Learn about the Community of Inquiry and how it can be applied to your face-to-face, online and blended classes using Moodle and the Microsoft 365 suite.
EDUC5101G Session 5 Presentation (March 8, 2016)Robert Power
This document outlines the agenda for the 5th Adobe Connect session of the EDUC5101G course on digital tools for knowledge construction. The session will include check-ins, reminders about the final paper, discussions on learning theories and how they relate to educational technology, breakout activities to discuss instructional design models and frameworks, and an introduction to the third problem-based learning activity around designing instruction with technology. Key dates are provided for submitting the final paper and participating in peer reviews.
Learning Development in the Open using FOSS - eLA 2014Brenda Mallinson
This document outlines a workshop on moving from course design to development using free and open source software (FOSS). The workshop aims to help participants maximize the functionality of their virtual learning environment, adopt a systematic approach to online course development, and facilitate decision making on educational software needs. It includes sessions on exploring FOSS categories and purposes, assessing current FOSS use at institutions, designing landing pages and layering in a learning management system, and developing an activity using a FOSS tool. The document emphasizes building capacity for sustainable FOSS use through collaboration and administrative support.
This document discusses various types of open online courses including MOOCs, SPOCs, NOOCs, DOCCs, and more. It notes that while MOOCs are seen as the future of education, they still need to figure out effective pedagogical models and business models. The document then provides context on the history of distance education and compares different generations. It also shares perspectives on guided vs self-guided learning and scenarios for open higher education in 2030. Design patterns for MOOCs are presented including using external platforms to supplement limitations of MOOC platforms. The role of flexibility in MOOC design is discussed.
Getting started with your course re/designTanya Joosten
This document provides an overview and guidance for getting started with transforming a course from face-to-face to blended or online format. It begins with introductions and then discusses key concepts like the definitions of blended, flipped, online, and tech-enhanced courses. It also examines considerations for redesigning elements like content, interactivity, and assessment when transitioning a course to a new format. The document provides steps and questions to help instructors redesign their course, including choosing a pedagogical model, designing effective learning modules, and planning assessments. The overall document aims to help instructors successfully transition their course to digital and blended learning formats.
Getting started with blended, University of TampaTanya Joosten
Blended learning combines online and face-to-face instruction. The document discusses considerations for transforming a course to the blended model. It provides definitions of blended learning and outlines steps to redesign a course, including determining what content, interactivity, and assessments work best online or in-person. The tips emphasize integrating online and face-to-face activities, managing expectations, and avoiding an excessive workload for students in a blended format.
The document summarizes Dr. Julia Parra's presentation on innovative learning design at the NMTIE 2013 conference. The presentation covered trends in technology impacting education, designing for online and blended collaboration using the Phases, Scaffolding, and Technology for Collaboration model, toolkits for instructors and learners, collaborative course design, HyFlex course design principles of student choice, equivalency, reusability and accessibility, developing personal learning networks, implications for designing physical learning spaces, and information on Dr. Parra's EDLT 570/672 course.
The document provides an overview of Moodle, an open-source learning management system. It discusses Moodle's origins, features, support resources, and various ways it can be used. Key points include that Moodle was created by Martin Dougiamas to support social constructionist teaching philosophies using open-source software. It has many activities, resources, and question types and is highly compatible with other tools. Support is available through forums and training from Moodle experts. Moodle can be used to structure entire courses or provide collaborative spaces and resources.
EDUC5101G Session 5 Presentation (March 8, 2016)Robert Power
This document outlines the agenda for the 5th Adobe Connect session of the EDUC5101G course on digital tools for knowledge construction. The session will include check-ins, reminders about the final paper, discussions on learning theories and how they relate to educational technology, breakout activities to discuss instructional design models and frameworks, and an introduction to the third problem-based learning activity around designing instruction with technology. Key dates are provided for submitting the final paper and participating in peer reviews.
Learning Development in the Open using FOSS - eLA 2014Brenda Mallinson
This document outlines a workshop on moving from course design to development using free and open source software (FOSS). The workshop aims to help participants maximize the functionality of their virtual learning environment, adopt a systematic approach to online course development, and facilitate decision making on educational software needs. It includes sessions on exploring FOSS categories and purposes, assessing current FOSS use at institutions, designing landing pages and layering in a learning management system, and developing an activity using a FOSS tool. The document emphasizes building capacity for sustainable FOSS use through collaboration and administrative support.
This document discusses various types of open online courses including MOOCs, SPOCs, NOOCs, DOCCs, and more. It notes that while MOOCs are seen as the future of education, they still need to figure out effective pedagogical models and business models. The document then provides context on the history of distance education and compares different generations. It also shares perspectives on guided vs self-guided learning and scenarios for open higher education in 2030. Design patterns for MOOCs are presented including using external platforms to supplement limitations of MOOC platforms. The role of flexibility in MOOC design is discussed.
Getting started with your course re/designTanya Joosten
This document provides an overview and guidance for getting started with transforming a course from face-to-face to blended or online format. It begins with introductions and then discusses key concepts like the definitions of blended, flipped, online, and tech-enhanced courses. It also examines considerations for redesigning elements like content, interactivity, and assessment when transitioning a course to a new format. The document provides steps and questions to help instructors redesign their course, including choosing a pedagogical model, designing effective learning modules, and planning assessments. The overall document aims to help instructors successfully transition their course to digital and blended learning formats.
Getting started with blended, University of TampaTanya Joosten
Blended learning combines online and face-to-face instruction. The document discusses considerations for transforming a course to the blended model. It provides definitions of blended learning and outlines steps to redesign a course, including determining what content, interactivity, and assessments work best online or in-person. The tips emphasize integrating online and face-to-face activities, managing expectations, and avoiding an excessive workload for students in a blended format.
The document summarizes Dr. Julia Parra's presentation on innovative learning design at the NMTIE 2013 conference. The presentation covered trends in technology impacting education, designing for online and blended collaboration using the Phases, Scaffolding, and Technology for Collaboration model, toolkits for instructors and learners, collaborative course design, HyFlex course design principles of student choice, equivalency, reusability and accessibility, developing personal learning networks, implications for designing physical learning spaces, and information on Dr. Parra's EDLT 570/672 course.
The document provides an overview of Moodle, an open-source learning management system. It discusses Moodle's origins, features, support resources, and various ways it can be used. Key points include that Moodle was created by Martin Dougiamas to support social constructionist teaching philosophies using open-source software. It has many activities, resources, and question types and is highly compatible with other tools. Support is available through forums and training from Moodle experts. Moodle can be used to structure entire courses or provide collaborative spaces and resources.
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
This document provides an agenda and resources for a three-day teacher learning and development center workshop focused on lesson planning. Day 1 covers components of effective lesson design, Common Core and essential standards, instructional strategies, and total instructional alignment. Teachers engage in discussion, online activities, and begin developing a lesson plan. Day 2 continues lesson planning guidance with topics like input and modeling, guided and independent practice, assessment, and using data. Day 3 is dedicated for teachers to work on developing their lesson plans with support resources identified.
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
FIN 6.0: Faculty Learning Communities (Web 2.0)tracyware12
This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative approaches to instruction.
FIN 6.0: Faculty Learning Communities (Web 2.0)tracyware12
This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative work.
Moodle is a free and open-source learning management system (LMS) that was created by Martin Dougiamas in 2002. It allows educators to create online courses with activities, assignments and quizzes. Moodle uses a social constructionist philosophy and is highly customizable through plugins and modules. Support is available through online forums and training programs. Moodle can be used to create both structured courses and unstructured learning environments.
This document summarizes a presentation about implementing SharePoint across an entire school. The presenter discusses how SharePoint can be used for file sharing, website creation, and embedding social media. It costs nothing as it is part of Office 365. The presenter then details her strategic plan to get teachers using SharePoint, which started with setting up learning spaces for her own class and one other teacher, then training other teachers and giving administrative privileges to proficient users. After one year, most primary classes and several secondary faculties were using SharePoint regularly.
Moodle is a platform for online collaboration, education, and classroom extension that was introduced to PWSD in 2006. It is used by over 280 users across the district for professional learning communities, online course offerings, and classroom supplements. The platform allows for sharing resources, discussions, and ePortfolios. While technical maintenance is required to keep Moodle running, the role should be expanded to focus more on authoring content, training, and community building. Upcoming plans include expanding use of Moodle across more subject areas and integrating additional tools like ePortfolios.
This document outlines the agenda for the 5th Adobe Connect session of the EDUC5199G course. It includes a check-in, discussion of mobile learning applications and social media, case studies on using apps for STEM education and language learning, group presentations, and a 15 minute break. Students will participate in hands-on challenges using mobile science and language learning apps and evaluate them. They will also discuss collaborative learning apps used personally, as students, and as educators. The document provides questions for a breakout activity on collaborative apps and announces details for the next Adobe Connect session.
This document introduces an online learning module about learning management systems (LMS) and Schoology LMS specifically. It discusses key terms related to online learning and the benefits of using an LMS like Schoology over other technologies. Some of the main benefits highlighted include integrated tools for communication, shared lessons, classroom management, assessments, and multimedia resources. The module contains activities for students to complete, including watching a video, participating in a discussion forum, and completing a puzzle to learn new terms.
Using Virtual Communication and Collaboration to Enhance Curriculum Sarah Lowey
The document discusses various digital tools that are essential for 21st century learning, including blogs, wikis, and Google Apps. Blogs allow students to publish online journals and diaries, which can increase writing skills and knowledge sharing. Wikis facilitate collaboration and allow students to collectively create and edit content. Google Apps like Docs, Sites, and Drive enable students to create, share, and collaborate on projects online. These digital tools provide opportunities for communication, reflection, publishing student work, and facilitating collaboration both within and outside the classroom. The document advocates that teachers choose one tool to implement based on their learning objectives and provide guidance to help students get started.
Using Virtual Communication and Collaboration to Enhance Curriculum Sarah Lowey
The document discusses various digital tools that are essential for 21st century learning, including blogs, wikis, and Google Apps. Blogs allow students to publish online journals and diaries, which can increase writing skills and knowledge sharing. Wikis facilitate collaboration and allow students to collectively create and edit content. Google Apps like Docs, Sites, and Drive enable students to create, share, and collaborate on projects online. These digital tools provide opportunities for communication, reflection, publishing student work, and facilitating collaboration both within and outside the classroom. The document advocates that teachers choose one tool to implement based on their learning objectives and provide guidance to help students get started.
Presentation on NJIT's pilot program using Moodle as a learning management system. Given in cooperation with NJEDge.Net for other NJ schools. Not somewhat, "historical" since it was presented in August 2007 (THis is a revised version from an earlier presentation also available here.)
This document provides an overview of an introductory mobile learning course. It outlines the course topics, assignments, schedule and resources. The course will explore definitions of mobile learning and issues in integrating mobile technologies into education. It will examine instructional design for mobile learning and applications. Assignments include group presentations on trends/issues and applications, participation in online discussions, and a final paper analyzing a mobile learning resource. The course will be delivered synchronously via weekly Adobe Connect sessions and include breakout activities for discussion.
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
1) The document discusses various design challenges related to integrating learning design tools and workflows. It addresses how face-to-face and online processes can be connected and how existing methods can be promoted.
2) An example workflow is described that starts with initial face-to-face activities and transforms information through various design tools like Co-genT, LAMS, LDSE, and MUSKET before being imported into a course database or runtime environment.
3) Other challenges mentioned include creating a course that features various JISC and other design tools/processes and adapting an existing design studio resource using LDSE tools to create a pedagogical pattern for an OER.
This document summarizes a Full Sail University course on learning management systems and online education. It discusses how technological tools are changing education by allowing various forms of online interaction between teachers and students. It also explores how future developments like the semantic web and Web 3.0 could lead to more personalized and collaborative learning environments that leverage collective intelligence. The document concludes by reflecting on how the course has informed the student's upcoming thesis project.
Corrie Woolcott is applying for roles in learning and development, training, and organizational development with an emphasis on learning management systems. The document provides Corrie's responses to 6 questions asked as part of a skills analysis for these roles. In the responses, Corrie describes experience managing a training plan for a transformation initiative at Vistage, leading change management for an LMS transition, experience with various learning management systems including creating training content and curriculums, important aspects of creating a training plan including following an instructional design model, innovative ways of delivering training beyond the classroom including converting in-person training to an online format using the NovoEd platform, and how they work effectively in a team environment by observing communication styles
Activating students in hybrid and online lecturesMatleena Laakso
Workshop for university teachers. View Padlet for the links and additional information for this and other worshops: https://padlet.com/matlaakso/TUNIaktivointi
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Information is so easily accessible in the 21st century. How will you know who is telling the truth and what is fake news? Media Literacy can help you to answer that question.
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Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
This document provides an agenda and resources for a three-day teacher learning and development center workshop focused on lesson planning. Day 1 covers components of effective lesson design, Common Core and essential standards, instructional strategies, and total instructional alignment. Teachers engage in discussion, online activities, and begin developing a lesson plan. Day 2 continues lesson planning guidance with topics like input and modeling, guided and independent practice, assessment, and using data. Day 3 is dedicated for teachers to work on developing their lesson plans with support resources identified.
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
FIN 6.0: Faculty Learning Communities (Web 2.0)tracyware12
This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative approaches to instruction.
FIN 6.0: Faculty Learning Communities (Web 2.0)tracyware12
This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative work.
Moodle is a free and open-source learning management system (LMS) that was created by Martin Dougiamas in 2002. It allows educators to create online courses with activities, assignments and quizzes. Moodle uses a social constructionist philosophy and is highly customizable through plugins and modules. Support is available through online forums and training programs. Moodle can be used to create both structured courses and unstructured learning environments.
This document summarizes a presentation about implementing SharePoint across an entire school. The presenter discusses how SharePoint can be used for file sharing, website creation, and embedding social media. It costs nothing as it is part of Office 365. The presenter then details her strategic plan to get teachers using SharePoint, which started with setting up learning spaces for her own class and one other teacher, then training other teachers and giving administrative privileges to proficient users. After one year, most primary classes and several secondary faculties were using SharePoint regularly.
Moodle is a platform for online collaboration, education, and classroom extension that was introduced to PWSD in 2006. It is used by over 280 users across the district for professional learning communities, online course offerings, and classroom supplements. The platform allows for sharing resources, discussions, and ePortfolios. While technical maintenance is required to keep Moodle running, the role should be expanded to focus more on authoring content, training, and community building. Upcoming plans include expanding use of Moodle across more subject areas and integrating additional tools like ePortfolios.
This document outlines the agenda for the 5th Adobe Connect session of the EDUC5199G course. It includes a check-in, discussion of mobile learning applications and social media, case studies on using apps for STEM education and language learning, group presentations, and a 15 minute break. Students will participate in hands-on challenges using mobile science and language learning apps and evaluate them. They will also discuss collaborative learning apps used personally, as students, and as educators. The document provides questions for a breakout activity on collaborative apps and announces details for the next Adobe Connect session.
This document introduces an online learning module about learning management systems (LMS) and Schoology LMS specifically. It discusses key terms related to online learning and the benefits of using an LMS like Schoology over other technologies. Some of the main benefits highlighted include integrated tools for communication, shared lessons, classroom management, assessments, and multimedia resources. The module contains activities for students to complete, including watching a video, participating in a discussion forum, and completing a puzzle to learn new terms.
Using Virtual Communication and Collaboration to Enhance Curriculum Sarah Lowey
The document discusses various digital tools that are essential for 21st century learning, including blogs, wikis, and Google Apps. Blogs allow students to publish online journals and diaries, which can increase writing skills and knowledge sharing. Wikis facilitate collaboration and allow students to collectively create and edit content. Google Apps like Docs, Sites, and Drive enable students to create, share, and collaborate on projects online. These digital tools provide opportunities for communication, reflection, publishing student work, and facilitating collaboration both within and outside the classroom. The document advocates that teachers choose one tool to implement based on their learning objectives and provide guidance to help students get started.
Using Virtual Communication and Collaboration to Enhance Curriculum Sarah Lowey
The document discusses various digital tools that are essential for 21st century learning, including blogs, wikis, and Google Apps. Blogs allow students to publish online journals and diaries, which can increase writing skills and knowledge sharing. Wikis facilitate collaboration and allow students to collectively create and edit content. Google Apps like Docs, Sites, and Drive enable students to create, share, and collaborate on projects online. These digital tools provide opportunities for communication, reflection, publishing student work, and facilitating collaboration both within and outside the classroom. The document advocates that teachers choose one tool to implement based on their learning objectives and provide guidance to help students get started.
Presentation on NJIT's pilot program using Moodle as a learning management system. Given in cooperation with NJEDge.Net for other NJ schools. Not somewhat, "historical" since it was presented in August 2007 (THis is a revised version from an earlier presentation also available here.)
This document provides an overview of an introductory mobile learning course. It outlines the course topics, assignments, schedule and resources. The course will explore definitions of mobile learning and issues in integrating mobile technologies into education. It will examine instructional design for mobile learning and applications. Assignments include group presentations on trends/issues and applications, participation in online discussions, and a final paper analyzing a mobile learning resource. The course will be delivered synchronously via weekly Adobe Connect sessions and include breakout activities for discussion.
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
1) The document discusses various design challenges related to integrating learning design tools and workflows. It addresses how face-to-face and online processes can be connected and how existing methods can be promoted.
2) An example workflow is described that starts with initial face-to-face activities and transforms information through various design tools like Co-genT, LAMS, LDSE, and MUSKET before being imported into a course database or runtime environment.
3) Other challenges mentioned include creating a course that features various JISC and other design tools/processes and adapting an existing design studio resource using LDSE tools to create a pedagogical pattern for an OER.
This document summarizes a Full Sail University course on learning management systems and online education. It discusses how technological tools are changing education by allowing various forms of online interaction between teachers and students. It also explores how future developments like the semantic web and Web 3.0 could lead to more personalized and collaborative learning environments that leverage collective intelligence. The document concludes by reflecting on how the course has informed the student's upcoming thesis project.
Corrie Woolcott is applying for roles in learning and development, training, and organizational development with an emphasis on learning management systems. The document provides Corrie's responses to 6 questions asked as part of a skills analysis for these roles. In the responses, Corrie describes experience managing a training plan for a transformation initiative at Vistage, leading change management for an LMS transition, experience with various learning management systems including creating training content and curriculums, important aspects of creating a training plan including following an instructional design model, innovative ways of delivering training beyond the classroom including converting in-person training to an online format using the NovoEd platform, and how they work effectively in a team environment by observing communication styles
Activating students in hybrid and online lecturesMatleena Laakso
Workshop for university teachers. View Padlet for the links and additional information for this and other worshops: https://padlet.com/matlaakso/TUNIaktivointi
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Information is so easily accessible in the 21st century. How will you know who is telling the truth and what is fake news? Media Literacy can help you to answer that question.
The document presents strategies for creating classrooms that are accommodating for introverted students. It defines introversion and extraversion, noting key differences in how they are energized and prefer to interact. Common classroom issues are described, along with suggestions to make introverts more comfortable, such as allowing quiet time, publishing questions in advance, and letting students write out responses. The main takeaways are that introverts are not shy but drained in large groups, and teachers should use strategies to facilitate their engagement.
It is not enough to select a template from Canva. It is important to apply graphic design skills to get the most out of any visual communication. Review these simple design tricks that can help you to create eye-catching graphics for your visual communications.
Digital Storytelling is a proven mechanism that helps students to remember various details. Combining it with a visual medium such as animation guarantees us to create content that engages our students. In this 1-hour workshop, produce short, engaging, memorable lessons by combining digital storytelling with animation. A combination that guarantees that your students recall the topics you covered.
Here are the links within the presentation:
Pre-Test: https://forms.gle/tgE5YVGiU5bNAbrXA
Slides are available at https://www.slideshare.net/ChevonneseWhyte/presentations
Responses: https://docs.google.com/spreadsheets/d/1tfiJUAJ_2vIDcEhbt_kigOOMTkLx5DvT8YlXbSDqVQo/edit?usp=sharing
Create your Powtoon account: https://www.powtoon.com/pricing/
Video Instructions (Creating A Powtoon Account): https://youtu.be/dLbMq759sTk
Video Instructions (Editing Your Powtoon Presentation): https://youtu.be/3W0OSZdHz1I
Animating Digital Stories for Educators presentation submission: https://forms.gle/Dzki5npcxQZQpaxb8
Critiques: https://docs.google.com/spreadsheets/d/1Xgr34RQtRaAPeaGQR91emTr_lFfwJhVuW9Pey5B_ArQ/edit?usp=sharing
Post-Test: https://forms.gle/WyrZQ4Qj31KZb4jk7
For questions and more about me, please visit
https://www.slideshare.net/ChevonneseWhyte/presentations
http://chevonnesewhyte.com
Socials: @ChevonneseWhyte
Maintaining an accurate record of information that is vital to your research is a necessary undertaking that occurs throughout the research process. This, like any other component of research, can be a painstaking task that requires keen attention and possibly additional resources. This presentation is geared toward helping researchers learn about the various note-taking styles and apps that can help you to efficiently create years worth of notes that can help you with your research - creating notes in such a way that you can remember what you have read, and find the information that you need quickly.
Suppose you are a researcher who is unsure how to schedule yourself and conduct your research. Learn about laying out your schedule and then using Microsoft Excel, Google Spreadsheets, Trello, Microsoft To Do and Forest to keep you on track.
The document summarizes Chevonnese Chevers Whyte's personal journey investigating the technology tools used in research, including reference managers like Zotero, word processors like Google Docs, and project management tools like Trello. It provides an overview of the features and advantages of various tools like Zotero for citations, Google Docs for collaboration, OneNote for note-taking, and OneDrive for file storage. Additional resources for learning about research tools on YouTube are also listed.
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Chevonnese Chevers Whyte gave a presentation to St. Andrew High School students on November 12, 2021 about breaking into animation. The presentation covered what animation is, the illusion of motion. It provided recommendations for CSEC, CAPE, and post-secondary courses useful for pursuing animation. Different roles in the animation industry were outlined like illustrators, animators, and producers. Personal traits useful for those in the animation field included being deadline oriented, creative, and continuously learning. Students were provided resources for getting involved in Jamaica's animation community.
The document discusses strategies for effective student engagement in online environments. It describes several interactive activities and tools that can be used, including KWHL/KWL charts, polls, group discussions, video playlists, and quizzes. These activities engage students via collaboration, discussion, and applying their knowledge to real-world examples. The document also provides resources for implementing the strategies on platforms like Moodle, Google Drive, and YouTube.
This presentation was created for orientation 2019 at The Mico University College in Kingston, Jamaica. Students are introduced to leadership activities that will assist them with working in teams while at the institution.
The document discusses female parity in the animation industry. It notes that women currently hold only 20% of creative roles globally according to Women in Animation statistics. The author then examines enrollment data from her students in animation cohorts in Jamaica, finding relatively low female representation. Several prominent female figures currently working in the Jamaican animation industry are named. The discussion concludes by addressing the future of female parity and empowerment in the field.
The document outlines the steps to becoming an animator. It recommends getting obsessed with storytelling by watching a lot of animations. Developing skills like drawing, observation, and storytelling over 10,000 hours is important. Entering festivals helps gain experience. Animation development involves scripting, storyboarding, and developing characters, backgrounds, and assets. Software like Toon Boom and Adobe Animate can be used. Programs in Jamaica include iCreate and Mico. Working in animation may involve outsourcing, creating intellectual property, or specializing in a particular role like artist or marketer.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
6. Questions
Think-Peer/Square-Share | 2-5-3
Why give a Pre-Test?
Why give asynchronous material?
Why was there a quiz attached to the
teaching material?
Why have a Word Cloud activity?
Why review the teaching material at the
beginning of the session?
https://www.youtube.com/watch?v=DcvtwlM1aIE
8. How Do I
Incorporate the
CoI
Conversational tone
Clearly indicate graded activities (% in the name)
Provide optional activities (ice breaker for the week and
alternative content)
Indicate activities that are optional
Immediate feedback for discussions and activities
Return grades and audio comments within 2 weeks of
submission
Communicate why the lesson and assignment are important
Instructions on checking their work upon submission
Allow for resubmissions
9. Practical
Classes
OneDrive for assignment submissions
SyncSketch for visual feedback
Social interactions in Yammer
Coffee Room forum
Student Introductions forum | Contact Info & Video
Choice activity for f2f vs online declaration
Collaborative YouTube playlists for presentations
Synchronous online classes are optional
Cheat sheet with links and poll options
BEFORE the lesson, how to prepare for the synchronous session
AFTER the lesson, a summary of what was done, discussed, decisions that were made and
next lesson activities
Open assignments from the beginning of the course and cut-off when completed marking
10. My Cheat Sheet for
Today's Session
https://docs.google.com/document/d/1szexM
43R979cxFNm0MuWpOmh_vrQyffmHcs694y
HDH0/edit?usp=sharing
(2)
12. Microsoft 365 Apps
Microsoft 365 Apps
Microsoft 365 Apps
Microsoft 365 Apps
Class Notebook | Delve | Excel |
Forms | Kaizala | Lists
PowerPoint | Project | Staff
Notebook | Stream | Sway
OneDrive | OneNote | Planner |
Power Apps | Power Automate
Teams | Visio | Whiteboard | Word
| Yammer
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13. Reflection
What are our fears with teaching face-to-face, online
or blended?
Are we encouraging learners’ curiosity or are we
stifling it?
Are we encouraging learners to learn or pass
assessments?
What are some of the complaints learners have
about our classes?
What are we doing to ensure that learners have the
best experience within our classrooms? And is there
anything we can do to improve that experience?
Are we doing everything we can do on our end to
facilitate learning?
How does the Community of Inquiry framework help
me in my classroom?
Why should we incorporate the Community of
Inquiry framework?
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14. How Can You
Incorporate the
CoI?
Based on your own classes, how would you
merge the community of inquiry, Moodle
activities and Microsoft 365 tools? Name one (1)
main thing that you would do.
(10)
15. Further "Reading" on CoI
https://www.youtube.com/watch?
v=unJNXVddX9E&t=2s
https://www.gvsu.edu/cms4/asset/DDA0C5
A1-F2C8-45EB-
056F498BFB5F383C/coi_social_presence_ti
p.pdf
https://www.youtube.com/watch?v=1-
YafD8upsQ&t=1s
https://www.youtube.com/watch?
v=PIWJENXNXi8&t=1s
16. Further "Reading" on CoI
https://www.gvsu.edu/cms4/asset/DDA0C5
A1-F2C8-45EB-
056F498BFB5F383C/coi_cognitive_presenc
e_tip.pdf
https://vimeo.com/136154899
https://www.youtube.com/watch?
v=Feek1zb-eS4&t=1s
https://www.duq.edu/about/centers-and-
institutes/center-for-teaching-
excellence/teaching-and-learning-at-
duquesne/establishing-an-online-teaching-
presence
17. Further "Reading" on CoI
https://www.gvsu.edu/cms4/asset/DDA0C5A1-F2C8-
45EB-
056F498BFB5F383C/coi_teaching_presence_tip.pdf
https://www.pearson.com/content/dam/one-dot-
com/one-dot-com/ped-blogs/wp-
content/pdfs/INSTR6230_TeachingPresence_WP_f.pdf
https://uwaterloo.ca/centre-for-teaching-
excellence/teaching-resources/teaching-
tips/creating-positive-learning-
environment/inclusivity-accessibility-and-
motivation/building-community-large-classes
18. Resources
Twitter | @Office365 @AppleEUD
@Moodle
Pinterest | Microsoft in Education
YouTube
Podcasts
https://www.youtube.com/c/microsoft365
https://www.youtube.com/c/moodle
Shaken and Stirred Podcast
Art Ed Radio
Educate (APM Reports)
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19. Books
Small Teaching by James M. Lang
Small Teaching Online by Flower Darby
and James M. Lang
Teach Like a Champion 3.0 by Doug
Lemov
Make It Stick by Peter C. Brown
Mindset by Dr Carol Dweck
Online Teaching at its Best - Merging
Instructional Design with Teaching and
Learning Research by Linda B. Nilson
and Ludwika A Goodson
and so many more
(2)
20. Final Thoughts
Make decisions based on the
Community of Inquiry framework
Choose technology that will help you to
execute the CoI
Small Incrimental Changes so that
you're not overwhelmed
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