Slides for my presentation with Dean Cristol and Belinda Gimbert of Ohio State University at mLearn 2014, November 4, 2014, at Kadir-Has University in Istanbul, Turkey.
My poster presentation on Collaborative Situated Active Mobile Learning from the Mobile Learning: Gulf Perspectives symposium, April 25, 2013, at Zayed University in Abu Dhabi, UAE
Evaluation of mobile teaching and learning projects, introductionHelen Farley
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
Development of a ubiquitous learning system with scaffolding and problem base...Panita Wannapiroon Kmutnb
Noppadon Phumeechanya and Panita Wannapiroon, " Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 197-201, 2013.
My poster presentation on Collaborative Situated Active Mobile Learning from the Mobile Learning: Gulf Perspectives symposium, April 25, 2013, at Zayed University in Abu Dhabi, UAE
Evaluation of mobile teaching and learning projects, introductionHelen Farley
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
Development of a ubiquitous learning system with scaffolding and problem base...Panita Wannapiroon Kmutnb
Noppadon Phumeechanya and Panita Wannapiroon, " Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 197-201, 2013.
Social media is basically a structure that combines individuals, communities, companies or organizations that can share their interests, attitudes, values, lifestyles, visions and friendships. In the field of eLearning this structure can be used in many ways and through different web tools. It can provide educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies.
This article argues that it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities. The case study explored in this paper explains the role of social media in promoting cognitive and meta-cognitive learners development while using a constructivist teaching and learning approach. This paper presents the findings from a specific case study, as well as general guidance to instructors for incorporating social media in a blended learning environment, including the “Traditional Classroom”. It is also suggested a limitation of the use of learning management systems to cover the development of social competences and it is argued that self-regulated students are supported by personal web tools and engaged in different kinds of social networks.
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
Assessment & Feedback Literature ReviewMorse Project
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
Development of the Open Educational Practices Impact Evaluation IndexROER4D
Development of the Open Educational Practices Impact Evaluation Index
Som Naidu
Monash University, Australia
Shironica P. Karunanayaka
The Open University of Sri Lanka
Open Education Global Conference 207
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
Pedagogical Practices and Technology Integration Thesis Defense March 11, 2015Ashley Mayor
Comparing a practitioner's concerns over technology integration between two pedagogical preference groups: inquiry-based teachers and traditional teachers. This study looks for relationships between the pedagogical groups in their concerns for integrating technology, use of technology to enhance learning and application of integration practices.
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Open educational practices and resources in the Global South: Recommendations...ROER4D
Open educational practices and resources in the Global South: Recommendations for government from the ROER4D project
Cheryl Hodgkinson-Williams
Africa Regional Consultation on OER, 2-3 Mar 2017, Mauritius
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Social media is basically a structure that combines individuals, communities, companies or organizations that can share their interests, attitudes, values, lifestyles, visions and friendships. In the field of eLearning this structure can be used in many ways and through different web tools. It can provide educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies.
This article argues that it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities. The case study explored in this paper explains the role of social media in promoting cognitive and meta-cognitive learners development while using a constructivist teaching and learning approach. This paper presents the findings from a specific case study, as well as general guidance to instructors for incorporating social media in a blended learning environment, including the “Traditional Classroom”. It is also suggested a limitation of the use of learning management systems to cover the development of social competences and it is argued that self-regulated students are supported by personal web tools and engaged in different kinds of social networks.
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
Assessment & Feedback Literature ReviewMorse Project
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
Development of the Open Educational Practices Impact Evaluation IndexROER4D
Development of the Open Educational Practices Impact Evaluation Index
Som Naidu
Monash University, Australia
Shironica P. Karunanayaka
The Open University of Sri Lanka
Open Education Global Conference 207
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
Pedagogical Practices and Technology Integration Thesis Defense March 11, 2015Ashley Mayor
Comparing a practitioner's concerns over technology integration between two pedagogical preference groups: inquiry-based teachers and traditional teachers. This study looks for relationships between the pedagogical groups in their concerns for integrating technology, use of technology to enhance learning and application of integration practices.
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Open educational practices and resources in the Global South: Recommendations...ROER4D
Open educational practices and resources in the Global South: Recommendations for government from the ROER4D project
Cheryl Hodgkinson-Williams
Africa Regional Consultation on OER, 2-3 Mar 2017, Mauritius
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Promoting Teacher Self Efficacy - A Presentation for Lakehead UniversityRobert Power
A presentation about my research on the CSAM learning design framework and the mTSES survey instrument, prepared for the Faculty of Education at Lakehead University, (Thunder Bay and Orillia) Ontario, Canada.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
Dissertation Defense Powerpoint presented Aug. 8th, 2015KJ Slyusar
OVERCOMING BARRIERS AND CHALLENGES BY CREATING TRAINING TO INCREASE THE USE OF ONLINE EDUCATION TECHNOLOGY AMONG FACULTY: A CASE STUDY DISSERTATION RESEARCH DEFENSE
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 versionBenita Williams
This presentation was delivered to the Monitoring and Evaluation Colloquium of Bridge on 12 August 2014. It is based on a paper delivered at the SAMEA 2013 conference by Williams, Marais and Rampa
Design & Technology and Computer Science in the CAMAU Project: The Genesis of...David Morrison-Love
Wales in currently undergoing significant and ambitious educational reform on a national scale. This presentation outlines some of the work undertaken by the CAMAU Project which seeks to place learning progression at the heart of the new curriculum for Wales. Here, the focus is on the work done in phase 1 of the project in the curricular areas of Design & Technology and Computing Science.
The CAMAU Project is large-scale, 3-year, collaborative R&D project (£500,000) commission by the Welsh Government and funded by the Welsh Government and University of Wales Trinity Saint David. This work was presented as part of the PATT36 Conference in Malta (June, 2019).
Dr David Morrison-Love, July 2019.
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
Professional developmentDarius WashingtonGrand Canyon EADD.docxpauline234567
Professional development
Darius Washington
Grand Canyon EAD
December 2, 2022
Introduction
Hello everyone and welcome to today’s presentation. An outline of what is to be covered is as follows;
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
2
Outline
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
Learning objective
Learning objectives
Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement.
Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
3
Objective 1
Providing teaches with an opportunity for maximizing time spent on quality instruction for effective classroom engagement
Objective 2
Providing teachers with an opportunity for discussing how they can maximize time spend on quality instruction in relation to effective classroom engagement
Objective 3
Providing teachers with tools necessary for maximizing time spend on quality instruction
Agenda for session
The topics that will form the agenda is as follows;
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
4
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
Closing
Schedule
The schedule for the items t be discussed is as follows;
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
5
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
Activities aligned to mission and vision of school
Through engaging activities that encourage student participation, teachers play a crucial part in determining how students learn. This involves giving students the chance to practice skills and show mastery of subject matter through assessment activities, as well as employing guided discovery to encourage students to explore new ideas or concepts. In establishing standards for student performance on exams and utilizing the results of those exams as data points to judge how well students are progressing toward certain goals and objectives within their subject areas, teachers also play a crucial role. Teachers must be dedicated to establishing successful learning e.
Assistive Technology and Tools for Students and Adults with DyslexiaRobert Power
For many people with dyslexia, tasks that require reading or writing can be challenging. Fortunately, there are now many apps, platforms and technologies that can assist. These tools can be helpful for both students and adults to “level the playing field”, assist in productivity in day-to-day activities, and even make the task of reading and writing more enjoyable...
This session will provide an overview and walk-through of some of the more common (and free) apps and technology that you might find useful such as speech-to-text; text-to-speech; note-taking; and digital libraries.
bout dyslexia Canada:
Dyslexia Canada was formed in 2016 as a way to ensure that there was a national voice and forum to advocate for all Canadian children with dyslexia. By partnering with professional organizations, experts and advocates, Dyslexia Canada strives to drive systemic change by engaging and educating the public and establishing legislation specific to recognizing and remediating dyslexia.
Find out more about Dyslexia Canada here: https://www.dyslexiacanada.org
Using assistive technology to create an inclusive classroomRobert Power
Schools, teachers, and students are increasingly able to access and apply assistive technology to enhance inclusion within mainstream classrooms. To ensure that a classroom is truly inclusive, teachers and other professionals involved in supporting children with disabilities using assistive technology require appropriate knowledge and skills to bring potential to reality.
About dyslexia Canada:
Dyslexia Canada was formed in 2016 as a way to ensure that there was a national voice and forum to advocate for all Canadian children with dyslexia. By partnering with professional organizations, experts and advocates, Dyslexia Canada strives to drive systemic change by engaging and educating the public and establishing legislation specific to recognizing and remediating dyslexia.
Find out more about Dyslexia Canada here: https://www.dyslexiacanada.org
View the Recording of the webinar presentation at https://youtu.be/pz68X_q-rS8
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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?
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Exploring Tools for Promoting Teacher Efficacy with mLearning (mlearn 2014 Presentation)
1. Exploring Tools to Promote Teacher
Efficacy with mLearning
Robert Power
College of the North Atlantic-Qatar
Dean Cristol & Belinda Gimbert
Ohio State University
@xPat_Letters @drdcristol &
@BelindaGimbert
2. The Question:
“What is the single greatest barrier to the widespread
adoption of mobile learning strategies in K12 and
higher education institutions?”
The Response:
“Teachers’ confidence in the technology and their
ability to use mobile learning in their own practice.”
Paraphrased exchange between Robert Power (moderator) and Dr. Mohamed Ally (panelist) at the
Panel Discussion on Tablet Deployment Initiatives at the 12th World Conference on Mobile and
Contextual Learning (mLearn 2013), Doha, Qatar
3. The Problem with Teacher Training
The current educational model is outdated because it
was developed before the advent of information and
communication technologies. The current model,
based on classroom-based face-to-face delivery, is
geared towards educating a certain segment of the
population. Also, teachers are being trained for the
current model of education, and will therefore
continue using the model when they become
teachers. Teacher training must be re-invented to
prepare teachers for the technology-enhanced
educational system.
(Ally & Prieto-Blazquez, 2014)
4. The Problem with Our Understanding
of Teacher Efficacy
Lack of training in the pedagogical considerations for the
integration of a specific type of technology can have a
negative impact upon teachers’ perceptions of self-efficacy
(Kenny, et al, 2010). However, Kenny et al. (2010) note
that:
While a significant body of research exists on learners’ feelings of
self-efficacy concerning computer technology, online learning, and
even podcasting… this concept does not yet appear to have been
examined in any detail in a mobile learning context (p. 2).
5. The Essential Issues Addressed by
CSAM and the mTSES
• Put the focus on pedagogical decision-making.
– Tool #1: The CSAM Framework
• Determine if that approach has an impact on
teachers’ perceptions of self-efficacy with
mobile learning.
– Tool #2: The mTSES Instrument
7. What is CSAM?
• CSAM is:
– A summarization of the key pedagogical elements
present in recent case studies of the use of mobile RLOs
to facilitate collaborative learning.
– A framework to guide instructional design decision-
making.
– Consistent with Activity Theory, the zone of proximal
development, Transactional Distance Theory, and FLOW
Theory.
• CSAM is not:
– A new learning theory.
– A new model of instructional design.
13. Research Questions
1. Does the Collaborative Situated Active Mobile (CSAM)
learning design framework provide teachers with an
increased sense of self-efficacy in the use of mobile
reusable learning objects (RLOs) to facilitate or
enhance collaborative learner interactions?
a) Do teachers perceive greater self-efficacy when
using the CSAM framework?
b) Do teachers perceive their use of mobile RLOs be
more effective when using the CSAM framework?
15. How to Measure Impact on
Perceptions of Self-Efficacy?
• Use the CSAM Learning Design Framework as the focus
of pedagogical decision making and self-reflective
practice in a short, online professional development
course on creating mobile reusable learning objects.
• Measure the impact of that training on participants’
perceptions of self-efficacy.
• Get feedback from participants on their perceptions of
self-efficacy and the use of CSAM to help make
instructional design decisions.
16. A Snapshot of the Intervention
Online Professional Development course called
Creating Mobile Reusable Learning Objects
Using Collaborative Situated Active Mobile
(CSAM) Learning Strategies.
• Hosted on the Canvas open LMS
• Accessed via computer or mobile device.
• Five modules, run over ten days (two days per
module).
• Research survey instruments were embedded
as learning activities (to reduce extra time
commitments for participants).
Participation:
• May 2014.
• Four institutions in Canada, the US, and Qatar.
• 72 participants enrolled for the course.
• 42 participants completed the Informed
Consent, and participated in the research
study.
17.
18. Research Methodology
Measuring effects on perceptions of self-efficacy?
• Mixed-methods research:
– Mix of quantitative survey data and qualitative
feedback from follow-up interviews
• Design-Based Research:
– This study constitutes the first phase of a longer-
term DBR project. Subsequent phases will build
upon this research to inform iterative improvements
to the professional development course, and the
eventual development of an OER RLO (Anderson &
Shattuck, 2012; Cohen et al., 2011; Design-Based
Research Collective [DBRC], 2003)
19. Research Instruments
• Combined Teacher’s Sense of Efficacy Scale (TSES)
and Mobile Teacher’s Sense of Efficacy Scale
(mTSES) survey instruments (Benton-Borghi, 2006;
Tschannen-Moran & Woolfolk Hoy, 2001a, 2001b)
– Pre and post-intervention surveys
– General sense of self-efficacy vs self-efficacy with
using mobile RLOs before and after the training
• Follow-up Interviews
– Qualitative feedback regarding the training, and
participants’ perceptions of self-efficacy with mobile
RLOs
21. What is the mTSES?
• Modified version of the Ohio State
Teacher’s Sense of Efficacy Scale (TSES)
– Included slight alterations to question
wording to contextualize the survey for
mobile learning
– Followed procedures outlined by Benton-
Borghi (2006)
• Original TSES and mTSES questions were
combined and administered together
29. Trends from the Qualitative Coding
Frequency counts of primary comment codes
Primary Codes Descriptions nSurvey nInterviews nTotal Most Common Sub-Theme
100 Framework Strengths 21 35 56 Guidance (n = 26)
200 Framework Weaknesses 1 12 13 Too narrow in scope (n = 6)
300 Course Strengths 1 50 51
Interaction / Feedback (n = 19),
Multiple learning resources (n = 11)
400 Course Weaknesses 6 12 18 Development tools (i.e Winksite™) (n = 8)
500 Self-Efficacy 0 0 0
600 Interest 11 31 42 May use mRLOs if appropriate opportunity arises (n = 18)
700 Other Barriers 1 22 23 Lack of institutional interest (n = 5)
800 Other Supports 6 25 31 Informal community of practitioners (n = 8)
30. Summary of Findings
• Participants enjoyed the professional development course.
• Participants expressed a perception that the CSAM framework
and the professional development course had increased their
understanding of, and confidence with, designing and using
mobile RLOs in their teaching practice.
• The mTSES results demonstrate increases in participants’
perceptions of self efficacy with the design and use of mobile
RLOs.
• Participants expressed increased interest in integrating mobile
RLOs into their teaching practice.
31. Limitations
• Voluntary self-enrollment:
• Results may be limited to individuals with a pre-existing
interest in educational technology, mobile learning, and
professional development.
• Four partner institutions:
• Results may not be generalizable beyond North American
teacher populations.
• Participant demographics:
• Undergraduate education students and unemployed
teachers were not included in this study.
• Interview participation:
• Random or stratified-random sampling was not possible.
• Results may not be generalizable to the entire participant
population
32. Recommendations for the CSAM Course
• Longer duration.
• Incorporate a practicum.
• Incorporate a module or resource section on classroom
management considerations for mobile learning.
• Alternative development tools.
• Standalone mTSES tool.
• Multimedia tutorials.
• Community of practitioners.
33. Recommendations for Future Research
• First phase of a DBR project.
• Future phases should:
• Develop and seek feedback on recommended course refinements.
• Verify the findings from this study, and the applicability of those
findings to wider subsets of the teacher population.
• Redevelop survey instruments and interview questions to include
questions pertaining the reasons why participants perceived
changes in their perceptions of self-efficacy.
• Provide future offerings of the PD course in partnership with the
four collaborating institutions.
• Seek PD partnerships with additional institutions, and with a wider
range of participants.
34. Significance of This Research
• Demonstrated the utility of the CSAM framework.
• Explored the potential for CSAM-focused PD to increase teachers’ perceptions
of self-efficacy.
• Development of an instrument to gauge teachers’ perceptions of self-efficacy
with respect to designing and using mobile RLOs.
• mTSES can be used to compare effects of other training interventions on perceptions
of self-efficacy with mobile learning.
• Explored issues of instructional design competency and perceptions of self-
efficacy with the use of educational technologies that are becoming increasingly
pervasive in all sectors of education (F2F, blended, distance…).
• Contributed to the body of knowledge about how to better prepare teachers to
integrate mobile learning strategies and resources into instructional design at
any level of the education system.
35.
36.
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