The document discusses ways to incorporate technology into K-8 lesson plans, including for anticipatory sets, independent practice, and assessment. It provides several examples of websites and online resources that can supplement current lessons across different subject areas. Effective use of technology requires access to tools like SmartBoards, classroom computer stations, and printers to engage students in interactive online content and assessments.
This document outlines the schedule and topics for three sessions of workshops on using technology tools in education. Session 1 includes introductions to wikis, bookmarking, blogging, sketchup, podcasting, and using digital resources. Session 2 focuses on developing wikis, introducing web tools, student voice, blogging, photography, and interactive learning. Session 3 covers advanced wikis, Apple applications, personal learning pathways, blogging, photography, interactive learning, and using the Sciencelearn.org website.
The document discusses ways to incorporate technology into K-8 lesson plans, including for anticipatory sets, independent practice, and assessment. It provides several examples of websites and online resources that can be used for different parts of the lesson plan. These include videos, interactive sites, webquests, and games. It also notes the technology infrastructure needed to support classroom use of these resources, such as smart boards and computer stations.
This syllabus outlines the expectations and units for a design technology class across 3 grade levels. Students will learn the design cycle and use tools like SketchUp, iMovie, and GarageBand to design solutions to real-world problems. Assignments are submitted digitally and late work loses points. Plagiarism is not allowed and copyright rules will be discussed. The goal is for students to work hard and enjoy creating original work.
Technology can enhance education in several ways. It provides students access to vast online resources and more up-to-date information through search engines. Teachers can create class websites and blogs to communicate with parents. Students can use word processing, PowerPoint, and online games to practice skills in a engaging way. As technology advances, it allows for more immersive learning through simulations, virtual reality, and digital tools that motivate students and help them better understand concepts. Grant opportunities are available to help fund integrating technology into classrooms.
This presentation discusses technology used for learning at home. It has three sections: everyday technologies used by students, such as SuccessMaker and PLATO for assessments and academic content; tutorial aids freely available online, with 70+ links hosted on a presentation blog; and a hands-on section to demo the software. Benjamin Maynard and Scott Nichols work at Inner Harbour and can be contacted with questions.
This document outlines an ASSURE method lesson plan for teaching 11th and 12th grade AP Physics students about Einstein's theories of relative motion and special relativity. The lesson utilizes various methods including Twitter discussions, YouTube videos, lectures, physical demonstrations, a robot-building lab using recycled materials, and web quests. Students are required to participate in hands-on activities, build a robot model, complete calculations, and give presentations. Their understanding is evaluated through pre-tests, formative assessments during class, and post-tests including presenting their robot models and completing web quests. The lesson aims to engage students of various learning styles and assess their comprehension of the material.
The document summarizes workshops held by the Hood River County School District to train teachers on using Web 2.0 tools like blogging, podcasting, and Google Docs. It discusses the goals of strengthening connections between elementary, middle, and high schools through technology learning communities. Over 25 teachers attended initial workshops where they shared meals and learned about tools. Follow up workshops provided sharing, creating, and problem solving help. Teachers commented positively about using tools like blogs and Google Docs in their classrooms.
The document discusses ways to incorporate technology into K-8 lesson plans, including for anticipatory sets, independent practice, and assessment. It provides several examples of websites and online resources that can supplement current lessons across different subject areas. Effective use of technology requires access to tools like SmartBoards, classroom computer stations, and printers to engage students in interactive online content and assessments.
This document outlines the schedule and topics for three sessions of workshops on using technology tools in education. Session 1 includes introductions to wikis, bookmarking, blogging, sketchup, podcasting, and using digital resources. Session 2 focuses on developing wikis, introducing web tools, student voice, blogging, photography, and interactive learning. Session 3 covers advanced wikis, Apple applications, personal learning pathways, blogging, photography, interactive learning, and using the Sciencelearn.org website.
The document discusses ways to incorporate technology into K-8 lesson plans, including for anticipatory sets, independent practice, and assessment. It provides several examples of websites and online resources that can be used for different parts of the lesson plan. These include videos, interactive sites, webquests, and games. It also notes the technology infrastructure needed to support classroom use of these resources, such as smart boards and computer stations.
This syllabus outlines the expectations and units for a design technology class across 3 grade levels. Students will learn the design cycle and use tools like SketchUp, iMovie, and GarageBand to design solutions to real-world problems. Assignments are submitted digitally and late work loses points. Plagiarism is not allowed and copyright rules will be discussed. The goal is for students to work hard and enjoy creating original work.
Technology can enhance education in several ways. It provides students access to vast online resources and more up-to-date information through search engines. Teachers can create class websites and blogs to communicate with parents. Students can use word processing, PowerPoint, and online games to practice skills in a engaging way. As technology advances, it allows for more immersive learning through simulations, virtual reality, and digital tools that motivate students and help them better understand concepts. Grant opportunities are available to help fund integrating technology into classrooms.
This presentation discusses technology used for learning at home. It has three sections: everyday technologies used by students, such as SuccessMaker and PLATO for assessments and academic content; tutorial aids freely available online, with 70+ links hosted on a presentation blog; and a hands-on section to demo the software. Benjamin Maynard and Scott Nichols work at Inner Harbour and can be contacted with questions.
This document outlines an ASSURE method lesson plan for teaching 11th and 12th grade AP Physics students about Einstein's theories of relative motion and special relativity. The lesson utilizes various methods including Twitter discussions, YouTube videos, lectures, physical demonstrations, a robot-building lab using recycled materials, and web quests. Students are required to participate in hands-on activities, build a robot model, complete calculations, and give presentations. Their understanding is evaluated through pre-tests, formative assessments during class, and post-tests including presenting their robot models and completing web quests. The lesson aims to engage students of various learning styles and assess their comprehension of the material.
The document summarizes workshops held by the Hood River County School District to train teachers on using Web 2.0 tools like blogging, podcasting, and Google Docs. It discusses the goals of strengthening connections between elementary, middle, and high schools through technology learning communities. Over 25 teachers attended initial workshops where they shared meals and learned about tools. Follow up workshops provided sharing, creating, and problem solving help. Teachers commented positively about using tools like blogs and Google Docs in their classrooms.
1. The document discusses the pros and cons of using Facebook for educational purposes with students from adolescents to adulthood. It outlines how social media can be used to engage learners but also safety and privacy concerns that must be addressed.
2. Guidelines are provided for staying safe online, including using privacy settings, maintaining separate personal and professional accounts, and establishing codes of conduct.
3. Resources from Facebook and other organizations are recommended for educators to develop social media policies and best practices for using platforms like Facebook in the classroom.
The SER/VE island will serve as a virtual simulation of major US landforms and habitats at a smaller scale. It will include representative human dwellings, science labs, and roadways. The goals are to provide proof of concept for continued funding and use by schools. The design team will develop stores, recreation areas, and places to display student work within the existing MOU and sandbox areas. Next steps include researching specific habitats, landforms, plants and animals to realistically develop different areas of the island for educational purposes.
This document summarizes a writers' retreat located in Scotland. The retreat provides accommodations and amenities to support writing, including private cottages equipped with computers, workshops, and events featuring authors, poets, and publishers. It describes the peaceful natural setting by the water and among the trees, and amenities like a fireplace, wine, and opportunities to showcase written works.
The document provides instructions for using basic virtual skills in Second Life. It outlines 12 steps for downloading an avatar, navigating the virtual world, taking pictures, finding locations, and using features like screen capturing. The goal is to familiarize users with the interface and tools for potential science education activities.
This document provides instructions for creating rideable vehicles and objects in Second Life. It explains how to:
1. Adjust shapes and objects by changing their physical attributes like making them drop or disappear over time.
2. Add movement to objects by using flexible paths or different effects.
3. Make objects emit light by adjusting the light intensity.
4. Quickly make objects rideable by copying the script from an existing "Kart" object and pasting it into the new object.
5. Ride the vehicle using arrow keys and page up/down buttons once the script is added. More sophisticated vehicles can be made by linking multiple parts together.
Instructions & images on building, uploading images, joining groups for access to building (on the ESC island in Second Life); information on profiles and other features included.
This is the location for a virtual island in the online virtual world of Second Life. The coordinates provided are for an undeveloped island plot located in the region of Zindra. Visitors to this location in Second Life would find an empty island space that could be built upon and developed.
This document summarizes Eileen O'Connor's work developing virtual learning communities in Second Life for graduate students and K-12 students. It provides an overview of her past uses of Second Life in graduate courses, including field trips, class meetings, and student presentations. It then discusses her ongoing K-12 pilot project called SER/VE, which creates virtual science pods for middle school students. The document concludes by outlining challenges of integrating virtual worlds into K-12 education and inviting readers to contact O'Connor for more information.
This slide presentation explains the work created in virtual reality environments during a course conducted at Empire State College, SUNY. With the advent of open source islands, students were able to create virtual islands to meet their professional interests. The course design is highlighted and the students work itself is put forward in slides and in video links to the islands themselves.
Este documento introduce los conceptos básicos de algoritmos y programación con diagramas de flujo (DFD). Explica que un algoritmo es una secuencia lógica de pasos para resolver un problema, y que los diagramas de flujo representan gráficamente los algoritmos. También define conceptos clave como variables, operadores y el programa DFD que permite crear diagramas de flujo.
This document summarizes Eileen O'Connor's work developing virtual learning communities in Second Life for graduate students and K-12 students. It provides an overview of her projects using Second Life for graduate courses, including field trips, class meetings, and student presentations. It then discusses her work transitioning to K-12 education through a project called SER/VE, which created a virtual science center for middle school students. The document concludes by outlining challenges of using virtual worlds in K-12 and providing contact information for Eileen O'Connor.
This lesson plan involves students choosing a personal "DOT" (Do One Thing) to help the environment. Students will research DOT ideas online and through videos. They will write about and share their DOT online and with the class. Students will make videos about DOTs and plant marigold seeds, learning about plant growth. The teacher will assess students' understanding through online research summaries and seeing if students complete a DOT. Technology integration allows students to independently learn about helping the environment on a 4th grade level.
This document discusses using interactive whiteboards in science classrooms and provides examples of how they can enhance instruction. Interactive whiteboards allow teachers to access electronic resources, seamlessly link technology to lesson material, and save work for future use. They can engage and motivate students by making science concepts interactive. Suggested uses include manipulating text and images, taking digital notes, viewing websites as a group, and showcasing student presentations. Several websites with science simulations and lessons are also listed.
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be utilized for research, communication, games, and interactive lessons. Specific tools and websites are recommended for creating class websites and blogs, conducting online research, playing educational games, and using programs like PowerPoint and Kidspiration.
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be powerful educational tools when utilized properly. Some key uses include using the internet for research, creating class websites and blogs, implementing learning games and tutorials, and using programs like PowerPoint and Kidspiration for visual learning and project creation. It also discusses using technologies like digital cameras, video cameras, and podcasts to engage students.
Open SUNY NDLW: Using open source virtual-reality environments for community...Erin Maney
Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses.
This document discusses ways that educational technology can be used to support math and science instruction. It provides examples of how tools like digital cameras, scanners, video cameras, interactive whiteboards, productivity software, and instructional games can engage students and enhance learning. It also addresses considerations for special needs students, ethical technology use, and assessing student work with rubrics. Overall, the document advocates that incorporating various technologies into math and science classes can help students develop important skills and gain a deeper understanding of key concepts.
An overview of the 3-d virtual work conducted by Dr. Eileen O'Connor over the past 5 years with a focus on ways to use this media in science and technology education
Technology in Mathematics and Science IDT285psych369
Technology can enhance mathematics and science education in several ways. Spreadsheets, graphing calculators, and interactive geometry software give students hands-on experience solving problems. Reasoning and skill-building software help increase sub-skills while developing logic and comprehension. Digital tools like simulations and imaging allow experiments to be observed more easily. Communication between students and teachers is improved through tools like interactive whiteboards, class websites, and email. Various instructional software, simulations, and online resources provide interactive learning experiences across math and science topics.
The document discusses how teachers have adapted their lesson preparation and delivery with the rise of the internet. It provides examples from interviews with two teachers who taught both before and after widespread internet usage. Both teachers indicated that accessing educational materials and multimedia content is now much easier online. They can find resources, prepare presentations, and share content digitally rather than relying solely on physical materials and libraries. The internet has significantly changed the modern teaching experience for the better by opening up new opportunities for lesson planning and engagement.
SER/VE (the STEM Exploratory Real/Virtual Environment)Eileen O'Connor
SER/VE is a virtual environment created to connect science education and urban youth. It aims to engage students in STEM through virtual field trips, simulations, role playing and building activities. The presentation outlines the development of SER/VE, including piloting it with K12 teachers and students. Teachers designed "pods" showcasing science projects, while students learned skills like navigation, collaboration and 3D design to create vehicles and structures. Early results found students were engaged in meaningful science and enhanced skills, though focus was needed earlier. Future plans include expanding teacher and student participation.
12 easy ways to use technology in the classroom even for technophobic teachersAdam M Smith
Click the link to know how you can use technology in your classroom. http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
1. The document discusses the pros and cons of using Facebook for educational purposes with students from adolescents to adulthood. It outlines how social media can be used to engage learners but also safety and privacy concerns that must be addressed.
2. Guidelines are provided for staying safe online, including using privacy settings, maintaining separate personal and professional accounts, and establishing codes of conduct.
3. Resources from Facebook and other organizations are recommended for educators to develop social media policies and best practices for using platforms like Facebook in the classroom.
The SER/VE island will serve as a virtual simulation of major US landforms and habitats at a smaller scale. It will include representative human dwellings, science labs, and roadways. The goals are to provide proof of concept for continued funding and use by schools. The design team will develop stores, recreation areas, and places to display student work within the existing MOU and sandbox areas. Next steps include researching specific habitats, landforms, plants and animals to realistically develop different areas of the island for educational purposes.
This document summarizes a writers' retreat located in Scotland. The retreat provides accommodations and amenities to support writing, including private cottages equipped with computers, workshops, and events featuring authors, poets, and publishers. It describes the peaceful natural setting by the water and among the trees, and amenities like a fireplace, wine, and opportunities to showcase written works.
The document provides instructions for using basic virtual skills in Second Life. It outlines 12 steps for downloading an avatar, navigating the virtual world, taking pictures, finding locations, and using features like screen capturing. The goal is to familiarize users with the interface and tools for potential science education activities.
This document provides instructions for creating rideable vehicles and objects in Second Life. It explains how to:
1. Adjust shapes and objects by changing their physical attributes like making them drop or disappear over time.
2. Add movement to objects by using flexible paths or different effects.
3. Make objects emit light by adjusting the light intensity.
4. Quickly make objects rideable by copying the script from an existing "Kart" object and pasting it into the new object.
5. Ride the vehicle using arrow keys and page up/down buttons once the script is added. More sophisticated vehicles can be made by linking multiple parts together.
Instructions & images on building, uploading images, joining groups for access to building (on the ESC island in Second Life); information on profiles and other features included.
This is the location for a virtual island in the online virtual world of Second Life. The coordinates provided are for an undeveloped island plot located in the region of Zindra. Visitors to this location in Second Life would find an empty island space that could be built upon and developed.
This document summarizes Eileen O'Connor's work developing virtual learning communities in Second Life for graduate students and K-12 students. It provides an overview of her past uses of Second Life in graduate courses, including field trips, class meetings, and student presentations. It then discusses her ongoing K-12 pilot project called SER/VE, which creates virtual science pods for middle school students. The document concludes by outlining challenges of integrating virtual worlds into K-12 education and inviting readers to contact O'Connor for more information.
This slide presentation explains the work created in virtual reality environments during a course conducted at Empire State College, SUNY. With the advent of open source islands, students were able to create virtual islands to meet their professional interests. The course design is highlighted and the students work itself is put forward in slides and in video links to the islands themselves.
Este documento introduce los conceptos básicos de algoritmos y programación con diagramas de flujo (DFD). Explica que un algoritmo es una secuencia lógica de pasos para resolver un problema, y que los diagramas de flujo representan gráficamente los algoritmos. También define conceptos clave como variables, operadores y el programa DFD que permite crear diagramas de flujo.
This document summarizes Eileen O'Connor's work developing virtual learning communities in Second Life for graduate students and K-12 students. It provides an overview of her projects using Second Life for graduate courses, including field trips, class meetings, and student presentations. It then discusses her work transitioning to K-12 education through a project called SER/VE, which created a virtual science center for middle school students. The document concludes by outlining challenges of using virtual worlds in K-12 and providing contact information for Eileen O'Connor.
This lesson plan involves students choosing a personal "DOT" (Do One Thing) to help the environment. Students will research DOT ideas online and through videos. They will write about and share their DOT online and with the class. Students will make videos about DOTs and plant marigold seeds, learning about plant growth. The teacher will assess students' understanding through online research summaries and seeing if students complete a DOT. Technology integration allows students to independently learn about helping the environment on a 4th grade level.
This document discusses using interactive whiteboards in science classrooms and provides examples of how they can enhance instruction. Interactive whiteboards allow teachers to access electronic resources, seamlessly link technology to lesson material, and save work for future use. They can engage and motivate students by making science concepts interactive. Suggested uses include manipulating text and images, taking digital notes, viewing websites as a group, and showcasing student presentations. Several websites with science simulations and lessons are also listed.
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be utilized for research, communication, games, and interactive lessons. Specific tools and websites are recommended for creating class websites and blogs, conducting online research, playing educational games, and using programs like PowerPoint and Kidspiration.
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be powerful educational tools when utilized properly. Some key uses include using the internet for research, creating class websites and blogs, implementing learning games and tutorials, and using programs like PowerPoint and Kidspiration for visual learning and project creation. It also discusses using technologies like digital cameras, video cameras, and podcasts to engage students.
Open SUNY NDLW: Using open source virtual-reality environments for community...Erin Maney
Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses.
This document discusses ways that educational technology can be used to support math and science instruction. It provides examples of how tools like digital cameras, scanners, video cameras, interactive whiteboards, productivity software, and instructional games can engage students and enhance learning. It also addresses considerations for special needs students, ethical technology use, and assessing student work with rubrics. Overall, the document advocates that incorporating various technologies into math and science classes can help students develop important skills and gain a deeper understanding of key concepts.
An overview of the 3-d virtual work conducted by Dr. Eileen O'Connor over the past 5 years with a focus on ways to use this media in science and technology education
Technology in Mathematics and Science IDT285psych369
Technology can enhance mathematics and science education in several ways. Spreadsheets, graphing calculators, and interactive geometry software give students hands-on experience solving problems. Reasoning and skill-building software help increase sub-skills while developing logic and comprehension. Digital tools like simulations and imaging allow experiments to be observed more easily. Communication between students and teachers is improved through tools like interactive whiteboards, class websites, and email. Various instructional software, simulations, and online resources provide interactive learning experiences across math and science topics.
The document discusses how teachers have adapted their lesson preparation and delivery with the rise of the internet. It provides examples from interviews with two teachers who taught both before and after widespread internet usage. Both teachers indicated that accessing educational materials and multimedia content is now much easier online. They can find resources, prepare presentations, and share content digitally rather than relying solely on physical materials and libraries. The internet has significantly changed the modern teaching experience for the better by opening up new opportunities for lesson planning and engagement.
SER/VE (the STEM Exploratory Real/Virtual Environment)Eileen O'Connor
SER/VE is a virtual environment created to connect science education and urban youth. It aims to engage students in STEM through virtual field trips, simulations, role playing and building activities. The presentation outlines the development of SER/VE, including piloting it with K12 teachers and students. Teachers designed "pods" showcasing science projects, while students learned skills like navigation, collaboration and 3D design to create vehicles and structures. Early results found students were engaged in meaningful science and enhanced skills, though focus was needed earlier. Future plans include expanding teacher and student participation.
12 easy ways to use technology in the classroom even for technophobic teachersAdam M Smith
Click the link to know how you can use technology in your classroom. http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
The student teacher integrated technology into their lessons in limited ways using the available resources at their placement school. They used an overhead projector daily to model math problems and display materials while maintaining classroom management. An LCD projector was also used to show math websites, videos, and student-created PowerPoints. For a religion lesson, students used laptops from a mobile cart to access web 2.0 tools like Blabberize and Mystudiyo created by the student teacher to introduce content and assess understanding. Students responded positively and seemed engaged with the incorporated technology resources.
This document discusses various digital tools that can be used in the classroom, including:
- Microsoft Word, PowerPoint and Excel for writing assignments, creating presentations, and organizing data.
- Digital cameras, photos and videos to engage students and help them apply lessons in creative projects.
- Websites like TeacherTube and smartboards for interactive lessons using multimedia.
- Social media like Twitter and Facebook to communicate with students and parents about classroom activities and assignments.
Webquests are also mentioned as a way for students to collaboratively problem solve using online resources.
Applying technology in the science classroom can increase student interest, provide purpose and meaning to lessons, and allow students to see relationships between concepts rather than isolated facts. Technology should enhance learning, not just provide access, and can include websites, digital cameras, probes, handheld devices, and software. When used effectively, technology allows students to study real-world events and outperform those using only traditional methods.
An explanation of graduate and K12 uses of virtual realities through the work of Dr. Eileen O'Connor. Although these applications are by no means exhaustive, they provide an overview of several readily accessible applications.
/Users/jesseurban/desktop/ms paul s_biology_class1liscricket
Ms. Paul's biology class will cover a range of topics including cell biology, molecular biology, genetics, plant physiology, ecology, and evolution. Students will use technology like SPSS and online forums and databases to analyze data and research topics. One project will have students research a hot topic in biology like stem cells or genetic engineering using online databases. They will create a website presenting their findings and conclusions supported by research references. The project will be graded on the quality of the research paper, website design and content, and use of references to support the presented opinion.
Ms. Paul's biology class will cover a range of topics including cell biology, molecular biology, genetics, plant physiology, ecology, and evolution. Students will use technology like SPSS and online forums and databases to analyze data and research topics. One project will have students research a hot topic in biology like stem cells or genetic engineering using online databases. They will create a website presenting their findings and conclusions supported by research references. The project will be graded on the quality of the research paper, website design and content, and use of references to support the presented opinion.
This document summarizes several educators' use of technology to improve student learning. Key points include:
- Teachers used tools like Edmodo, Google Docs, Blackboard, Learn360 and videos to engage students, provide alternative ways for students to interact with material, and offer differentiation.
- Evidence of impact included increased student engagement, collaboration, access to information, and opportunities for feedback and assessment.
- Moving forward, teachers planned to continue and expand their use of technology tools to further transform learning and meet varied student needs.
eLearning in practice in Higher Education by Prof. Edward ReeveDr Poonsri Vate-U-Lan
This presentation provides an overview of e-learning practices at Utah State University. It begins with definitions of key terms like asynchronous learning, synchronous learning, and blended courses. It then showcases USU's use of an learning management system (Canvas), interactive video conferencing, lecture capture software, and other tools to support online and blended courses. The presentation outlines best practices for e-learning like developing clear course objectives, interactive content, and continuous evaluation. It concludes by discussing trends that may impact e-learning's future, such as mobile learning, social learning, and personalization.
Introducing K12 Teachers to Technology in an Online Grad Program within a Vir...Eileen O'Connor
These slides accompanied a conference presentation of a paper on this topic presented at e-Learn in Las Vegas sponsored by AACE - paper written by Eileen O'Connor and Terri Worman; presentation given by Terri Worman
Master's Graduate Program's Use of Virtual RealityEileen O'Connor
These slides accompanied a presentation to MOOC (massive online open course) about my work in the graduate program at SUNY Empire State college integrating virtual reality into my courses and into this emerging-technology master's program
These slides accompanied a presentation that was conducted face-to-face during an education workshop at the conference in Learning with Innovative Technologies conducted by SUNY Empire State College and Saratoga High School
STEM / STEAM - integrating into a master's program Eileen O'Connor
Science, technology, engineering and mathematics (STEM), often enhanced with the arts (STEAM) has become an important interdisciplinary perspective that can be brought to education, business and community based projects. This presentations highlights the theoretical / academic underpinnings of this approach and provides examples from work done within the SUNY Empire State College's masters program in these areas.
Institute for New Paradigms - poster materials (higher ed) Eileen O'Connor
These poster session slides overview the development and evaluation of an institute that was launched from within a higher education master's program at SUNY Empire State College (the Masters of Arts in Learning and Emerging Technology (MALET)). The intent of the institute is to provide an ongoing forum for graduate students to develop their understanding of innovative and creative uses of technology for education and communication. Alumni, other educators / innovators have joined the group. There are monthly meetings to address conceptual / education / communication topics and to share new technologies that can serve education and communication. Topics and technologies have included: 360 camera, augment reality, virtual reality, healthcare and technologies, visual learning, experiential learning,
This document provides an overview of augmented reality (AR) and virtual reality (VR) technologies along the immersive experience continuum. It begins with a brief definition of VR and AR and discusses moving from basic VR environments towards more advanced immersive AR applications. Examples are given of educational uses of VR and emerging AR applications. Key challenges of AR development are outlined, including technical challenges of recognition and tracking and social challenges of adoption. Methods of accessing and creating basic AR content are described, from 360 cameras to target-based applications using tools like Vuforia and Unity. The document stresses the evolving nature of these technologies and considering appropriate educational applications.
These slides accompanied a workshop that reviewed the basics of the way that open source virtual reality environments can be used in education - there are hands on applications and links that can be tried by all
Open Simulator Community Conference: VR in Higher Ed Eileen O'Connor
The document discusses efforts to bring virtual reality into higher education at Empire State College SUNY. It provides:
1) An overview of the timeline of initial efforts using Second Life and continued integration into courses by instructors, along with challenges faced.
2) Examples of how VR has been used in specific courses to encourage experimentation, create a sense of community, and allow modeling of best practices.
3) Discussion of moving to more open-source platforms like Kitely to allow student participation and hosting virtual residencies and think tanks to further the use of VR in education.
Lessons Learned When Using Virtual Reality with Middle School StudentsEileen O'Connor
This study from 2010 / 2011 explains how a higher education instructor learned how to create a complex project within an immersive virtual reality setting for middle school students
The document discusses the use of badges in a graduate education course to encourage lateral learning and peer review. It describes how students' projects were posted and open to peer voting through a Google Form separate from grading. The instructor tallied votes in Excel and shared results, then created badges using Credly based on vote levels. This application of badges for peer review and extended learning was previously studied and published in a journal article.
Faculty at Empire State College / SUNY share ways they use innovative technologies to build community and they share how they have worked to support each other's efforts.
Overall perspective on things that can be done in virtual reality environments. Uses Second Life as the platform but can be adapted to other virtual reality environments.
Using virtual reality for learning foreign languagesEileen O'Connor
Virtual reality can be used to learn foreign languages by immersing learners in cultural experiences and allowing them to practice with native speakers. It reduces anxiety while learning by providing a safe virtual space. Learners can visit realistic recreations of foreign locations and interact with avatars to practice pronunciation and language skills without traveling abroad. Popular virtual worlds for language learning include Second Life and open-source options like Kitely, which provide culturally authentic islands and events to engage in foreign language use.
This document discusses various innovations and virtual tools used to enrich classroom communities. It describes:
1. Using a virtual environment platform for asynchronous student collaboration, noting pros like flexibility but cons like lack of preparation and device compatibility issues.
2. Organizing students into virtual groups, assigning roles, and requiring interaction with other groups' postings to encourage accountability and engagement.
3. The ongoing use of virtual environments since 2007 for meetings, presentations, and project collaboration, with selected publications on effective virtual learning environment design cited.
4. Various virtual space customizations shown, from informational areas and buildings for subjects to informal seating for discussions, showcasing flexibility despite some aesthetic limitations.
Ways to consider using social networks available today for education purposes and with assessment approaches that can help you understand if your network is achieving your desired objectives.
This document discusses using immersive virtual reality for STEM education and serious games. It begins with an agenda that includes polling the audience about what they would like in a virtual space and their experiences with online learning. It then discusses the presenter's experiences starting with Second Life and moving to custom virtual worlds. Key points made include the conceptual framework for planning virtual learning experiences, including community building, integrating with courses, and assessing learning. Examples are provided of potential activities like role playing as scientists or hosting speaker presentations. Considerations for design like understanding the audience and leveraging existing mental models are also outlined.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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.
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.
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,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. With info about requirements for this assignment Eileen O’Connor All about me & my summer vacation With tips & links about using features like these in your work
2. What YOU will need to create Brief pre-MAT background Info about your teaching, if you are doing so now: What school, grade level, classes Are you a TA or the official teacher? Personal background, that you may choose to share (not required) The use of schematics (see my Venn diagram) and images with callouts – to talk about yourself , your present teaching, or your anticipated teaching In the first week you will create an introductory PowerPoint about yourself that you will post in www.slideshare.com and then put the link in your course; details in the course A picture can be worth a thousand words . . . and you can get some ideas from my techniques
4. My background highlights Education B.A. – biology w/ chemistry minor, College of New Rochelle, 1969 Masters of Civil Eng – in Environmental Science & Engineering, Polytechnic Institute of NY, 1981 Ph.D. – Science Education & Instructional Technology – University at Albany, 1997 Work summary – link to resume: K12 Teaching – 4th grade & science 4th – 8th (1969-70) Chemistry – Dept of Labs & Research & Technicon (1975-1980) IBM (1980-1989) Consulting in K12 – Albany, Troy / science & tech professional development (1998 – 2004) Higher Ed – 1990 – present College of St. Rose – chemistry & computers 1990 – 1996 U-Albany – 1998 – 2008 (teacher ed part time faculty) RPI – 1998 – 2001 (summer, teacher ed program) Empire State College – 2004 – present (Master of Arts in Teaching program)
6. What follows: My work with the STEP program Fun with a microorganism study and with date probes Neat ways to save research – MindMeister & Diigo Our course website – you’ll make your own too Super science projects that MAT masters created this summer
7. Working with STEP Every summer I work with the Science Technology Entry Program at U-Albany This summer we worked in the Second Life virtual island The students planned for a day about a game they could make in this 3-D environment They only got about 1 hr. to make games because of tech issues . . . but they were engaged, learning, and having fun Students are not shown for privacy reasons
8. Worked w/ urban middle school students on a Second Life project
20. “Kitchen” science Can always be a good way to have students see science in the world around them . . . thus, I played with some experiments You’ll see more about these in the course, but for now, see the pictures and click-on the videos to see what I was testing
21. Prepping for the virus/bacteria unit A wonderfully gross bread study to bring a kitchen science focus to a virus/bacteria study with a literacy focus It’s not finished yet; my grandchildren loved the project http://www.youtube.com/watch?v=F0mYhOZcAJY - first 2 weeks of the study http://www.slideshare.net/eoconnor/home-science-bread-microorganisms - images & details in a PowerPoint presentation that was uploaded to www.slideshare.com
22. Some startup work with data probes But I erased some video by mistake, oops http://www.youtube.com/watch?v=sAwqEwmt61E - see equipment used here
23. I took temperature curves of heated water for different solutions – and then brought them into Excel & had fun with the graph format
24. Making planning & sharing even easier Mindmeister – lets you work collaboratively (you can be editing from different home computers) through the web on: organizing ideas (the maps help you plan), and saving resources Using e-bookmark Never collect a good resource without having www.diigo.com open; you don’t have the time to waste
25. Using mapping to show concepts AND to save links and materials The visual layout of the materials can help you keep organized; you can assess students through mapping too Links & info has been attached to many of these branches
26. E-bookmarking – saving resources is easy & sharing is easy too I saved a lot to share with you on microorganism
27. Of course, we will need a website You will need your own website too – so easy with Google Sites & other vendors I save my work under SER/VE – the STEM Exploratory Real/Virtual Environment – there will be many tutorials accessible from www.interactivelearningsolutions.net/serve and other sites I will be sending you
28. Summer science projects Wonderful work – students selected, studied, and developed science projects to engage students in learning science more deeply They created wikis/websites that explained the projects They created pods in Second Life to explain their work In the following you can see an image from the presentation of their science project in Second Life – come and visit these pod in the SER/VE Second Life private island this semester, after the semester begins
29. Sharing & learning The next 8 slides highlight the projects & the tech used to display them (see notes at the bottom)
30. A great summer – great enzyme/disease study & good links to free technologies (www.glogster.com)
31. A great summer – one of the presenters had his class study the Bronx River
32. A great summer – a useful project, with how-to info & YouTubes
33. A great summer – learning from students & their science projects A visit to a fishery engages many different skills
34. A great summer – ocean issues too? and excellent info on using e-tools in the classroom This group made YouTubes too
35. A great summer – learning about science & literacy from parks & backyards This is blank until the speaker clicked on the embedded website
36. A great summer – learning from students & their science projects This is a website that is linked into Second Life
37. A great summer – solar cars can integrate many different areas in physics instruction
38. Thinking ahead Soon, you will be developing understandings, ideas, and materials for your classrooms And, you will be working with colleagues to learn and share LOOKING FORWARD TO WORKING WITH YOU!!! Eileen
Editor's Notes
Image with callouts (a type of Shape) & arrows. (Insert > Shapes > pick callouts & arrows; many shapes can have text added to them)
Schematics and Word Art are useful ways communicate concepts and ideas
Texting and talking
YouTubes are easy to make & upload – you’ll have basic instructions in the course if you haven’t done this already; we will be sharing resources & teaching-microlessons with YouTube – you can make them private too
Data from the LabQuest by www.vernier.com was brought into an Excel spreadsheet and then graphed. The dips came from my stirring the heated solutions with the temperature probe. You would be asking students to make predictions and to consider what experimental conditions they might change. I put multiple runs onto the same spreadsheet by copy-pasting them in from the Vernier data collection softward.
http://www.techsmith.com/jing/free/ - was used to make the screen capture; Insert > WordArt was used for the text at the bottom
Formatting the image
Screen capture with annotation was done with jing (http://www.techsmith.com/jing/free/); Screen capture with formatting (click on image and then Format (at screen top) > select the desired image formatting); a callout (Insert > Shapes) was added to explain the website
Screen capture with formatting ; see earlier notes – the yellow box is a text box (Insert > Textbox)
Screen capture with formatting (click on image and then Format (at screen top) > select the desired image formatting); a callout (Insert > Shapes) was added to explain the website