Examining how coalescent spaces can transform in-class and out of class learningJohn Couperthwaite
How can we learn to blend live, in-class learning between physical and digital spaces? And how can teaching pedagogies adapt to new opportunities? This session will examine how digital advances in classroom learning are creating ‘coalescent spaces’ (White, 2016) in which students are empowered to collaborate through activities, discussion and feedback during class. Teachers also benefit from greater engagement through disrupting passive teaching approaches and being better informed of learner interaction and behaviours. Not only can this establish more engaged communities of learning in class, but it also encourages greater sequencing of learning before, during and after class based on the non-linear affordances of digital spaces.
BYOD4L 1st community led iteration with Neil Withnell, Sheila MacNeill and Al...Chrissi Nerantzi
A little thank you from the BYOD4L developers for a massive and fantastic job Neil, Sheila and Alex did in January 2016.
Chrissi (Nerantzi) and Sue (Beckingham)
Note: The community is open all year round. Jump in and connect with colleagues and students to share practices and ideas. You are not alone ;)
https://plus.google.com/communities/115166756393440336480
My personal learning journey with MaharaMahara Hui
Keynote presentation by Sigi Jakob-Kühn at Mahara Hui UK in Southampton, UK, on 10 November 2015.
Recording: https://www.youtube.com/watch?v=b9YqYb6Yxuo
Examining how coalescent spaces can transform in-class and out of class learningJohn Couperthwaite
How can we learn to blend live, in-class learning between physical and digital spaces? And how can teaching pedagogies adapt to new opportunities? This session will examine how digital advances in classroom learning are creating ‘coalescent spaces’ (White, 2016) in which students are empowered to collaborate through activities, discussion and feedback during class. Teachers also benefit from greater engagement through disrupting passive teaching approaches and being better informed of learner interaction and behaviours. Not only can this establish more engaged communities of learning in class, but it also encourages greater sequencing of learning before, during and after class based on the non-linear affordances of digital spaces.
BYOD4L 1st community led iteration with Neil Withnell, Sheila MacNeill and Al...Chrissi Nerantzi
A little thank you from the BYOD4L developers for a massive and fantastic job Neil, Sheila and Alex did in January 2016.
Chrissi (Nerantzi) and Sue (Beckingham)
Note: The community is open all year round. Jump in and connect with colleagues and students to share practices and ideas. You are not alone ;)
https://plus.google.com/communities/115166756393440336480
My personal learning journey with MaharaMahara Hui
Keynote presentation by Sigi Jakob-Kühn at Mahara Hui UK in Southampton, UK, on 10 November 2015.
Recording: https://www.youtube.com/watch?v=b9YqYb6Yxuo
The flat classroom concept is based on the constructivist principle of a multi-modal learning environment that is student-centered and a level playing field for teacher to student and student to teacher interaction. Based on the experiences of the award winning Flat Classroom Project this session will detail seven essential steps for lowering your classroom walls to promote connection and understanding between geographically dispersed, ethnically and culturally diverse groups of students in meaningful, global cooperative authentic learning experiences.
Es wird erläutert, was Screencasting und Podcasting bedeutet, wie groß der Aufwand bei der Erstellung dieser Medien im Zusammenhang mit Vorlesungsaufzeichnungen ist, ob und wann diese Medien von Studierenden nachgefragt werden. Ferner wird auf Möglichkeiten zur Veränderung der Hochschullehre durch die Verwendung von Vorlesungsaufzeichnungen eingegangen.
The flat classroom concept is based on the constructivist principle of a multi-modal learning environment that is student-centered and a level playing field for teacher to student and student to teacher interaction. Based on the experiences of the award winning Flat Classroom Project this session will detail seven essential steps for lowering your classroom walls to promote connection and understanding between geographically dispersed, ethnically and culturally diverse groups of students in meaningful, global cooperative authentic learning experiences.
Es wird erläutert, was Screencasting und Podcasting bedeutet, wie groß der Aufwand bei der Erstellung dieser Medien im Zusammenhang mit Vorlesungsaufzeichnungen ist, ob und wann diese Medien von Studierenden nachgefragt werden. Ferner wird auf Möglichkeiten zur Veränderung der Hochschullehre durch die Verwendung von Vorlesungsaufzeichnungen eingegangen.
Das Modell des invertierten Klassenraums als Beispiel für mehr Freiraum in der Präsenz. Damit kann mehr individualisiertes Lernen stattfinden. Dazu ist das Lehr-/Lernformat so zu gestalten, dass individuelle Lernberatung/-begleitung möglich ist.
Across German borders: Current Digital Higher Education initiatives & practic...e-teaching.org
Slides zu folgender Veranstaltung:
https://www.e-teaching.org/community/communityevents/onlinepodium/across-the-german-borders-digital-higher-education-in-the-eu
Die Digitalisierung führt zu einer Öffnung des Lernens über die traditionellen institutionellen und nationalen Grenzen hinaus. Wie wird Lernen unter solchen Bedingungen in Zukunft aussehen?
Medienbildung in einer zukunftsorientierten LehrerbildungPetra Grell
Vortrag auf der Fachveranstaltung "Das Portfolio Medienbildungskompetenz als Bestandteil der Lehrerbildung in Hessen" am 14.11.2016 in der Hessischen Lehrkräfteakademie
Moderne Lehre gestalten | @LLZ
Seit einiger Zeit sind Videos in der Hochschullehre zunehmend in der Diskussion. Lehrende lassen z.B. Mitschnitte ihrer Vorlesungen/Seminare erstellen, um sie Studierenden als Ergänzungsangebot zur Präsenzlehre anzubieten. Einige Akteure beschäftigen sich berechtigter Weise mit dem Aspekt des Mehrwerts dieser oder anderer Aufnahmen.
In diesem Zusammenhang sind häufig gestellte Fragen:
- Bleiben Studierenden der Vorlesung fern?
- Wer nutzt das angebotene Videomaterial?
- Haben Vorlesungsaufzeichnungen eine lernförderliche Wirkung auf Studierende?
- Hat das Veranstaltungskonzept eine Auswirkung auf die quantitative Nutzung der Vorlesungsaufzeichnungen?
Gegenstand der Veranstaltung ist eine Diskussion überaktuelle Themenstellungen bezüglich des Einsatzes von Videos in der Lehre mit den Teilnehmern, unter Berücksichtigung verschiedener Studienergebnissen.
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
The SLMOOC Series: Anticipating the Needs of Learners in Virtual WorldsThe AZIRE
Presentation for the Virtual Worlds Education Roundtable, July 14th, 2016 on the needs of learners who enter virtual worlds such as Second Life, and the management of MOOCs that span several learning management platforms including virtual worlds.
Presentation on communication, collaboration, presentation, and interactive online tools that can be used in a virtual classroom to engage learners of all styles.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Web 2.0 & Active Learning: Creating a Digital-Rich ClassroomDouglas Strahler
This presentation for my Best Instructional Practices course examines Meg Ormiston's "Creating a Digital-Rich Classroom" and examines how Web 2.0 tools can create an active learning environment.
This was my presentation at the Online Educa in Berlin 2010 on the combination of using an LMS-Moodle and an ePortfolio Mahara for new ways of teaching and learning.
Starting from the experiences with the EU project MOSEP I present my experiences in the implementation in the classroom. There are also some thought s on 21st century learning and the barrieres which are stiil to overcome...
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.
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.
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!
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?
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.
6. • Nigel McNie
• Penny Leach
• Kristina Hoeppner
• Don Presant
• Sam Taylor
• all dear colleagues who helped overcome
obstacles!
• The MAHARA community!!!!
24. Competences
cannot be taught,
they need to be
aquired by
learners.
Fahse, Christian: Wie unterrichtet man
Kompetenzen? MNU 57/8 (12/2004)
25. ‘’ … students gain a personal space on the web which they
can control, and which is the antithesis of the institutional
VLE/LMS. This, said Groom, is the essence of digital
literacy.
Students were given an innovation tool kit within their own
domain, so that when they leave the university, they take it
with them to use as they will.”
Steve Wheeler on EDUPUNK Jim Groom’s “Good morning Barcelona!! „ talk
30. • Creating a repository of own artefacts
• Using artifacts stored in other cloud
services flickr, dropbox etc..)
• Using mobile upload from smartphone
• Embedding objects from the cloud
Collect
31. • Setting up own group for
teamwork
• Sharing stuff within group
• Creating group pages, working
from different places at different
times
• Sharing group pages with peers,
tutors, public…
Colla-
borate
32. • Writing blog entries on learning progress
• Integrating videos or podcasts
• Visualizing processes with pictures
• …..
Reflect
33. • Using forums for scaffolding learning
• Using the forum for quick opinion
forming
• Setting up forums for learning groups
• Setting up forums for various purposes
to avoid chaos
• Setting up various topics for different
questions
• …
• …
Commu-
nicate
34. • Sharing pages with friends, peers, tutors,
specific groups, public
• Presenting a page to an audience to give
evidence of learning
• Handing in a page/ collection for assessment
• ……
Share
35. • Present a project to an audience with
the help of a page
• Give evidence of learning by presenting
to a tutor
• Do an online presentation via skype or
conference tools
• Do a group presentation of a project
with peers
• …
Present
36. • Give permission to get feedback
• Getting feedback on single
artefacts
• Getting feedback for
page/collection
• Getting feedback from
peers/tutors/public
• Learning from qualified feedback
Feed-
back