An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Following the needs of today’s society and the development and needs of learners, the project E-competent teacher within E-Education defines and describes the digital competencies or e-competencies that represent the basic level of digital literacy. They refer to teachers, pre-school teachers, ICT co-ordinators, school principals and deputy school principals. Our seminars mostly focus on the first level of digital literacy since they support the development of digital competencies. Partly, the second level is also included because the blended learning seminars enable participants to put into practice the knowledge they gain on various strategies, approaches, content and materials. By doing so, they apply the acquired competencies to their professional field. The results of the evaluation we have already done show that since 2009 there were 36.574 participations at the seminars (20.296 participants out of 30.000 teachers in Slovenia), 14.920 workshops with 39.073 participations, more than 70% of principals attended 1 or more leadership courses 99,3% schools were participating in the project, 285 members of development teams and 760 trained collaborators were involved in the project.
http://www.sio.si/
CSBRGA2018 Jane Blacksmith "Post-Secondary Student Progress"Cree School Board
The Cree School Board supports students in their pursuit of post-secondary studies. Director Jane Blacksmith speaks about the progress and challenges in that sector at the Regional General Assembly in Eastmain.
Brightspace Webinar: More than an LMS, it's a Strategic Goals Support ToolD2L Barry
Brightspace Teaching & Learning Community webinar series: More than an LMS, it's a Strategic Goals Support Tool, with Susan Colaric, Associate Vice President, Online Learning & Services, St. Petersburg College
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Following the needs of today’s society and the development and needs of learners, the project E-competent teacher within E-Education defines and describes the digital competencies or e-competencies that represent the basic level of digital literacy. They refer to teachers, pre-school teachers, ICT co-ordinators, school principals and deputy school principals. Our seminars mostly focus on the first level of digital literacy since they support the development of digital competencies. Partly, the second level is also included because the blended learning seminars enable participants to put into practice the knowledge they gain on various strategies, approaches, content and materials. By doing so, they apply the acquired competencies to their professional field. The results of the evaluation we have already done show that since 2009 there were 36.574 participations at the seminars (20.296 participants out of 30.000 teachers in Slovenia), 14.920 workshops with 39.073 participations, more than 70% of principals attended 1 or more leadership courses 99,3% schools were participating in the project, 285 members of development teams and 760 trained collaborators were involved in the project.
http://www.sio.si/
CSBRGA2018 Jane Blacksmith "Post-Secondary Student Progress"Cree School Board
The Cree School Board supports students in their pursuit of post-secondary studies. Director Jane Blacksmith speaks about the progress and challenges in that sector at the Regional General Assembly in Eastmain.
Brightspace Webinar: More than an LMS, it's a Strategic Goals Support ToolD2L Barry
Brightspace Teaching & Learning Community webinar series: More than an LMS, it's a Strategic Goals Support Tool, with Susan Colaric, Associate Vice President, Online Learning & Services, St. Petersburg College
It’s fun to Learn the Science Behind Crops: Dr. Tonette Laude, Assistant Professor, Institute of Crop Science, College of Agriculture and Food Science, University of the Philippines. Presented during the APAARI-Tamil Nadu Agricultural University on Webinar on making university lessons more interactive, 4 June 2019
Presentation of Airina Volungeviciene, Vytautas Magnus University, EDEN Senior Fellow for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
Educators: this is a 10-slide presentation to give you a brief overview of the sixth week of our program of studies in CI Winter 2 in the RRC teacher education diploma programs. (RDCZP – April, 2015)
MATSITI presentation by Dr Kaye Price - 'Graduating Aboriginal and Torres Strait Islander Teachers: The MATSITI project' - at the 9th International Technology, Education and Development Conference in Madrid (Spain), March 2015.
PhD Learning Technology and Cognitive Systems Student Portfolio STEAM Learning Lab
Student Portfolio Presentation for PhD Learning Technology and Cognitive System's distributed program.
College of Information
University of North Texas
It’s fun to Learn the Science Behind Crops: Dr. Tonette Laude, Assistant Professor, Institute of Crop Science, College of Agriculture and Food Science, University of the Philippines. Presented during the APAARI-Tamil Nadu Agricultural University on Webinar on making university lessons more interactive, 4 June 2019
Presentation of Airina Volungeviciene, Vytautas Magnus University, EDEN Senior Fellow for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
Educators: this is a 10-slide presentation to give you a brief overview of the sixth week of our program of studies in CI Winter 2 in the RRC teacher education diploma programs. (RDCZP – April, 2015)
MATSITI presentation by Dr Kaye Price - 'Graduating Aboriginal and Torres Strait Islander Teachers: The MATSITI project' - at the 9th International Technology, Education and Development Conference in Madrid (Spain), March 2015.
PhD Learning Technology and Cognitive Systems Student Portfolio STEAM Learning Lab
Student Portfolio Presentation for PhD Learning Technology and Cognitive System's distributed program.
College of Information
University of North Texas
Moving a large university online in 9 years: laying the foundation for blend...Jessica Gramp
As student and staff numbers at University College London (UCL) grow, we need to think more about our approach to scaling up institutional use of e-learning.
This presentation explores each element of our approach that helped us achieve widespread adoption of the Moodle Virtual Learning Environment, including:
*Technology (and integrations)
*Networks
*Guidance
*Training
*Policies
*Qualifications
CADIE in-service teacher training course was developed and adapted to UNESCO ICT Competency Framework for Teachers (CFT Version 3) and built by adapting and supplementing existing Open Educational Resources (OER).
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Presentation delivered by Douglas Dickson, City of Glasgow College, Head of Performance, as part of an MIS Development Network event held at College Development Network.
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...Gurumurthy Kasinathan
A Brainstorming meeting/workshop on ICT Integrated Teacher Education for SCERTs of South India Organised by
Commonwealth Educational Media Centre for Asia (CEMCA), New Delhi. Venue: Regional Institute of Education (NCERT), Mysore
Date: 22nd April 2016
LMS Adoption in Large Complex K12 ImplementationKenneth Chapman
**USE THE NOTES TAB FOR THE TRANSCRIPT OF THE PRESENTATION**
Sharing stories from adoption success in K12 Blended scenario - using examples from the Province of Ontario's (TELO) implementation of Brightspace.
Jim and Rob from District School Board of Niagara followed with an amazing run-down of how they got 79% adoption in the classroom using the LMS as their central hub.
2013.07.17.SURAFCO Phase1&Phase2 -Intro for SDCToura Vanh
Support to the Reform of the Northern Agriculture and Forestry College in Laos introduction presentation to the Swiss Agency for Development and Cooperation, Lao PDR
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Mississippi's Superintendent of Education, Dr. Carey Wright, addressed "Raising the Bar for Mississippi's Students," and Corinth School District Superintendent, Dr. Edward Lee Childress, shared exciting educational reforms that are underway for Corinth School District.
Mississippi's Superintendent of Education, Dr. Carey Wright, addressed "Raising the Bar for Mississippi's Students," and Corinth School District Superintendent, Dr. Edward Lee Childress shared exciting educational reforms that are underway for the Corinth School District.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
26. RECOMMENDATIONS
1. Teacher manual to be developed
2. Student resource to be developed
3. All student activities completed via Fronter
4. 2017
• All Year 11 and 12 students complete the set of compulsory activities
• A year 12 program is developed ready to implement in 2018
5. Online PPP activities prepared
6. Staff PL and Working Party
7. Support Group
• 45 minutes / 15 minutes alternating weeks
• College split between Monday and Wednesday Support group
Good morning everyone, we hope you are feeling refreshed after a great weekend and are no doubt looking forward to Friday.
We thought we would show a light hearted clip to get things started, and since the new Star Wars movie is out this week and I am a bit of Star Wars fan I didn't really need much convincing from Coby to do a little video.
I would like to welcome John O'Rourke the Principal Leader of my education and Scott Shelton one of the managers of My Education who have joined us today.
This morning we are going to present to you and guide you through the new look for pathway Planning for 2017. Some of you are aware of what this means and have heard aspects previously but our aim is to ensure we are all on the same page.
The sessions later on today with myself Coby, Charlie and David will give you the opportunity to delve into My Education and seek clarification and support as needed.
As we begin can some tell me what this is?
Now the reason I have started with a mountain is firstly, like Ian and Sonja last week I am aiming to have less text on screen as possible
Secondly to illustrate that my education has been a bit like climbing a mountain, it is in fact this mountain that my 66 year old father is climbing on Xmas day this year.
If he makes it he will have ascended over 3000 metres and covered 70km.
There are a few different options for getting to the top but he has chosen the most appropriate one.
Which is Much like what we have done with my education, we have chosen the path that will have the most success for our students.
The key thing when climbing a mountain such as this is that it requires team work to get to the top.
Now if you look closely at this picture we might just need to ignore the person celebrating on their own and person in the middle taking a selfie leaving the other 2 to do the work. We don't want that :)
So to begin with my education
What is it?
My education is a coordinated whole school approach to career and life planning. Encompasses learning resources to support the My Education framework in schools.
It includes an online tool called MEOnline that all students will access
The image behind me shows all the modules for year 11. These are based on the core skills for work.
There have been a suit of learning resources developed by the DoE to assist schools and teachers as well as a scope and sequence.
The paper versions are here, very extensive.
The structure for each module is as on the screen.
No need to delve further now as we will look more closely at this later today
Our planning for next year does not require students to complete all these activities only those which we have deemed as mandatory and have been mapped against Personal Pathway Planning and the ICT Tick standard.
We have in fact identified only a those necessary to meet our needs.
The option is available to use the other activities if required, if they help to expand on the mandatory activity. In 90% of cases we do not believe that this will be necessary but of course this depends on the students.
For us as staff knowing what the mandatory activities are will be very important. More work on this later today.
We have all had a look at MEOnline in some form for varying lengths of time.
We will be engaging with this again today from the perspective of a student.
In terms of a SG teacher, engaging with this knowing what is in there is enough.
We will be able to produce reports to show what students have completed and provide these to SH teachers.
So we had an idea last year once we knew that My Education was on the way.
We wondered could it be possible to use My Education and MEOnline to get the ICT Tick for our students.
Given that MEOnline required computer and internet use we considered if this was possible.
Given that we have a strong cluster structure this was the clear choice as to how to have all students engage in My Education.
So Could this be possible and how was it possible?
But before we went further we needed to consider why even explore this possibility?
So firstly, Can anyone tell what this number is?
There is a prize for the person who gets the answer correct. A couple of people I have spoken to know the answer so please keep it to yourself for a moment.
Now what is this number?
Another prize is up for grabs
This is the equivalent of a SG that didn't get their TCE!
We can prevent this through what we are proposing today
Another key reason was the opening up of flexibility in course
As the opportunity to get the ICT Tick in subjects is not expansive and can be limiting to student became a strong driver for change.
Ultimately If all students attain the ICT Tick through an already established structure this would only increase the chances of TCE success
So the task was to try and tie ICT Tick, ppp, My Education, MEOnline and SG structure together
I prepared a Submission to TASC from the doe early this year. Modules were created in Fronter and content added to meet our needs. I worked with tony woodwood and ken price around the resources and ICT Tick.
Full sign off from the doe. Approved by TASC
The outcome was this. (Give a moment to ponder)
The next phase was to start planning for what the future would look.
A working party was formed after expressions of interest through what's on and via email and consisted of....
Bruce
Charlie
David T
David W
Shelley
Bronwyn
Darren
Anthony
This team spent a day out planning around My Ed.
The planning team had a challenge before it to tie many aspects together.
Basically what the team set out to do was to explore how we combine the current pathway Planning structure, my education, access to meonline the access to computers......and make it work.
What we new was that the exists 167 desktops readily available throughout the college that would be quicker to logon and more reliable.
We knew that our wireless network will not handle 1000 connections at once.
We also knew that the DOE constructed learning resources in paper version had been converted to Fronter
We have altered as we have gone through our planning.
We have been looking at these closely and based on feedback Charlie has been able to amend the tasks to suit our needs as we have our own local copy of the resources.
So after the work with the team a suite of recommendations were established. (I'll give you some time to look through these).
The key here is the move to online format of Pathway Planning and a change in support group time and allocation.
The recommendations were put to the senior staff team for consultation and feedback.
The initial recommendation was for a longer SG twice a work but from valuable feedback through the SS team this was altered.
The rest remained.
We realise and acknowledge that this is going to be a big shift in how PPP and SG is delivered
Some people may be in a different gear or going at different speeds or even in reverse and want to run away as fast as possible in the opposite direction.
And we know, there will be mixed feelings about this.
I for one am feeling a little anxious at how this will pan out next year.
However we believe we have the solutions and support to alleviate these feelings.
To give you all chance to have a chat to each other and as a supporting document we have prepared a support group booklet for you, based upon the previous version developed by Penny in 2014.
Inside this package you will find the list of activities students need to complete, checklists for staff, assessment sheets and recording sheets, an explanation of my education and a frequently asked question section.
The sequence of activities is also included as a scope and sequence. As you will see some activities and sections are longer than others.
At the back there is an exit pass for today, if there are any burning questions that we don't cover and are not in the FAQ in the support group booklet please write them down.
Now inside this document there are 5 "little monkeys" if you find these "little monkeys" there is a prize for you, only 1 per person
In terms of the ICT Tick. In the booklet we have mapped the everyday adult use of computers and the internet standard to the My Education activities. Not the ICT Course that gives the 5 points.
As you will see by students completing the activities they will well and truly meet the requirements of the ICT Tick standard.
If you look through the standard for those that are not familiar with it, it is not that difficult to meet the standard.
We have tried to cover all bases,
However this is a big college and the playing field is large
BUT with more fielders on the pitch there is less chance that balls will get through.
There will always be those balls or home runs that will happen no matter what you do or how many players are on the field. They will just go and sail right on over the top of you.
And we might have a few of those today
So the big Shift next year outside of the Fronter resources and activities is the Support group structure.
Next year the SG structure looks like this. As to when a cluster is allocated to a day has yet to be determined,
Being split into 15 minutes one week and 45 the next means that on the 45 week the My ed activities are undertaken. In the SG booklet the sequence and list of activities is outlined.
Please turn to page..........
Bulletin on Friday emailed on on Monday
Now we all (i know I do) sort of feel like this, but I have every confidence that we will make this work
In terms of the actual activities many of the ones that are in the current booklet will be among the activities undertaken next year.
All of the activities that students will complete next year will be accessed via Fronter. Some of these will require students to upload a document to Fronter others will relate directly to MEOnline or to interact with a website.
As mentioned Charlie has been working tirelessly in the world of Fronter to tweak the tasks and activities that the students will complete. We can refine these further as we go.
Students will upload work they do on Fronter but will need to keep a copy of any files themselves. In terms of anytime anywhere learning this means students could complete activities ahead of the proposed schedule.
You will be able to view all work and if you choose, you can assess work on Fronter.
We will guide you through this today
As part of supporting SG teachers next year myself, Coby and Charlie will be available on Monday and Wednesday to assist students and staff through Fronter and MEOnline.
We will also be producing videos that will go in what's on guiding staff through the activities for the week or fortnight that will be housed on our college YouTube channel.
We are also planning on a facebook group for teachers to share experiences and tips with my education.
The address on the screen is currently open and available if you would like to add yourself in. I have never used facebook as a collaborative space for staff so will be interesting to see if and how this evolves.
Hands up if you have a FB account
Students who complete activities in other subject areas (such as a resume) will be able to use this for My Education rather than completing tasks twice.
In the back of your SG booklet Charlie has put together a lot of frequently asked questions.
If there are any burning questions you have that are not in the FAQ let's here them now.
We will catch you if things don't go quite right,
the support structures we have with
access to IT
resources online
support group team
Resources readily accessible
The YouTube channel
This picture might sum up how we are feeling this time next year. (And hopefully my dad on New Years Day).
Thank you and we will see you soon in room 447/448 this afternoon.
Please bring your laptop fully charged with you.
