It outlines issues with the current learning management system (LMS) model and publisher-driven content. The COOL model advocates for open access courses, learner-generated content, and leveraging social software to allow for collaboration, interaction and networking between faculty and students. Course development becomes an iterative process based on participant input and content is changed through ongoing edits by the learning community.
Edmodo is an online networking application for teachers and students. And this file is about Edmodo's fitur, for you who wanna know more about Edmodo, just check this file out :)
If you do not understand about my ppt and wanna know more information, you can contact me on email yovikasukma@gmail.com. I'll try to share what i know about this Edmodo. Thank you :)
Edmodo adalah aplikasi online yang dapat digunakan untuk guru dan siswa. File ini berisikan tentang fitur yang ada pada Edmodo, untuk Anda yang mau mengetahui lebih lanjut mengenai Edmodo, Anda bisa melihat pada file ini :)
This document summarizes a teacher's experience using a blog called the FCE Blog as a supplementary educational tool for her English exam preparation course. Some key points:
- The blog provided students additional practice materials and a space to communicate with other English learners around the world.
- Students became more motivated and took initiative in their learning by asking questions, commenting, and teaching each other skills they learned online.
- Both teachers and students developed new digital literacy skills through their collaborative exploration of web resources and technology integration in learning.
- While challenging, blogging helped blur boundaries between formal and informal learning and allowed learning to extend beyond the classroom.
This document discusses tools and activities that can be used for online courses. It suggests taking a learning styles test to determine a preferred learning style. It also presents two case studies of online courses and asks what tools may be suitable. Finally, it asks participants to reflect on their learner group and identify one tool that would suit their learners.
The document discusses challenges of integrating technology into classrooms and provides suggestions to address those challenges. It notes trends in student work like over reliance on copying and pasting without citing sources. It recommends designing lessons with clear objectives tied to curriculum, assessing the process and product, and emphasizing skills like evaluating sources. The document also cautions about assuming the credibility of sources and provides examples of Web 2.0 tools that can be used, like blogs, wikis and podcasts, if guidelines are followed around copyright and plagiarism.
This document provides an overview and best practices for building online communities and discussions in educational settings. It discusses alternatives to asynchronous online discussions, including online debates, visual dictionaries, and blogging. Discussion forums, or asynchronous online discussions, are presented as a flexible way for teachers to communicate with students. Guidelines are offered for structuring discussions, including using real-life problems, providing support, and evaluating participation. Rubrics for assessing student work in online debates, visual dictionaries and blogs are also presented.
The document discusses how blogs can be used to give students, including those at risk and in regular education, a voice in their writing. It provides examples of assignments where students write persuasive pieces on their blogs and comment on classmates' blogs. The goals are to inspire learning, give students confidence in communicating, and demonstrate proper online behavior and literacy skills through collaborative blog projects.
This document discusses blended learning and its key elements. It defines blended learning as combining online and in-person learning. Blended learning enhances learning by allowing students to learn both in a classroom and online. The document outlines learning outcomes related to blended learning and suggests activities for students like completing assessments online and collaborating on projects using different tools.
The document discusses synchronous vs asynchronous communication and how to facilitate online discussions. It identifies 4 roles for facilitating online discussions:
1) Technical - be familiar with communication systems and software to help students with issues
2) Social - create a social presence through icebreakers and student profiles to build community
3) Managerial - define goals, roles, and participation expectations to keep discussions efficient and on track
4) Pedagogical - use questions to develop student thinking and understanding of course material
Differentiating Instruction with Technologybianca22slg
This document provides an overview of various digital tools that can be used for differentiation, content creation, and assessment. It discusses tools like ThingLink that allow adding interactive content to images, Educreations and Explain Everything for creating videos, Haiku Deck and Popplet for presentations, and Blendspace for creating learning pathways. It also covers tools for developing writing like Boomwriter and Storybird, creating digital stories with apps like iMovie and MovieMaker, and building ePortfolios using Google Drive, blogs, and other platforms. Recommendations and resources for using these tools in the classroom are provided.
Presentation I gave for a workshop on Web 2.0Clancy Ratliff
The document discusses using blogs and social bookmarking tools to create learning communities. It recommends having one group blog for small classes where students post topics and comment on each other's posts. For blogs, it suggests occasional fun topics and grading based on participation only. For social bookmarking, it recommends showing students the instructor's bookmarks as examples and creating a shared account for students to collaboratively build an online resource of sources. The outcomes of social bookmarking include students thinking about course topics outside of class and recognizing how topics overlap.
Math Differentiation Through TechnologyRenegarmath
This document discusses concerns about differentiating instruction and provides online tools and resources to help save time and manage a differentiated classroom. The top 8 concerns about differentiation are preparation time, class size, meeting student needs, management strategies, lack of resources, independence, implementation, and time. Websites like Portaportal, SurveyMonkey, Rubistar, and SpellingCity are recommended for bookmarking pages, creating surveys, rubrics, and spelling tests online. Other differentiation resources include virtual manipulatives, timers, dice, charts, and timelines. Ohio's Treasure Chest and links from Hoagies Gifted are also mentioned.
This document discusses assessing synchronous and asynchronous online discussions. It addresses assessing deeper learning and participation in synchronous discussions. Key areas of assessing deeper learning include applying Bloom's Taxonomy and using reflective journals. For assessing participation, qualities like initiating discussion, responding to others, and offering support can be evaluated. Challenges of assessment include practicality of grading many students in real-time and preserving the community aspect. Solutions involve recording discussions and balancing assessed and non-assessed activities. Effective asynchronous discussion assessment provides clear criteria and applies them consistently while avoiding over-complexity. Peer and group work, holistic grading, and the tutor's facilitation role are also covered.
The document discusses technoheutagogy, which is using web 2.0 tools and learning management systems to facilitate learner-directed adult learning. It emphasizes empowering adult learners by giving them personal responsibility and relevance in their education. Learners can choose what, when, where, how much, and how to learn, determining their own grade. Web 2.0 tools and features of LMSs like threaded discussions and collaborative projects can engage learners and assess learning in a way that is learner-directed. Assessment focuses on achieving personally relevant knowledge through knowledge audits involving discussion, reflection, and content mastery evaluation.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
The document provides an overview of Moodle, an open-source learning management system (LMS). It discusses Moodle's philosophy of social constructivism and its global usage. It then demonstrates how to set up a Moodle course as an instructor, including adding resources, blocks, and different activities for students like forums, wikis, quizzes, and assignments. The document provides examples and suggestions for utilizing various Moodle tools and features to engage students.
This document provides guidance for designing learning activities at the evaluating and creating cognitive levels using backward design. It discusses selecting instructional strategies that have students utilize constructed knowledge to evaluate or create new things. Various digital tools are presented for guided learning activities, including blogging, simulations, programming, remixing digital media, and publishing. Assignments are outlined where students will discuss learning targets, review storytelling tools, and complete online discussions and posts. Scaffolding techniques are also addressed to help students develop independent thinking.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
The document discusses the use of technology in teaching and learning. It defines technological literacy and explains why technology should be integrated into the classroom. Benefits are outlined for both teachers and learners, including active engagement, meeting varying needs, and developing life skills. Barriers to technology integration are also examined, along with strategies for motivating teachers. The role of formative assessment and differentiation using ICT is explored. Web 2.0 tools that can be used are provided as examples.
This document summarizes a webinar on blending Common Core standards, visible thinking strategies, and web 2.0 technologies to engage students. The webinar covered the SAMR model for technology integration and provided examples of how tools can be used at different levels of the model. Attendees then collaborated in groups to apply the SAMR model to sample lesson plans. Overall, the webinar aimed to demonstrate how technology can be effectively integrated to transform learning environments and empower students through more active and social learning experiences aligned with state standards.
This document summarizes a webinar on blending Common Core standards, visible thinking strategies, and web 2.0 technologies to engage students. The webinar covered the SAMR model for technology integration and provided examples of how tools can be used at different levels of the model. Attendees then collaborated in groups to apply the SAMR model to sample lesson plans. Overall, the webinar aimed to demonstrate how technology can be effectively integrated to transform learning environments and empower students through more active and social learning experiences aligned with state standards.
This document provides guidance on course design and syllabus construction. It discusses establishing learning objectives and outcomes, considering different teaching modes like flipped or hybrid, using appropriate media and technology, scaffolding course content, incorporating various learning activities, and constructing an effective syllabus. The goal is to plan lessons from a student-centered perspective and create a well-designed course through a balanced syllabus that is consistent with best practices.
Conole learning design_workshop NTU Innovations in Teaching SeminarGrainne Conole
- The 7Cs framework is a new learning design approach that involves conceptual representations of courses to shift practice from implicit to explicit design-based approaches. It comprises seven stages: Conceptualise, Capture, Communicate, Collaborate, Consider, Combine, and Consolidate.
- An evaluation of the framework found it enabled teachers to rethink their course design and create more engaging learning experiences for students. It can also be used to indicate the nature of courses to learners.
- The document outlines activities for workshop participants to apply the 7Cs framework to conceptualize their own course designs.
The Structured Lesson Review is a process for educators to collaboratively review lessons through structured critique and feedback. It involves four steps: 1) a teacher presents their lesson plan, 2) peers ask clarifying questions, 3) peers provide warm and cool feedback about strengths and areas for improvement, and 4) an open discussion where the teacher can respond and discuss next steps. The document provides an example of educators reviewing a virtual Civil Rights museum lesson, with peers providing positive feedback on collaboration and real-world application, and suggestions around community involvement and student interviews. The process aims to make teaching practices public and support ongoing professional growth through reflection and collaboration.
Models of Technology-Enhanced Instructional LessonsIra Sagu
This document discusses how technology tools can be integrated into lessons to enhance learning. It provides examples of how students can use tools like blogs, wikis, and Padlet to collaborate, communicate, and demonstrate their knowledge as contributors, communicators, and creators. The document also outlines a four step process for developing a lesson that incorporates technology: 1) identifying learning objectives, 2) determining student knowledge and skills, 3) selecting an instructional tool, and 4) planning assessment.
The document describes an online catalogue being developed by the School on the Cloud network working group to share recommended cloud-based platforms, tools, and apps for teachers. It provides details on the catalogue, including that it is an ongoing deliverable being updated by working group members with new recommendations. It also outlines the process undertaken to gather lesson ideas from partners to include in the catalogue, including a pre-assignment where partners submitted lesson plans and ideas for tools in the catalogue.
This document summarizes Discovery Education Science Connection, an online resource for middle school science teachers that includes multimedia content across science topics. It provides video clips, reading passages, virtual labs and assessments to enhance lessons. Teachers can search, organize and assign content to students. It also includes tools for formative assessment, building assignments, and tracking student understanding. The resource aims to support differentiated instruction and help prepare students for high-stakes science assessments.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
The document discusses blending online learning with technological tools and learning styles. It provides an overview of various online tools that can be used for educational purposes like blogs, wikis, YouTube, Flickr, podcasting and gaming. It also covers learning theories and best practices for online course design, including matching technologies to learners and assessing student learning. The key aspects are using a variety of tools to engage different learning styles, designing courses with clear goals and feedback, and evaluating learning outcomes and instructional design.
This document provides an overview of a webinar titled "Blending Common Core Standards, Visible Thinking, and Web 2.0 Technologies to Educate, Engage, and Empower Your Students". The webinar was presented by Stephanie Dulmage and moderated by Donna Choe. The webinar goals were to understand the purpose of technology integration, explore examples of how teachers integrate technology using the SAMR model, and introduce Web 2.0 tools to support the Common Core State Standards. During the webinar, participants engaged in activities to analyze lessons using the SAMR levels and shared ideas for lesson planning using various technologies and thinking routines.
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!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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 presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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1. LIFE’S EXPERIENCES UNIT: NETWORKING INTO THE MILLENNIUM A FREE COMPUTER CLASS FOR SENIOR CITIZENS Michael Hewitt ETEC 442
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3. Purposes and Goals This class is intended to join technology with social connections and interactions benefiting elders . Specific elements of each of the technological standards I expect my students should meet can be found in notes below . Students should be able to meet at least the following standards from ISTE NETS: Communicate and Collaborate through small groups, large group, individual blog posts, email and instructor guided discussions Critical thinking, problem solving, and decision making from evaluating, discussing, analyzing, synthesis and publicly sharing life experiences and their relative quantifiable and qualitative values Digital Citizenship as expressed by an online publication of their stories shared with peers , friends and others of their choosing.
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Editor's Notes
This unit’s focus is on a facilitated effort where students will use technology to tell and publish their own digital stories. They will use their earlier class experiences of developing a story board and a PowerPoint slideshow. A popular 2.0 technology called SlideShow will enable students to publish in a format that can be read on most computers even if that computer does not have PowerPoint Software. The mostly elderly students will be responsible for remembering and publicly reporting things in their lives that stand out, are unusual or exceptional. They should be able to collect, analyze, organize, evaluate and publicly share their life experiences data. Students will seek input on the draft from family and friends and revise digital story projects based on significant life experiences. Students should be able to remember and place relative values on their significant experiences. The purpose for this unit is to engage student self study in their specific personal situation using an environment where technology enhances learning. Elders should be able given support to produce a digital story that includes individual expressions of common experience while appreciating common life themes.
This unique student population majority is more than 70 years old. Many are Japanese Americans born and raised in Kaimuki on Oahu. The class is open to anyone, so students much younger than retirement age sometimes learn word processing and internet, then leave. No computing experience is required. In 1999 a young man’s mother was bedridden by blindness, and he thought about the loneliness and isolation many elders feel. He taught his mom to use DragonSpeak with email. With support from the Student Activities Office at Kapi`olani Community College he started “Networking Into the Millennium” as a student volunteer. I was helping as a tutor and was asked in 2000 to take primary responsibly for the class. At least six students have been coming back every year. One of my students is on oxygen with a walker. He tells me he misses class sometimes because he stays home to take care of his wife. Some students have a goal in mind like using email, learning word processing, investing online, playing real time online chess or pachinko. Most students say they care less about using the computer than the social element of spending time learning with friends. Developing technology socially in interaction is the general idea. Class schedules are very flexible because some people have trouble with sight, hearing, memory or movement. Students are encouraged to determine what we study. Sometimes students have questions or ideas that take our full two hours on Saturday. One of my students created a beautiful slide show of her Japanese garden with the song Ku`u Morning Dew in the background. Ku`u in Hawaiian means precious or beloved. The same student created a family genealogy slide show she shows at family gatherings. She created placards for a birthday that included her social groups. I am amazed by her talent for self expression using technology. This experience experiment is different because most students in this class remember the bombing of Pearl Harbor based on the perspective of being a teen or a young adult. Three of my students are named George, in their mid 80’s, and have been friends since grade school in Kaimuki. Many of their parents knew the poverty of the great depression as the children of immigrant workers with few rights. My students have told me stories of their experiences that change the way I think. One man told me he was one of the first men in Hawaii to teach a woman to fly an airplane. She told him that the other pilots only told her how to fly, but he took her up there and expected her to do it. He complimented me saying this is how I teach computing. When I have been fortunate enough to recruit a Japanese speaking tutor class size is bigger. Some students are married to native Japanese speakers. Some students travel together as couples so I don’t see them for months at a time. One younger elder likes to cruise the web and has dial up at home. He has become a good tutor for a man in class who has problems with short term memory
The purpose of this unit is to develop online relationship skills and student confidence with digital communication. The oldest of our elderly sometimes have problems of loneliness, isolation, and a need to feel more part of their world. The computer is a socialization tool they can work together with. Another goal for this course is to give students technology they can apply in the real world and share with friends and family. Students will deliver their personal stories to as many people in the world as they want. I evaluate student progress and help them when I see a need. Finally, this unit should enable students to openly express creative ideas about their experiences that have most value in life. The International Society for Technology Education (ISTE) National Educational Technology Standards and Performance Indicators for Students NETS(S) 2007 - Specific elements of each of these standards can be found at: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf 1. Creativity and Innovation b. create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Teachers should be able to meet the standards to: Facilitate and Inspire Student Learning and Creativity Design and Develop Digital-Age Learning Experiences and Assessments Model Digital-Age Work and Learning ISTE National Educational Technology Standards for Teachers NETS(T) 2008 http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
I expect students will learn about commonalities and differences in life experience. By sharing and reviewing one another’s work, they will know one another better. The purpose of determining major categories is to emphasize that as elder cohorts they have some very significant common memories. I hope they make their own categories. I wonder how an 87 year old remembers springtime. I expect some experiences will center around childhood, family, friendships, traveling, war, politics, or other historic events. One question I might ask is “What were you doing the day Pearl Harbor was bombed?” What kind of work did you or your parents do? What was the environment like where you lived? Do you have a favorite person in history, and why? What is your favorite place, and why? The technology enhances their self expression and extends their stories into the world. Not all have the same ideas of even similar experiences and how to interpret them. I would expect the life experiences are both the same and different. I believe as we share stories the higher order thinking is there because we take some of these ideas as our own. We combine them with our own experiences. This is synthesis. The six major experiences are discussion individual to each person. The categories note how we are the same and different. It’s up to the elders, but I think it may lend continuity to the themes of their slide shows by exploring it thoroughly. Are there common themes in life that abide over time? The visual element also requires the student to think about associations with words. I want my students to think again of when they were 18 or 30, write it down, and find pictures or videos to show the feeling. (And hopefully some old tin types of when my class experienced childhood.) I’ve already learned some of my own life lessons from their stories and this unit will undoubtedly be an interesting way to learn more about one another.
Instructor Will: Review images and file management (Make sure students have saved folders named images, video, sound, or other content and as appropriate) Review for students in Story Board, PPT, imaging tools, web search SlideShare Intro: One teacher created account will be shown as an example. Students will create their own accounts hands-on by following a lecture. The teacher created account may be used to assist students with special needs. PowerPoint Example http://www2.hawaii.edu/~hewitt/takofinal.ppt Converted Slideshare Link http://www.slideshare.net/luvisking/takofinal-2532930 Class Blogspot Link http://luvisking.blogspot.com Digital Story Resource Seven Things You Should Know About Digital Story Telling http://net.educause.edu/ir/library/pdf/ELI7021.pdf I will assist students to: Think about storyboards Remember what goes into a good slide presentation including the Americans with Disability Act recommendations Sign up/download software Upload/save/download and share files online (2nd and 3rd session) Slideshare Blogger Paste html to embed blog Most of my teaching time will be giving personal instruction for those who can not keep up. During this time I have the other class members search for images, backgrounds, sounds, animations, video, etc… to be used in our presentations. Students Will: Results Students create and publicly revise their own content with teacher input Students visualize significant changes in their lives and appreciate experiences of others Skills developed Learn Slideshare conversion Learn to upload to the class blogspot via html Practice PowerPoint and image searches Get to know others through blogging Share, evaluate and revise online digital stories
NETS (S) standards should be met or exceeded. The technologies support higher order thinking because they contribute to the greater project of creating true and meaningful stories from life experience that may benefit and teach those who view it online. I think this is a way of using technology that will excite my students. My hope is they will share their lives and become closer, not only to one another but feel a greater connection with the world.
Our first activity will be to sit as a class and talk freely about significant experiences. I will tell the story of when I was five and my four year old brother talked me in to helping him fill a ½ gallon milk carton with garter snakes. I told him he is crazy! Just get one snake he likes, catch bugs, get some grass and rocks for comfort… My dad had just cleaned the garage and my bro put the closed carton of snakes in the middle. My Mom picked it up and opened it. I did not think it was funny. My Mom screamed and my little brother wet his pants laughing. He got grounded but I didn’t. There is a moral to the story if you look for it. Class will be informed that in the next few weeks we will think about life stories and why we remember them. Some of my students are exceptional and help me with other struggling students who have difficulties. Unless we get a new student there will be time to review storyboards during this discussion for our first unit blog posting. I will ask students to share in groups, online and outside of class to write some one paragraph interesting true stories.
I expect warm smiles, glowing eyes, grasped arm, and patted back. Sometimes my students tell me they have missed me very much, or I get an unexpected hug. Outcomes are the student who in their 80’s takes me aside to say “This is an Ah Ha moment.” Another outcome is that students find through the class, new things they want to learn. Digital cameras are a good example. I had thought it would be good lesson so I brought my own to class. One student said he has a digital camera, but does not know how to use it. I asked the class to bring their own digital cameras the next week. They all brought cameras nicer than mine, but most of did not know how to upload it to their computers. They had been taking the camera to the camera store to have help. One student first came to class because his son went to Japan and left behind his computer. He said he was afraid to turn it on because he might break it. He’s been coming back for nine years now and is one of my best students. He helps other students and often suggests ideas for us to work on. It is hard for me to measure the value I see in their contributions to my own life and learning. Because this is a volunteer project, the best outcome is to see my students happy and productive. Some of them now tell me they use the computer every day. One student used the internet to make substantial money for her husband in online investments. Another did a people search and established an email relationship with her son who she hadn’t seen or heard from in several years. One of my students who has difficulty with short term memory and concept attainment did a PPT slide with a custom background of Charlie Brown fishing on a dock with Snoopy. He had the sound of waves gently washing in. He dissolved in the words “I wish Woodstock could be here with us.” Then an image of Woodstock came flying in from upper right. Several of his female classmates commented it was cute. I agreed and called the class. His eyes lit up, cheeks turned red and I’ve rarely seen him smile so big. The looks on their faces tells me they enjoy most Saturdays. Some days I strain their brains. When the work is difficult we take it more slowly with various examples. One example that takes time is effective file management. Saving a project folder and inside that folder saving other folders takes practice. There is a concept there of organizing data into like categories. At the beginning of a project we set up subfolders called text, images, backgrounds, audio, and video. We work on each one, one at a time. Appropriate file naming conventions is another I repeat often. It doesn’t do a lot of good if students save an image as 438671.bmp when they go find it among many.
Formative assessment is often just walking around and asking “How is everyone doing? Some students need more help than others. Some students have become technologically skilled enough to help others. Because the class is free and I am a volunteer, most assessment is informal. I sometimes get the feeling a few of my students are doing well enough that they only need me there to make sure the door is unlocked. The summative assessment is watching my students as they complete projects beyond my expectations. Although I am more tutor than teacher my best assessment is to see something like a light bulb go off. I am not in control, just observing an awakening. My students surprise me at times with ideas I would not imagine. Glowing testimonials are positive self assessments to me meaning my elders are happy learning technology. One of my best students told me I taught her enough to do it on her own. She does not need me anymore. Like several other students who scored very high on the PPT rubric, she told me a grandchild at home helps her. For this class assessment should be individualized because students are at very different levels physically, socially, and cognitively. I give students who leap ahead special projects collecting data that can help their struggling peers. I give those performing more slowly encouragements and guidance
Timing will be flexible based on the needs of my students. My estimate is that even with new students we should publish to our class blog and revise based on feedback within four weekly two hour class meetings. Depending on the class experience it could take weeks longer. This unit depends on learning some word processing, PPT, multimedia searches, file management and teacher support,
My students are my teachers. Mistakes were made that taught me for this lesson. Years ago I was trying to help a student who was still very confused after I pointed where to click and explained how to save a file four times. He said, “Click here?” and I said, “Yes.” He said, Right here?” And I said “Yes.” “Are you sure?” he said. I said “I am sure.” He said “How do I know not to click a different button?” I raised my voice and told him “Because I asked you to click this button that says SAVE!” That was an awakening because he drew back and cringed. He did the Charlie Brown slide and I feel proud even though other students did three or more slides. I realized he learns better if I rephrase in several different ways. I never raise my voice now except in a positive tone. I would guess ½ of my class could finish this lesson well with preparation in three or four weeks and have four slides. These are the same students who can work relatively independently and help others catch up. Some of the others will get bored and want to move on. For this group I’m sure most will make at least two or three slides. If they are happy with their work and share it, I consider the lesson a great success. I am sure we will all learn a great deal. If I find a volunteer tutor the class should finish more quickly and completely. When I had two volunteer tutors progress was amazing. Now money is the main issue. Donations for expenses by elders is one suggestion to get a lab now that elders can use. I’ll need to write letters to several people at KCC to see if “Networking Into the Millennium” lasts a decade. Perhaps the class will go?
Dewey was extremely intelligent because he looked at even experiences some view as failure as a learning opportunity. I am alive.