This document summarizes the benefits of OpenEd, an educational platform that provides personalized learning resources and assessments to help teachers implement standards-based instruction more effectively. It outlines how OpenEd aggregates the world's largest library of educational videos, games and assessments mapped to standards, and uses machine learning to recommend individualized content for students based on assessment results. This allows teachers to spend less time on planning, grading and reteaching by automating these processes. The document also notes OpenEd's traction with over 135,000 teachers and potential to generate $100 million in revenue.
Intro to OER for the University System of MarylandLumen Learning
Morning and afternoon track A for faculty presentation conducted by Kim Thanos from the Introduction to Open Educational Resources (OER) workshop held on 21 Oct 2014 for the University System of Maryland at bwtech@UMBC South campus.
Waymaker Introduction to Business Overview Lumen Learning
Waymaker courses are designed using open educational resources. They provide powerful, next-generation personalized learning experiences with low cost, day one access. This deck provides an overview of Lumen’s new Introduction to Business course. It teaches foundational principles of business using engaging content (text, video, simulations, etc.) and application of business concepts and skills in the workplace.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...Blackboard APAC
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester.
To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content.
The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Higher Education & Game Principles: Context, Theory & Application - Daniel La...Blackboard APAC
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
Blending the Tutor Lounge: using Blackboard to develop tutors - Sonya McIlroy...Blackboard APAC
At Academic Colleges Group Tertiary & Careers (TCG), we recognise the importance of student-centred, innovative classes across a wide variety of vocational programmes. Therefore, there has been concerted effort put into providing engaging lessons in a blended environment.
This presentation will be of interest to those who are supporting tutors to deliver engaging lessons and implementing change in methodology to include technology in a face to face environment. During our session, we will unpack the threefold functions of the Tutor Lounge as described above, and share our experiences of tutor uptake. We will give participants the opportunity to see how we structured our development area in Blackboard, as well as ask questions and discuss strategies to overcome/implement possible issues.
Intro to OER for the University System of MarylandLumen Learning
Morning and afternoon track A for faculty presentation conducted by Kim Thanos from the Introduction to Open Educational Resources (OER) workshop held on 21 Oct 2014 for the University System of Maryland at bwtech@UMBC South campus.
Waymaker Introduction to Business Overview Lumen Learning
Waymaker courses are designed using open educational resources. They provide powerful, next-generation personalized learning experiences with low cost, day one access. This deck provides an overview of Lumen’s new Introduction to Business course. It teaches foundational principles of business using engaging content (text, video, simulations, etc.) and application of business concepts and skills in the workplace.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...Blackboard APAC
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester.
To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content.
The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Higher Education & Game Principles: Context, Theory & Application - Daniel La...Blackboard APAC
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
Blending the Tutor Lounge: using Blackboard to develop tutors - Sonya McIlroy...Blackboard APAC
At Academic Colleges Group Tertiary & Careers (TCG), we recognise the importance of student-centred, innovative classes across a wide variety of vocational programmes. Therefore, there has been concerted effort put into providing engaging lessons in a blended environment.
This presentation will be of interest to those who are supporting tutors to deliver engaging lessons and implementing change in methodology to include technology in a face to face environment. During our session, we will unpack the threefold functions of the Tutor Lounge as described above, and share our experiences of tutor uptake. We will give participants the opportunity to see how we structured our development area in Blackboard, as well as ask questions and discuss strategies to overcome/implement possible issues.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
A presentation by Joel Rose, Co-founder & CEO of the New Classrooms Innovation Partners, at the 2014 Social Enterprise Leadership Forum at Columbia Business School.
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
Mobile is quickly becoming the new technology platform for learning. Android is becoming one of the platforms of choice for education. The need for high-quality apps has never been greater, so don’t miss this session as we provide guidance around the important parameters, considerations and potential partnerships for the education segment. Susan Silveira will be moderating this panel discussion.
Watch this presentation on YouTube: https://www.youtube.com/watch?v=Tqe4vz3xEXg&list=PLxeazpXYyqtNm2EnCbfSzy7aKOkHjiaSi&index=8
Learn more about mobile learning: https://www.qualcomm.com/education
(EDU201) How Technology is Transforming Education | AWS re:Invent 2014Amazon Web Services
The implementation of highly scalable, easy-to-deploy technology is radically transforming educational models and student engagement. Many companies have used cloud computing to innovate in ways that have significantly improved the student experience. AWS has been an integral part of the strategies and solutions of these companies, from inception to large-scale growth to market leadership. In this session, Echo 360 and Chegg show how they use AWS services-such as Amazon EC2, Amazon EBS, and Auto Scaling-to dynamically scale and allocate resources based on the school year and cyclical nature of their businesses. They discuss globalization, privacy, PCI compliance, and cost efficiency. Learn how you can apply their insights to your own educational and business models.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...Blackboard APAC
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records.
This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program.
During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class.
I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
TLC2016 - The use of Collaborate in schools in Northern Ireland – Needs Must!BlackboardEMEA
Presenter: Eamon McAteer
Organisation: C2k
Description: The introduction of BlackBoard Collaborate into schools throughout Northern Ireland as part of the Education Network NI provided schools with a range of opportunities to: share, exchange and learn from each other.
Eamon McAteer, Curriculum Consultant with C2k will discuss some innovative ways schools use this platform to tackle educational and social needs in a cost effective and safe manner. He will also examine some of the related challenges and opportunities of this technology.
Webinar waymaker next gen learning & oer_shareLumen Learning
Waymaker is Lumen Learning’s new personalized learning courseware. It combines the advantages of open educational resources (OER) with mastery learning, personalization from the viewpoint of the learner, and tools to forge stronger personal learning connections between students and faculty. Join this webinar for a tour of Waymaker to see how it provides individualized insights to students and faculty, with a focus on improving learning. Also, preview future directions we’re working to further advance the learning experience Waymaker provides for students and faculty.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
A presentation by Joel Rose, Co-founder & CEO of the New Classrooms Innovation Partners, at the 2014 Social Enterprise Leadership Forum at Columbia Business School.
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
Mobile is quickly becoming the new technology platform for learning. Android is becoming one of the platforms of choice for education. The need for high-quality apps has never been greater, so don’t miss this session as we provide guidance around the important parameters, considerations and potential partnerships for the education segment. Susan Silveira will be moderating this panel discussion.
Watch this presentation on YouTube: https://www.youtube.com/watch?v=Tqe4vz3xEXg&list=PLxeazpXYyqtNm2EnCbfSzy7aKOkHjiaSi&index=8
Learn more about mobile learning: https://www.qualcomm.com/education
(EDU201) How Technology is Transforming Education | AWS re:Invent 2014Amazon Web Services
The implementation of highly scalable, easy-to-deploy technology is radically transforming educational models and student engagement. Many companies have used cloud computing to innovate in ways that have significantly improved the student experience. AWS has been an integral part of the strategies and solutions of these companies, from inception to large-scale growth to market leadership. In this session, Echo 360 and Chegg show how they use AWS services-such as Amazon EC2, Amazon EBS, and Auto Scaling-to dynamically scale and allocate resources based on the school year and cyclical nature of their businesses. They discuss globalization, privacy, PCI compliance, and cost efficiency. Learn how you can apply their insights to your own educational and business models.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...Blackboard APAC
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records.
This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program.
During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class.
I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
TLC2016 - The use of Collaborate in schools in Northern Ireland – Needs Must!BlackboardEMEA
Presenter: Eamon McAteer
Organisation: C2k
Description: The introduction of BlackBoard Collaborate into schools throughout Northern Ireland as part of the Education Network NI provided schools with a range of opportunities to: share, exchange and learn from each other.
Eamon McAteer, Curriculum Consultant with C2k will discuss some innovative ways schools use this platform to tackle educational and social needs in a cost effective and safe manner. He will also examine some of the related challenges and opportunities of this technology.
Webinar waymaker next gen learning & oer_shareLumen Learning
Waymaker is Lumen Learning’s new personalized learning courseware. It combines the advantages of open educational resources (OER) with mastery learning, personalization from the viewpoint of the learner, and tools to forge stronger personal learning connections between students and faculty. Join this webinar for a tour of Waymaker to see how it provides individualized insights to students and faculty, with a focus on improving learning. Also, preview future directions we’re working to further advance the learning experience Waymaker provides for students and faculty.
Perma Ceram of Westchester has a formula that will resurface your old bathroom surfaces at a fraction of the cost of other alternatives, and in little as one day. For more details contact Perma Ceram of Westchester at (914) 930 - 4964 / (888) 797 - 8108 or Email at info@permaceramwestchester.com. Get more information about our resurfacing services visit http://permaceramwestchester.com/services/resurfacing.
Those who work in software are often unclear about what a Product Manager does. This deck will demystify Product Management and will show you that collaborating with these folks will help you deliver better work - whether you're a Developer, Designer, or QA Analyst.
Shorter ss richard montgomery presentation 19082013Ron Angel
Presentation (silent) by Mike Barker MBE on Risks and removal suggestions SS Richard Montgomery wreck ( 8Mb .pdf) This presentation was prevented from being given during a public meeting, which took place at Canterbury university Kent, by UK security services. File updated with more current information 19th august 2013.
Personalized Learning Made Simple & Affordable: Waymaker Lumen Learning
Students learn at their own pace, but they learn more effectively in environments that reflect their individual learning needs. Attend this webinar to see Waymaker, the new personalized learning courseware from Lumen.
An App a Day Keeps Teacher Burn-out AwayAlycia Schoof
Introduction of several apps and programs to assist teachers with streamlining the classroom and saving valuable teacher planning and instructional time.
Slides from Lumen Learning webinar on April 18, 2013, featuring Dr. David Wiley and Kim Thanos discussing how to get started using open educational resources effectively.
Implementing Design thinking on Online Assessment and identifying the pain points of the stakeholders in the Education sector by using Empathy maps and Personas to innovate and come up with a Prototype for Online Assessment.
Waymaker courses provide powerful, next-generation personalized learning experiences with low cost, day one access. This presentation provides an overview of Lumen’s new Waymaker Microeconomics and Macroeconomics courses, which are designed using open educational resources. Both use peer-reviewed OpenStax College economics textbooks as primary source materials.
Open Ed Jam 2014: Towards an Open Assessment EcosystemAdam Blum
July 26th 2014 6:57pm
Today at OpenEd Jam we presented on what needs to be done to create an open assessment ecosystem for K-12 education. While other resources such as videos and games and even full-fledged lesson plans a thriving ecosystem is emerging. OpenEd participates in this (along with many other OERs such as Curriki, WatchKnowLearn, and OER Commons) and we feel we have done several things to make it easier to use such resources in daily teaching in a practical way.
But the world of formative assessments in still quite closed and proprietary If you believe in formative assessments (frequent daily or weekly quizzes on subject matter to level set students abilities) there are not a lot of options besides your school or district paying a lot of money for an item bank, or spending a large amount of effort writing questions yourself.
The only way way we see around this is creation of an open ecosystem for assessment content, just as has emerged around other types of educational content. We discuss the creation tools and interop standards that exist today that could potentially help start this shift. And identify what is stopping them from doing that.
We then identify the requirements tools and content that would help begin this shift:
free “modern” assessment item content
free authoring tools
free grading/analytics
web-based (no client install) for easy access
available hosted (no server install)
all open source
exchangeable, loadable content (reads/writes QTI or other standard)
After briefly describing OpenEd’s overall mission and core resource library product we discuss why we need to build our own assessment tool to address these needs.
We then presented what the OpenEd assesssment tool does including its core innovation of “resource backed” assessments.
Finally we presented a call to action for educators and developers in helping to create this assessment ecosystem, whether or not in cooperation with or based on OpenEd.io.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. “flipped or blended classroom” is
disrupting education
• existing ed tech (lesson
planning, quizzing tools) don’t
handle it well
The Problem
Common Core and other rigorous
standards are things teachers need
help with
• 70% of teachers assess as not
knowing their grades standard
content
* Gates Foundation Survey: http://www.scholastic.com/primarysources/download-the-full-report.htm
4. • Takes a concept
• Teach it with
OpenEd’s largest
resource library
• OpenEd assesses
mastery with largest
library of quiz content
• OpenEd reteaches
what each student
missed using just the
right content
After OpenEd
OpenEd Makes Personalized Learning Scalable for the First Time
5. A Teacher’s Day Before OpenEd
Prepare for Class: 1 hour
• Choose Topic, activities, resources.
• Create a lesson plan.
Classroom Facing Time: 6 hours
• Lecture.
• Guide in-class activities, exercises,
worksheets
• Direct assistance to students
Grading: 1 hour
• Hand-grading homework
• Hand-grading quizzes
• For 25-75 students
Impact of OpenEd
A Teacher’s Day After OpenEd
Prepare for Class: 15 minutes
• Use default lesson plan.
• Delete or add resources
Classroom Facing Time: 6 hours
• Lecture.
• Pop quizzes, in-class “homework”
• OpenEd suggests videos
Grading: 15 minutes
• Auto-grading homework
• Auto-grading quizzes
• For 25-75 students
6.
7. Over one million videos, games, assessments and
homework assignments
World’s largest K-12
educational resource library
Aggregated, free content
• 100+ providers including
Mapped to every standard
• Every Common Core standard and microconcept
• Machine Learning
• Team of Curriculum Specialists
Premium Content
API
8. Changing the way teachers spend their time
Saving teacher time by presenting
right resources
Lesson Plans
• Default lesson plans for every grade, subject, and textbook
Saving Time on Assignments
• Easy class creation
• Single click assigns resources to students and tracks usage
9. Free and premium assessments for every microconcept in CC standards
Largest collection of assessments
Making assessments smarter
• Only free formative assessment item bank
• Covers all Common Core standards with questions
• Suggests resources for any question missed
10. Automatic grading frees time for teachers to do what they do best: teach!
Teachers can translate data into action
Mastery Chart
• Track student progress through assignments realtime
• Recommends remediation for each student
11. Earn badges for mastery of skills with videos for intervention
Common Core Quest App
14. We acquire teachers via social networks for $0.98
• They onboard their students and parents for free
We are at scale: 135K teachers acquired already
• Growing 27% per month
$100M revenue runrate on $10M incremental raised
• 200K classrooms with 5 parents/classroom paying $10/mo premium
Quick Path to $100M Revenue
16. We Are Loved
• “Having prebuilt assessments that align to each CCSS standards and that recommends
videos for each student’s learning gap has completely changed my teaching. Each student
is engaging with just the right resources they need. And I’ve become an engaged coach
not a fulltime grader and lecturer.” – Brandon Dorman, Fresno USD
• “I used to be bored by videos I was asked to watch, typically stuff I knew. I love taking the
quizzes to show what I know and get a fun video that I really learn from.“ – Tonya, 8th
grade student
• “ It is crucial that they have quick access to just the right quality, aligned resource for each
student. We partnered with OpenEd to greatly expand teachers’ access to these skill-
aligned resources for personalizing learning” – Anne Schreiber, SVP, Renaissance Learning
17. We are the 4th startup to do Freemium model at scale
• ClassDojo: 1M classrooms in 24 months
Behavior communication only, so hard to monetize
• Edmodo: 1M classrooms in 20 months
Communications only, so hard to monetize
• Remind: 1M classrooms in 30 months
Communications only, so hard to monetize
We are first to leverage it in core learning when $$ are
• STAR Testing/Renaissance:
500k classrooms with 1 test per year after 10 years
$200M revenue. Acquired for $1.1B in 2014
• Pearson
2M classrooms in textbooks. $7.6B revenue
• MasteryConnect
$24M raised for old-school field-sales-based distribution of assessments.
We have more classrooms in 6 months than they do in 5 years
K-12 EdTech Landscape
18. 20 headcount
• 10 Engineers: machine learning, full-stack, web front-end, android, ioS, UI design
• 7 Curators
• 3 Direct Customer Acquisition
VP Marketing, Ron Drabkin
• Direct customer acquisition expert with history of $100M/year direct spend
• Co-founded a charter high school
Founder and CEO, Adam Blum, has 3 prior exits totaling $600M
• Technical founder with expertise building platforms
• Rhomobile and Good acquired by Motorola, Systinet acquired by Mercury/HP
• Started OpenEd to solve the education problem for his own children
OpenEd Team