Open Learning Revolution...
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This document discusses open learning and open classrooms. It begins by outlining what open classrooms may look like, including examples from Africa and North America. It then explores whether open classrooms are considered public spaces. The document goes on to discuss integrating technology into open classrooms and focuses on concepts like open instruction, open leadership, and open online learning options on platforms like Edmodo, blogs, wikis and open LMS. Throughout, it emphasizes themes of connecting, collaborating and creating in open learning environments.
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The document discusses the integration of social media and open learning in classrooms. It notes that while 76% of youth use social media, the percentage of educators integrating these tools is unknown, with privacy regulations and risk management cited as potential barriers. Charts show growing percentages of higher education and K-12 educators incorporating social media into learning. The document advocates moving from closed "walled gardens" to more open learning models that are student-focused and facilitate informal, self-directed study. Examples of open classroom initiatives from 2012-2014 are provided.
Creating relationships and building community
Building community online requires effective communication through the course design and learning experiences that encourage student interaction. The document discusses how to develop relationships in online learning environments through communication, course learning design that facilitates student interaction, and providing authentic learning experiences.
Inacol 2012 rl
The document discusses creating an accredited K-12 international blended distributed learning program. Key points:
1. SD73 wanted to build a unique online international education model that incorporated both asynchronous and synchronous learning, with the latter helping to reduce dropout rates.
2. The proposed model is blended, combining online and face-to-face learning. Students meet with their BC teacher synchronously once per week and work with a facilitator and cohort of students overseas.
3. An International Online Learning Association of BC (IOLA) is proposed to provide a coordinated approach for BC school districts to offer accredited online international programs at scale through collaboration and a focus on quality.
#Digi foot12 week 1 final v ersion
Case 1 - Week 1 introduces Detective Verena Roberts and focuses on building a personal learning network (PLN). It provides resources on starting a PLN, including joining networks, introducing yourself, participating, following others, searching for people with shared interests, and posting responses. Tips are given on tracking one's digital footprint by creating an online home base, blogging about digital identity links, pinning images to Pinterest, and tweeting with #DigiFoot12. Students are encouraged to register with networking sites and groups related to the course.
Futureof learning
This document discusses strategies for blending online and face-to-face learning in the classroom. It suggests considering hardware options like Macs, PCs, SMARTboards, and tablets. It also recommends establishing a digital community using tools like an LMS, videoconferencing, classroom management software, flipped classroom approaches, and interactive websites. Specific tips are provided for building the digital community, using an LMS, conducting video conferences, flipping the classroom, and integrating technology projects. Resources for technology integration are also included.
Analytic oral language scoring rubric sheet1
This analytic oral language scoring rubric evaluates students on their speaking, fluency, structure, vocabulary, and listening skills across six levels of proficiency - from emerging to fluent. It assesses these language skills based on criteria such as the ability to sustain conversations, communicate needs and stories, ask and respond to questions, speak with fluency and grammatical accuracy, use varied vocabulary, and understand spoken language with or without repetition.
Secondary written language matrix sheet1
The document provides a matrix that outlines 5 levels of support for developing secondary written language skills. It describes the characteristics of vocabulary, organization, verb usage, sentence structure, and form at each level from very limited skills to mastery of specialized academic vocabulary and styles.
Lesson 8 a2 daily grind
This document provides instructions for an online lesson. It discusses the meaning of a "daily grind" and common daily routines. Students are asked to describe their own daily chores, school assignments, and jobs. Empathy is defined as listening kindly to others and helping them feel better. Students are given examples of empathetic responses. Verb tenses are reviewed. The assignment is to complete the lesson questions and post on Edmodo about having a good or bad day.
Power pointtutorialfinal.pptx 1
This document provides tips for creating a basic PowerPoint presentation in 3 sentences or less. It recommends starting with an outline slide listing the main points, using a simple structure of 1-2 slides per minute with 4-5 bullet points each, and considering fonts, colors, spelling and grammar. The document then gives step-by-step instructions for getting started in PowerPoint, adding slides, text, photos and other elements, and concludes with suggestions for an effective closing slide and allowing questions.
More from verenanz (9)
Open Learning Revolution...
- 1. Open Learning k12 BREAKING DOWN CLASSROOM WALLS @VERENANZ
- 2. My Story Mom, Teacher and Open Learner How Did I Get Here?
- 4. Let’s Consider what Open Classrooms look like: Open in Africa Open in North America http://www.flickr.com/photos/cisabroa d/5737441972/ http://www.flickr.com/photos/judyb
- 5. Are Open Classrooms Public Spaces? http://www.flickr.com/photos/connectirmeli/8027532130/lightbox/
- 6. Integrating Technology Into Our Classeshat ignited the idea even more... Have you heard this before? Retrieved from: http://edudemic.com/wp- content/uploads/2012/04/cartoon.jpg
- 7. Have you used it? Have you edited it? Have you created anything for it? http://en.wikipedia.org/wiki/Main_Pa ge
- 9. Focus: http://thecleversheep.blogspot.ca/2012/06/sev en-degrees-of-connectedness_06.html
- 10. 7 Degrees of Connectedness 1. Lurker 2. Novice 3. Insider 4. Colleague 5. Collaborator 6. Friend 7. Confidant
- 12. CREATE Be the change that you want to see… OER Open Learning Open Open Instruction Leadership
- 13. We are all Learners – Together
- 14. 4 R’s of OER • Reuse–copy verbatim • Redistribute–share with others • Revise–adapt and edit • Remix–combine with others • Constant opportunity to meet the needs of the learner • http://www.slideshare.net/opencontent/why-be-open
- 15. Open Content
- 17. Open Instruction and Pedagogy • Everyone there to learn together (no hierarchy) • Teachers encouraged to connect with learners • "Nodes" (Digital Learning areas) to interact and connect with others outside of “regular” instruction • Flipped Learning – Multimedia - UDL • Content given in Digital Format • Choice of Activities/Task – INQUIRY Based Learning • Activities presented in open forum for feedback • Competency Based Assessment/Badges/Dual Credit • All activities presented using social media
- 18. Continuum of Open Learning k12
- 19. Open Online Options Starting Places: Edmodo Solid Open Platforms: Blogs and Wikis Consider: Open LMS (Learning Management Systems) Canvas, Coursesites, Google CourseMaker, P2PU
- 20. Open Classroom Model Connect Collaborate Create