Moesitesoverview facetoface

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The document introduces Digistore, an online resource for digital learning objects that can be used to support teaching and learning. It provides information on browsing and searching for resources on Digistore by topic, subject area, or unique ID number. Examples are given of how teachers have used digital learning objects from Digistore in the classroom. Contact information is provided for digital advisors who can offer further support for selecting and using digital content.

Education Technology

My content is not nearly as important as your interaction with the content.

What digital resources do you currently make use of to support learning ?

Why use Digistore? Learning objects are particularly useful when a concept is hard to represent , difficult or dangerous to replicate , or when repetition is required.

Visiting Digistore http://digistore.tki.org.nz

Logging in Use the login provided username: uni password: waikato10

Sand – Pit Time Login to Digistore and explore the resources within.

General and Advanced Search ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning Area Catalogue Each learning object has a unique ID number. Type this ID into the Digistore search to locate the desired object.

Maths Learning Objects http://nzmaths.co.nz/digital-learning-objects

Viewing search results More information Open the resource

The Digistore Wiki Click on ‘ Using digital content wiki ’ and explore this site. What might you re-visit?

Digistore stories from the classroom Students learnt very early on what a habitat was and were able to relate back to that learning as they came in contact with live creatures in the garden. Juniors discovering my backyard

An introduction to our software and online tools information hub

Visiting Software for Learning http://softwareforlearning.tki.org.nz Find a learning ‘ Snapshot ’ for a specific tool that appeals to you. Find the related product page for that tool and see what information it provides. Consider how you might use this information and other information within this site when in the classroom?

For further support with the selection and use of digital content, contact a Digi Advisor: Rochelle Jensen [email_address] Suzie Vesper [email_address] z Further Support Feedback Please note, questions 10-13 were not covered in this workshop. http://www.surveymonkey.com/s/digistoreevaluation

The document introduces Digistore, an online collection of learning objects. Learning objects are useful for representing concepts that are hard to demonstrate, replicate dangerously or require repetition. The document encourages browsing Digistore by topic and reviewing learning objects, and exploring the Digistore Wiki. It provides examples from classrooms of how learning objects have been used successfully in diverse subjects like science, drama and outdoor learning. Finally, it introduces related online tools and resources for effective pedagogy.

The magic key

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Connecting your classroom with modern education tool pln project

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This document provides an overview of modern education tools that can help connect classrooms, including Diigo, Scoop-It, and Twitter. It discusses how these tools can be used for research, planning, exploration, and as learning tools for students and educators. Diigo allows users to bookmark and annotate webpages for research. Scoop-It allows users to curate websites and digital magazines on specific topics. Twitter can be used to communicate and collaborate with other educators and students. The document encourages using these tools to support critical thinking, digital citizenship, and safe social media practices for students.

[R]evolution: Teaching Basic Computer Skill - Workshop Slides

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Ctch Revised Kim

KIM YI

This document discusses digital storytelling. It defines a digital story as a short, first-person video created using recorded voice, images, and music. Digital storytelling involves combining these elements to tell a personal story. The document outlines key elements of digital stories like point of view, dramatic question, emotional content, voice, soundtrack, economy, and pacing. It also discusses benefits of using digital storytelling in the classroom, how to integrate it, assess student projects, copyright considerations, and resources for getting started with digital storytelling.

Using digistore

digiadvisors

The document provides information about Digistore, an online digital storehouse of learning objects and digitized items. It describes what learning objects and digitized items are, and how teachers can search for, organize, and share resources through learning paths. Teachers can create individual accounts to build custom learning sequences and share them with students or other teachers. The document outlines the various ways teachers can find, curate, and provide access to digital content through Digistore.

Edu 205 week 2

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The document provides information about supporting student creativity in a learner-centered classroom. It discusses: 1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction. 2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option. 3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.

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1) The document discusses how students engage with information, from passive recipients to interactive and creative users, and how technology can support different levels of engagement. 2) It presents a model of learning as occurring across three "storeys"- information transfer, behavioral, and constructivist- and how Web 2.0 tools support social and collaborative learning. 3) The role of the teacher in effectively integrating technology is emphasized, in harnessing tools to enhance learning while allowing time for reflection and collaboration.

This document provides an overview of digital skills training for educators. It discusses the differences between traditional and digital learning, highlighting benefits of digital learning like personalized learning, interactivity, access to updated materials and a global platform for student work. It emphasizes the need for teachers to develop digital skills to connect with students, enhance teaching, and develop personal brands online. The document then provides examples of digital tools teachers can use in the classroom, including for collaboration, communication, organization, and content creation. It stresses the importance of data security and privacy when using technology.

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Ban The Bird!

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The document discusses teaching digital citizenship skills to students using the BIG SIX research model. The BIG SIX is a six-step process for effective online research that includes defining tasks, seeking information, locating sources, using information, creating a product, and evaluating work. The document advocates for teachers and librarians to model these skills and have students apply them to various projects involving online research and collaboration in order to prepare them for an information-rich world.

Creativity and Tech Integration

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This document discusses creating a digital learning environment by integrating technology into the classroom. It provides a taxonomy for levels of technology integration, from students as passive observers to active creators. The levels progress from observing technology, to incorporating it to increase productivity, to producing with a single tool, exploring prior to instruction, collaborating, applying multiple technologies, and creating by making informed choices about content and tools. Examples are given for moving between levels. Planning tools are suggested, like curriculum maps identifying 21st century skills and technologies. The performance indicators of the NETS standards can provide guidance. Assessing technology projects requires considering curricular goals, skills, and the technology component.

Teaching strategies for digital literacy

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Tools, skills and strategies using three approaches to teaching digital literacy.This was a webinar and presented on using a core set of digital literacies (linked to the general capabilities of the Australian Curriculum), this session will take you step by step through some teaching strategies to use for how digital skills can be taught or integrated. Participants will be able to: Identify digital literacies from the general capabilities of the Australian Curriculum and map them to sample curriculum outcomes Identify teaching strategies to use for digital literacy instruction Identify digital tools for use with instructional strategies

Teen tech week and Gadgets

elpasolibrary

This document provides information and ideas for hosting a Teen Tech Week event at a public library. It suggests having a "Technology Petting Zoo" where teens can bring their own mobile devices and learn about the library's digital resources. An activity called "Bring Your Own Device Day" is described, which allows teens to test out devices and digital content available through the library. The document also proposes having teens make their own gadget cases through inexpensive DIY projects to promote creativity and skills. Display ideas are presented to encourage participation and advertise the library's digital offerings through interactive elements like QR codes and polls. Resources for planning Teen Tech Week events and activities are included.

Tech di strategies mc guffey

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This document provides strategies and tools for using technology to engage learners and differentiate instruction. It discusses how technology can be used to engage students in the content, instructional processes, and products. A variety of Web 2.0 tools are presented for formative assessment, classroom websites, collaboration, project-based learning, video/audio projects, and more. The document encourages teachers to try new tools, share student work, monitor effectiveness, and collaborate with colleagues.

Cre

dvind

The document discusses creating engaging online interpretation activities. It provides examples from the successful National Park Service WebRangers program. Key points include: - WebRangers has over 400,000 annual visitors and 7,000 have completed all activities, showing strong engagement. - Developing interactive activities requires a team and significant resources like visuals, writing, programming. Activities can cost $20,000-$30,000 on average. - The development process involves choosing an approach, storyboarding, gathering resources, creating prototypes, and programming. Thorough testing is important. - Keeping activities around 15-20 minutes, asking questions, and providing optional expanded content helps maintain engagement.

Facilitator2classroomiteam

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This document discusses integrating information and communication technology (ICT) to enhance literacy programs in alignment with curriculum principles and school goals. Several specific ICT strategies are provided as examples, including using blogs for student writing and peer feedback, online question chains to support reading comprehension, and the Digistore digital library for accessing learning objects. The workshop will explore successful and manageable ICT ideas and share resources to inspire teachers in continually supporting literacy with technology.

Digital citizenship workshop day 1

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This document provides an agenda and resources for a workshop on digital citizenship for PYP educators. It includes introductions, terminology, opportunities for reflection, and discussions of key concepts like the three areas of digital citizenship (safety, skills, interaction), 21st century skills, the IB learner profile, and implications of web 2.0 and 3.0 technologies. Participants collaborate on an online glossary and revise definitions of the learner profile to consider digital opportunities. The goal is to help educators prepare students for a world impacted by rapid technological change through developing responsible digital citizenship.

Tech and Differentiation

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This document discusses differentiating instruction through the use of technology. It recommends teachers get to know their students through interest surveys, use various teaching strategies like direct instruction and cooperative learning, provide multiple student activities including text-based work and digital tools, and assess student learning through alternative assessments like knowledge maps, projects, portfolios and rubrics. Teachers are also encouraged to choose at least three digital tools from resources in LiveBinder and embedded in the presentation to embed into their own webpage.

Making technology meaningful summer final

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The document discusses how teachers can integrate technology into the classroom to prepare students for the 21st century, including using tools like Google Drive, social media, and web 2.0 tools to increase student engagement and teach important digital skills. It provides examples of how to create a personal learning network and blended learning environments that incorporate both online and in-person learning. The goal is to equip both teachers and students with the technological skills needed in this digital age.

Augmented learning - Transforming information to experience

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The document discusses augmented reality (AR) and virtual reality (VR) for augmented learning. It describes augmented learning as adapting the learning experience based on the learner's environment using rich media and interaction. AR and VR help learners gain a better understanding through simulation and immersion. Experiential learning through AR allows concrete experiences, active experimentation, abstract conceptualization, and reflective observation. The document outlines opportunities and challenges of augmented learning and provides examples of AR authoring tools and use cases.

Creating Digital Content for Learning Purposes in Sciences using Project Base...

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This is an infant project that attempts to provide answers to fundamental problems facing the study of sciences in Uganda and the rest of Africa. Its main trust is project based learning concept that aims at empowering the participating young people with knowledge, skills and attitudes to enable them become problem solvers of identified needs in the study of sciences rather than passive learners. The project aims beyond learner excellence of attaining set standards through mere memorizing or rote learning to pass exams. Unlike the traditional mode of teaching and learning in most schools in Africa, here the learners remain the driving force and creators of content for learning purposes. Young people are very curious, very imaginative and fearless at trying new grounds - three very important ingredients for innovation in sciences but largely over looked or - worst still - killed off by schools of today. This project seeks to appeal to these important elements to capture the young learners’ interests in coming up with creative ideas for the project. In the whole process the educator is more of a guide, facilitator or mentor - creating the necessary environment and support that the learners may need to experience learning. Once a problem area in sciences has been identified, the learners generally use the multimedia production stages to execute their task backed by research work, consulting and soliciting for expert input of resource persons. This from time to time is punctuated by self-evaluations or reflections. Once the product is completed, it is made available on DVD’s and uploaded on Multimedia website (YouTube) to be utilized for free. The learners are also given opportunity to share their work at exhibitions whenever the opportunity avails itself or they create it themselves. While the main thrust is digital creation of learning contents for sciences, the project is actually broad and diverse in the skills it develops. The project is conscious of individual difference among the learners so that each of them discovers his/her potentials and interest that can be utilized in the project and may determine the learners’ career goals. The project subjects the learners to very crucial skills and appreciation of team work, collaboration, negotiating in a group, communication skills, research mentality, learning to take advantage of available technology, working with minimum supervision, self-evaluation, social responsibility and global citizenship. The ultimate test is not so much in the end products of the project but the change brought about in the learner by the whole process. The learner’s level of involvement in the project is therefore very vital.

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Professional Learning Plan

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Before taking the course, the author was uncomfortable using technology beyond basic classroom tools. They have since learned to use many new tools, including creating websites, videos, and participating in online presentations. The course helped the author learn that technology can enhance teaching when used to engage students, solve problems, and present content creatively. Moving forward, the author plans to continue implementing technology solutions in their classroom, using tools like Edmodo to communicate, and exploring new resources to improve their teaching.

Northern Collaboration 2017 Conference presentation by Edge Hill University

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The document describes DigiQuest, an online challenge developed by Edge Hill University's Learning Services department to improve staff digital capabilities. Staff participated in a workshop where they mapped their current digital skills and identified areas for growth. This informed the creation of DigiQuest on Blackboard, consisting of six sections for the JISC digital capability categories. Staff completed various digital tasks to earn badges and prizes. 65 staff participated, spending over 325 hours on tasks. Feedback was very positive, with many reporting increased skills and confidence with digital tools relevant to their roles.

Overview of primary sources

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Primary sources are first-hand accounts created during an event that provide direct evidence, while secondary sources analyze and interpret events through second-hand accounts. Primary sources include artifacts, documents, artworks and more, revealing personal perspectives, and secondary sources offer overviews and perspectives through published works like articles and books that may include some primary sources. Both can provide valuable insights but in different ways.

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Digital resources and content for Māori learners provides interactive learning games, simulations, and digitized historical images and recordings to engage students. These include learning objects designed for the classroom as well as digitized cultural items. Teachers can use these resources for activities like matching games and repetitive language practice. They also support place-based learning, technology projects, art analysis, and developing students' visual literacy and writing. A catalog on the Digistore wiki helps teachers find and use these resources, which cover themes and include analysis questions for primary sources. The document encourages exploring the catalog and learning paths and sharing additional useful Māori content links.

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The document summarizes information from a workshop about how teachers in New Zealand can use e-learning tools and processes to meet the criteria for teacher registration and certification. It provides an overview of the criteria, which are designed to represent essential teaching capabilities and apply to all teachers. It then discusses how e-learning can help teachers demonstrate they are meeting the standards within the criteria, such as by documenting evidence of their practice online, and suggests that schools provide guidance on e-learning expectations.

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2. My content is not nearly as important as your interaction with the content.

3. GIFTS PING PONG

4. LOOPS

5. What digital resources do you currently make use of to support learning ?

6. Introduction to our Digital Storehouse

7. What is Digistore? Learning Objects

10. Why use Digistore? Learning objects are particularly useful when a concept is hard to represent , difficult or dangerous to replicate , or when repetition is required.

11. Key competencies and Digistore

12. Visiting Digistore http://digistore.tki.org.nz

13. Logging in Use the login provided username: uni password: waikato10

14. Sand – Pit Time Login to Digistore and explore the resources within.

15. Browse by Topic

16.

17. A- Z

18. Learning Area Catalogue Each learning object has a unique ID number. Type this ID into the Digistore search to locate the desired object.

19. Maths Learning Objects http://nzmaths.co.nz/digital-learning-objects

20. Viewing search results More information Open the resource

21. Details view

22. Sand – Pit Time Efficient searching.

23. The Digistore Wiki Click on ‘ Using digital content wiki ’ and explore this site. What might you re-visit?

24. Digistore stories from the classroom Students learnt very early on what a habitat was and were able to relate back to that learning as they came in contact with live creatures in the garden. Juniors discovering my backyard

25. An introduction to our software and online tools information hub

26. Browse Software

27. Browse Software

28. Browse Software

29. Snapshots

30. Snapshots

31. Effective Pedagogy

32. Visiting Software for Learning http://softwareforlearning.tki.org.nz Find a learning ‘ Snapshot ’ for a specific tool that appeals to you. Find the related product page for that tool and see what information it provides. Consider how you might use this information and other information within this site when in the classroom?

33. For further support with the selection and use of digital content, contact a Digi Advisor: Rochelle Jensen [email_address] Suzie Vesper [email_address] z Further Support Feedback Please note, questions 10-13 were not covered in this workshop. http://www.surveymonkey.com/s/digistoreevaluation

Editor's Notes

Intro – who am I? Where i am from? Mihi My role? Why am I here? Role involves two resources,
Next hour - Cutting the cloth to meet your needs
Askew and Lodge identify differing classroom interactions. Locus of control in above 2 models – centralised around the teacher. However to maximise learning using dialogue the classroom pattern should look more like this:
Dialogue – interactions – feedback - dialogue flows around all individuals.
Prior Knowledge What digital content do you currently use to support learning – your own and those with whom you work? Take 5 minutes to privately consider this question and note down ideas to share with the group. Make a list – give one/get one (Rocky) Compile two lists - content rich – Digistore/ Software for Lng
How familiar? Username / password
From home page Browse by topic- More topics will be added, eg Māori medium, but at this stage this feature has been based on ScOT – which is based on the Australian curriculum. This feature will be reviewed and made more specific to the NZ context. Search by timeline and Map features can be useful when exploring a specific region or period- however it is reliant on material being appropriately tagged in their metadata- so if you look for a particular period or region, there will be content that isn ’ t identified in this way.
Description statements and Educational statements were formerly part of the metadata display and so not user friendly.
From home page Browse by topic More topics will be added, eg Māori medium, but at this stage this feature has been based on ScOT – which is based on the Australian curriculum. This feature will be reviewed and made more specific to the NZ context. Search by timeline and Map features can be useful when exploring a specific region or period- however it is reliant on material being appropriately tagged in their metadata- so if you look for a particular period or region, there will be content that isn ’ t identified in this way.
From home page Browse by topic- More topics will be added, eg Māori medium, but at this stage this feature has been based on ScOT – which is based on the Australian curriculum. This feature will be reviewed and made more specific to the NZ context. Search by timeline and Map features can be useful when exploring a specific region or period- however it is reliant on material being appropriately tagged in their metadata- so if you look for a particular period or region, there will be content that isn ’ t identified in this way.
From home page Browse by topic- More topics will be added, eg Māori medium, but at this stage this feature has been based on ScOT – which is based on the Australian curriculum. This feature will be reviewed and made more specific to the NZ context. Search by timeline and Map features can be useful when exploring a specific region or period- however it is reliant on material being appropriately tagged in their metadata- so if you look for a particular period or region, there will be content that isn ’ t identified in this way.
From home page Browse by topic- More topics will be added, eg Māori medium, but at this stage this feature has been based on ScOT – which is based on the Australian curriculum. This feature will be reviewed and made more specific to the NZ context. Search by timeline and Map features can be useful when exploring a specific region or period- however it is reliant on material being appropriately tagged in their metadata- so if you look for a particular period or region, there will be content that isn ’ t identified in this way.
Advanced search has a range of filters This search of the environment- brought up too hundred results- using filters to narrow search Sort by... If a search identifies two hundred items – scrolling through is not an option for busy people- filter by type, sort by relevance (default), Title, published date or rating, Or look through the list or subtopics to find a closer match
Description statements and Educational statements were formerly part of the metadata display and so not user friendly.
Description statements and Educational statements were formerly part of the metadata display and so not user friendly.
From home page Browse by topic More topics will be added, eg Māori medium, but at this stage this feature has been based on ScOT – which is based on the Australian curriculum. This feature will be reviewed and made more specific to the NZ context. Search by timeline and Map features can be useful when exploring a specific region or period- however it is reliant on material being appropriately tagged in their metadata- so if you look for a particular period or region, there will be content that isn ’ t identified in this way.
Access the wiki for support, ideas, units, samples of content and exemplars- by learning area- ever-changing, always responding to user practice and need. The wiki is facilitated by Rochelle Jensen and Fiona Grant. Objective: to share practice and provide pedagogical support, exemplars, further links and resources for learning areas. Who do I contact if I need help? For technical assistance with registration, logins: digistore@tki.org.nz. For information about content, existing or supplying content, licences: helen.cooper@minedu.govt.nz. For support on selecting and integrating content: Fiona Grant , Digi Advisor, Team Solutions, University of Auckland, [email_address] , 09 623 8880 Rochelle Jensen , Digi Advisor, School Support Services, University of Waikato, [email_address] , 07 577 5314
Access the wiki for support, ideas, units, samples of content and exemplars- by learning area- everchanging, always responding to user practice and need. The wiki is facilitated by Rochelle Jensen and Fiona Grant. Objective: to share practice and provide pedagogical support, exemplars, further links and resources for learning areas. Who do I contact if I need help? For technical assistance with registration, logins: digistore@tki.org.nz. For information about content, existing or supplying content, licences: helen.cooper@minedu.govt.nz. For support on selecting and integrating content: Fiona Grant , Digi Advisor, Team Solutions, University of Auckland, [email_address] , 09 623 8880 Rochelle Jensen , Digi Advisor, School Support Services, University of Waikato, [email_address] , 07 577 5314
Access the wiki for support, ideas, units, samples of content and exemplars- by learning area- everchanging, always responding to user practice and need. The wiki is facilitated by Rochelle Jensen and Fiona Grant. Objective: to share practice and provide pedagogical support, exemplars, further links and resources for learning areas. Who do I contact if I need help? For technical assistance with registration, logins: digistore@tki.org.nz. For information about content, existing or supplying content, licences: helen.cooper@minedu.govt.nz. For support on selecting and integrating content: Fiona Grant , Digi Advisor, Team Solutions, University of Auckland, [email_address] , 09 623 8880 Rochelle Jensen , Digi Advisor, School Support Services, University of Waikato, [email_address] , 07 577 5314
Access the wiki for support, ideas, units, samples of content and exemplars- by learning area- ever-changing, always responding to user practice and need. The wiki is facilitated by Rochelle Jensen and Fiona Grant. Objective: to share practice and provide pedagogical support, exemplars, further links and resources for learning areas. Who do I contact if I need help? For technical assistance with registration, logins: digistore@tki.org.nz. For information about content, existing or supplying content, licences: helen.cooper@minedu.govt.nz. For support on selecting and integrating content: Fiona Grant , Digi Advisor, Team Solutions, University of Auckland, [email_address] , 09 623 8880 Rochelle Jensen , Digi Advisor, School Support Services, University of Waikato, [email_address] , 07 577 5314
Access the wiki for support, ideas, units, samples of content and exemplars- by learning area- everchanging, always responding to user practice and need. The wiki is facilitated by Rochelle Jensen and Fiona Grant. Objective: to share practice and provide pedagogical support, exemplars, further links and resources for learning areas. Who do I contact if I need help? For technical assistance with registration, logins: digistore@tki.org.nz. For information about content, existing or supplying content, licences: helen.cooper@minedu.govt.nz. For support on selecting and integrating content: Fiona Grant , Digi Advisor, Team Solutions, University of Auckland, [email_address] , 09 623 8880 Rochelle Jensen , Digi Advisor, School Support Services, University of Waikato, [email_address] , 07 577 5314
Access the wiki for support, ideas, units, samples of content and exemplars- by learning area- everchanging, always responding to user practice and need. The wiki is facilitated by Rochelle Jensen and Fiona Grant. Objective: to share practice and provide pedagogical support, exemplars, further links and resources for learning areas. Who do I contact if I need help? For technical assistance with registration, logins: digistore@tki.org.nz. For information about content, existing or supplying content, licences: helen.cooper@minedu.govt.nz. For support on selecting and integrating content: Fiona Grant , Digi Advisor, Team Solutions, University of Auckland, [email_address] , 09 623 8880 Rochelle Jensen , Digi Advisor, School Support Services, University of Waikato, [email_address] , 07 577 5314
Access the wiki for support, ideas, units, samples of content and exemplars- by learning area- everchanging, always responding to user practice and need. The wiki is facilitated by Rochelle Jensen and Fiona Grant. Objective: to share practice and provide pedagogical support, exemplars, further links and resources for learning areas. Who do I contact if I need help? For technical assistance with registration, logins: digistore@tki.org.nz. For information about content, existing or supplying content, licences: helen.cooper@minedu.govt.nz. For support on selecting and integrating content: Fiona Grant , Digi Advisor, Team Solutions, University of Auckland, [email_address] , 09 623 8880 Rochelle Jensen , Digi Advisor, School Support Services, University of Waikato, [email_address] , 07 577 5314

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Editor's Notes