This document discusses a pilot study that used various e-learning resources to promote self-learning in a postgraduate cohort with diverse backgrounds. Key findings include:
1) A podcast and online test helped prepare students for lectures and workshops, especially international students, by reinforcing content.
2) A blog promoted motivation, engagement, and self-learning through peer discussion.
3) Collaborative writing using Google Docs promoted interaction between students and peer learning.
4) Overall, the e-learning resources helped address students' diverse needs and brought the class to a similar level, though some tools like the online test failed to fully promote self-monitoring.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Educators: this is a seven-slide presentation to give you an overview of one of your final courses in the RRC teacher education diploma programs. (RDCZP – March, 2016)
Presentation delivered by Rose Gong, Faculty at Easter Illinois University, at the Brightspace Illinois Connection on April 7, 2017.
Connection held at Parkland College.
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.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
Online Language Learning Enhanced via Educational TechnologyRDC ZP
Educators: this is a 12-slide presentation with a brief overview of the session on enhanced language learning based on the artifacts of adult ESL learners during the 2015 spring session at the Language Training Centre - presented at the 2015 TESL Canada Conference in Lake Louise, AB (RZP – Oct. 29, 2015)
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.
Developing students digital literacies through Enquiry-Based Learning (EBL) -...Tünde Varga-Atkins
Our presentation on a curricular model, embedding digital and information literacies.
Credit: Simon Snowden, Emma Thompson and Tunde Varga-Atkins @ University of Liverpool
Susanne Voelkel: How diverse are our students, and what can – or should – we do about it? Slides from the University of Liverpool Learning and Teaching Conference 2009.
We all know that not all students are the same. But do we really know what exactly their differences are, and, more importantly, do they matter? Using the example of a 2nd year course in Biological Sciences, this study investigates some of the important differences between students and how they might affect their performance. I will analyse inherent factors such as age and gender, as well as pre-existing learning experiences (at University as well as School) and discuss the influence the latter might have on learning attitude and motivation. The study also looks into some methods that could help engage a wider range of students, including various forms of self-assessment, in-class as well as on VITAL (e learning).
Educators: this is a seven-slide presentation to give you an overview of one of your final courses in the RRC teacher education diploma programs. (RDCZP – March, 2016)
Presentation delivered by Rose Gong, Faculty at Easter Illinois University, at the Brightspace Illinois Connection on April 7, 2017.
Connection held at Parkland College.
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.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
Online Language Learning Enhanced via Educational TechnologyRDC ZP
Educators: this is a 12-slide presentation with a brief overview of the session on enhanced language learning based on the artifacts of adult ESL learners during the 2015 spring session at the Language Training Centre - presented at the 2015 TESL Canada Conference in Lake Louise, AB (RZP – Oct. 29, 2015)
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.
Developing students digital literacies through Enquiry-Based Learning (EBL) -...Tünde Varga-Atkins
Our presentation on a curricular model, embedding digital and information literacies.
Credit: Simon Snowden, Emma Thompson and Tunde Varga-Atkins @ University of Liverpool
Susanne Voelkel: How diverse are our students, and what can – or should – we do about it? Slides from the University of Liverpool Learning and Teaching Conference 2009.
We all know that not all students are the same. But do we really know what exactly their differences are, and, more importantly, do they matter? Using the example of a 2nd year course in Biological Sciences, this study investigates some of the important differences between students and how they might affect their performance. I will analyse inherent factors such as age and gender, as well as pre-existing learning experiences (at University as well as School) and discuss the influence the latter might have on learning attitude and motivation. The study also looks into some methods that could help engage a wider range of students, including various forms of self-assessment, in-class as well as on VITAL (e learning).
At the core of architectural teaching is the Design Review or Critique in which students present their work to both their tutors and peers to receive immediate formative feedback.
Bethan Payne: Why Good Students Go Bad. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The session will be an overview of the LGoS advice report for 2008/9 followed by a discussion on aspects of the report, particularly focussing on barriers and solutions to issues surrounding progression and academic integrity. It will focus on areas of good practice for supporting students within the institution and discuss how these can be transferred and used in different settings.
A half day session for the BC Special Education Association at Crosscurrants - three pillars of collaboration: class reviews, non-categorical support model, performance-based reading assessment.
Presentation detailing research by Sarah Lambert (University of Wollongong, Australia) into the different types of Moocs, including variables, learning design and assessment. Cases are presented with personal comments on the experience of the learner. Presented at a staff forum on 12/12/12 - extra comments added to the presentation to reflect the information shared by participants on their experience of different Moocs.
Exploring Lightweight Teams in a Distributed Learning EnvironmentStephen MacNeil
This study explores the differences between students learning in three different contexts: collaborating online, collaborating face-to-face, and learning alone. Our results show that collaboration is was preferred to working alone but the performance differences weren't significant between conditions. We also present interesting findings about how groups interacted.
Half day session to explore what is inquiry and how we can make our classrooms more inquiry based, K-7. 2nd half to follow in Feb. Taylor Park and Chaffey Burke.
This session will introduce the concept of an Ambient Simulation-based Learning EXperience (ASLEX), a variant of the Alternate Reality Game (ARG) developed in part using virtual world technology and delivered on mobile phones and tablets.
This project aims to propose a general framework to facilitate interaction between home and overseas students within the Faculty of Science and Engineering which is mutually beneficial to all students and staff.
The project piloted the use of an iPad for clinical staff assessing veterinary students. The students have clinical rotations in set subjects, each lasting one week. The iPad was introduced to allow/encourage members of staff to give a midweek feedback.
The Centre for Lifelong Learning’s programme of Continuing Education short courses, lectures and workshops are effective in attracting students from a range of backgrounds and including them within the University. Many of these individuals have a record of educational achievement; others have not.
Feedback has long been identified as a problem by staff and students alike. While students often complain that they are not getting enough detailed feedback that is relevant to future work, staff feel they are investing a lot of time and work into providing feedback that is not collected or not acted upon. Increasingly, the use of audio feedback is seen as a means to tackle some of these problems.
The purpose of this talk is to explore critically what 'a student-centred culture' might mean. Drawing on evidence from two research projects I currently lead and on the notion of a student charter, I hope to raise a number of questions relevant to this exploration, namely: how can we best define the student-teacher relationship? Is it a partnership? A sibling relationship? A contract? A gift relationship? An apprentice-master relationship?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. The use of technology promoting
self-learning in a PGT cohort: a pilot
study
Luciane V. Mello
School of Life Sciences
2. Scenario
• 2 M level modules, second semester
• Small cohort: 10 - 11
▪ Diverse cohort:
-cultural background
M1: 11, 7 nationalities
M2: 10, 5 nationalities
-academic level
1st to 2.2: PhD, Master, MRes, MBiol
http://www.scan.ncl.ac.uk/navigation/internationalstudents.html
3. Aim and e-learning resources
Aim E-learning resources
• Provide opportunities for • Lowering barriers using e-
self-learning learning resources:
– Do they need to catch up? – – Lecture & workshop on Vital
bring class up to the same
level – Podcast
– Do they have language – Online test – formative
difficulties? assessment
– Would they benefit from self- – Collaborative work –
monitoring? synchronously
– Blog
Would these collectively help
them with motivation and
engagement?
http://www.nus.org.uk/
4. Case 1: Students’ difficulties & e-
learning resources
Scenario:
– 1 hour lecture
– 2 hours workshop – hands-on
Student diversity (academic level, language & individual
style) & workshop pace - talked just before last session
• Podcast -
– Forthcoming in-class work
– Direct students to:
• Pre-reading
• Online tests
5. Case 1: Students’ difficulties & e-
learning resources
• Online test – formative assessment
– Prior knowledge required for the work: an
opportunity to ‘catch up’
– New knowledge from reading material
Available before and after the sessions:
self-monitoring
Academic level
Reinforcement
6. Case 1: Results
– Podcast: 3 days before the session
• 10 students watched it! 100%
– Online test: 1 day before the session
• 9 students took the test before session (no answers
released. Feedback only right or wrong)
• 2 students took the test after session (answers released)
(self-monitoring). One student told me she retook the test
before the module final exam.
– Workshop pace: MUCH improved, positive feedback
from students: native & foreign
• Students found podcast helped them to better prepare for
the lecture and workshop (much better than just PowerPoint
on vital)
– Students felt motivated to do the pre-reading!
10. Case 3: Group work & e-learning
resources
• Collaborative work & scientific environment
• Collaborative writing
– synchronously (and asynchronously) using Googledoc (within
group)
• Introduction of new tools
• Introduction of self and peer assessment (summative assessment)
• Collaboration
• Final work
Academic level: peer discussion, active participation, motivation (Crosby,
1996) self-learning
Cultural differences: widening participation through different skills
(Crosby, 1996)
11. Case 3: Results
• 11 students
– 2 groups of 2 students
– 2 groups of 3 students
– 3 individual work
• 9 feedback (3 individual work)
Improved learning Would like another group Prefer to work
work individually
5 out of 6 3 out of 6 3 out of 6
Enjoyed working with Worked synchronously Worked asynchronously
Googledoc
6 out of 6 1 group out of 4 3 groups out of 4
12. Case 3: Results
Improved learning Would like another group Prefer to work
work individually
5 out of 6 3 out of 6 3 out of 6
• Collaborative writing
– Mark fairness – despite of the peer assessment:
participation time vs participation effectiveness
Gibbs (2003) – In group work, some students can not perceive the achievement of deep
learning in order to be able to transfer knowledge. Instead the non-gain feeling prevails,
generating dissatisfaction.
Self-learning “I needed to study more in order to participate
in the work”
13. Conclusions
• Podcast
– Students felt better prepared for lecture/workshop
– Helped overseas students – language
– Students really appreciated the personal interaction
• Online formative assessment
– In combination with podcast, encouraged pre-reading and
helped with the workshop pace issue: self-learning
– Failed to promote self-monitoring
• Blog
– Promoted motivation and engagement
– Promoted self-learning through peer discussion
• Collaborative writing – Googledoc
– Promoted interaction between students – peer and self-
learning