The document outlines a redesign of an Arabic blogging activity used in one of the author's past Arabic courses. The original blogging activity was not well integrated into the course and saw low student engagement. The redesign proposes having students blog regularly about their own topics of interest in Arabic and comment on others' posts. It suggests assessing the blog and linking it more closely to classroom activities and discussions to improve alignment with learning outcomes and increase motivation. The redesign aims to make better use of blogging for language learning through self-directed practice and online interaction in Arabic.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
This document discusses challenges and opportunities in flipped writing classrooms based on a preliminary study. It summarizes the flipped classroom model and reviews literature on the approach. The study examined a writing course for English education majors in Korea that used video lectures for content delivery outside of class. Student perceptions were generally positive toward videos but less so for quizzes. They preferred engaging in-class activities. The teacher was satisfied with increased class time but saw room for improving video content and integrating quizzes better. Suggested changes included shortening videos, adding examples, and demonstrating concepts more in activities.
BeFreeXpressions offers a large range of Learning Formats to cater for the Students Learning Style.
Students of all ages and English Level can interact with our Native Speaking Teachers to improve their skills and learning levels.
Evolution of a competency-based online faculty certification programJeremy Anderson
Presentation delivered at the 2016 eVolution in eLearning Conference held at Fairfield University. Covered are iterations of a certification course for online instructors, culminating in a review of the move to a competency-based structure.
Making Training More Agile: The Evolution of a Competency-Based Online Facult...Kaitlin Walsh
As colleges increase their online course offerings, perhaps the biggest challenge is training faculty for the transition. How do we make training relevant and meaningful within their busy schedules? This presentation will highlight the development of American International College’s competency-based online faculty training program, focusing on structure, implementation and benefits.
This document outlines Dr. Maureen Orey's presentation on designing accessible learning programs. The presentation covers tools for assessing accessibility, including the Access and Environment Matrix. It discusses design and delivery considerations for key access needs like cognitive, visual, auditory and physical accessibility. The document provides examples of how to make instructor-led, synchronous online and asynchronous learning environments more accessible.
The document discusses three types of blogs that can be used in language classes: tutor blogs run by the teacher to share course information, class blogs as a collaborative space for teachers and students, and learner blogs as individual student spaces. It provides guidance on starting a classroom blog, such as choosing an easy platform, teaching netiquette, keeping posts short, informing parents, using correct grammar, not grading blogs, challenging students, and giving the blog time to be effective. Potential uses of classroom blogs include providing reading practice, guiding students to resources, enhancing literacy and writing skills, encouraging shy students, stimulating discussion, creating an online portfolio, and building relationships between students.
Tips for using Brightspace in the Development and Delivery of a Fully Online ...D2L Barry
Presentation titled "Tips for using Brightspace in the Development and Delivery of a Fully Online Language Course" by Adam Gacs of Michigan State University. Brightspace Illinois Ignite forum, Nov. 21, 2014.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
This document discusses challenges and opportunities in flipped writing classrooms based on a preliminary study. It summarizes the flipped classroom model and reviews literature on the approach. The study examined a writing course for English education majors in Korea that used video lectures for content delivery outside of class. Student perceptions were generally positive toward videos but less so for quizzes. They preferred engaging in-class activities. The teacher was satisfied with increased class time but saw room for improving video content and integrating quizzes better. Suggested changes included shortening videos, adding examples, and demonstrating concepts more in activities.
BeFreeXpressions offers a large range of Learning Formats to cater for the Students Learning Style.
Students of all ages and English Level can interact with our Native Speaking Teachers to improve their skills and learning levels.
Evolution of a competency-based online faculty certification programJeremy Anderson
Presentation delivered at the 2016 eVolution in eLearning Conference held at Fairfield University. Covered are iterations of a certification course for online instructors, culminating in a review of the move to a competency-based structure.
Making Training More Agile: The Evolution of a Competency-Based Online Facult...Kaitlin Walsh
As colleges increase their online course offerings, perhaps the biggest challenge is training faculty for the transition. How do we make training relevant and meaningful within their busy schedules? This presentation will highlight the development of American International College’s competency-based online faculty training program, focusing on structure, implementation and benefits.
This document outlines Dr. Maureen Orey's presentation on designing accessible learning programs. The presentation covers tools for assessing accessibility, including the Access and Environment Matrix. It discusses design and delivery considerations for key access needs like cognitive, visual, auditory and physical accessibility. The document provides examples of how to make instructor-led, synchronous online and asynchronous learning environments more accessible.
The document discusses three types of blogs that can be used in language classes: tutor blogs run by the teacher to share course information, class blogs as a collaborative space for teachers and students, and learner blogs as individual student spaces. It provides guidance on starting a classroom blog, such as choosing an easy platform, teaching netiquette, keeping posts short, informing parents, using correct grammar, not grading blogs, challenging students, and giving the blog time to be effective. Potential uses of classroom blogs include providing reading practice, guiding students to resources, enhancing literacy and writing skills, encouraging shy students, stimulating discussion, creating an online portfolio, and building relationships between students.
Tips for using Brightspace in the Development and Delivery of a Fully Online ...D2L Barry
Presentation titled "Tips for using Brightspace in the Development and Delivery of a Fully Online Language Course" by Adam Gacs of Michigan State University. Brightspace Illinois Ignite forum, Nov. 21, 2014.
The document discusses skills for online tutoring, including encouraging participation and motivation. It provides tips for setting clear expectations, designing meaningful tasks, providing feedback, and creating a supportive community. It also addresses facilitating both synchronous and asynchronous work, with guidance on using each appropriately. Sample rubrics are presented to establish expectations and allow for self-assessment.
Building Online Course Quality From The Ground Updlloyd2897
This document summarizes an online course designed to train faculty in building quality online courses. The course was created by an instructional design team at a community college. It includes 6 modules covering topics like online learning fundamentals, design, engagement, assessment, and the human element. The course models best practices through its interactive format and feedback opportunities. A quality assessment process was also developed where faculty submit course reviews and improvement plans. Feedback indicates the course is effective in helping faculty improve and align with standards.
The document provides information about several websites that offer English learning resources including websites that offer speaking lessons and practice over 2 hour periods daily with worksheets, emphasize speaking practice over grammar study and using phrases, offer self-learning programs in Indian languages to support English learning, provide online lessons, tests and quizzes to improve English skills and speaking, and include options for 20 minutes daily practice on mobile with top trainers. The document was prepared by Rashmi.
Blended Learning in the Classroom - CATESOL Talk May 4, 2013Barb Tassa
I had the pleasure of giving a talk on using blended learning in the ESL classroom.
We explored how to create blended learning materials (or curate them) and use the theories of behavioral change techniques to extend your teaching effectiveness.
This document provides an overview and introduction to an online course titled "Exploring Urban Schools". It discusses the format of the online course, expectations for participation and communication through the learning management system Blackboard. Key aspects summarized:
- The course will utilize online modules, discussions, assignments and a final project delivered through Blackboard to explore issues in urban education.
- Students are expected to regularly check their Gordon email and Blackboard for announcements. The pacing can be self-directed but discussions require timely participation.
- Support resources are available through Blackboard help and the instructor will introduce how to navigate course content and tools.
- Readings, assignments and a final paper/presentation are outlined to facilitate learning about
ALT-C 2010 Presentation Supporting the Transition from the Physical to the Vi...Darren Gash
Presentation entitled Supporting the Transition from the Physical to the Virtual Classroom, presented at the Leeds ALT-C conference in 2010 by Darren Gash and Ian Gardner
This document provides guidance for instructors on transitioning a course from seated to online. It discusses why online learning is beneficial for both students and instructors, highlighting increased flexibility and accessibility. It then offers tips for promoting interaction and presence online through introductions, organization, instruction, and feedback. The document emphasizes careful course design and integration of technologies like videos and discussion boards. It stresses the importance of building community through clear expectations, online office hours, and soliciting feedback.
This document provides an overview of flipped learning, which involves students watching video lectures or completing other instructional content before class so that class time can be used for hands-on learning activities. It discusses the advantages for both educators and students, such as increased engagement and opportunities for collaboration. It also addresses common concerns about flipped learning, such as students not completing pre-class work or not having access to technology. Overall, the document aims to introduce readers to flipped learning and provide guidance on how to implement it in the classroom.
1) The document proposes instructional strategies to increase student engagement in a primary school History class and move towards 21st century learning.
2) It identifies problems with current teaching materials and lack of interaction. The proposed strategies include adding narration to slides, flipped classroom, and using social media tools like Facebook, blogs, and polling to enhance collaboration and interaction.
3) The design would rework presentation materials using instructional design principles and record lectures to make them interactive. Flipped classroom and collaborative online activities would promote active, engaged learning.
This document outlines the internet course development process (ICDW) at a community college. It details the three prerequisites faculty must complete before the workshop: 1) complete Blackboard training series, 2) read the course development packet, and 3) submit an intent form. The workshop introduces concepts, models applications, and helps faculty apply strategies to their face-to-face courses for online delivery. It covers instructional design principles across six sessions with activities to design an entire online course. Upon completion, faculty receive a stipend and certificate.
Russell Stannard IATEFL 2018- Developing Learner Independence through online ...Russell Stannard
Russell Stannard gave a presentation on developing learner independence through online platforms. He discussed various learning platforms such as Moodle, Edmodo, and Blackboard. Stannard explained that while platforms have the potential to support autonomous learning, their uptake is inconsistent and not all students actively use the platforms. He emphasized the importance of integrating platforms into classroom lessons and providing feedback to students. Stannard concluded that platforms can be useful learning tools when skillfully implemented and connected to classroom instruction.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
The document contains reports from a MOOC on educational technology. MOOC Report 1 provides details about a course on the edX platform called "Design and Development of Educational Technology" from MIT. It examines theories influencing educational technologies. MOOC Report 2 describes activities a learner completed in Week 0 and 1, including introductions, videos on the history of edtech, and the Logo programming language. MOOC Report 3 discusses activities from Week 2 focused on learning theories. Reports continue with summaries of videos, readings and activities completed each week of the course.
Dynamite Tips to Change DFWs into Successful Learners (TxDLA 2014)Raymond Rose
Why do online courses designed by the best, well-seasoned educators experience so many student drops, failures and withdrawals (DFWs)? Learn simplel proven techniques to prevent the disconnects, help guarantee student enjoyment, motivation, and success.
Presentation at 2014 TxDLA
This self-guided online course was created to introduce new staff to using Blackboard after it was found that some new staff could not attend face-to-face training or did not think training was needed. The course used principles of experiential, self-directed, and connectivist learning by allowing users to learn at their own pace through interactive activities and videos that demonstrated how to use Blackboard tools. Usage statistics showed that while many visited the site, few engaged deeply with the interactive elements, and a survey found that most users who knew of the site found it useful, with the main lesson being that better promotion was needed to increase awareness of the training among new staff.
This document discusses the stages of language development in children. It notes that language learning begins at birth and occurs in three stages: first, learning sounds; second, learning words; and third, learning sentences. It explains that during the first stage, children learn the phonemes of their language. In the second stage, they learn how sounds combine to make words and word boundaries. In the third stage, children can put words together in the correct order to form sentences and understand grammar. The document also states that language develops at different rates in different children and is not fully adult-like until around age 11.
Buku ini memberikan ringkasan singkat tentang Buku Guru Bahasa Indonesia Wahana Pengetahuan Kelas VIII SMP/MTs yang disusun oleh Kementerian Pendidikan dan Kebudayaan sebagai pendukung implementasi Kurikulum 2013. Buku ini memfokuskan pembelajaran Bahasa Indonesia berbasis teks dan menjelaskan lima bab yang mencakup berbagai jenis teks seperti fabel, biografi, prosedur, diskusi, dan ulasan.
El documento lista varios programadores de Tabasco y otras partes de México que participan en el Día del Programador, y discute brevemente cómo a pesar de que las escuelas a veces se quedan cortas en temas tecnológicos, Internet provee una fuente infinita de conocimiento para los programadores, e invita a los lectores a contactar a los programadores listados para obtener consejos útiles.
Om deze eindejaarscatalogus samen te stellen hebben we deze keer, meer dan ooit, aandacht gehad voor de kwaliteit en de smaak van onze producten. Producten zonder bewaarmiddelen, zonder kunstmatige kleur- en smaakstoffen en vooral lekkere producten. Producten die dankzij hun verpakking en uitstraling een extra bijdrage leveren aan de winkelervaring van uw klanten.
The document discusses skills for online tutoring, including encouraging participation and motivation. It provides tips for setting clear expectations, designing meaningful tasks, providing feedback, and creating a supportive community. It also addresses facilitating both synchronous and asynchronous work, with guidance on using each appropriately. Sample rubrics are presented to establish expectations and allow for self-assessment.
Building Online Course Quality From The Ground Updlloyd2897
This document summarizes an online course designed to train faculty in building quality online courses. The course was created by an instructional design team at a community college. It includes 6 modules covering topics like online learning fundamentals, design, engagement, assessment, and the human element. The course models best practices through its interactive format and feedback opportunities. A quality assessment process was also developed where faculty submit course reviews and improvement plans. Feedback indicates the course is effective in helping faculty improve and align with standards.
The document provides information about several websites that offer English learning resources including websites that offer speaking lessons and practice over 2 hour periods daily with worksheets, emphasize speaking practice over grammar study and using phrases, offer self-learning programs in Indian languages to support English learning, provide online lessons, tests and quizzes to improve English skills and speaking, and include options for 20 minutes daily practice on mobile with top trainers. The document was prepared by Rashmi.
Blended Learning in the Classroom - CATESOL Talk May 4, 2013Barb Tassa
I had the pleasure of giving a talk on using blended learning in the ESL classroom.
We explored how to create blended learning materials (or curate them) and use the theories of behavioral change techniques to extend your teaching effectiveness.
This document provides an overview and introduction to an online course titled "Exploring Urban Schools". It discusses the format of the online course, expectations for participation and communication through the learning management system Blackboard. Key aspects summarized:
- The course will utilize online modules, discussions, assignments and a final project delivered through Blackboard to explore issues in urban education.
- Students are expected to regularly check their Gordon email and Blackboard for announcements. The pacing can be self-directed but discussions require timely participation.
- Support resources are available through Blackboard help and the instructor will introduce how to navigate course content and tools.
- Readings, assignments and a final paper/presentation are outlined to facilitate learning about
ALT-C 2010 Presentation Supporting the Transition from the Physical to the Vi...Darren Gash
Presentation entitled Supporting the Transition from the Physical to the Virtual Classroom, presented at the Leeds ALT-C conference in 2010 by Darren Gash and Ian Gardner
This document provides guidance for instructors on transitioning a course from seated to online. It discusses why online learning is beneficial for both students and instructors, highlighting increased flexibility and accessibility. It then offers tips for promoting interaction and presence online through introductions, organization, instruction, and feedback. The document emphasizes careful course design and integration of technologies like videos and discussion boards. It stresses the importance of building community through clear expectations, online office hours, and soliciting feedback.
This document provides an overview of flipped learning, which involves students watching video lectures or completing other instructional content before class so that class time can be used for hands-on learning activities. It discusses the advantages for both educators and students, such as increased engagement and opportunities for collaboration. It also addresses common concerns about flipped learning, such as students not completing pre-class work or not having access to technology. Overall, the document aims to introduce readers to flipped learning and provide guidance on how to implement it in the classroom.
1) The document proposes instructional strategies to increase student engagement in a primary school History class and move towards 21st century learning.
2) It identifies problems with current teaching materials and lack of interaction. The proposed strategies include adding narration to slides, flipped classroom, and using social media tools like Facebook, blogs, and polling to enhance collaboration and interaction.
3) The design would rework presentation materials using instructional design principles and record lectures to make them interactive. Flipped classroom and collaborative online activities would promote active, engaged learning.
This document outlines the internet course development process (ICDW) at a community college. It details the three prerequisites faculty must complete before the workshop: 1) complete Blackboard training series, 2) read the course development packet, and 3) submit an intent form. The workshop introduces concepts, models applications, and helps faculty apply strategies to their face-to-face courses for online delivery. It covers instructional design principles across six sessions with activities to design an entire online course. Upon completion, faculty receive a stipend and certificate.
Russell Stannard IATEFL 2018- Developing Learner Independence through online ...Russell Stannard
Russell Stannard gave a presentation on developing learner independence through online platforms. He discussed various learning platforms such as Moodle, Edmodo, and Blackboard. Stannard explained that while platforms have the potential to support autonomous learning, their uptake is inconsistent and not all students actively use the platforms. He emphasized the importance of integrating platforms into classroom lessons and providing feedback to students. Stannard concluded that platforms can be useful learning tools when skillfully implemented and connected to classroom instruction.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
The document contains reports from a MOOC on educational technology. MOOC Report 1 provides details about a course on the edX platform called "Design and Development of Educational Technology" from MIT. It examines theories influencing educational technologies. MOOC Report 2 describes activities a learner completed in Week 0 and 1, including introductions, videos on the history of edtech, and the Logo programming language. MOOC Report 3 discusses activities from Week 2 focused on learning theories. Reports continue with summaries of videos, readings and activities completed each week of the course.
Dynamite Tips to Change DFWs into Successful Learners (TxDLA 2014)Raymond Rose
Why do online courses designed by the best, well-seasoned educators experience so many student drops, failures and withdrawals (DFWs)? Learn simplel proven techniques to prevent the disconnects, help guarantee student enjoyment, motivation, and success.
Presentation at 2014 TxDLA
This self-guided online course was created to introduce new staff to using Blackboard after it was found that some new staff could not attend face-to-face training or did not think training was needed. The course used principles of experiential, self-directed, and connectivist learning by allowing users to learn at their own pace through interactive activities and videos that demonstrated how to use Blackboard tools. Usage statistics showed that while many visited the site, few engaged deeply with the interactive elements, and a survey found that most users who knew of the site found it useful, with the main lesson being that better promotion was needed to increase awareness of the training among new staff.
This document discusses the stages of language development in children. It notes that language learning begins at birth and occurs in three stages: first, learning sounds; second, learning words; and third, learning sentences. It explains that during the first stage, children learn the phonemes of their language. In the second stage, they learn how sounds combine to make words and word boundaries. In the third stage, children can put words together in the correct order to form sentences and understand grammar. The document also states that language develops at different rates in different children and is not fully adult-like until around age 11.
Buku ini memberikan ringkasan singkat tentang Buku Guru Bahasa Indonesia Wahana Pengetahuan Kelas VIII SMP/MTs yang disusun oleh Kementerian Pendidikan dan Kebudayaan sebagai pendukung implementasi Kurikulum 2013. Buku ini memfokuskan pembelajaran Bahasa Indonesia berbasis teks dan menjelaskan lima bab yang mencakup berbagai jenis teks seperti fabel, biografi, prosedur, diskusi, dan ulasan.
El documento lista varios programadores de Tabasco y otras partes de México que participan en el Día del Programador, y discute brevemente cómo a pesar de que las escuelas a veces se quedan cortas en temas tecnológicos, Internet provee una fuente infinita de conocimiento para los programadores, e invita a los lectores a contactar a los programadores listados para obtener consejos útiles.
Om deze eindejaarscatalogus samen te stellen hebben we deze keer, meer dan ooit, aandacht gehad voor de kwaliteit en de smaak van onze producten. Producten zonder bewaarmiddelen, zonder kunstmatige kleur- en smaakstoffen en vooral lekkere producten. Producten die dankzij hun verpakking en uitstraling een extra bijdrage leveren aan de winkelervaring van uw klanten.
This document discusses Cleanweb, a global community that brings together entrepreneurs and innovators using technology to tackle environmental issues like water, waste, mobility and energy. It aims to establish Cleanweb innovation hubs in 10 international cities in 2014 and host the first Cleanweb Summit. Cleanweb has key partnerships in cities around the world including London, New York, Boston, Houston, San Francisco, Washington D.C., Rome, Tel Aviv, Copenhagen, Barcelona, and is looking to expand to India and China. The organization welcomes designers, developers, entrepreneurs and community leaders to join and accelerate its global impact.
Climate-Change by (Christian Darius Paulino)Uschiya_18
This document discusses climate change, including its causes, effects, and prevention. It is caused by both natural factors like variations in solar radiation and volcanic eruptions, as well as human activities that release greenhouse gases. Scientists study climate change using observations and models to understand past and predict future climate. To prevent dangerous climate change, developed countries need to cut greenhouse gas emissions 60-80% by 2050 through greater efficiency, use of less harmful alternatives, and sequestration technologies that capture emissions.
This document is a webpage for Mundo Industrial, a company that provides industrial equipment and supplies. The webpage contains the company name repeated multiple times and no other visible text or images. From this, we can summarize that the document is the homepage for an industrial supplies company called Mundo Industrial, but it does not provide any details about the company or products.
The document discusses Ebola virus, which causes Ebola virus disease (EVD) or Ebola hemorrhagic fever (EHF) in humans and other primates. It describes how Ebola virus was first discovered near the Ebola River in Africa. There are five species of Ebola virus that can cause disease in humans. The document outlines the symptoms of EVD, which include fever, sore throat, muscle pain and can progress to vomiting, diarrhea, bleeding, and decreased organ function. It also discusses the epidemiology, statistics, clinical observations, treatment and prevention of Ebola virus disease.
The document summarizes the story of a young girl who grows up as the only daughter in a family with six brothers. She wants her father's attention and approval but he dismisses her dreams of going to college. After getting a college degree and becoming a professional writer, she shares some of her work with her now sick father, who finally expresses pride in her accomplishments.
INNOVATIVE LESSON PLAN "EVEN PAST FIFTY"KARTHIKAHARI
The document summarizes an English lesson plan about the poem "Even Past Fifty" by Shanta Shelke. The objectives are to make learning interesting and effective, develop awareness of gender inequalities, and engage students in discussion. It introduces the poet Shanta Shelke and her background. It explains that the poem is about the toil women suffer in society as they endure everything for their families. The teacher recites the first stanza to demonstrate proper recitation techniques. Discussion questions ask students if "she" in the poem represents all women, and if it's possible for a 50-year-old woman to still be a "little girl at heart." Students are assigned a paragraph on their mother's daily activities and to enact
This document outlines a lesson plan for teaching a poem called "Those Winter Sundays" to 9th standard students. The lesson plan includes an entry activity of asking students questions about poems and winter mornings. It then involves playing a video and reading the poem aloud to introduce the theme of appreciating one's roots and the weakening of family ties. Students analyze the poem individually and in groups by discussing questions about the speaker, season mentioned, and meaning of phrases. They then write and present discourses on parental love based on the themes of the poem. The lesson aims to help students enjoy and analyze literary texts while developing reading habits.
The document summarizes the story of a young girl who grows up as the only daughter in a family with six brothers. She bonds closely with her brothers but struggles for her father's attention and approval of her dreams. After getting a college degree and becoming a professional writer, she shares her work with her sick father, who finally expresses pride in his daughter's accomplishments.
Baptism initiates one into the Christian community and connects them to Christ's presence in the Church. Through Baptism, one becomes part of the Body of Christ and shares in a common dignity with other members. Baptism calls one to reject sin and live according to the values of the Church, working to promote life, dignity, and justice for all through love and service.
La danza es una forma de arte que utiliza el movimiento del cuerpo como expresión y comunicación. Desde la prehistoria, los humanos han usado la danza para comunicarse y ritualizar eventos importantes. La danza se compone de elementos como el movimiento, ritmo y expresión corporal que permiten transmitir emociones al público.
A library is an organized collection of information sources that comes in different types like academic, public, children's and special libraries. Libraries promote knowledge by preserving information, facilitating independent study and research, and developing pupils' reading skills like comprehension, vocabulary and interest in reading. Effective school libraries involve pupils in activities, establish rapport with librarians, and make pupils aware of the importance of reading.
This document discusses different types of fuels, including solid, liquid, and gaseous fuels. It focuses on biofuels, describing them as fuels derived from biological carbon fixation. Biofuels include biodiesel, produced from vegetable oils through transesterification, biogas produced from organic waste through anaerobic digestion, and bioethanol. The document discusses the history and production of these biofuels, their advantages like being renewable and reducing emissions, and disadvantages like high production costs. It also outlines India's national biofuel policy and the drivers for biofuel production in the country.
This document outlines a lesson plan for teaching a poem called "Those Winter Sundays" to 9th standard students. The lesson plan includes an entry activity of asking students questions about poems and winter mornings. It then involves playing a video about a father and son relationship, reading the poem aloud, having students read it individually and track their understanding, discussing the poem in groups, answering questions to understand the poem, writing new poems about parental love in groups, and presenting and editing their poems. The assignment is for students to collect more poems about father-son relationships.
The document provides an overview of PRAN Power Stations' 16MW power generation system. It discusses the company overview of PRAN Group, the power generation process using gas generators, the distribution system from generator to customer sites, recommendations for improving efficiency including incorporating renewable energy sources, and concludes with noting the learning experience for the presenter.
This document discusses suicide from several perspectives. It begins by explaining that suicide is no longer a crime in most Western countries, though it was historically. It then discusses philosophical debates around whether suicide can be a rational choice. The document outlines common suicide methods and risk factors like mental illness, substance abuse, and genetics. It also discusses neurobiological and social factors. Finally, it notes differences in suicide rates by religion and outlines some suicide prevention strategies.
Thin films are layers of material ranging from fractions of a nanometer to several micrometers thick. Thin film technology involves precisely depositing individual atoms or molecules onto a substrate through various deposition techniques, including physical vapor deposition (PVD) and chemical vapor deposition (CVD). Key properties of thin films like thickness, roughness, and chemical composition must be carefully controlled. Thin films have many applications, such as in solar cells, batteries, medical device coatings, and more. Emerging areas of thin film application include biodegradable and flexible energy storage devices.
This document discusses implementing a learning-centered classroom (LCC) at a college preparatory school. It addresses challenges with assessing project-based learning and provides examples of strategies to make classrooms more student-centered and collaborative. These include using group projects, reflections, and technology tools to engage students and break up the lecture format. The LCC approach aims to make students more accountable for their own learning through hands-on work and projects done in class or as homework.
This presentation reviews an Arabic language class and proposes changes. It describes the class contents, delivery as a flipped classroom, learning activities, and the tutor's role. The class covers the first unit of the textbook in 240 minutes. The learning outcomes are to recognize Arabic scripts and sounds, greetings, and culture. A critique notes the class puts responsibility on learners as adults. To better meet the needs of expatriate students in Saudi Arabia, teaching learning skills could improve outcomes as students apply them.
This document discusses implementing a learning-centered classroom (LCC) and strategies for assessing student learning in that environment. It provides several suggestions for engaging students through project-based learning and collaborative work instead of solely relying on lectures. Specific strategies mentioned include using group projects, student reflections, breaking up lectures with discussions, incorporating multimedia like videos, and designing authentic assessments. The goal of an LCC is for students to take more responsibility for their own active learning through hands-on work and meaningful projects.
This document provides an agenda for an online course design presentation. It includes an introduction to key concepts like learning outcomes, the online syllabus, course structure, language and writing style, and visual design basics. The presentation covers how to build an online course foundation through defining measurable learning outcomes and creating a comprehensive syllabus. It also includes a tour of an example online course site and tips for clear writing and effective visual presentation.
Using blogs as a core part of class activitySheila Webber
Presented at Sheffield University's Learning and Teaching Conference, January 2014 by Sheila Webber. I describe the use of team blogs as a core part of learning and teaching in a Masters-level module at the Information School, University of Sheffield.
This document provides best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
The document summarizes proposed renovations to the IT7130 online learning course based on observations by Group 3. Key areas in need of improvement include reducing emphasis on group work, providing timely feedback, improving communication from the professor, using more explicit instructions, and organizing course materials and layout. The group proposes modified activities like assessing special topic participation and clearly defining assignments. New activities like videostreamed conferences, digital storytelling, summarizing discussions, and relating skills to work are also recommended.
Course design learning and structure version 2 (2)Alastair Horne
The document discusses key considerations for designing online courses and tasks. It emphasizes allowing students to be active learners through collaborative and reflective tasks. Tasks should align with Bloom's taxonomy and be adapted for the online medium. The role of the tutor is to facilitate student-centered learning through feedback, guidance, and interaction. Effective course structure involves chunking content, clear descriptions, building in flexibility, and trialing modules.
Course design learning and structure version 3aeltltd
The document discusses key considerations for designing online courses and tasks. It emphasizes allowing students to be active learners through collaborative and reflective tasks. Tasks should progress through Bloom's taxonomy and be adapted for the online medium. The role of the tutor is to facilitate student-centered learning through feedback, guidance, and interaction. Effective course structure involves chunking content, clear descriptions, building in flexibility, and trialing modules.
Blended Learning: Kiosk Based Poster presentationDilip Barad
The document describes an experiment conducted by the Department of English at Bhavnagar University in Gujarat, India to incorporate blended learning techniques using web tools alongside traditional classroom teaching. Students used blogs to submit assignments, a web platform to create and share presentations, and Google Groups for online discussion. The methodology awarded points for student participation and comments on blogs and presentations. Both teachers and students found benefits like increased student attention, interest, and motivation compared to solely traditional learning methods.
Teaching an Online course, online facilitation requires the lecturer presence. This presentations details the skills and roles required for effective online facilitation.
Presentation prepared by:
Barbara Khavugwi Makhaya and Peter Kiprotich Ngeno
This document provides ideas for using blogs, wikis, and message boards for collaboration in an online learning environment called the Ultranet. It suggests they could be used for student journals, book reports, creative writing, displaying student art and photos, student portfolios, class discussions, archiving class activities, role playing, class newsletters, collaborative projects, science experiment notes, posting assignments and calendars, a class suggestion box, communicating with parents, a teacher's journal, and professional collaboration between teachers. Student contributions and interactions would be encouraged.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
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LTTO assignment 3
1. The Arabic Blog
بلوق اللغة
By: C. S.
تحسين نشاط تعلم
Redesigning a Learning Activity
2. Disclaimer:
I am not a Teacher
I do not currently teach.
In Assignment 2 I reviewed a recent
activity from my time as a student:
A blogging activity used in one of
my Arabic courses.
.
Assignment three follows this work by
outlining how I would improve and
redesign this online activity.
3. Snapshot of the Course
Context
•Set within an intensive Arabic course within a Masters program in the UK.
•One-year course with 20-25 hours of class time a week, much of it immersive,
with additional coursework completed outside of class time.
•Two separate teachers delivered the course ‘George’ and ‘Qasim’).
•George led the core teaching modules. Qasim led the corresponding
workshops
•Workshops:
•Where students participated in varied activities to further apply what they
had learned in modules.
•These often involved further readings and translations, role-plays,
debates, discussions of films or current events, etc.
4. Snapshot of the Course
Delivery
•Classes and workshops were delivered face-to-face.
•The foundation of the classroom learning was that lessons were flipped.
•Technology entering the classroom mainly in the form of online content such
as Arabic news broadcasts or clips of Arab films and music.
•PowerPoint presentations were also utilized for presentation assessments.
•One NEW piece of learning technology was also introduced:
•A blog to be used for specific out of class coursework.
5. Snapshot of the Course
Students
•Only 12 students
•Due to the high level of attention each student required.
•Incredibly international
•6 nationalities
•7 languages spoken fluently
•Range of ages (20 – 35). The only unifying factors were:
• High level and standard of education
•Interests in the Middle East.
•Range of technical ability
• Most were ‘digital natives’ with a small number whose use of technology
was limited to writing reports or data entry at work.
6. What IS the Arabic Blog?
First of all…What is a blog?
•The BBC defines blogs simply as ‘online journals where stories or subjects can
be shared with readers over weeks, months or years’ (1)
•Blogs can be used for any purpose, but its prevalence in language learning
has increased steadily over the past decade (2)
7. What IS the Arabic Blog?
How would students use the blog in their
learning?
•This blog would be used by students on a regular basis
•Students would be able to write about any topic they wished but would be
required to
•Write a varying amount of words each week
•Post a varying amount of news stories or culture items each week
•Comment on and/or review the works of other students
•Students could interact with other bloggers and sites that interested them
•The purpose of the blog would eventually be for the students to have created
an online portfolio of their work and interests in Arabic
•This would then be used in assessment, where they could curate their
entries and submit a final portfolio for grading (making up a large part of
their workshop and classroom participation grade)
8. What IS the Arabic Blog?
How would ‘Qasim’ use the blog in his
teaching?
•Qasim would provide regular and prompt online feedback to students in
informal ways that could be reinforced with targeted activities or discussions
face-to-face
•Qasim would integrate the blog to both classroom and workshop activities
•i.e. Discussions, topics and vocabulary seen in the blogs could be
discussed in face-to-face settings
•Class presentations, which are video recorded could be uploaded to spark
discussion
•Qasim would also serve as an observer curator – viewing all of the work his
students are posting while drawing out the most relevant work or repeating
issues to address in his workshops
9. What IS the Arabic Blog?
What did I redesign?
•The Arabic blog is not something I am suggested be created for this course – when I was a
student with Qasim the blog was already up and running
•But NOT in the way I just outlined
•It was a glorified written submission site – students had a specific topic they had to write
about and each week’s topic varied allowing no cohesive student voice or interests to
emerge through their writing
•Instead of simply commenting on others’ submissions we were asked to critique and edit
each others’ grammar, word choices, spelling etc.
•The blog itself was not assessed, students received credit making up only 5% of their
grade simply for posting anything
•There was minimal engagement with the blog as it was not being used as blogs are actually
used in real life, and the potential benefits of blogging were never explained to students
•My redesign adds value by adding more freedom for students in what they write and how they
interact, and by constructively aligning the activity with other learning components
10. WHY an Arabic Blog?
If there was low engagement with the activity…
why not just give the activity up?
•I believe the low engagement was due to:
•Not explaining the benefits of blogging for language learning
•Not utilizing the blogging technology in a realistic or usual manner
•Not integrating the blog into other course activities or assessments
•Blogging for language learning, however, is an incredibly useful tool that allows
students to engage in written discussions with people from all over the world on
their own time, and is shown to naturally improve grammar and vocabulary
retention (2)
•The following slides go into more details of the evidence behind redesigning a
blog for language learning
11. WHY an Arabic Blog?
Relevant Use of Language
•George, the other instructor on the course, always emphasized the importance
of only teaching language students what they were actually going to use
•For example, he only ever spoke to us in spoken Arabic dialects, and
would never attempt to speak in what is 90% of the time written Arabic
•None of the students on this course actually lived in the Middle East, so it
would be reasonable to think that most students would have a high level of
online interaction with the Arab world after graduation
•This makes practice in an online environment in Arabic highly relevant to
students future use of their learning
12. WHY an Arabic Blog?
Efficient Use of Time
•Nelson (3) Notes that while online language teaching is becoming more
popular, face-to-face still has many benefits including:
•Clarity of sound
•The ability to speak about different physical spaces as you move through
them
•The introduction of complex interactions between groups of students while
still maintaining supervision of the discussions taking place
•Practicing writing skills largely outside of class may be a better use of time
than writing inside lessons – when it would be better to take advantage of the
face-to-face speaking opportunity.
•It is worth noting that, with written work, Qasim would still be able to
comment as quickly on the blog as in class, and that writing at home does
not preclude the discussion of written work in class
13. WHY an Arabic Blog?
Constructive Alignment
•We have already mentioned some examples of how this redesigned blog is better
constructively aligned with the course outcomes as a whole:
•The blog should be incorporated into classroom discussions and vice versa
•The blog makes effective use of speaking time
•However, it is worth stating the learning outcome for the course as a whole:
“Acquire a very high standard of spoken and written Arabic which will serve as an
important means of communication and as a valuable research tool”.
•Additional ways this constructively aligns with important course components include:
•Communication and Research
•The blog before amounted only to a check of grammatical understanding
•It could be, however, an effective communication tool, applying what is learned
in a creative and personalized way while researching and writing about topics
that are of interest to students
•Module 4 (4) mentions how blogging is useful for journaling and discussions
•Assessment
•Good practice for the exams which require writing about a specified topic
14. Final Considerations
What must Qasim take into account if he were
to implement this redesign?
•Cost:
•There is little to no cost is required for blogging as many platforms are free
•Access to technology:
•University computers and laptops would be freely available to anyone who did not
have their own personal laptops or video equipment
•Skills required:
•Blogging is not a natural skill and some considerable guidance is required in the
first few weeks – from functionality to explanation of blogging’s potential
•This can, however, be easily introduced in the face-to-face sessions if Qasim
demos the technology in a useful learning activity (i.e. when learning the alphabet
each student must post a picture of their assigned letter to the blog)
•Support Available:
•The university has a strong IT support centre for staff and students alike
15. Final Considerations
Motivating and Engaging Students
•Keeping students engaged with blogging requires a mix of hard and soft incentives
•Hard:
•Ensuring the blog itself is assessed and that it is weighted appropriately
•Incorporating regular discussion of the blog into activities and presentations
•Introducing some group blog initiatives to enhance collaborative pressures
•Soft:
•Allowing students to write about any topics they wish and to interact with
anyone they wish, creating their own space
•For students who are shy, a non-group setting can provide more open
communication (2)
•Receiving faster feedback from peers and teachers
16. Learning Outcomes
Short Term Outcomes
•While learning outcomes were never expressly outlined by Qasim, the following
were verbally communicated:
•To use our language creatively, outside of predetermined exercises
•To feel comfortable interacting with Arabic in an online environment
•To communicate quickly, critically and constructively in written Arabic (i.e. not just
letters or answer responses)
•I believe these to be excellent learning outcomes and would only add:
•To create a multi media portfolio of entries demonstration proficiency in basic
Arabic
•As this course is only one year long and this but part of a larger curriculum I do not
believe long term learning outcomes apply to this activity
17. Works Cited
1. BBC. About social networks and blogs. (2013, July 6). Web. 12 Sep. 2014.
<http://www.bbc.co.uk/webwise/0/22717886>
2. Sun, Y. "VOICE BLOG: AN EXPLORATORY STUDY OF LANGUAGE LEARNING."
Language, Learning and Technology 13.2 (2009): 88-103.
3. Nelson, J. "Online Vs. In-Person Language Learning: Who Wins?" Online Vs. In-
Person Language Learning: Who Wins? Omniglot, n.d. Web. 23 Aug.
2014.<http://www.omniglot.com/language/articles/onlinevinpersonlearning.htm>
4. Module 4: Online Learning Activites (n.d.). Retrieved 10 Sep. 2014 from the Learning
to Teach Online MOOC: https://class.coursera.org/ltto-001/wiki/module4
5. Module 8: Evaluation Strategies (n.d.). Retrieved 10 Sep. 2014 from the Learning to
Teach Online MOOC: https://class.coursera.org/ltto-001/wiki/module8