Used in a series of teacher workshops.
The idea was to see if any of these needs (and solutions) were familiar or perhaps useful to teachers and their students.
Related: http://tomazlasic.net/2011/01/nobody_asks/
This document discusses strategies for improving summer reading programs at libraries. It suggests using visual summer reading logs instead of physical rewards to reduce staff stress and complaints. The La Crosse Public Library's game-based summer reading program encouraged family involvement and gave children autonomy over their reading. The document also provides tips for promoting the summer reading program to children, such as meeting them where they are and gaining teacher buy-in. It emphasizes setting clear rules and expectations to set children up for success in the library and ensuring positive interactions.
- The document discusses study skills and ways for students to improve their learning beyond just memorization. It provides suggestions for using the internet and technology resources like blogs, podcasts, and social networking to enhance learning.
- Specific techniques mentioned include using the internet to find study notes and materials, writing things out several times, studying with others, making mind maps and diagrams, and sharing ideas with partners or small groups.
- The document encourages teachers to utilize more internet resources and share websites they recommend with students.
23 Things QuotesThese quotes are reflective blog postings about 23 Learning 2.0 Things; a discovery learning program designed to encourage LIS students to explore new technologies and reward them for doing 23 Things
<a>http://sites.google.com/site/23learning20things/</a>
The learning commons at Brooklet Elementary School provides a welcoming space for students to learn, read, and collaborate. The commons contains traditional shelves alongside more colorful and movable furnishings to accommodate students. Technology like Chromebooks and a 3D printer are available. The school also provides online resources for virtual learning. While the space serves students well currently, growing enrollment may require expanding the commons or acquiring more e-books to address storage issues. Updating furniture to stack and roll will maximize existing space. Overall the commons aims to meet students' evolving needs.
The document describes how classrooms have changed dramatically in recent years with the integration of new technologies. Where traditional classrooms once used whiteboards and projectors, they now have large touchscreen interfaces that can project 3D images. Students use virtual reality headsets to immerse themselves in simulated environments from any point in history. Paper textbooks have been replaced with digital versions, and quiet study pods are available for students. While technology has advanced learning in many ways, the teacher plans a "throwback" lesson using traditional pencil and paper to give students experience with older teaching methods.
The document provides recommendations for online tools and resources that teachers can use to make their classrooms more effective and engaging, including browser recommendations, bookmarking sites, educational websites for subjects like math, literature, and science, and tools for presenting, brainstorming, and sharing content with students. It encourages using the Google Chrome browser and Chrome Web Store apps, and recommends specific education-focused websites for different subject areas.
The document discusses using digital tools in the classroom. It provides examples of several digital tools that could be used for various purposes like calendars, video recording, reading tools, QR codes, writing tools, numeracy tools, and communication tools. It also discusses setting up student contracts and policies around device use, cybersafety, creative commons, and ways to continue developing digital practices in the classroom.
This document provides a list of fun and educational reading websites for children and parents. It describes several websites that include stories that are read aloud, reading games, books, poems and teacher resources. Some of the websites highlighted are Fun Brain, Tumble Books, PBS Kids, Storyline Online, Fern's Poetry Club, Reading Planet and Starfall. All of the sites aim to help children develop their reading skills while also entertaining them.
This document discusses strategies for improving summer reading programs at libraries. It suggests using visual summer reading logs instead of physical rewards to reduce staff stress and complaints. The La Crosse Public Library's game-based summer reading program encouraged family involvement and gave children autonomy over their reading. The document also provides tips for promoting the summer reading program to children, such as meeting them where they are and gaining teacher buy-in. It emphasizes setting clear rules and expectations to set children up for success in the library and ensuring positive interactions.
- The document discusses study skills and ways for students to improve their learning beyond just memorization. It provides suggestions for using the internet and technology resources like blogs, podcasts, and social networking to enhance learning.
- Specific techniques mentioned include using the internet to find study notes and materials, writing things out several times, studying with others, making mind maps and diagrams, and sharing ideas with partners or small groups.
- The document encourages teachers to utilize more internet resources and share websites they recommend with students.
23 Things QuotesThese quotes are reflective blog postings about 23 Learning 2.0 Things; a discovery learning program designed to encourage LIS students to explore new technologies and reward them for doing 23 Things
<a>http://sites.google.com/site/23learning20things/</a>
The learning commons at Brooklet Elementary School provides a welcoming space for students to learn, read, and collaborate. The commons contains traditional shelves alongside more colorful and movable furnishings to accommodate students. Technology like Chromebooks and a 3D printer are available. The school also provides online resources for virtual learning. While the space serves students well currently, growing enrollment may require expanding the commons or acquiring more e-books to address storage issues. Updating furniture to stack and roll will maximize existing space. Overall the commons aims to meet students' evolving needs.
The document describes how classrooms have changed dramatically in recent years with the integration of new technologies. Where traditional classrooms once used whiteboards and projectors, they now have large touchscreen interfaces that can project 3D images. Students use virtual reality headsets to immerse themselves in simulated environments from any point in history. Paper textbooks have been replaced with digital versions, and quiet study pods are available for students. While technology has advanced learning in many ways, the teacher plans a "throwback" lesson using traditional pencil and paper to give students experience with older teaching methods.
The document provides recommendations for online tools and resources that teachers can use to make their classrooms more effective and engaging, including browser recommendations, bookmarking sites, educational websites for subjects like math, literature, and science, and tools for presenting, brainstorming, and sharing content with students. It encourages using the Google Chrome browser and Chrome Web Store apps, and recommends specific education-focused websites for different subject areas.
The document discusses using digital tools in the classroom. It provides examples of several digital tools that could be used for various purposes like calendars, video recording, reading tools, QR codes, writing tools, numeracy tools, and communication tools. It also discusses setting up student contracts and policies around device use, cybersafety, creative commons, and ways to continue developing digital practices in the classroom.
This document provides a list of fun and educational reading websites for children and parents. It describes several websites that include stories that are read aloud, reading games, books, poems and teacher resources. Some of the websites highlighted are Fun Brain, Tumble Books, PBS Kids, Storyline Online, Fern's Poetry Club, Reading Planet and Starfall. All of the sites aim to help children develop their reading skills while also entertaining them.
This document provides a list of fun and educational reading websites for children and parents. It describes several websites that include stories that are read aloud, reading games, books, poems and teacher resources. Some of the websites highlighted are Fun Brain, Tumble Books, PBS Kids, Storyline Online, Fern's Poetry Club, Reading Planet and Starfall. All of the sites aim to help children develop their reading skills in an engaging way.
This document provides a list of fun and educational reading websites for children and parents. It describes several websites including Fun Brain, Tumble Books, PBS Kids, Storyline Online, Fern's Poetry Club, and RIF Reading Planet. Each website offers games, books, videos and other resources to help children develop their reading skills in an engaging way. The document encourages using these websites to supplement reading instruction at home and in the classroom.
The library media specialist at Olentangy Liberty Middle School hosted an "eBookapalooza" event to introduce parents and students to eReaders. She partnered with George Morrison from the local public library branch to plan the event. Over 60 people attended the hands-on event where they learned about different eReaders from library staff and were able to get library cards. Attendees provided positive feedback about learning how to use eReaders and access eBooks from the public library.
Gail Boyle FSA, Bristol Museums, Galleries and Archives – Revealing ‘The Hidd...Museums Computer Group
The document discusses research conducted at Bristol Museum & Art Gallery to study the impact of an augmented reality mobile application on visitor experience. Over 16 days, 97 visitor groups comprising 294 individuals used the app during their visit and were later interviewed. The app aimed to encourage exploration of more areas of the museum, interaction with artifacts, group discussion, and potential learning experiences. Research found that the app fulfilled these objectives by guiding visitors to unvisited sections, challenging normal visit patterns, engaging users to find hidden details, and promoting social interaction within groups.
Blended e-Learning Resources to support WritingJanelle Riki
The document discusses resources for supporting 21st century writing skills, including Etherpad for collaborative writing, track changes for editing documents, and Natural Reader for converting text to speech. It questions how writing may change for future generations as they interact less with pen and paper, books, and dictionaries. Suggestions are provided for making writing purposeful, collaborative, and allowing students to build on ideas and receive feedback through digital tools and online apps.
The document discusses using social networking tools like MySpace, Facebook, Flickr, and Ning to promote a library's services and events. The author took a course that taught them how easy and fun these tools are to use, and how they can reach more people than through traditional outreach. The author plans to create a MySpace page for their library and add a Flickr account to showcase events and activities. They will present to the library's Board of Trustees on using these tools to engage more people in the library's services.
The document discusses using blogs and wikis in the modern foreign language (MFL) classroom. It provides examples of how blogs can be used to share resources, document school trips and exchanges, and have students assess each other's work. Wikis allow students to collaboratively create and edit content. Both tools can facilitate real communication and increase student engagement if used properly with safety guidelines and moderation.
This document discusses the changing nature of teaching and learning from the 20th to 21st centuries. It notes that today's digital students learn differently than traditional students and that teachers need to adapt practices to the new digital landscape. Specifically, it advocates creating various learning spaces in the classroom to support different styles such as secret spaces for solitary work, group spaces for collaboration, and publishing spaces where students can document and share their learning. The document suggests that embracing technology, social media, and new approaches can help engage today's students and spark positive educational change.
Seeking the Meaning of the School Library Dr. Ross Todd, chef för Center for international Scholarship in School Libraries vid Rutgers University, New Jersey
C:\Documents And Settings\Administrator\My Documents\Final RichDaniel J. Markowski
1) The document summarizes various projects the author completed for an online course on using wikis, blogs, and web publishing to earn ACT 48 credits.
2) The first project involved creating a faculty wiki to share information and resources among staff.
3) The second project used an RSS feed to gather information on topics of interest like planning a family trip to Disney World.
4) The third project was a blog called "All Things Disney" to help plan the family trip and allow others to share Disney travel tips.
5) The final project used Animoto to create a video for a graduating class that they enjoyed and wanted to use at their dinner. The author found the online course format convenient and
Webby, a spider, learns about creating tables on his first day of school. Inspired, he decides to renovate his web home by turning everything into tables, creating stacks and mixes without limits. When Webby's father returns home, he is surprised by the disorganized web and tells Webby that while tables are easy to make, they are difficult to manage and update. Webby's father explains that tables should only be used for specific purposes like dining and studying, not for everything. Webby realizes he still has more to learn about properly designing a web home.
This document provides summaries of and links to various educational websites that could be useful tools for different subjects. Some of the sites summarized include ixl.com for math practice, mathcats.com for interactive math games, aaamath.com for math games and practice, aaaspell.com for spelling and vocabulary, and spellingcity.com for spelling practice activities. Other sites cover subjects like reading, science, history, music, health/PE, art, languages and more. Many are recommended for providing lessons, activities, games and practice opportunities to supplement classroom learning.
The document discusses the use of e-readers in education. It describes a pilot program where students used e-readers to read ebooks over winter break and then discussed them online. Student reactions were mostly positive, praising the e-readers as "cool" and easy to use. The document recommends e-readers be used in small groups for reading promotion, with post-16 students, and potentially for textbooks in the future. It also provides links to resources about ebooks and e-reading.
Mt Orange School Demo - Tour and invitationTomaz Lasic
A brief exploration of Mt Orange School Demo site featuring Moodle 2 and an invitation to become a co-creator.
Slides used in online 'tour of Mt Orange' on 22 Wed 2010. Slideshare has refused to publish notes (important) so please refer to https://docs.google.com/present/view?id=dd4xvd36_300hdkgq4gd for details or download the whole set. Sorry, not my fault.
Join us at moodle.org/educators !
Presentation about a Year 10 class project at Belmont City College in Perth, Western Australia creating a Google Map/Earth of stories, pictures, clips and facts about Australian involvement in the Vietnam War.
More information about the project at:
http://weremember.wikispace.com
(Teacher: Tomaz Lasic)
The document discusses how community hubs in Moodle 2.0 allow educational organizations to publish and share courses. It provides an example of an administrator at Orange University who creates the Orange City Hub to connect her university to other local sites. Courses can then be published on the hub for members of connected sites to enroll in or download. The hub network expands as more sites connect, allowing greater learning opportunities across organizations. MOOCH is introduced as a global hub that allows courses to be searched, enrolled in, and shared worldwide.
An overview of Community hubs, major new feature in Moodle 2.0, and ways in which people may find them useful.
More? See
http://tomazlasic.net/2010/11//moodle-community-hubs-what-how-why
or
http://docs.moodle.org/en/Moodle_2.0_release_notes#Community_hubs
Background to the presentation at a couple of local high schools looking at introducing Moodle.
'What could Moodle be useful for ...' aim, tools mentioned live and casually to keep the focus on people listening.
Screenshots from school.demo.moodle.net
Excuse the odd typo ;-P
From the Fischbowl blog "PB&J" Thanks to Ms. Smith and her English students for sharing their thoughts about the infusion of technology, autonomy and trust into the learning process.
This document provides a list of fun and educational reading websites for children and parents. It describes several websites that include stories that are read aloud, reading games, books, poems and teacher resources. Some of the websites highlighted are Fun Brain, Tumble Books, PBS Kids, Storyline Online, Fern's Poetry Club, Reading Planet and Starfall. All of the sites aim to help children develop their reading skills in an engaging way.
This document provides a list of fun and educational reading websites for children and parents. It describes several websites including Fun Brain, Tumble Books, PBS Kids, Storyline Online, Fern's Poetry Club, and RIF Reading Planet. Each website offers games, books, videos and other resources to help children develop their reading skills in an engaging way. The document encourages using these websites to supplement reading instruction at home and in the classroom.
The library media specialist at Olentangy Liberty Middle School hosted an "eBookapalooza" event to introduce parents and students to eReaders. She partnered with George Morrison from the local public library branch to plan the event. Over 60 people attended the hands-on event where they learned about different eReaders from library staff and were able to get library cards. Attendees provided positive feedback about learning how to use eReaders and access eBooks from the public library.
Gail Boyle FSA, Bristol Museums, Galleries and Archives – Revealing ‘The Hidd...Museums Computer Group
The document discusses research conducted at Bristol Museum & Art Gallery to study the impact of an augmented reality mobile application on visitor experience. Over 16 days, 97 visitor groups comprising 294 individuals used the app during their visit and were later interviewed. The app aimed to encourage exploration of more areas of the museum, interaction with artifacts, group discussion, and potential learning experiences. Research found that the app fulfilled these objectives by guiding visitors to unvisited sections, challenging normal visit patterns, engaging users to find hidden details, and promoting social interaction within groups.
Blended e-Learning Resources to support WritingJanelle Riki
The document discusses resources for supporting 21st century writing skills, including Etherpad for collaborative writing, track changes for editing documents, and Natural Reader for converting text to speech. It questions how writing may change for future generations as they interact less with pen and paper, books, and dictionaries. Suggestions are provided for making writing purposeful, collaborative, and allowing students to build on ideas and receive feedback through digital tools and online apps.
The document discusses using social networking tools like MySpace, Facebook, Flickr, and Ning to promote a library's services and events. The author took a course that taught them how easy and fun these tools are to use, and how they can reach more people than through traditional outreach. The author plans to create a MySpace page for their library and add a Flickr account to showcase events and activities. They will present to the library's Board of Trustees on using these tools to engage more people in the library's services.
The document discusses using blogs and wikis in the modern foreign language (MFL) classroom. It provides examples of how blogs can be used to share resources, document school trips and exchanges, and have students assess each other's work. Wikis allow students to collaboratively create and edit content. Both tools can facilitate real communication and increase student engagement if used properly with safety guidelines and moderation.
This document discusses the changing nature of teaching and learning from the 20th to 21st centuries. It notes that today's digital students learn differently than traditional students and that teachers need to adapt practices to the new digital landscape. Specifically, it advocates creating various learning spaces in the classroom to support different styles such as secret spaces for solitary work, group spaces for collaboration, and publishing spaces where students can document and share their learning. The document suggests that embracing technology, social media, and new approaches can help engage today's students and spark positive educational change.
Seeking the Meaning of the School Library Dr. Ross Todd, chef för Center for international Scholarship in School Libraries vid Rutgers University, New Jersey
C:\Documents And Settings\Administrator\My Documents\Final RichDaniel J. Markowski
1) The document summarizes various projects the author completed for an online course on using wikis, blogs, and web publishing to earn ACT 48 credits.
2) The first project involved creating a faculty wiki to share information and resources among staff.
3) The second project used an RSS feed to gather information on topics of interest like planning a family trip to Disney World.
4) The third project was a blog called "All Things Disney" to help plan the family trip and allow others to share Disney travel tips.
5) The final project used Animoto to create a video for a graduating class that they enjoyed and wanted to use at their dinner. The author found the online course format convenient and
Webby, a spider, learns about creating tables on his first day of school. Inspired, he decides to renovate his web home by turning everything into tables, creating stacks and mixes without limits. When Webby's father returns home, he is surprised by the disorganized web and tells Webby that while tables are easy to make, they are difficult to manage and update. Webby's father explains that tables should only be used for specific purposes like dining and studying, not for everything. Webby realizes he still has more to learn about properly designing a web home.
This document provides summaries of and links to various educational websites that could be useful tools for different subjects. Some of the sites summarized include ixl.com for math practice, mathcats.com for interactive math games, aaamath.com for math games and practice, aaaspell.com for spelling and vocabulary, and spellingcity.com for spelling practice activities. Other sites cover subjects like reading, science, history, music, health/PE, art, languages and more. Many are recommended for providing lessons, activities, games and practice opportunities to supplement classroom learning.
The document discusses the use of e-readers in education. It describes a pilot program where students used e-readers to read ebooks over winter break and then discussed them online. Student reactions were mostly positive, praising the e-readers as "cool" and easy to use. The document recommends e-readers be used in small groups for reading promotion, with post-16 students, and potentially for textbooks in the future. It also provides links to resources about ebooks and e-reading.
Mt Orange School Demo - Tour and invitationTomaz Lasic
A brief exploration of Mt Orange School Demo site featuring Moodle 2 and an invitation to become a co-creator.
Slides used in online 'tour of Mt Orange' on 22 Wed 2010. Slideshare has refused to publish notes (important) so please refer to https://docs.google.com/present/view?id=dd4xvd36_300hdkgq4gd for details or download the whole set. Sorry, not my fault.
Join us at moodle.org/educators !
Presentation about a Year 10 class project at Belmont City College in Perth, Western Australia creating a Google Map/Earth of stories, pictures, clips and facts about Australian involvement in the Vietnam War.
More information about the project at:
http://weremember.wikispace.com
(Teacher: Tomaz Lasic)
The document discusses how community hubs in Moodle 2.0 allow educational organizations to publish and share courses. It provides an example of an administrator at Orange University who creates the Orange City Hub to connect her university to other local sites. Courses can then be published on the hub for members of connected sites to enroll in or download. The hub network expands as more sites connect, allowing greater learning opportunities across organizations. MOOCH is introduced as a global hub that allows courses to be searched, enrolled in, and shared worldwide.
An overview of Community hubs, major new feature in Moodle 2.0, and ways in which people may find them useful.
More? See
http://tomazlasic.net/2010/11//moodle-community-hubs-what-how-why
or
http://docs.moodle.org/en/Moodle_2.0_release_notes#Community_hubs
Background to the presentation at a couple of local high schools looking at introducing Moodle.
'What could Moodle be useful for ...' aim, tools mentioned live and casually to keep the focus on people listening.
Screenshots from school.demo.moodle.net
Excuse the odd typo ;-P
From the Fischbowl blog "PB&J" Thanks to Ms. Smith and her English students for sharing their thoughts about the infusion of technology, autonomy and trust into the learning process.
1) The document discusses study skills and techniques for students to better prepare for exams, including using the internet, blogging, podcasting, and social networking.
2) It provides examples of how teachers can support students' learning outside the classroom through online resources and encourages moving beyond traditional "cut and paste" study methods.
3) The author advocates using new technologies and digital tools to enhance learning and help students achieve better exam results.
Blogs, Casting And Nings For Handout PrintingGeoBlogs
The document discusses various study skills and web tools that students can use to help prepare for AS/A-level exams in geography. It recommends using blogs to store notes, references, and resources from websites and homework. Students should condense information and learn it in a quiet place. The document also discusses using social networks like Nings which allow private networks for study groups and avoiding distraction from others. It provides some example student responses on using techniques like repetition, revision sessions, and visual diagrams and encourages using online resources and wishing students the best on their exams.
Wizzley - My Vision of Becoming a Great TeacherTimothy Yohe
The document discusses the author's vision of becoming a great teacher through using technology, humor, and sharing personal stories. Teachers can guide students by creating engaging experiences using visual aids, humor, and honest personal stories. Technology like smartboards allow different types of learners to interact visually, auditorily, and tactilely. While humor is not necessary, finding ways to connect with students is important to influence them positively. The author's goal is to truly make a difference for students like past teachers who inspired them.
The document summarizes feedback from a focus group of students about their involvement in a project to provide input on improvements to their school. Some key points made by students include that they felt their ideas were not always taken seriously by school administrators and that administrators may have had their own preexisting ideas. However, students also felt they learned a lot through the process about school facilities, design, and working with others. They gained confidence through practicing presentations and talking to important people about their ideas.
The document summarizes feedback from a focus group of students about their involvement in a project to provide input on improvements to their school. Some key points made by students include that they felt their ideas were not always taken seriously by school administrators and that administrators may have had their own preexisting ideas. However, students also felt they learned a lot through the process about school facilities, design, and working with others. They felt they gained confidence through practicing presentation and communication skills.
Looney Tunz Group Project MakeBeliefsComixalytaytay
This document provides information about the website MakeBeliefsComix.com, which allows users to create simple comic strips. It includes a comic created by a third grader praising the site. Several educators then propose ideas for how to incorporate the site into different lesson plans, such as having students recreate historical events or document experiments. While the site is praised for its simplicity and ability to engage students, some note it may lack advanced features for more experienced users. Overall, the document discusses how MakeBeliefsComix.com can be used for inquiry-based learning across various subjects and grade levels.
CMC Teacher Education SIG Presentation; AntoniadouCmcTchrEdSIG
This document summarizes a teacher development program that used online collaboration to help student teachers develop their pedagogical skills. The program used Second Life, emails, Skype and other tools for social interaction. This allowed student teachers to work in their zone of proximal development as they constructed knowledge through discussion and feedback. Analysis of online transcripts showed examples of multivoicedness as student teachers engaged in shared knowledge construction and reflected on their teaching practices. Overall the program helped align the student teachers' skills with established teaching criteria through meaningful online collaboration.
Powerful presentations for kids full scripthjohn011
This document provides an overview of different presentation tools that can be used by students to create technology-enhanced presentations, including Smore, infographics, Big Huge Labs, and Blabberize. It describes several ideas for how each tool can be used in the classroom, such as using Smore to create book reviews, classroom newsletters, or student introductions. With Big Huge Labs, students could make maps, puzzles, trading cards, or magazine covers. Blabberize allows adding audio to presentations and could be used for vocabulary, poetry, or collaborative projects. Infographics help provide visual explanations and could showcase math or science concepts. Overall, the document suggests these tools as engaging ways for students to demonstrate their understanding through multimedia
The document discusses a focus group about blogging in kindergarten classes. It notes that the children would prefer play activities like play dough to blogging. It also discusses that the blog currently lacks focus but could improve with better organization of content. Developing parent engagement with blogging was also mentioned.
The document discusses how gaming can be used to enhance learning in schools. It notes that students willingly spend many hours playing challenging games, demonstrating persistence and a capacity for self-directed learning. This challenges traditional views of learning and assessment. The document argues gaming can deliver frequent, short-term feedback similar to effective learning techniques. It suggests librarians and teachers should explore partnerships and ways to channel students' gaming skills and motivations into educational contexts through techniques like quest-based learning and gaming environments.
- The document outlines a school project aimed at enabling and empowering students to have input into how school spaces are used through exploring the built environment.
- Students used "magic glasses" to consider different perspectives, participated in focus groups, and created signs around the school to demonstrate their views using "guerrilla innovation."
- Outcomes included students feeling their voices were better heard, increased confidence, and engagement with professionals and 40% of the school community through digital collaboration and co-construction.
21st century learning alliance Fellowship reportMrs Coles
This document summarizes a geography project at Priory School aimed at engaging students in exploring and interpreting space around the school. The project goals were to develop students' skills in using their knowledge of the built environment, to investigate how space can enhance cross-curricular learning, and to document the school's transformation. Students gained skills in teamwork, technology use, public speaking, and understanding design and budgeting constraints. They engaged with professionals and saw confidence rise from 19% to 84%. The project engaged 20% of the school community and was deemed "professionally stunning" by those involved.
The document discusses using blogs, podcasts, and wikis in the modern foreign language (MFL) classroom. It provides examples of how each tool can be used, including having students share resources and ideas on a blog, recording podcasts of students speaking in the target language, and using a wiki to allow students to collaboratively create and edit work. Benefits mentioned are increasing student engagement, promoting creativity and collaboration, and motivating students to improve their language skills when their work will have a real audience. Potential issues discussed include keeping blogs and wikis updated and making sure technology does not replace teaching, as well as safety concerns around student privacy.
David alexander nnu the 5 big mistakes of virtual educationDavidAlexanderNNU
Education occurs when someone wants to teach and someone wants to learn. While traditional education requires teachers and students to be in the same physical place and time, virtual education allows them to be in different places through the use of technology like the internet (WWW) or books. Some schools are making mistakes in virtual education by treating it as massive education rather than individualized learning, making it too complex, prioritizing technology over pedagogy, underestimating teachers and students, and taking the fun out of education. Schools should focus on the interaction between teachers and students and allow flexibility rather than standardization.
Education occurs when someone wants to teach and someone wants to learn. While traditional education requires teachers and students to be in the same physical place and time, virtual education allows them to be in different places through the use of technology like the internet (WWW) or books. Some schools are making mistakes in virtual education by treating it as massive education rather than individualized learning, making it too complex, prioritizing technology over pedagogy, underestimating teachers and students, and taking the fun out of education. Schools should focus on the interaction between teachers and students and allow flexibility rather than standardization.
Education occurs when someone wants to teach and someone wants to learn. While traditional education requires teachers and students to be in the same physical place and time, virtual education allows them to be in different places and times through technology like books and the internet. Some schools are making mistakes in virtual education by treating it as mass education without individualization, making it too complex, prioritizing technology over pedagogy, underestimating teachers and students, and taking the fun out of learning. Schools should focus on the interaction between teachers and students and allow flexibility instead of standardization.
TaShawna Morgan discusses various technologies that can be used in the classroom to improve student learning compared to traditional lecturing. She learned that incorporating technologies like movies, virtual museums, iPods, and flip charts engages students more through interactivity and using tools they enjoy. These alternatives help students learn in a more hands-on way compared to passive listening and note-taking.
Students at Priory School worked on a "Space Explorers" project to provide feedback on the school's spaces to leaders and architects. They created word clouds, collages and 3D models to describe spaces and perceptions. Students met with leaders to discuss ideas for improving the school, including wider corridors, breakout rooms, and better technology access. They learned skills like collaboration, problem solving, and presenting their ideas to adults.
How Do You Web? Undergraduate Focus Groups for Informing PedagogyDerek Bruff
The document discusses focus groups conducted with Vanderbilt undergraduate students to understand how they use technology and social media outside of class. Key findings include that students frequently use Facebook, Twitter, and video sites for keeping up with friends and news. They find course management systems like OAK useful but prefer other methods for communication. Students suggest faculty could use separate Twitter or blog accounts to supplement learning but avoid merging social and academic accounts. The document advises faculty interested in technology integration to consider students' technology preferences and boundaries.
Level Up: Learning to Moodle with gamesTomaz Lasic
1) The document discusses using game-based learning to teach Moodle through a gamified system called "MoodleGame".
2) It outlines the main principles of game-based learning through motivation, choice, mastery, and feedback.
3) It provides steps to design MoodleGame, including identifying learning goals, mapping activities to practice skills, and ensuring the design follows principles of motivation, choice, mastery, and feedback.
Age-old question...many answers. Can the question itself be improved? Is there more to 'good course' than design? Can we pull it all together somehow?
Background slides to the 2011 Australian MoodleMoot presentation
What is Moodle - Explained with Lego (updated Mar 2010)Tomaz Lasic
Slight update of the original presentation. As the title says... Moodle explained as Lego.
Enjoy and feel free to use and share for non-commercial purposes.
Tomaz Lasic
http://tomazlasic.net
Twitter @lasic
Moodle is a modular, object-oriented, dynamic learning environment. It can be used as a complete online learning system, for collaboration, or as a repository for self-study materials. Moodle allows for collaborative or independent courses and activities are at the core of learning. It was designed with social constructivist principles in mind where learning occurs through constructing artifacts for others in a collaborative community. Moodle provides customizable interfaces, authentication options, and course management tools like forums, assignments, quizzes and more to facilitate online learning.
Moodle is a modular, object-oriented, dynamic learning environment. It can be used as a complete online learning system, for collaboration, or as a repository for self-study materials. Moodle allows for collaborative or independent courses and activities are at the core of learning. It was designed with social constructivist principles in mind where learning occurs through constructing artifacts for others in a collaborative community. Moodle provides customizable interfaces, authentication options, and course management tools like forums, assignments, quizzes and more to create an effective online learning experience.
Not my presentation but merely posting it publicly to embed at Moodle.org.
Link http://download.moodle.org/download.php/docs/en/presentation_1.9_en.ppt
Forum - The Heart of Moodle (iMoot presentation)Tomaz Lasic
Backbone & live slides (examples) from a presentation titled Forum -the heart of Moodle at the 2010 iMoot by Tomaz Lasic
Details & supporting docs at
http://tomazlasic.net/2010/02/forum-the-heart-of-moodle-imoot-reflection-1
OK, another Why...An attempt to explain Twitter by answering the question Why (would one use it)? rather than What (is it)?
If you want movement and sound, a video clip version of "Why Twitter' will be available shortly on YouTube and TeacherTube.
The presentation was created for Twizza (Twitter & pizza) event on 8 April 09 in Perth, WA.
For more info feel free to follow/tweet me at 'lasic' and/or visit http://human.edublogs.org
Transcript at http://bit.ly/eOO55d (Google Doc)
TTWADI afflicts millions of people every day. It can keep us safe (licking a live electrical wire springs to mind) but it can also halt the positive change without people really knowing ‘why’ or questioning the commonly held views.
The document discusses Moodle, an open-source learning management system. It describes Moodle as a platform for building online courses using modular "bricks" like forums, assignments, quizzes and more. These bricks provide different ways for teachers and students to communicate, store information, evaluate understanding, and collaborate. Moodle has over 33 million users worldwide and its developers remain committed to open-source sharing and improvement of the platform.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Create a More Engaging and Human Online Learning Experience
Needs and Moodle
1.
2. A great example of 'drilling a hole' ... 3 min audio, story worth a listen! Click -> Jason gives the example of a high school biology teacher who, rather than giving 'homework like other teachers', developed an entertaining review of the week's study focus which students could listen to on their portable mp3s. He says rather than confiscating the players which students constantly carried, he harnessed them for something positive. Audio: http://audioboo.fm/boos/268971-finding-and-satisfying-the-need
3. Great teachers may not always know or be good at describing technological solutions ... but they are great at understanding and describing their needs and the needs of people they work with !
4. What do you need? What do the kids you teach need?
5. You may (not) be familiar with solutions but you may well be familiar with the needs in the following scenarios ... Ready?
6. Click to see, even edit the examples, in context, at Mt Orange School Demo site. Must login as ...
7. “ I wish I could have my students access a document with a single click. It would save me writing a link on the board or retyping, copying, printing then (still) watching kids getting it wrong...”
8. “ I want to give those couple of quiet kids time and voice to speak out and contribute. They always get drowned in class discussions...”
9. “ Wouldn't mind a quiz with a bunch of question types kids can repeat depending on certain conditions. Especially if it marks itself !”
10. “ Peer evaluation … really want to try more of that. What if kids could get a grade from peers AND for the quality of their own marking, combined!”
11. “ Aaargh, they just wait for ME to give them the answers! What if they could jointly create quality answers to possible exam questions?”
12. “ OK, Wikipedia is useful and all that. But I want kids in my class to create their, our own “ class-o-pedia” and argue about how to define and describe something in their own words!”
13. “ I wouldn't mind walking into class and cut down 10 minutes of settling time by getting them used to check today's task first thing...”
14. “ I wonder how they would tackle a tricky maths problem together, in their own time. That could tell me a lot about their skill and aptitude.”
15. “ Moodle looks interesting but it's really more for older students. I wonder if the little ones could benefit from it...” Coming up...
16. “ Loved the 'where are we from' map during our Harmony Week. What if we had a map of places we mention in class and we can all add markers and comments to it as we go along?”
17. “ Keeping a reflective journal is a great thing for kids to get into. Especially if they can update from anytime, anywhere and share with others if they want ...”
18. “ I'd like to scaffold access to different material based on student progress and have more time for individual, 'over the shoulder' stuff ...”
19. “ Kids take so many pics on excursions with their phones and cameras! What if they could upload them to a class space where they can explain the images, rate them, comment on them ...”
20. “ I am curious what the kids REALLY thought about that activity. It would help to see their views in one place … ”
21. “ Look, the grammar and writing is one thing, but hearing that second language is gold! Even some simple phrases. I'd love to build our own 'audio-glossary'...”
22. “ It would be really handy if I could structure a self-guided series of content that kids can progress through at their own pace...”
23. “ I'm sick and tired of 'dog ate my homework' and 'my USB doesn't work' lame excuses … Couldn't they just upload the stuff from home to where I could mark it and give them feedback?”
24. “ I like those learning objects kids get to play and try to outdo each other. You know “run a bakery”, “create chemical compound”, “geometry challenge”, “save a village from degradation”, “create a beach awareness campaign” … “
25. “ Geez, those web searches take hours! What if I can create a customised search engine that searches say 20 key sites and have that at my student's fingertips?”
26. “ Cyberbullying can be so awful. I'd love to be able to spot, track and deal with it ...”
27. “ Having parents more involved in kids' learning and at least be able see at anytime how their kids are going would be … really good in many cases.” Coming up...
28. “ In our department, it would be great to have our own online collection of useful links and materials that is easy to search and add to.”
29. “ I've had enough entering marks in five different places. Can't SIS and these systems “talk” to each other?”
30. “ If I am stuck, I'd want to ask a teacher who uses the stuff on the ground not a person who's read the manual on this ...” moodle.org/educators
31. “ It would be good to connect with teachers in other schools from around the corner or around the world. If we could use and adjust each other's materials, share ideas ...”
36. moodle.org Multilingual home of all things Moodle moodle.org/educators 'For educators, by educators', great starting point school.demo.moodle.net Realistic school you can play with hub.moodle.org MOOCH - a worldwide course exchange docs.moodle.org A 'Moodlepedia' edited by thousands Useful places (live links, just click)
37. “ Learning about technology is different from learning what to do with it.” Punya Mishra