Educational platforms that provide video lessons are becoming more popular as they allow students to learn in a flexible way from any device. These platforms supplement traditional education by making conceptual explanations easily accessible from home. One such platform in Bulgaria called Ucha.se has over 800,000 registered users and 14,000 videos on a wide range of subjects. Videos are an effective educational medium as they help visualize concepts, engage students through visuals and interactivity, and allow lessons to be repeated and reviewed flexibly. These platforms can successfully supplement and even replace traditional classrooms by enabling continuous learning and developing critical thinking skills.
This one page document appears to be a product flyer or brochure for blast cabinets from Ace Products USA. It includes an image of two cabinet models, the BN145 and BN125, and indicates they are designed for blast classification. The document is dated October 21, 2011 and includes a web address.
CTC Retreat: Streaming Media & Digital Asset ManagementMorgon Haskell
Strategic planning for digital assets is a must when we look at the growth and scale of videos used for teaching and learning here at UNC-CH. Whit Andrews, from Gartner, does not believe that any single vendor has emerged as a Strong Positive due to several factors. As a result we have been studying the trends in video production and delivery here at UNC and nationwide in order to find a vendor dedicated to meeting the needs of higher education. During this presentation I would like to look at a few case studies for video usage, review the overall growth in media storage, and talk about why we chose MediaCore to pilot their streaming media platform.
This document poses several questions about how to address resistance to technology, connect children's learning to technology, and encourage children to learn and create with technology. It asks how to approach others who do not value technological learning for children. It also questions what ideas can be used to create activities based on children's interests and how play-based learning relates to project-based learning. Finally, it asks what areas of children's development need to be addressed and what goals could be imagined regarding children and technology use.
Literary Week at Otsego was held from March 16th to 20th, 2009. During the week, authors visited and students swapped books and enjoyed family night and musical assemblies. Overall, everyone had a great time learning during the literary-focused week of activities.
This presentation was developed for the Arizona Women's Conference held on April 11, 2015.
In this session, participants will learn about social media. Specifically, Lisa Young will teach participants how social media can be used to network, collaborate and grow. Additionally, they will be made aware of security issues with using social media.
Educational platforms that provide video lessons are becoming more popular as they allow students to learn in a flexible way from any device. These platforms supplement traditional education by making conceptual explanations easily accessible from home. One such platform in Bulgaria called Ucha.se has over 800,000 registered users and 14,000 videos on a wide range of subjects. Videos are an effective educational medium as they help visualize concepts, engage students through visuals and interactivity, and allow lessons to be repeated and reviewed flexibly. These platforms can successfully supplement and even replace traditional classrooms by enabling continuous learning and developing critical thinking skills.
This one page document appears to be a product flyer or brochure for blast cabinets from Ace Products USA. It includes an image of two cabinet models, the BN145 and BN125, and indicates they are designed for blast classification. The document is dated October 21, 2011 and includes a web address.
CTC Retreat: Streaming Media & Digital Asset ManagementMorgon Haskell
Strategic planning for digital assets is a must when we look at the growth and scale of videos used for teaching and learning here at UNC-CH. Whit Andrews, from Gartner, does not believe that any single vendor has emerged as a Strong Positive due to several factors. As a result we have been studying the trends in video production and delivery here at UNC and nationwide in order to find a vendor dedicated to meeting the needs of higher education. During this presentation I would like to look at a few case studies for video usage, review the overall growth in media storage, and talk about why we chose MediaCore to pilot their streaming media platform.
This document poses several questions about how to address resistance to technology, connect children's learning to technology, and encourage children to learn and create with technology. It asks how to approach others who do not value technological learning for children. It also questions what ideas can be used to create activities based on children's interests and how play-based learning relates to project-based learning. Finally, it asks what areas of children's development need to be addressed and what goals could be imagined regarding children and technology use.
Literary Week at Otsego was held from March 16th to 20th, 2009. During the week, authors visited and students swapped books and enjoyed family night and musical assemblies. Overall, everyone had a great time learning during the literary-focused week of activities.
This presentation was developed for the Arizona Women's Conference held on April 11, 2015.
In this session, participants will learn about social media. Specifically, Lisa Young will teach participants how social media can be used to network, collaborate and grow. Additionally, they will be made aware of security issues with using social media.
The document discusses resources for teaching pre-algebra concepts. It provides several websites that teachers can use to visually demonstrate mathematical concepts like rates and slopes using examples from sports and movies. These include Khan Academy, YouTube videos, and Kidspiration for reinforcing fractions. Additional resources listed are online textbooks, flashcards, games and projects for extra practice. Social media tools like Twiducate are also suggested to engage students in a relaxed online environment. The goal is to communicate information in multiple ways to reach all students using technology to supplement in-class teaching.
This document discusses encouraging experimentation with new technologies, programs, and services in libraries. It outlines a 5-step process for experimentation: discovery, exploration, playing, learning, and determining if you love or hate the new tool. The presentation focuses on how libraries can use this process to improve services through technology but notes it also applies to non-digital interactions. Specific technologies that could benefit libraries are mentioned. The 5 steps of the process are then described in more detail with examples to illustrate each phase of experimenting with new tools and programs.
This document lists 30 technology tools that can be used to teach personal finance, including PowerPoint games, Excel templates, online quizzes and courses, calculators, simulations, videos, and full personal finance curricula. Some of the tools highlighted are PowerPoint Jeopardy and Millionaire games, the Future Me website, Khan Academy and MoneySkill online courses, the NextGen Personal Finance lesson library, and the Council for Economic Education's Financial Fitness for Life curriculum. The document provides links to examples and resources for each tool.
St. Paul College Presentation Open Textbooksmerta33
The document summarizes information about the high cost of textbooks and its impact on students. It notes that textbook prices have increased four times the rate of inflation over the past 30 years. It also discusses strategies students use to deal with high costs, such as buying used books, renting textbooks, or not purchasing textbooks, and how this impacts their academic performance. Specifically, it states that 7 out of 10 students in one survey did not purchase a required textbook due to the cost, and this led to some students earning poor grades, dropping or withdrawing from courses.
This document discusses emerging technologies that are transforming education, particularly driver's education classrooms. It outlines several technologies like mobile devices, apps, podcasting, screencasting, student response systems, and gamification that can be used to engage digital learners and differentiate instruction. These tools allow teaching practices to shift from the traditional "sage on the stage" model to a more interactive "guide on the side" approach in the classroom.
Zaption is an interactive video platform that allows users to embed questions, images, and text into instructional videos to improve learning and engagement. The document discusses how Zaption can be used in extension programs to make informational videos more interactive and foster deeper learning through activities. It provides examples of existing Zaption videos and encourages readers to set up a free Zaption account, copy an example lesson, and add their own interactive elements to practice using the platform's tools. The document aims to demonstrate how Zaption could be a useful tool for extension educators.
This presentation discusses resources for online teaching and learning, including free tools from Weebly, Google, and MIT OpenCourseware. It provides examples of using Weebly to create classroom websites and collect assignments, as well as using Google Hangouts for live video sessions and broadcasting lectures on YouTube. The document emphasizes finding ways to actively engage students online through videos, discussions, and other techniques discussed in the "Teaching with Technology" publication.
The document discusses the LEAP initiative to provide iPads to all students in the Eanes Independent School District. It outlines the reasons for personalized 1:1 learning (Why), how the program will change teaching and learning through professional development for teachers and expectations for students (How), and the anticipated benefits like improved engagement, access, and personalized learning tools (What). Research from other 1:1 programs is cited to support these goals. Cost estimates are provided for supplying all students with iPads versus maintaining the previous computer refresh program. Student and parent videos are linked to further explain the vision.
Effective Use Of It For English Learning PriPaul McMahon
This document discusses the effective use of information and communication technologies (ICT) for English language learning and teaching in primary schools. It argues that digital native learners prefer learning that incorporates multimedia, interaction, and instant gratification compared to traditional textbook-based learning. The document provides examples of online interactive resources and collaboration tools that can engage digital native learners and better prepare them for the modern workplace. It emphasizes the importance of allowing students to create and edit content, not just consume it, through technologies like interactive whiteboards and wikis.
This document discusses the important role school administrators play in technology integration. It emphasizes that as the school leader, it is crucial for administrators to be knowledgeable about technology, set a positive example by being skilled users, and establish a shared vision for how technology can enhance learning. The document provides standards and research that outline what is expected of administrators regarding technology. It also gives examples of specific tools and resources administrators can utilize to facilitate communication, data collection, professional development and more.
This document discusses integrating technology into a middle school probability curriculum. It recommends that students use online tools, games, videos and interactive websites to learn about probability concepts in an engaging way. Specific websites are recommended that provide tutorials, lessons, activities and practice problems related to probability. The document also discusses using online rubrics and wikis to assess students' understanding of probability.
The document discusses technology used in special education for middle school students. It outlines various types of assistive technologies and software that can help with communication, research, problem solving, and productivity. Examples of adaptive devices and interactive whiteboards are provided. Laws like IDEA promote accessibility in education for students with special needs. Overall, the document shows how technology advances have created more opportunities for students with disabilities to learn and achieve.
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.
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 document provides an overview of various Web 2.0 technologies that can be used in the classroom, including learning management systems, video sharing sites, reusable learning objects, social networks, tools for different learning styles, RSS feeds, podcasts, photo sharing sites, blogs, wikis, and issues around copyright and fair use. Examples of specific sites are provided for each technology category.
Top ten internet uses in teaching and learning Jena ProctorJena Proctor
The document lists top internet uses in teaching and learning, including using websites like Brain Pop to introduce lessons, finding lesson plan ideas and activators on sites like TeacherVision, having students practice skills on sites like Study Island and Multiplication.com, accessing online degree programs and education, performing quick research using search engines, providing virtual field trips, using educational games to make learning fun, streaming video for tutorials and teaching, and using email and online grade books for communication and tracking grades.
This workshop introduces digital technologies that can be used to support Bloom's Taxonomy in the classroom. The facilitator will demonstrate technologies like Animoto, Blogspot, Camtasia, Edublog, Glogster, Google Drive, Poll Everywhere, Prezi, QuestGarden, QuizBreak!, Skype, Slideshare, SurveyMonkey, TED, Toondoo, VoiceThread, Voki, Weebly, Wikispaces, and YouTube. Participants will learn how these technologies can be applied in different ways, such as for content presentation, formative assessment, and inquiry-based learning. They will have hands-on experience using the technologies and creating examples to take back to their own
This document provides a framework for maker education. It discusses the theoretical background of experiential learning and how making allows students to learn skills like math, science, problem-solving through hands-on projects. It recommends frontloading activities by explaining the purpose upfront and using scenarios, essential questions and standards to provide context. Reflection is an important part of the learning process. The document provides examples of digital tools students can use to document and share their making experiences such as creating word clouds, comics, presentations, audio recordings and more.
Open Educational Resources (OER) for Beginners & BeyondLisa Young, Ph.D.
The Community College Consortium for Open Educational Resources (CCCOER) aims to expand awareness and access to high-quality open educational resources (OER) while supporting faculty choice and development to improve student success. CCCOER provides expertise, professional development opportunities, and online resources to its member institutions. Adopting OER can help reduce the financial burden on students from expensive textbooks and provide faculty flexibility to customize materials. OER are teaching materials that can be freely used, adapted, and shared under open copyright licenses.
Learn about the Open Doors and Closed doors that enable and can sometimes impact OER efforts.
A presentation for the Illinois Community Colleges Summit on Open Educational Resources
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The document discusses resources for teaching pre-algebra concepts. It provides several websites that teachers can use to visually demonstrate mathematical concepts like rates and slopes using examples from sports and movies. These include Khan Academy, YouTube videos, and Kidspiration for reinforcing fractions. Additional resources listed are online textbooks, flashcards, games and projects for extra practice. Social media tools like Twiducate are also suggested to engage students in a relaxed online environment. The goal is to communicate information in multiple ways to reach all students using technology to supplement in-class teaching.
This document discusses encouraging experimentation with new technologies, programs, and services in libraries. It outlines a 5-step process for experimentation: discovery, exploration, playing, learning, and determining if you love or hate the new tool. The presentation focuses on how libraries can use this process to improve services through technology but notes it also applies to non-digital interactions. Specific technologies that could benefit libraries are mentioned. The 5 steps of the process are then described in more detail with examples to illustrate each phase of experimenting with new tools and programs.
This document lists 30 technology tools that can be used to teach personal finance, including PowerPoint games, Excel templates, online quizzes and courses, calculators, simulations, videos, and full personal finance curricula. Some of the tools highlighted are PowerPoint Jeopardy and Millionaire games, the Future Me website, Khan Academy and MoneySkill online courses, the NextGen Personal Finance lesson library, and the Council for Economic Education's Financial Fitness for Life curriculum. The document provides links to examples and resources for each tool.
St. Paul College Presentation Open Textbooksmerta33
The document summarizes information about the high cost of textbooks and its impact on students. It notes that textbook prices have increased four times the rate of inflation over the past 30 years. It also discusses strategies students use to deal with high costs, such as buying used books, renting textbooks, or not purchasing textbooks, and how this impacts their academic performance. Specifically, it states that 7 out of 10 students in one survey did not purchase a required textbook due to the cost, and this led to some students earning poor grades, dropping or withdrawing from courses.
This document discusses emerging technologies that are transforming education, particularly driver's education classrooms. It outlines several technologies like mobile devices, apps, podcasting, screencasting, student response systems, and gamification that can be used to engage digital learners and differentiate instruction. These tools allow teaching practices to shift from the traditional "sage on the stage" model to a more interactive "guide on the side" approach in the classroom.
Zaption is an interactive video platform that allows users to embed questions, images, and text into instructional videos to improve learning and engagement. The document discusses how Zaption can be used in extension programs to make informational videos more interactive and foster deeper learning through activities. It provides examples of existing Zaption videos and encourages readers to set up a free Zaption account, copy an example lesson, and add their own interactive elements to practice using the platform's tools. The document aims to demonstrate how Zaption could be a useful tool for extension educators.
This presentation discusses resources for online teaching and learning, including free tools from Weebly, Google, and MIT OpenCourseware. It provides examples of using Weebly to create classroom websites and collect assignments, as well as using Google Hangouts for live video sessions and broadcasting lectures on YouTube. The document emphasizes finding ways to actively engage students online through videos, discussions, and other techniques discussed in the "Teaching with Technology" publication.
The document discusses the LEAP initiative to provide iPads to all students in the Eanes Independent School District. It outlines the reasons for personalized 1:1 learning (Why), how the program will change teaching and learning through professional development for teachers and expectations for students (How), and the anticipated benefits like improved engagement, access, and personalized learning tools (What). Research from other 1:1 programs is cited to support these goals. Cost estimates are provided for supplying all students with iPads versus maintaining the previous computer refresh program. Student and parent videos are linked to further explain the vision.
Effective Use Of It For English Learning PriPaul McMahon
This document discusses the effective use of information and communication technologies (ICT) for English language learning and teaching in primary schools. It argues that digital native learners prefer learning that incorporates multimedia, interaction, and instant gratification compared to traditional textbook-based learning. The document provides examples of online interactive resources and collaboration tools that can engage digital native learners and better prepare them for the modern workplace. It emphasizes the importance of allowing students to create and edit content, not just consume it, through technologies like interactive whiteboards and wikis.
This document discusses the important role school administrators play in technology integration. It emphasizes that as the school leader, it is crucial for administrators to be knowledgeable about technology, set a positive example by being skilled users, and establish a shared vision for how technology can enhance learning. The document provides standards and research that outline what is expected of administrators regarding technology. It also gives examples of specific tools and resources administrators can utilize to facilitate communication, data collection, professional development and more.
This document discusses integrating technology into a middle school probability curriculum. It recommends that students use online tools, games, videos and interactive websites to learn about probability concepts in an engaging way. Specific websites are recommended that provide tutorials, lessons, activities and practice problems related to probability. The document also discusses using online rubrics and wikis to assess students' understanding of probability.
The document discusses technology used in special education for middle school students. It outlines various types of assistive technologies and software that can help with communication, research, problem solving, and productivity. Examples of adaptive devices and interactive whiteboards are provided. Laws like IDEA promote accessibility in education for students with special needs. Overall, the document shows how technology advances have created more opportunities for students with disabilities to learn and achieve.
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.
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 document provides an overview of various Web 2.0 technologies that can be used in the classroom, including learning management systems, video sharing sites, reusable learning objects, social networks, tools for different learning styles, RSS feeds, podcasts, photo sharing sites, blogs, wikis, and issues around copyright and fair use. Examples of specific sites are provided for each technology category.
Top ten internet uses in teaching and learning Jena ProctorJena Proctor
The document lists top internet uses in teaching and learning, including using websites like Brain Pop to introduce lessons, finding lesson plan ideas and activators on sites like TeacherVision, having students practice skills on sites like Study Island and Multiplication.com, accessing online degree programs and education, performing quick research using search engines, providing virtual field trips, using educational games to make learning fun, streaming video for tutorials and teaching, and using email and online grade books for communication and tracking grades.
This workshop introduces digital technologies that can be used to support Bloom's Taxonomy in the classroom. The facilitator will demonstrate technologies like Animoto, Blogspot, Camtasia, Edublog, Glogster, Google Drive, Poll Everywhere, Prezi, QuestGarden, QuizBreak!, Skype, Slideshare, SurveyMonkey, TED, Toondoo, VoiceThread, Voki, Weebly, Wikispaces, and YouTube. Participants will learn how these technologies can be applied in different ways, such as for content presentation, formative assessment, and inquiry-based learning. They will have hands-on experience using the technologies and creating examples to take back to their own
This document provides a framework for maker education. It discusses the theoretical background of experiential learning and how making allows students to learn skills like math, science, problem-solving through hands-on projects. It recommends frontloading activities by explaining the purpose upfront and using scenarios, essential questions and standards to provide context. Reflection is an important part of the learning process. The document provides examples of digital tools students can use to document and share their making experiences such as creating word clouds, comics, presentations, audio recordings and more.
Open Educational Resources (OER) for Beginners & BeyondLisa Young, Ph.D.
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A presentation for the Illinois Community Colleges Summit on Open Educational Resources
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Maricopa Millions Open Educational Resources (OER) Road Show
1. Photo by Jupiterimages - Getty Royalty-Free License http://www.gettyimages.com/Corporate/LicenseAgreements.aspx Created with Haiku Deck
Maricopa
Millions
Open
Educational
Resources
(OER)
2. Watch this 1 minute video
https://vimeo.com/115192168
6. What are Open Educational Resources (OER)?
Use one, some
or all components
Textbooks
(digital or print)
Videos
Online
Assessment
(MyOpenMath)
Supplementary
Materials
(e.g. worksheets)
7. CC By Sunshine Connelly. Original image CC By [http://flickr.com/photos/recyclethis/185807557 Recyclethis]
8. Pockets of OER Adoption in MCCCD
Mathematical Association of America
Maricopa MathAS
9. FAQs about the Project?
�How will OER courses be defined for students?
�“No cost” for materials
�“Low cost” for materials (<$40)
�How will the courses be developed?
�We are recruiting faculty developers - proposals
�Ideally, teams of 3 (three different colleges)
�Small stipend
�Training and support, peer review
�Mandatory adoption by faculty?
NO
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Maricopa Internal Grants
Timeline
2/23
Statements of
Interest are Due
3/23 Proposals
are Due
OER Training
Summer 2015
OER Development
Summer and Fall
2015
Pilot OER
Materials
Spring 2016
12. Grant – funded OER Courses
Business Psychology
Chemistry English
Reading
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Planning for Implementation
• Internal Grants
• Achieve Rubric
• Book Adoptions
• 0060 Code in
Schedule