Loreto 5 - Literacy unlocks to door to learning throughout life Loreto Normanhurst Kelly Tabbart

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The document discusses the English faculty's goals to integrate more technology into teaching literacy skills and a wide reading program. It aims to focus on basic literacy skills across the curriculum using an online spelling program called Spellodrome. It also aims to create a Literacy Hub website with literacy resources for students and teachers. The wide reading program will continue to have students complete online reading units on the student portal.

Education

Loreto 5 Presentation by Kelly Tabart English Faculty Loreto Normanhurst 2011

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Social Learning: Impact the Classroom and the District 9 AM - 12 PM IU 8 The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.

Creating Online and Blended Learning

Andy Petroski

From a 5/16/13 webinar: Today's K-12 and higher education learning environments are moving toward blended and online learning. These new strategies are being used to address student preferences, resource challenges and to take advantage of the individualized learning that can occur in online and blended learning. -Discover the iNACOL National Standards for Quality Online Courses -Explore the Moodle course management system to create online and blended learning experiences

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This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.

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This presentation outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University, implemented in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of design and development of the blended course will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design and development, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. The use of Open Educational Resources (OERs) will also be expounded in the light of Copy Right issues, and the authoring tools utilized in digitizing the materials alongside their merits and demerits will be described. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.

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Mr. Brant KNUTZEN (Learning Designer, Faculty of Education, HKU) http://citers2013.cite.hku.hk/en/opening-panel.htm --------------------------- Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties. --------------------------- CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.

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