Informal self-directed learning in FutureLearn MOOCsInge de Waard
This presentation gives a brief overview of the findings and used methods to come to an understanding of how experienced online learners self-direct their informal learning inside FutureLearn MOOCs. The presentation is part of the FutureLearn Network presentations given during the CALRG 2016 conference.
This document discusses several key aspects of inquiry-based learning including authenticity, academic rigor, assessment, using technology appropriately, active exploration, connecting with expertise, and elaborated communication. It provides headings and questions related to each aspect to guide inquiry and defines several conditions that support effective learning such as receiving feedback, using skills in daily life, and being immersed in a language-rich environment.
Moving from PhD to Post-Doc career optionsInge de Waard
This presentation was given during the CALRG seminars at the Open University. It focuses on strategies and opportunities to find a job (establish a career) after finishing a PhD.
This document discusses strategies for differentiation in the classroom. It begins by defining differentiation and discussing Sternberg's three types of intelligence: analytical, practical, and creative. It emphasizes the need for students to have options for taking in information, organizing ideas, and expressing what they learn. The rest of the document provides examples of strategies to support differentiation, including formative assessment, student choice, understanding assessment, graphic organizers, tiered and layered curriculum approaches, Bloom's Digital Taxonomy, flipped classroom approaches, and using tools like Google Forms, OneNote, and Socrative. It argues these strategies can create a more engaging learning environment.
Information Literacy and Participatory Mediaandreaforte
This document summarizes research on using wikis in classrooms to support information literacy. It finds that having students publish information for others can influence how they assess information sources and reason about citation. Students developed new heuristics for evaluating credibility of sources. Publishing also encouraged deeper engagement with content and reflection on the nature of knowledge. Wikis provide affordances that can support learning processes in communities.
Works Cited: Transforming Learning for Today’s Students: Libraries as Sponso...Buffy Hamilton
This document contains 7 references cited in APA format. The references are for sources by authors including Pam Berger, Kristin Fontichiaro, Violet Harada, Brian Mathews, and Barbara Stripling on topics related to student inquiry, web 2.0, digital literacy, and assessing information fluency. The sources include journal articles, conference presentations, and book chapters published between 2009-2011.
Libraries as Communally Constructed Sites of Participatory Culture---Composin...Buffy Hamilton
This document discusses the role of libraries in fostering participatory culture and learning communities. It argues that libraries should be sites of participatory culture where community members actively engage in learning through sharing knowledge and creative works. The document suggests that librarians can cultivate relationships and craft learning experiences to support participatory literacy across multiple media platforms. By facilitating dialogic conversations and scaffolding different literacies, librarians can disrupt traditional education models and help learners become producers and collaborators.
Informal self-directed learning in FutureLearn MOOCsInge de Waard
This presentation gives a brief overview of the findings and used methods to come to an understanding of how experienced online learners self-direct their informal learning inside FutureLearn MOOCs. The presentation is part of the FutureLearn Network presentations given during the CALRG 2016 conference.
This document discusses several key aspects of inquiry-based learning including authenticity, academic rigor, assessment, using technology appropriately, active exploration, connecting with expertise, and elaborated communication. It provides headings and questions related to each aspect to guide inquiry and defines several conditions that support effective learning such as receiving feedback, using skills in daily life, and being immersed in a language-rich environment.
Moving from PhD to Post-Doc career optionsInge de Waard
This presentation was given during the CALRG seminars at the Open University. It focuses on strategies and opportunities to find a job (establish a career) after finishing a PhD.
This document discusses strategies for differentiation in the classroom. It begins by defining differentiation and discussing Sternberg's three types of intelligence: analytical, practical, and creative. It emphasizes the need for students to have options for taking in information, organizing ideas, and expressing what they learn. The rest of the document provides examples of strategies to support differentiation, including formative assessment, student choice, understanding assessment, graphic organizers, tiered and layered curriculum approaches, Bloom's Digital Taxonomy, flipped classroom approaches, and using tools like Google Forms, OneNote, and Socrative. It argues these strategies can create a more engaging learning environment.
Information Literacy and Participatory Mediaandreaforte
This document summarizes research on using wikis in classrooms to support information literacy. It finds that having students publish information for others can influence how they assess information sources and reason about citation. Students developed new heuristics for evaluating credibility of sources. Publishing also encouraged deeper engagement with content and reflection on the nature of knowledge. Wikis provide affordances that can support learning processes in communities.
Works Cited: Transforming Learning for Today’s Students: Libraries as Sponso...Buffy Hamilton
This document contains 7 references cited in APA format. The references are for sources by authors including Pam Berger, Kristin Fontichiaro, Violet Harada, Brian Mathews, and Barbara Stripling on topics related to student inquiry, web 2.0, digital literacy, and assessing information fluency. The sources include journal articles, conference presentations, and book chapters published between 2009-2011.
Libraries as Communally Constructed Sites of Participatory Culture---Composin...Buffy Hamilton
This document discusses the role of libraries in fostering participatory culture and learning communities. It argues that libraries should be sites of participatory culture where community members actively engage in learning through sharing knowledge and creative works. The document suggests that librarians can cultivate relationships and craft learning experiences to support participatory literacy across multiple media platforms. By facilitating dialogic conversations and scaffolding different literacies, librarians can disrupt traditional education models and help learners become producers and collaborators.
"The World is My Textbook" personal learning environments for the digital age Buffy Hamilton
This document discusses the concept of personal learning environments and participatory librarianship. It advocates for libraries to support student-driven learning through collaborative digital tools and social media. The goal is to help students develop personal learning networks and environments where they can independently construct knowledge through conversations and partnerships around the world. Assessment focuses on students' growth as independent learners and critical thinkers in this flexible, fluid model of learning.
PDF version--rewriting the story of libraries and learning communities throu...Buffy Hamilton
This document discusses how libraries can cultivate participatory learning cultures through transliteracy. It argues that libraries should embrace social media and new media literacies to close participation gaps and engage students. Embedding ourselves in students' lives and learning spaces allows libraries to help students create conversations about multiple ways of reading and writing. When libraries become sites that foster participatory culture and student contributions, they can amplify learning conversations across different mediums.
Search Options to Select in Academic Search CompleteB. Hamilton
Academic Search Complete provides a variety of search options to help users find relevant information efficiently. Users can search by keyword, subject, author, title and more. Limiters can also be applied to searches to narrow down results by date, source type, academic discipline and other filters.
Michigan Library Association Annual Conference Fall 2012 Youth Luncheon Keyno...Buffy Hamilton
The document discusses the concept of participatory librarianship and creating enchantment and conversations for learning. It notes the shifting landscape of librarianship and challenges like funding cuts. It advocates for transforming libraries through concepts like trustworthiness, likability, fantastic products/services, and enchantment. The participatory learning lens can help craft a shared vision of libraries in learning communities. It provides examples of how libraries can foster participatory learning through inquiry-based learning, content creation, collections, play, and more.
FAME Fall 2012 Closing Keynote: People, Partnerships, and Participatory Cult...Buffy Hamilton
This document discusses the core of school librarianship and focuses on people, partnerships, and participatory culture. It emphasizes that relationships are the cornerstone of libraries and participation. Librarians can act as catalysts for larger change by disrupting traditional education models and growing a culture of participatory learning and literacy. This involves forming learning communities around inquiry, standards, passions and talents. It also discusses instructional possibilities for librarians such as being embedded partners, co-teachers, and professional developers who provide leadership and professional learning.
Transforming Information Literacy for Today's Students: Libraries as Sponsors...Buffy Hamilton
The document discusses how libraries can promote transliteracy skills in students. Transliteracy involves reading, writing, and interacting across various platforms and tools. The author argues that libraries should sponsor transliteracy by creating participatory learning environments that support knowledge sharing, collaboration, and student ownership over learning. Specific strategies mentioned include using tools like blogs, social bookmarks, and cloud computing to facilitate conversations and network learning. The goal is for students to develop personal learning networks and digital literacy skills to succeed in an information-rich world.
Framing Transliterate Learning Through Inquiry and Participatory Culture Buffy Hamilton
This document discusses transliteracy and participatory culture in education. It begins with questions about how educators can help students engage in conversations about multiple literacies and ways of reading and writing in today's world. It then provides definitions and perspectives on transliteracy from various scholars, which frame it as the ability to read, write and interact across different platforms, tools and media, requiring the ability to adapt between mediums. The document suggests that transliteracy in education values inquiry-driven learning, participatory experiences, and connecting students' informal learning experiences with formal classroom learning. It presents graphics illustrating principles of participatory culture and literate learning communities as a model for transliterate learning.
Participatory Librarianship: Creating Possibilities Through Transliteracy, L...Buffy Hamilton
1) The document discusses the concept of participatory librarianship and how libraries can create conversations for learning through transliteracy, which is the ability to read, write and interact across various platforms and media.
2) It suggests libraries can act as sponsors of transliteracy by facilitating conversations through various means like mobile computing, gaming, digital equipment, research pathfinders, and social media to invite participation.
3) Creating shared ownership of learning through participatory spaces, programs, instruction, and advocacy can help libraries become powerful sponsors of transliteracy and disrupt traditional notions of libraries.
XAPI and Machine Learning for Patient / LearnerJessie Chuang
This document proposes using Experience API (xAPI) and machine learning to develop an intelligent mobile health application called SmartChair APP for patients with spinal cord injuries. It identifies gaps in existing mobile health apps that focus only on providing health information and lack monitoring and management. The proposed system would collect user behavior data through xAPI and use a context-awareness model and machine learning to provide dynamic recommendations to users based on their profiles, activities, and therapist prescriptions. It describes the system architecture and details how xAPI could be used to transfer data between different services and platforms to implement this mHealth application for spinal cord injury patients.
PLAY (Participatory Learning and YOU!) is authored by Erin Reilly, Vanessa Vartabedian, Laurel Felt, and Henry Jenkins. It is an exploration of insights gained from our year-long work with elementary and secondary teachers from the Los Angeles Unified School District as they sought to develop a more participatory environment in their classroom.
xAPI (Experience API):Potential for Open Educational Resources Ramesh C. Sharma
The document discusses the Experience API (xAPI), which was created to address limitations of the Sharable Content Object Reference Model (SCORM) standard for tracking learning activities. xAPI allows learning experiences to be recorded from a variety of environments and devices, not just formal courses, by sending secure statements about activities to a Learning Record Store. This provides a way to integrate learning data from different sources for purposes like analytics and personalized learning. The document outlines several ways xAPI could benefit open educational resources and open learning by improving data interoperability and facilitating open sharing and reuse of learning data and analytics.
Students will learn 21st century skills like creating and navigating their own learning networks safely and responsibly. They will learn how to find teachers, read linked environments, edit collaboratively, search and organize information, understand social media and digital footprints, and evaluate online sources. Some suggested participatory media projects for students include creating five-photo stories, geotagging images, using Animoto, storytelling through lab reports or field trip documents, note-taking blogs, and using QR codes.
My designs for a different kind of university looks at mission, vision, future students, customer service, emerging technologies, emerging pedagogies, dynamic curriculum, transdisciplinary inquiry, academic levels, administration, infrastructure, collaboration, resistance to change and costs.
NETS Reloaded: National Education Technology StandardsSusan Labadi
This document discusses incorporating National Educational Technology Standards (NETS) into lessons. It provides an overview of the NETS, which focus on student learning and creativity, digital-age learning experiences, modeling digital work, collaboration, and professional growth. Examples are given of digital tools and resources that can be used to engage students, such as Google Apps, podcasts, slideshows, and storytelling tools. The benefits of incorporating 21st century skills and technology into learning are discussed.
Jaconette digital storytelling presentationtracjac
The document provides an overview of digital storytelling and dynamic media being used at Spectrum School. It discusses how 37 upper elementary students ages 9-12 are studying all subjects through an "Inspiration Africa" curriculum. The document defines digital storytelling and dynamic media, provides examples of student projects, and explains how these tools engage students and incorporate multiple intelligences and 21st century skills. It emphasizes that digital storytelling is a constructivist learning experience and discusses essential questions, resources, and assessment.
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.
The document provides information about Project Based Learning (PBL) from the Buck Institute for Education (BIE). BIE is a nonprofit dedicated to improving 21st century teaching and learning through PBL. It creates knowledge and resources to support effective PBL implementation, including workshops, curriculum units, and an online handbook and toolkit. The document outlines an upcoming PBL training session that will cover what PBL is and why it's used, how to generate project ideas, plan and manage projects, develop driving questions and assessments, and classroom implementation tips.
Curation is an essential skills in an age where access to data is ubiquitous. This is a presentation prepared for the Future of Education conference in Montreal, August 19-21, 2013 by @dabambic on yourlearningcurve.com.
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
21st Century in a Lower School Classroomlsv43edl669
This document discusses 21st century skills and how to incorporate them into a lower school classroom. It provides examples of how different grades are using technology like iPads, laptops, discussion boards, and flipped classrooms. Ideas for project-based learning and assessments using rubrics are also presented. The document encourages starting small with 21st century skills and sharing ideas with other teachers.
"The World is My Textbook" personal learning environments for the digital age Buffy Hamilton
This document discusses the concept of personal learning environments and participatory librarianship. It advocates for libraries to support student-driven learning through collaborative digital tools and social media. The goal is to help students develop personal learning networks and environments where they can independently construct knowledge through conversations and partnerships around the world. Assessment focuses on students' growth as independent learners and critical thinkers in this flexible, fluid model of learning.
PDF version--rewriting the story of libraries and learning communities throu...Buffy Hamilton
This document discusses how libraries can cultivate participatory learning cultures through transliteracy. It argues that libraries should embrace social media and new media literacies to close participation gaps and engage students. Embedding ourselves in students' lives and learning spaces allows libraries to help students create conversations about multiple ways of reading and writing. When libraries become sites that foster participatory culture and student contributions, they can amplify learning conversations across different mediums.
Search Options to Select in Academic Search CompleteB. Hamilton
Academic Search Complete provides a variety of search options to help users find relevant information efficiently. Users can search by keyword, subject, author, title and more. Limiters can also be applied to searches to narrow down results by date, source type, academic discipline and other filters.
Michigan Library Association Annual Conference Fall 2012 Youth Luncheon Keyno...Buffy Hamilton
The document discusses the concept of participatory librarianship and creating enchantment and conversations for learning. It notes the shifting landscape of librarianship and challenges like funding cuts. It advocates for transforming libraries through concepts like trustworthiness, likability, fantastic products/services, and enchantment. The participatory learning lens can help craft a shared vision of libraries in learning communities. It provides examples of how libraries can foster participatory learning through inquiry-based learning, content creation, collections, play, and more.
FAME Fall 2012 Closing Keynote: People, Partnerships, and Participatory Cult...Buffy Hamilton
This document discusses the core of school librarianship and focuses on people, partnerships, and participatory culture. It emphasizes that relationships are the cornerstone of libraries and participation. Librarians can act as catalysts for larger change by disrupting traditional education models and growing a culture of participatory learning and literacy. This involves forming learning communities around inquiry, standards, passions and talents. It also discusses instructional possibilities for librarians such as being embedded partners, co-teachers, and professional developers who provide leadership and professional learning.
Transforming Information Literacy for Today's Students: Libraries as Sponsors...Buffy Hamilton
The document discusses how libraries can promote transliteracy skills in students. Transliteracy involves reading, writing, and interacting across various platforms and tools. The author argues that libraries should sponsor transliteracy by creating participatory learning environments that support knowledge sharing, collaboration, and student ownership over learning. Specific strategies mentioned include using tools like blogs, social bookmarks, and cloud computing to facilitate conversations and network learning. The goal is for students to develop personal learning networks and digital literacy skills to succeed in an information-rich world.
Framing Transliterate Learning Through Inquiry and Participatory Culture Buffy Hamilton
This document discusses transliteracy and participatory culture in education. It begins with questions about how educators can help students engage in conversations about multiple literacies and ways of reading and writing in today's world. It then provides definitions and perspectives on transliteracy from various scholars, which frame it as the ability to read, write and interact across different platforms, tools and media, requiring the ability to adapt between mediums. The document suggests that transliteracy in education values inquiry-driven learning, participatory experiences, and connecting students' informal learning experiences with formal classroom learning. It presents graphics illustrating principles of participatory culture and literate learning communities as a model for transliterate learning.
Participatory Librarianship: Creating Possibilities Through Transliteracy, L...Buffy Hamilton
1) The document discusses the concept of participatory librarianship and how libraries can create conversations for learning through transliteracy, which is the ability to read, write and interact across various platforms and media.
2) It suggests libraries can act as sponsors of transliteracy by facilitating conversations through various means like mobile computing, gaming, digital equipment, research pathfinders, and social media to invite participation.
3) Creating shared ownership of learning through participatory spaces, programs, instruction, and advocacy can help libraries become powerful sponsors of transliteracy and disrupt traditional notions of libraries.
XAPI and Machine Learning for Patient / LearnerJessie Chuang
This document proposes using Experience API (xAPI) and machine learning to develop an intelligent mobile health application called SmartChair APP for patients with spinal cord injuries. It identifies gaps in existing mobile health apps that focus only on providing health information and lack monitoring and management. The proposed system would collect user behavior data through xAPI and use a context-awareness model and machine learning to provide dynamic recommendations to users based on their profiles, activities, and therapist prescriptions. It describes the system architecture and details how xAPI could be used to transfer data between different services and platforms to implement this mHealth application for spinal cord injury patients.
PLAY (Participatory Learning and YOU!) is authored by Erin Reilly, Vanessa Vartabedian, Laurel Felt, and Henry Jenkins. It is an exploration of insights gained from our year-long work with elementary and secondary teachers from the Los Angeles Unified School District as they sought to develop a more participatory environment in their classroom.
xAPI (Experience API):Potential for Open Educational Resources Ramesh C. Sharma
The document discusses the Experience API (xAPI), which was created to address limitations of the Sharable Content Object Reference Model (SCORM) standard for tracking learning activities. xAPI allows learning experiences to be recorded from a variety of environments and devices, not just formal courses, by sending secure statements about activities to a Learning Record Store. This provides a way to integrate learning data from different sources for purposes like analytics and personalized learning. The document outlines several ways xAPI could benefit open educational resources and open learning by improving data interoperability and facilitating open sharing and reuse of learning data and analytics.
Students will learn 21st century skills like creating and navigating their own learning networks safely and responsibly. They will learn how to find teachers, read linked environments, edit collaboratively, search and organize information, understand social media and digital footprints, and evaluate online sources. Some suggested participatory media projects for students include creating five-photo stories, geotagging images, using Animoto, storytelling through lab reports or field trip documents, note-taking blogs, and using QR codes.
My designs for a different kind of university looks at mission, vision, future students, customer service, emerging technologies, emerging pedagogies, dynamic curriculum, transdisciplinary inquiry, academic levels, administration, infrastructure, collaboration, resistance to change and costs.
NETS Reloaded: National Education Technology StandardsSusan Labadi
This document discusses incorporating National Educational Technology Standards (NETS) into lessons. It provides an overview of the NETS, which focus on student learning and creativity, digital-age learning experiences, modeling digital work, collaboration, and professional growth. Examples are given of digital tools and resources that can be used to engage students, such as Google Apps, podcasts, slideshows, and storytelling tools. The benefits of incorporating 21st century skills and technology into learning are discussed.
Jaconette digital storytelling presentationtracjac
The document provides an overview of digital storytelling and dynamic media being used at Spectrum School. It discusses how 37 upper elementary students ages 9-12 are studying all subjects through an "Inspiration Africa" curriculum. The document defines digital storytelling and dynamic media, provides examples of student projects, and explains how these tools engage students and incorporate multiple intelligences and 21st century skills. It emphasizes that digital storytelling is a constructivist learning experience and discusses essential questions, resources, and assessment.
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.
The document provides information about Project Based Learning (PBL) from the Buck Institute for Education (BIE). BIE is a nonprofit dedicated to improving 21st century teaching and learning through PBL. It creates knowledge and resources to support effective PBL implementation, including workshops, curriculum units, and an online handbook and toolkit. The document outlines an upcoming PBL training session that will cover what PBL is and why it's used, how to generate project ideas, plan and manage projects, develop driving questions and assessments, and classroom implementation tips.
Curation is an essential skills in an age where access to data is ubiquitous. This is a presentation prepared for the Future of Education conference in Montreal, August 19-21, 2013 by @dabambic on yourlearningcurve.com.
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
21st Century in a Lower School Classroomlsv43edl669
This document discusses 21st century skills and how to incorporate them into a lower school classroom. It provides examples of how different grades are using technology like iPads, laptops, discussion boards, and flipped classrooms. Ideas for project-based learning and assessments using rubrics are also presented. The document encourages starting small with 21st century skills and sharing ideas with other teachers.
The document discusses strategies for integrating technology into 21st century classrooms to engage digital native students. It recommends using project-based learning, collaboration tools like Google Docs, authentic online activities, and primary source materials. Brain research indicates that students learn best through active, hands-on approaches rather than passive lectures. Technology can support developing 21st century skills like complex thinking, communication, and innovation when used for student-driven projects.
The document discusses strategies for integrating technology into 21st century classrooms to engage digital native students. It recommends using project-based learning, collaboration tools like Google Docs, authentic online activities, and primary source materials. Brain research indicates that students learn best through active, hands-on approaches rather than passive lectures. Technology can support developing 21st century skills like complex thinking, communication, and innovation through tools that facilitate visual ranking, evidence-based arguments, and interactive projects.
Math staff development techn integration presentationKari
This document outlines an agenda for a teacher training on technology integration. It includes instructions for warm-up activities, introductions, a presentation on effective technology integration, and examples of technology tools. The presentation discusses preparing students for the future by developing 21st century skills like visual learning, collaboration, and digital literacy. It emphasizes using technology to engage students and make learning authentic and challenging. Teachers practice using tools like Echalk, Diigo, Google Docs, and wikis. The document concludes by having teachers design a lesson plan integrating technology and real-world problems.
Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.
Stories of Tomorrow - Angelos Lazoudis and Thalia TsakniaBrussels, Belgium
Presentation by Dr. Angelos Lazoudis, R&D Department, EA
Thalia Tsaknia, Primary School teacher, EA, about the Stories of Tomorrow project, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Harnessing Educational Technology To Boost Confidence, Creativity and Social ...Sylvia's English Online
This document discusses harnessing educational technology to boost creativity. It covers several topics: 1) Using technology to develop students' social and emotional skills through collaborative activities. 2) Drawing on theories like Vygotsky's zone of proximal development to structure learning experiences that challenge students. 3) Integrating timeless teaching approaches like storytelling, task-based learning, and humanistic language teaching with digital tools to foster creativity.
This document discusses how new media and technology can be used to enhance teaching methods by moving from a focus on memorization to developing knowledge-able students who can find, analyze, share and create information. It provides examples of how professors can incorporate online discussion boards, collaborative projects and games into their classrooms to foster communication, sharing and collaboration among students. A variety of free online tools are presented that can facilitate these new approaches to teaching and learning.
This document discusses how new media and technology can be used to enhance teaching methods by moving from simply knowledgeable to knowledge-able. It suggests using online discussion boards for communication, online assignments for sharing student work, and online collaborative workspaces for group projects. Specific tools mentioned include Blackboard, Google Docs, and PBWorks. The document also discusses using games in the classroom by having students design games or play existing educational games, and provides examples of tool for timelines, roleplaying, collaboration and more.
The document discusses problem-based learning (PBL) and makerspaces. PBL is a student-centered teaching method where students investigate and solve an open-ended problem over an extended period of time. It has been shown to improve student performance in reading, math, and history compared to traditional teaching methods. Makerspaces are collaborative workspaces where students can use tools and materials to design, build, and create projects through hands-on learning. They help develop critical thinking and 21st century skills. The document provides resources for learning more about implementing PBL and makerspaces.
United #7 aims to implement e-portfolios to empower students and develop lifelong skills. E-portfolios will allow students to take ownership of their learning through reflection, technology, and collaboration. This will help students achieve their goals. Stakeholders like students, teachers, and parents will be introduced to the vision and process. E-portfolios will have multiple levels, starting with collection of artifacts and moving to deeper reflection and selection for presentation. Tools like Google Apps, Evernote, and blogging will be used to capture evidence, reflect, and create showcases.
The document discusses how educational technology can be used to create, curate, and connect. It provides examples of how students can create digital content and curate collections like ePortfolios and digital badges. Students can connect by participating in online forums, connecting with peers globally, and working in international collaborative projects using cloud-based tools. The goal is for students to develop skills like critical thinking, collaboration, and developing digital identities through their work online.
NAC&U Innovators: Innovation Summit November 2013Robin Heyden
St. Edward's University uses simulation games in history and cultural foundations courses to engage students. In a WWII history course, students designed a simulation game for classmates to play incorporating political, social, and economic factors. In a cultural foundations course on the Syrian conflict, students role-played actors and agencies involved and responded to critical events. Simulation games provide experiential learning and help students better understand complex real-world issues.
The document discusses population control policies of the past and future challenges. It outlines training in sexual and reproductive health research conducted in 2012 by the World Health Organization, Geneva Foundation for Medical Education and Research, and Boston University Medical School. The researchers thank representatives from those organizations for their contributions to the research on current population issues such as population aging, gender imbalance, and countries with high fertility rates.
The document discusses an approach to creating illustrations for educational materials about anatomy and biological processes. The approach emphasizes using black line drawings, limited and strategic use of flat color, reusing base illustrations, and keeping designs consistent, simple and focused on conveying essential information. Examples show how illustrations are adapted to summarize different anatomical structures and biological processes involved in digestion. The approach aims to present key details clearly without unnecessary complexity or surface detail that could distract or overload students.
The document discusses trends in online learning in higher education. It notes that 29% of college students took an online course in Fall 2009 and that enrollment in online courses is expected to reach 3.9 million students by 2014. It also discusses the rise of for-profit colleges, noting that they have grown 95% over 30 years and now enroll 1.4 million students. However, for-profit colleges often have low graduation rates and high student debt defaults. The document proposes some potential pilot collaboration projects between nonprofit universities to leverage what online learning has to offer.
The document provides information about using motivational interviewing to help patients quit smoking. It discusses the key concepts of MI including expressing empathy, developing discrepancy, avoiding argumentation, and supporting self-efficacy. Treatment options that are discussed include pharmacotherapy, behavioral modification, and arranging follow-up to monitor progress.
Participatory Media, Learning and LiteracyRobin Heyden
The document discusses 10 student projects using participatory media including VoiceThread, Scrapblog, Animoto, Bookemon, Twitter, Google Earth, virtual worlds, Facebook, cartoons, and podcasts. It also provides information for finding out more about participatory media through the presenter's email, blog, Twitter, and a Diigo bookmark for session materials. The presenter suggests trying out participatory media tools like Audacity or Garageband themselves.
The document discusses using participatory media like blogs, Twitter, social networks, and Google Earth in education. Blogs allow students to publicly journal and comment on each other's work. Twitter allows micro-blogging and following experts to tap into professional development. Social networks can connect students where they are and facilitate class sites. Google Earth brings interactive mapping into the classroom. The workshop leaders demonstrate how these tools can engage students and make learning transparent while connecting with parents and other educators.
Motivational Interviewing: Nuts and BoltsRobin Heyden
This document provides an overview of motivational interviewing (MI), including its definition, spirit, assumptions, tasks, goals, principles, and skills. MI is a collaborative communication method used to strengthen a person's intrinsic motivation for change. It assumes motivation is fluid and influenced by relationships and context. The main task is to guide conversations in a way that elicits motivation for change, with the goal of influencing health behaviors. Key principles include expressing empathy, amplifying ambivalence, avoiding arguments, supporting self-efficacy, and rolling with resistance. Skills involved are open-ended questions, affirmations, reflections, and summaries. The document also discusses ambivalence, change talk, commitment language, and behaviors related to health
This document discusses strategies for eliciting and strengthening change talk during a session with a patient. It recommends finding where the patient is in their readiness for change using importance and confidence rulers. The session aims to develop discrepancy, amplify ambivalence, and elicit change talk using empathic reflection and exploring goals, values, strengths and solutions. While the clinician guides the intervention, the ultimate outcome is not their responsibility. Examples are provided to distinguish resistance from change talk. The goal is to meet patients where they are on the continuum of ambivalence and increase their importance and confidence in making positive changes.
The document is an intake questionnaire for an eLearning project that asks a series of questions to determine the approach, content, and requirements. It asks about the eLearning solution approach, whether the content will be derived from existing material or built from scratch, how much time learners will spend with the material, what content assets will be included, whether it will be translated, if it requires assessment, the critical learning objectives, the primary audience, and how interactive, individualized, and complex the content will be on a scale of 1 to 10.
This document discusses using Bloom's taxonomy to improve biology education. It finds that effective biology instruction should:
1) Address students' preconceptions
2) Build both a deep foundation of factual knowledge and a strong conceptual framework
3) Enhance students' metacognition or ability to monitor their own learning.
It describes how developing a "Blooming Biology tool" to categorize exam questions by their level in Bloom's taxonomy can help align teaching and assessment, improve student learning, and provide feedback to students on their performance at different cognitive levels.
1) The document discusses engaging students in developing writing rubrics and learning outcomes for their courses.
2) It suggests having students write learning objectives for assignments and presentations to increase engagement and empower students to take responsibility for their own learning through metacognition.
3) The challenge mentioned is how to scale this up to involve students in developing rubrics and learning outcomes for large introductory level courses.
There is considerable support from studies for involving undergraduates in mentored research with faculty. This experience provides numerous benefits to both students and mentors. However, some studies note concerns that higher-order inquiry skills and getting students involved earlier, such as in their freshman/sophomore years, may not be fully developed. The University of Wisconsin's program addresses these concerns by preparing sophomore students for independent research through developing necessary skills and providing support throughout the research process.
The document discusses using informal study groups to enhance learning. It describes how the study groups work, with voluntary participation in groups of 3 to 7 students who meet at least twice before exams. Group members take a roster and determine their own agenda. On exam days, the groups create an energetic atmosphere and students can immediately review questions again. Most students find the groups an effective and fun way to learn, and participation rates remain high even without rewards. The study groups turn isolated learning into collaborative efforts that may boost individual performance and reduce test anxiety.
This document outlines a biology leadership conference focused on building mentoring networks. It discusses traditional hierarchical mentoring models and introduces the concept of mutual mentoring networks. Mutual mentoring involves developing diverse mentoring partnerships to address specific expertise needs, provides benefits to both mentors and mentees, and allows for multiple points of entry and exit from mentoring relationships. Evidence suggests mutual mentoring is associated with greater career success, satisfaction and inclusiveness.
The document describes a college tour during the summer of 2009 that visited several universities including UMass Amherst, Georgetown University, University of Maryland, UNC Chapel Hill, and Duke University. At each campus, brief notes were made about dorm life, traditions, and landmarks like a lucky drinking fountain and the Duke Chapel where one visitor found religion.
The document discusses screen shots from the EPA website showing data for Wellesley, MA. The EPA's "My Environment" feature provides local environmental data and information. Screen shots from the site give a snapshot of pollution data available for a specific location.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
You have an email account. You check your email once a week. Every day. More times per day than you’d like to admit. You own a digital camera. If you’ve built a web site or a wiki.
But before we get started, let’s define our terms. What do we mean by “participatory media”? With that phrase, I’m referring to the thousands of new web 2.o tools currently available that facilitate content creation and collaboration online. So, things like blogs, wikis, online photo sharing, mashups, and social networking sites - like Facebook - and this image is of a moment in time, capturing the Facebook connections. So all of these participatory media tools make up what is colloquially referred to as “web 2.0”.... Visualizing Facebook from space: http://news.cnet.com/8301-17939_109-10106234-2.html (video)
So, if that’s participatory media, what is web 2.0? With a number assigned to it like that, it might sound like a new version of the web, like a new software release. But really what it signifies is a new trend in web technology. A second generation of web based communities, services and tools. But what the “2” really signifies in my mind is TWO-WAY communication. In the early days of the web, I know I thought of it as the world’s greatest library. I could go online and look anything up. I’d search, find what I was looking for and read it to answer my question. So, in that way web 1.0 was the “read only” web. Web 2.0 is the “read and write web” - today people are using the web to read, yes, but even more so - to write. To create. To write. To mash-up. To blend. To produce.
And in that way, web 2.0 becomes a perfect fit for us as science educators. A read/write web becomes the ideal support for inquiry-based, constructivist learning. Which is something we all aspire to - with our educational materials, our labs, our courses, and our interactions with students. A way to support our efforts to move away from the passive method of pouring information into student heads and move toward the more active methods where students become participants, producers, and collaborators in their learning.
Not only are these web 2.0 tools a perfect fit for inquiry teaching, they are a tremendous help with those invidious problems we face as teachers.....mixed student backgrounds, lack of motivation, and way too much material for the time we have in the school year. The old “blivet” problem. 10 pounds of stuff in a 5 bound sack.
Another term that we need to define here is the ubiquitous “21st Century skills”. we’re all hearing this these days aren’t we? And I’ve got to say that the more I hear about this the more confused I get. It’s like a lot of these trendy eduspeak terms....the more it gets used, the more things get tucked under the heading, the less useful it becomes. In some of the papers I’ve read about 21st century skills lately, I’ve encountered everything from “leadership” to “flexibility” to being able to change the oil on your car. I’ve spent a lot of time thinking about this and I’ll tell you what I think 21st century skills are -
Bow Drill movie what do you notice about this movie? young person made it himself looking for a teacher video was required (to show exactly the nature of his challenge) He was careful to show what he’d tried and failed at He made it safely (you never see his face or know where he lives)
they are the skills needed so that students can create, navigate....
And if that’s the big kahuna 21st century skill goal - what are the little supporting skills that add up to that? Here are the ones that I think are crucial....This is the stuff that, if students can do, they will be successful. most of what we’re seeing is unedited so vetting/evaluating skills are essential last 500 changes in wikipedia (check it out)
As I was struggling along my own learning curve with these intriguing web 2.0 tools, I came across an idea from an educator that I follow named Alan Levine. Alan is a colleague of Liz’s from the Maricopa Community College system. He’s now a thought-leader and visionary and a thought-provoking blogger on the subject of applying new media tools to the teaching and learning equation. And this is probably a good place to put in a plug to encourage you to think about your own personal learning networks. One of the best things you can do for yourself to feed your own head is to seek out and find a few really good education thinkers out there (there are more than enough to choose from), bookmark their blogs, plug into their twitter stream, and follow them. It’s probably one of the most important things I do online to plug into my learning network and find out what’s going on, what’s new, what’s interesting each week. And Alan Levine is in my personal learning network. A year or so ago, he suggested the idea of getting inside these new learning tools by telling the same story, 50 different ways, with 50 different tools. So, in the best traditions of fan-dom, I stole his idea. I thought that this might be a good way for us to approach our challenge here this weekend. How can we get to know these tools - what their good for and what their weaknesses are. How to use them, leverage them, and which ones to leave behind. So, here’s what I did (and what you’re going to do). I picked a topic - a biology story that I wanted to tell. In my case, it was Charles Darwin and the Voyage of the Beagle. I wrote out my story, collected some images and documents and then began to tell the story 50 different ways, using 50 different new media tools.
Flickr Organize your photos in “sets”. Make “groups” that others can contribute to. Or make maps - where you locate the photos (along with your commentary) on a map of the world.
Creative Commons
http://www.airtightinteractive.com/projects/related_tag_browser/app/ A flickr tag browser ( a way to look at flickr tags) - gives a total image count and lets you browse by page
Animoto Upload a few photos, pick a song, and you’ve got a high-produciton “short” - great way to liven up your blogs, send a follow-up, use for student projects.
Sample digital story from a 10th grade calls.
http://voicethread.com/?# u68532.b356120 Content delivery, anticipatory help, students can create and share (critique each other’s)
Tod Duncan using VoiceThread for test analsysis
Kelly HOgan - UNC Chapel Hill
Create your own online books. Cheryl Hollinger’s AP bio student (Central York HS - York , PA)
Pixton Make comics Here’s one I made: http://pixton.com/comic/5fwucqcd
You download this application from the internet and then when you open it, it accesses the imagery from internet feeds (a mash-up between google search and satellite imagery). I’m going to take you out to show you a movie, demonstrating GE on YouTube. You can create canned trips in Google Earth. Tour video: http://earth.google.com/tour.html Jump out and give a demo.
QR codes. QR = “quick read” - two-dimensional bar codes that can contain any alphanumeric text and often feature URLS. The idea is to direct someone from a physical world object to a web site or an action on a computer. Cell phones can be the decoding device. Product labels, billboards, buildings. Very popular in Japan.
xtimeline each item in the timeline is a link.
Screenjelly www.screenjelly.com / Record what’s happening on your screen - voice and visual - max of 3 min.
Zamzar Way to download video from the internet and have it emailed to you