#oersyamposium2014 S3 P1 Zoraini
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2nd Regional Symposium on Open Educational Resources: Beyond Advocacy, Research and Policy 24 – 27 June 2014 Sub-theme 3: Content Designing a University Fundamental Course as an Open Courseware Zoraini Wati Abas, Hatim Gazali, Mohammad Rinaldi
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Making the most of free online tools and technologies for language learning &...
Making the most of free online tools and technologies for language learning &...The Language Centre at Queen's
Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes.
As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all.
Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.The Italian Digital Project
Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT.
Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009)
My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other.
This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting.
The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.
Flame
This document discusses the challenges and opportunities of using languages as a medium for education. It provides key messages about Content and Language Integrated Learning (CLIL), including that CLIL allows for academic progression across languages, focuses on meaning-making, and views languages as learning tools. Research from the ITALIC project found that learners perceive CLIL positively and want to continue with it. Both learners and teachers agree CLIL lessons should be challenging but not too difficult, interactive, and allow learners to communicate, engage with new concepts, and construct their own understanding. The document argues CLIL practitioners should focus on task sequencing, concept complexity, and developing learner literacies over time.
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The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
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It explains that many teacher training courses do not adequately cover assessment, leaving gaps in teachers' knowledge. To address this, Trinity College created a series of 12 short introductory videos on key assessment topics, divided into timed segments for convenient use. Accompanying worksheets support learning and discussion. Early feedback from teachers finds the resources helpful for lesson planning and selection of assessment activities.
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The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
Using student-centred assessment to inspire learners and evidence their learning
Using student-centred assessment to inspire learners and evidence their learningThe Language Centre at Queen's
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability. Anna zhao_Career Advancement
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Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes.
As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all.
Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.The Italian Digital Project
Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT.
Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009)
My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other.
This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting.
The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.
Flame
This document discusses the challenges and opportunities of using languages as a medium for education. It provides key messages about Content and Language Integrated Learning (CLIL), including that CLIL allows for academic progression across languages, focuses on meaning-making, and views languages as learning tools. Research from the ITALIC project found that learners perceive CLIL positively and want to continue with it. Both learners and teachers agree CLIL lessons should be challenging but not too difficult, interactive, and allow learners to communicate, engage with new concepts, and construct their own understanding. The document argues CLIL practitioners should focus on task sequencing, concept complexity, and developing learner literacies over time.
The International Classroom Project
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
Ben Beaumont: Buidling Teachers Assessment Literacy Through Structured Video CPD
This document discusses resources created by Trinity College London to build teachers' assessment literacy through structured video professional development.
It explains that many teacher training courses do not adequately cover assessment, leaving gaps in teachers' knowledge. To address this, Trinity College created a series of 12 short introductory videos on key assessment topics, divided into timed segments for convenient use. Accompanying worksheets support learning and discussion. Early feedback from teachers finds the resources helpful for lesson planning and selection of assessment activities.
Fostering Learner Engagement and Autonomy through Assessment
The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
Using student-centred assessment to inspire learners and evidence their learning
Using student-centred assessment to inspire learners and evidence their learningThe Language Centre at Queen's
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability. Anna zhao_Career Advancement
In Anna Zhao's presentation, she shared with the audience with many practical advice including tips in a good resume, job interviews skills, salary negotiation etc.
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How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity?
This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.
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(2) It describes experiments where students took on asynchronous learning at their own pace and became leaders by designing their own lessons to teach peers using tools like Nearpod.
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L2 motivation and learner autonomy
Как мотивировать студентов на уроках английского языка? Какую роль играет самостоятельная работа в развитии и поддержании мотивации? Какие методы и приемы в преподавании английского языка способствуют пробуждению и развитию учебно-познавательной мотивации? Как адаптировать учебный материал, задания, чтобы они отвечали интересам и потребностям учащихся? Какие индивидуальные особенности студентов нужно принимать во внимание для поддержания интереса к изучаемому предмету? Мы постараемся совместно ответить на эти вопросы и найти практические решения для повышения мотивации студентов на уроках английского языка.
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presentation of online assessment and lecture delivery ideas to Southampton University, 6th July 2009
Part 8
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Blended Learning: How Your Students Can Benefit
1) The document discusses how blended learning, which combines in-class instruction with web-based content, can benefit ESL students. It describes the author's previous unsuccessful attempts to supplement in-class learning and her discovery of blended learning.
2) Blended learning increases learner engagement and allows students to access materials anytime, promoting independent study and greater learner gains. It also saves teachers time by automating content delivery.
3) The author found that blended learning programs like Longman English Interactive, Focus on Grammar Interactive, and MyNorthStar Lab helped students learn vocabulary and practice speaking skills at their own pace outside of class.
Personalize Professional Learning with FREE Resources
The document discusses resources from the Ayers Institute for Teacher Learning & Innovation, including free massive open online courses (MOOCs) for professional development of educators. It provides an overview of the institute's mission and available MOOCs, how to register and enroll in courses, and how to navigate course content and activities. Suggestions are made for how educators can integrate the MOOC resources into professional learning opportunities at their schools, such as through blended learning approaches. The presenters encourage participants to explore the MOOCs and consider ways to apply the resources.
NE Regional Community Collge ESL Conference
This document discusses best practices for using technology in ESL writing instruction and blended learning environments. It promotes using tools like wikis, blogs and course management systems to connect students and support writing at different levels of Bloom's taxonomy. Blended learning combines online and in-class learning, allowing students to interact with content more frequently and take more control over their learning. When used for writing, technology can facilitate pre-writing, build vocabulary, customize topics and allow multiple draft submissions.
English360
The document discusses collaboratively creating business English courses and content. It describes how the English360 platform allows teachers, publishers, and students to work together to co-create and share course materials. Key features of English360 include tools for collaborative materials design, collective course development, and customizable privacy and copyright settings. The goal is to facilitate authentic learning through a shared process of analyzing learner needs, finding relevant content, and preparing students for real-world tasks.
English360 - Collaboratively co-creating Business English courses and content
The document discusses collaboratively creating business English courses and content. It describes how the English360 platform allows teachers, publishers, and students to work together to co-create and share course materials. Key features of English360 include tools for collecting and analyzing learner needs, finding and integrating content from different sources, customizing courses, and determining copyright and sharing settings. The goal is to facilitate collective course design and authentic personalization of materials to prepare learners for real-world tasks.
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TLC2016 - Online Results Entry using the Grade Journey Tool
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
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Developing student learning online in History: research, approaches and their...
Presentation given and History UK plenary, Institute of Historical Research, London, 16th November 2013
Dobozy
This document summarizes a presentation given at a history symposium about redesigning history education. It discusses how traditional history education focuses on facts without context, and how this leads to "pedagogical inertia". It proposes a new approach centered around inquiry-based learning tasks designed around 7 dimensions of historical literacy. This was piloted as an assignment with teacher education students, who had mixed reactions. While some found value in stimulating debate, others found the approach vague and difficult without explicit instruction. The conclusion is that changing established approaches requires buy-in from students and staff, and a systems approach to support different learning styles.
student engagement and success through collaborative PjBL
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Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
Project based-learning by Liliana Nederita
Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
Portfolio of Mierza Miranti
Mierza Miranti has over 15 years of experience in education. She holds a Bachelor's in English Literature and a Master's in Management. She has worked as a secondary school teacher in Indonesia, teaching subjects like English, Bahasa Indonesia, social studies, values, and visual arts. She has also held roles managing curriculum development, quality assurance, and providing professional development training to teachers. Her portfolio outlines her educational background, work experience at various schools, publications, training experience, and references.
Blended Learning - PDFW7
This document summarizes a conference on blended learning in Asia from June 14-17, 2016 in Singapore. The main conference will take place on June 15-16 and will focus on creating institutions of learning excellence through blended learning. It will also discuss fostering a culture of learning excellence by developing teaching talent and evolving curriculum through blended learning. There will be workshops on June 14 and 17 on topics like learning analytics, visual thinking, mobile technology, and flipping the classroom. Speakers will share best practices from leading universities in blended learning.
Plp#1
The document discusses breaking down subject boundaries through interdisciplinary teaching at an international school. It outlines the background of moving from a traditional subject-focused model to a more holistic interdisciplinary approach. Key steps included surveying teachers, defining interdisciplinary learning, collaboratively planning cross-subject units, and addressing staffing and timetabling to better support the new approach. Initial interdisciplinary units integrated subjects like English and performing arts, science and technology, and maths and visual art. The changes aim to improve student understanding through purposeful, integrated learning across disciplines.
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
Now that you have been introduced to the broad framework of beco
Now that you have been introduced to the broad framework of becoming a culturally competent teacher, it is your challenge to make the connection between differentiating and the prospective impact this concept has in making learning experiences more of a success for students in diverse classrooms.
Watch the following video:
JCPSEmployee. (2012, September 13).
Seven Principles for Culturally Responsive Teaching and Learning (Links to an external site.)Links to an external site.
[Video file]. Retrieved from http://www.youtube.com/watch?v=IptefRjN4DY
The video refers to the ideologies of becoming a culturally responsive teacher and explores the Seven Principles of Culturally Responsive Teaching.
View the short and informative video, then respond to these questions in relation to the video and your personal experiences in your Discussion Post:
What would you identify as an important outcome of building relationships with your students while focusing on a culturally inviting environment that is physically safe, while also providing an engaging and positive learning experience?
Considering your personal experience as a student, any professional experiences, and your current and past higher-education based learning, are the Seven Principles of Culturally Responsive Teaching theory realistic or idealistic? Be sure to support your opinion with scholarly citations in APA format both in the body of your post and at its conclusion.
Required Resources
Required Text
Puckett, K (2013).
Differentiating Instruction: A Practical Guide
[Electronic version]. Retrieved from https://content.ashford.edu/
Chapter 1: A Conceptual Framework of Differentiation
Chapter 2: Theoretical Foundations of Differentiation
Multimedia
JCPSEmployee. (2012, September 13).
Seven Principles for Culturally Responsive Teaching and Learning
(Links to an external site.)Links to an external site.
[Video file]. Retrieved from http://www.youtube.com/watch?v=IptefRjN4DY
Websites
For the teachers (Links to an external site.)Links to an external site.
(http://www.fortheteachers.org/differentiation_framework/)
Screencast-O-Matic. (Links to an external site.)Links to an external site.
(http://screencast-o-matic.com/home)
VoiceThread (Links to an external site.)Links to an external site.
(http://voicethread.com)
Voki (Links to an external site.)Links to an external site.
(http://www.voki.com)
YouTube (Links to an external site.)Links to an external site.
(http://www.youtube.com
Recommended Resources
Articles
Garden City Public Schools. (n.d.).
Differentiated instruction brochure (Links to an external site.)Links to an external site.
. Retrieved from http://www.gardencity.k12.ny.us/cms/lib8/NY01913305/Centricity/Domain/29/Differentiated%20Instruction%20Brochure.pdf
Microsoft Office. (n.d.).
Office templates. (Links to an external site.)Links to an external site.
Retrieved from ...
Final group 3 power point
This document discusses inspired teachers and what makes them effective. Inspired teachers are kind, nurturing, determined and inspire their students. They impact students' lives every day. Great teachers connect with students and are passionate about making a difference. Inspired teachers utilize classroom management strategies and universal design to ensure all students learn. They motivate students through a variety of teaching methods including technology and multimedia.
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Diving Deeper: Integrating Epigeum Modules into Stream+
Diving Deeper: Integrating Epigeum Modules into Stream+
Personalize Professional Learning with FREE Resources
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English360 - Collaboratively co-creating Business English courses and content
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TLC2016 - Online Results Entry using the Grade Journey Tool
TLC2016 - Online Results Entry using the Grade Journey Tool
Developing student learning online in History: research, approaches and their...
Developing student learning online in History: research, approaches and their...
student engagement and success through collaborative PjBL
student engagement and success through collaborative PjBL
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...
Now that you have been introduced to the broad framework of beco
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More from Pat Toh
Primary and Secondary Sources
For Research methodology Module 3
Title: Primary and Secondary Sources
Learning Objective: Students will be able to distinguish between primary and secondary sources and will be able to use them appropriately in their research.
Creator: Jen Klaudinyi
Date of Creation: 08/09
Last Updated: 09/09
Target Audience: Early undergraduate students
Copyright: cc-by-nc-sa
Keywords: primary, secondary, sources, information literacy, tutorial, captivate
The Journal - Holly M
This document discusses different types of personal documentation such as logs, diaries, and journals. It provides details on what each type entails:
- Logs focus on factual information and are used to record objective occurrences and data. Diaries are more personal and interpretive, including one's thoughts and feelings about events.
- Journals can include elements of both logs and diaries by combining objective and subjective dimensions. Journal writers engage in dialogue to analyze experiences from multiple perspectives over time.
- Keeping a journal regularly through reflective writing can provide benefits like increased self-awareness, understanding of one's behaviors and roles, and a holistic view of experiences and circumstances over time. It facilitates reflection on life events and
Holly M: The Journals
This document discusses different types of personal documentation: logs, diaries, and journals. Logs focus on factual information and objective recordings of events. Diaries are more personal and interpretive, focusing on thoughts and feelings about experiences. Journals combine elements of both logs and diaries by objectively documenting experiences while also reflecting on subjective interpretations and allowing for dialogue between objective and subjective views over time. Keeping a research journal documents ideas, evidence, and analytical notes throughout a project to aid in formative and summative analysis.
Educational Research: Sampling and Population
Research Methodology Module 3 resource
Title: Educational Research: Sampling a Population
By Richard M. Jacobs, OSA, Ph.D.
Redefining Literacy in the Emerging Digital Society
The document discusses the increasing role of digital technologies and online media in India. It notes that India ranked 83rd in networked readiness in 2014. Several graphics show statistics on India's growing internet and mobile phone usage. The rapid growth of available information online is discussed, including the impact of big data and learning analytics. The document also outlines seven major communications revolutions, including the printing press, radio, television, computers, internet, and mobile phones. It emphasizes that digital literacy skills are changing to adapt to new forms of online communication and conversation.
Professional Development Programme on OER-based e-learning
Open Educational Resources have emerged as one of the most innovative teaching and learning tools as well as a cost-effective mechanism to improve the quality of educational offerings by optimising the use of available resources. While OER can be used by any student to learn on his/her own, universities (especially Open Universities) that depend on printed distance learning materials can now use the OERs to offer their courses and programmes and thereby reduce the development time of courses and programmes, and also reduce the cost of launching new programmes. However, not many institutions are in a position to actually develop OERs that can be used effectively for teaching and learning in the digital environment.
The Commonwealth Educational Media Centre for Asia (CEMCA), realising the need for professional development of teachers, has developed this professional development programme on OER-based eLearning to promote the use of OER in educational institutions.
The programme has been developed as part of the institutional capacity building for OER-based eLearning at Wawasan Open University (WOU), Penang. Faculty members of WOU and several other institutions in Asia have contributed to the development of the contents. The modules are learning outcomes of the participants in three workshops supported by CEMCA.
Case studies on OER based e-learning-CEMCA, 2014
This document provides a summary of a case study on the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. The Open University of Sri Lanka established its Faculty of Education in 2003 to offer professional development programs for teachers and educators. This case study focuses on how the faculty built capacity among its academic staff to incorporate OER into its Master of Arts in Teacher Education program, specifically a course called "Teacher Educator as an Educational Technologist".
#oersymposium2014 S5 P4 Mehwish Waheed
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Concepts and Measurements
Mehwish Waheed, Kiran Kaur
#oersymposium2014 S5 P2 Taerim Lee
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Quality Assurance Standards for e-ASEM OER Open and Distance Learning
Tae Rim Lee, Insung Jung
#oersymposium2014 S5 P1 Paul Kawachi
This document summarizes the validation of quality assurance criteria for open educational resources (OER) using the TIPS framework. It conducted three waves of surveys with OER experts, groups, and teachers to evaluate 65 criteria. Using content validity ratio analysis, it validated 38 criteria with an overall content validity index over 0.80, indicating the criteria are essential for evaluating OER quality. The validation process and results provide a framework for creating and evaluating high quality OER.
#oersymposium2014 S5K Prof Prasad
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Keynote: Institutional Frameworks for Quality Assurance of OER
Prof. V.S. Prasad
#oersymposium2014 S5 P3 Manas
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
OER Movement: Quality Concern and Challenges
Manas Ranjan Panigrahi
#oersymposium2014 S4K Prof. Iiyoshi
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
#oersymposium2014 S4 P2 Vincent Karen
This document discusses experiences with developing and delivering open educational resource (OER)-based courses and massive open online courses (MOOCs) at Wawasan Open University. It outlines the process of developing OER course materials, delivering the courses, revising materials based on feedback, and designing OER-based MOOCs. Recommendations are provided to increase openness of OER through greater reuse, revision, remixing and redistribution of materials.
#oersymposium2014 S4 P1 Sanjay Jasola and Ramesh C Sharma
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
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Sub-theme 4: Innovation
OER: Disruptive Innovative Solution to the Challenges of Education
M M Pant, Madhulika Kaushik, Sanjay Jasola, Ramesh C Sharma
#oersymposium2014 S4 P3 Hemlata
This document discusses introducing information and communication technology (ICT) into an open and distance learning program at the University of Mumbai. It outlines a pilot study from 2011-2012 where ICT was offered as an optional course for a Master of Arts in Education program. Over 200 students opted to take the ICT course. The paper proposes using peer tutoring and learning designs like discovery, ideation, experimentation, and evaluation to teach ICT skills through a case study approach. The goal is to help teachers gain practical ICT knowledge since the subject is now compulsory in Indian schools.
#oersymposium2014 S3 P4 Kin Chew Lim
This document discusses heutagogy, standards-based open educational resources (OER), and the Learnival social learning environment. Heutagogy focuses on self-determined learning and learner autonomy. Completion rates for massive open online courses are typically low due to lack of motivation and perseverance from learners. Learnival is presented as a platform to help learners become more autonomous through learning how to read effectively, remember information, and perform well on assessments. It also allows sharing of standards-based OER content through features like Google Hangouts and by displaying ePUB format resources that can be accessed on mobile devices. The focus on heutagogical learning and use of standards helps enhance the open education movement.
#oersymposium2014 S3 P3 Sook Jhee Yoon
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Creating OER for Teacher Education
Sook Jhee Yoon, Kean Wah Lee
#oersymposium2014 S3 P2 Tsuneo Yamada
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
OUJ MOOC Platform: A Case Study of Japanese MOOC Platform
Tsuneo Yamada
#oersymposium2014 S3K Cheryl Hodgkinson Williams
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
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Sub-theme 3: Content
Keynote: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
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- 2. + Focus The Context Designing the Learning Experience
- 3. + The Context USBI-The Sampoerna University American Degree Pathways General Education DIKTI courses Pancasila Humanistic Studies Bahasa Indonesia
- 4. + The Context Pancasila Primary through Tertiary 5,000,000 students + 4,000 + institutions A MOOC potential Contribution Win-Win
- 5. + The Context What students say about the Pancasila course: Boring lectures Theoretical – no real or contextual examples Memorizing facts Course material – not challenging Lecturers reading from slides Teachers not “expert”
- 6. + What students say about the Pancasila course Boring lectures Memorizing facts Lecturers reading from slides Theoretical – no real or contextual examples Course material – not challenging Teachers not “expert”
- 8. Telling ain’t teaching 8 http://blogs.cornell.edu/problemsolved/files/2013/05/microphone-1z3zwxk.jpg
- 10. Learning should be interactive 10 collaborative engaging meaningful satisfying enjoyable Learning should be student-centered
- 11. 11
- 13. + Why social media? Why not? Social media are able to engage students and are natural tools for digital natives. http://i2.wp.com/farm9.staticflickr.com/8246/8468788107_255777d512.jpg?resize=500%2C179 13
- 14. + Learning Design Active learning and Self-managed learning via flipped learning Integration of online resources Collaborative learning via social media Study Guide F2F learning (150 minutes/week) Self-managed learning (150 minutes)
- 19. + eMUNDUS 19 Project Web Site http://www.emundus-project.eu/ eMundus ATLAS http://emundusatlas.org/ Wiki http://wikieducator.org/Emundus/Home Keen to be a community partner? Email zoraini.abas@gmail.com
- 20. + Open Scholarship (sharing content) 20 Steve Wheeler True openness is where content is shared freely, all work is attributed fairly, and where educators also open themselves up for dialogue, collaboration and constructive criticism. True open scholars are those who have aspirations to be global educators, promoting free learning for all, reaching out and connecting with other educators and learners everywhere, with the aim of participating fully in their worldwide community of practice. Source: http://steve-wheeler.blogspot.com/2014/04/open-scholarship.html
- 21. + Thank you Email: zoraini.abas@gmail.com zoraini.abas@usbi.ac.id Facebook: www.facebook.com/zoraini Twitter: twitter.com/zorainiwatiabas Slideshare: www.slideshare.net/zoraini Pinterest: www.pinterest.com/zoraini ScoopIt: www.scoopit.com/zoraini