This document outlines a project to develop and implement interactive resources to enhance student learning in Physical and Health Education (PDHPE). It aims to increase student engagement, provide differentiated learning activities, and improve understanding of health and physical activity concepts. The project involved creating interactive whiteboard resources, using video analysis software called Dartfish, developing a shared resources site on SharePoint, and exploring uses of mobile technology like iPhones. Challenges included software limitations, file sizes, and time constraints, but the resources benefited student learning by improving engagement, differentiation, and skills like analysis. Future directions included continuing development and exploring new uses of the technologies.
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
Taller sobre como implementar aprendizaje inverso en enseñanzas universitarias Como motivar a los alumnos hacerles llegar la información a aprender y reaccionar a sus necesidades
Collaborating with colleagues to provide a scaffolded VLE for a flipped learn...Gareth Bramley
Slides presented at ESLTIS conference in July 2017 (Sheffield) on working with TEL colleagues on a scaffolded VLE for a flipped learning undergraduate law module
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
Taller sobre como implementar aprendizaje inverso en enseñanzas universitarias Como motivar a los alumnos hacerles llegar la información a aprender y reaccionar a sus necesidades
Collaborating with colleagues to provide a scaffolded VLE for a flipped learn...Gareth Bramley
Slides presented at ESLTIS conference in July 2017 (Sheffield) on working with TEL colleagues on a scaffolded VLE for a flipped learning undergraduate law module
Increasing student engagement has been one of the main focus to improve the quality of a learning experience. In this talk we cover two aspects that can contribute to this increase: flipped learning, and feedback.
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
In this Presentation, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start with a short introduction into the Flipped Classroom concept. At the master program “Knowledge Management” at the University of Applied Sciences Burgenland the Flipped Classroom Model is introduced for the whole study program. Based on this experience and accompanying studies we can report about various Flipped Classroom examples of teaching Knowledge Management
'Creating a Framework of Fun and Learning: Using Balloons to Build Consensus', paper presented by Rebecca Ferguson of the Rumpus Research Group at the European Conference on Games-Based Learning held virtually at the University of Brighton, UK, on 25 September 2020. With thanks to the Playful Learning Conference 2019 for their fabulous photographs.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
Flipped Learning - Where's the Evidence? - Pete Mella, Kirsten Bartlett, Gare...telshef
Flipped learning, the teaching method of giving students pre-session materials to consume and using lecture time for active learning, is a well-known educational concept, but where is the evidence of its effectiveness? In this session Pete Mella (CiCS TEL Team) will give an overview of how a flipped classroom method is being used at the University, and we will hear from academics Gareth Bramley (Law), Kirsten Bartlett (Psychology) and Sam Marsh (Maths & Statistics) on their own research, looking at topics including student feedback, attainment and the psychology of flipped learning, as well as advice on how flipped methods can be evaluated in your own practice.
Increasing student engagement has been one of the main focus to improve the quality of a learning experience. In this talk we cover two aspects that can contribute to this increase: flipped learning, and feedback.
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
In this Presentation, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start with a short introduction into the Flipped Classroom concept. At the master program “Knowledge Management” at the University of Applied Sciences Burgenland the Flipped Classroom Model is introduced for the whole study program. Based on this experience and accompanying studies we can report about various Flipped Classroom examples of teaching Knowledge Management
'Creating a Framework of Fun and Learning: Using Balloons to Build Consensus', paper presented by Rebecca Ferguson of the Rumpus Research Group at the European Conference on Games-Based Learning held virtually at the University of Brighton, UK, on 25 September 2020. With thanks to the Playful Learning Conference 2019 for their fabulous photographs.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
Flipped Learning - Where's the Evidence? - Pete Mella, Kirsten Bartlett, Gare...telshef
Flipped learning, the teaching method of giving students pre-session materials to consume and using lecture time for active learning, is a well-known educational concept, but where is the evidence of its effectiveness? In this session Pete Mella (CiCS TEL Team) will give an overview of how a flipped classroom method is being used at the University, and we will hear from academics Gareth Bramley (Law), Kirsten Bartlett (Psychology) and Sam Marsh (Maths & Statistics) on their own research, looking at topics including student feedback, attainment and the psychology of flipped learning, as well as advice on how flipped methods can be evaluated in your own practice.
GEF Institute was established to meet the increasing global market demand for sustainability education and training. Watch this brief presentation to learn more!
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How to Make a Field invisible in Odoo 17Celine George
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
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Loreto 5 2011 using interactive resources to enhance student learning in PDHPE by Danielle McManus
1. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License.
“Using interactive
resources to enhance
student learning in
PDHPE”
LORETO 5 2011
PDHPE – Danielle McManus
2. Project Outline
Project:
- Development and implementation of a range of
interactive resources to enhance student learning in
PDHPE
Aims:
- Increase student engagement
- Provide learning activities that differentiate for the
wide range of students who study PDHPE
- Improve students understanding of health and
physical activity concepts.
- Contribute to the professional learning of the PDHPE
faculty
4. Interactive Whiteboard
Resources
Goals Achievements Challenges Future
Directions
• Create a range • Development • Software • Continue to
of interactive of a range of limitations for explore
resources for student and video analysis Dartfish
use in Year 7- teacher • Absence of software for
12 PDHPE directed IWB IWB in Room video analysis
• Provide resources 99 • Install an IWB
differentiated • Development • Lack of in Room 99.
learning of a appropriate • Minimise file
experiences differentiated external PD size by using
• Enhance unit for Year 8 courses hyperlinks
student “Understanding • File sizes rather than
engagement Drugs” sometimes embedding
• Development made a whole video.
of staff class • Develop a
tutorials. simultaneously similar
downloading differentiated
5. Interactive Whiteboard
Year 12 Revision
Activities Benefits to student learning
Syllabus revision - Improves students’ recollection of syllabus points
- Allows syllabus revision to be done in a time efficient manner
- Increased student engagement and focus through healthy team
competition
Deconstructing - Assists students to identify BOS keywords and relevant syllabus
questions content
- Helps students plan their responses
SEXY paragraph - Models responses for students
structure - Students are able to highlight sentences where they can
observe SEXY paragraph structure
- Highlights how to use examples effectively
- Reminds students to make sure that they establish a link
between the syllabus content and the question
Jeopardy Labs - Game centered revision
6.
7.
8.
9.
10. Interactive Whiteboard
Year 8 “Understanding Drugs” differentiated unit
- A series of IWB lessons that provide core activities as
well as three differentiated options based on Blooms
Taxonomy
- Benefits to student learning:
• Teachers can direct students at the appropriated time to
either the structured, core or extension activity
• Students can work independently through the IWB once
they are downloaded from the intranet or teachers can
choose to do some activities as a whole class and then
allow students to work independently once they reach the
differentiated activities
• Students complete tasks which are most suited to their
ability level and therefore increase their engagement.
• Lesson resources such as video, worksheets, websites are
centralised in one file with the use of hyperlinks.
15. Dartfish
Goals Achievements Challenges Future Directions
• Implement Dartfish • Developed and • Learning how to • Continue to
software for video implemented in use software implement the use
analysis in Year 7- term 3 a video • Students can only of Dartfish software
12 PDHPE analysis task for access software at in the following
• Enhance students Year 10 PASS school due to areas:
understanding of “Technology and licensing - Year 11
movement Sport” Unit agreements Biomechanics
concepts • Students • Time constraints - Year 10
successfully due to the length of Investigating
completed a video time it took to trial, Performance
analysis for the purchase and - Year 9 Composition
tennis serve install software and Performance
• Students were able - Year 9 PASS
to export images - Year 7-10 PE
into MS Word • Dedicate ½ a
• Developed staff faculty day to PD
tutorials. by an external
• Delivered PD to the provider.
faculty on the • Explore the
October Faculty possibility of off site
Day access through the
school’s server.
16. Dartfish
Year 10 PASS “Technology and Sport” Task
Task Outline:
• In groups of 4, students filmed from a back
perspective each person performing a tennis serve.
• Students uploaded their clip and a clip of Roger
Federer into Dartfish software
• Students then used the software to isolate key
positions in the serve and compare their technique to
Federer
• Students Completed a written analysis for each step
of the tennis serve, comparing their technique to that
of Roger Federer’s.
17. Dartfish
Benefits to student learning:
- Increased students understanding of how
technology can be used to enhance technique
and inform athlete/coaching decisions
- Improved students skills of analysis
- Students enjoyed using the technology
20. SharePoint
Goals Achievements Challenges Future
Directions
• Use • Development • Navigating site • Publicise
SharePoint of the PDHPE actions PDHPE
software to Learning • Time Learning
share Technologies constraints Technologies
resources with site with Year 12 site and
colleagues and • Development encourage
students of the Year 12 other faculty
PDHPE members to
Revision site contribute
ideas
• Continue to
develop
resources to
upload to the
site
• Implement a
23. Mobile Technology
Goals Achievements Challenges Future
Directions
• Explore the • Use of Google • Limited • Develop similar
use of iPhones Earth to numbers of activities for
for teaching develop a GPS iPhones in the use in PASS
and learning based revision class and Year 7-10
activities activity for Year PE
• Enhance 12 FAP • Explore the
student • Development use of iPads
engagement in of QR codes
revision for a team
activities based revision
activity for Year
12 SPAAS
24. Mobile Technology
Activities Benefits to student learning
GPS “Factors Affecting - When students located the marker using GPS
Performance Scavenger coordinates and their iPhone they had to then
Hunt” using Google answer a question which required them to recall
Earth syllabus content.
- Actively engaged students in revision
- Promoted health team based competition
- Kept students motivated during the final weeks of
year 12.
QR codes - QR codes could be used to direct students to a
question or resources such as a
website/YouTube clip.
- Actively engaged students in revision
- Promoted health team based competition
- Kept students motivated during the final weeks of
year 12.