This document provides information about an optional orientation webinar for the course LIST 5373. The webinar will take place on June 8, 2015 from 8:00-8:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions on how to enter the webinar from a desktop or mobile device. It also provides the technical support number in case students have issues entering the webinar or viewing recordings. The webinar will review course objectives, assignments, and Blackboard. It will allow students to participate and ask questions in real-time.
A handout for our (Jo&Anita) seminar held on 31st May, 2013.
Unfortunately, the links towards the end are not working, so you have to type them into your browser. We've made a shorter version of the link to the spreadsheet so that you don't have to type a very long URL.
Any comments, ideas are welcome! :)
This is the webinar for August 22. Central Topics of Webinar #2
• Multi-modal Writing + Writing Workshop [time to write]
• Guest speaker at beginning of webinar (first ten minutes): Dr. Raúl Alberto Mora, who will speak on the topic of multi-modal literacies as well as video and multi-modal literacies.
• Time to write!
• Recap of key assignments and tips
A handout for our (Jo&Anita) seminar held on 31st May, 2013.
Unfortunately, the links towards the end are not working, so you have to type them into your browser. We've made a shorter version of the link to the spreadsheet so that you don't have to type a very long URL.
Any comments, ideas are welcome! :)
This is the webinar for August 22. Central Topics of Webinar #2
• Multi-modal Writing + Writing Workshop [time to write]
• Guest speaker at beginning of webinar (first ten minutes): Dr. Raúl Alberto Mora, who will speak on the topic of multi-modal literacies as well as video and multi-modal literacies.
• Time to write!
• Recap of key assignments and tips
EFL Writing for Digital Natives: Reimagining instruction for new realities.B L
Action research was carried out to study the effects of providing opportunities for EFL digital native
students to reflect about their writing by means of scaffolded Web 2.0 activities in a wiki. Online
tools, materials, activities and student text samples will be presented. Results and
pedagogical implications will be discussed.
Babst Calland Bulletin on Proposed PHMSA Change in Pipeline Regulations for N...Marcellus Drilling News
A Pipeline Safety Alert bulletin from law firm Babst Calland outlining the proposed changes and impacts from new regulations proposed by the U.S. Department of Transportation’s Pipeline and Hazardous Materials Safety Administration (PHMSA). The new rules would regulate local gathering pipelines which have not previously been regulated by the federal government. It is a breathtaking federal government power grab by the overbearing Obama Administration.
EFL Writing for Digital Natives: Reimagining instruction for new realities.B L
Action research was carried out to study the effects of providing opportunities for EFL digital native
students to reflect about their writing by means of scaffolded Web 2.0 activities in a wiki. Online
tools, materials, activities and student text samples will be presented. Results and
pedagogical implications will be discussed.
Babst Calland Bulletin on Proposed PHMSA Change in Pipeline Regulations for N...Marcellus Drilling News
A Pipeline Safety Alert bulletin from law firm Babst Calland outlining the proposed changes and impacts from new regulations proposed by the U.S. Department of Transportation’s Pipeline and Hazardous Materials Safety Administration (PHMSA). The new rules would regulate local gathering pipelines which have not previously been regulated by the federal government. It is a breathtaking federal government power grab by the overbearing Obama Administration.
In this session you will learn from the Macy's development team how they adopted Heroku as the main platform for deploying Macy's and Bloomingdales mobile web apps. The speakers will also share how they are leveraging full stack Javascript with Node to architect highly scalable mobile web apps to support extremely large volume holiday spikes. Besides using Heroku for supporting the mobile web sites, Macy's is also leveraging Heroku as an innovation platform for fostering out of box thinking and staying competitive in the fast growing online ecommerce vertical.
El Buen Trato en las relaciones, y particularmente con niños y niñas pequeños (as), no es sólo la ausencia de situaciones de maltrato. Es una buena señal que estos hechos no ocurran, sin embargo, hablar de Buen Trato, invita a una reflexión mucho más profunda respecto a cómo los adultos nos relacionamos con ellos/as cotidianamente en nuestras familias, y fuera de ellas, en nuestras comunidades, e inclusive en espacios públicos.
El Buen Trato, antes que todo, es una forma particular de relación entre las personas, que se basa en un profundo sentimiento de respeto y valoración hacia la dignidad del otro (a). El Buen Trato se caracteriza por el uso de la empatía para entender y dar sentido a las necesidades de los demás, la comunicación efectiva entre las personas a fin de compartir genuinamente las necesidades, la resolución no violenta de conflictos, y un adecuado ejercicio de la jerarquía y del poder en las relaciones.
El Buen Trato se desarrolla, se aprende y es un proceso que debe iniciarse en la primera infancia. Y uno de los caminos claves para que los adultos cuidadores puedan desarrollar comportamientos de buen trato es el adecuado ejercicio de la autoridad en la crianza de niños y niñas.
Es importante saber que es posible ejercer un estilo de disciplina basado en el uso de normas y límites que ayude a niños y niñas a vivir en sociedad y, al mismo tiempo, respete su integridad psicológica y emocional. Es necesario comprender por fin, que para educar no se requiere un uso desmedido de la autoridad, sino un adecuado equilibrio entre la firmeza para poder normar, y sobre todo el cariño de los padres, madres y/o adultos para educar y criar desde el amor y el respeto.
How to test with children (Polish IA Summit 2012)WITFLOW
How to test with children - based on a few catastrophes and many (sweet) monsters - our team shared their experience in testing usability and playability with kids 3-12 years old for numerous projects (speach at Polish IA Summit 2012)
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Engagement in Online and Blended Learning EnvironmentsLesley Reilly
This presentation highlights tools and techniques that can be used by course facilitators and course developers to provide learners with more effective and engaging learning experiences.]
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Course developed by Dr. Joan E. Hughes at The University of Texas at Austin
The purpose of this class is to introduce you to the theories, assumptions, and practices underlying the use of qualitative research in education. In the tradition of survey courses, this class examines the broad history, concepts, and themes that distinguish multiple methods of qualitative research, specifically as they relate to education research. Students will study, practice, and reflect on different qualitative research methodologies and consider the components and challenges faced when engaging in qualitative research methods. Each student will design and conduct his/her own qualitative study. Issues related to data collection, negotiating access to the field, ethics, and representation will be of particular importance. While it is not assumed that you will gain a comprehensive, rich understanding of any one particular qualitative research tradition over the trajectory of the course, it is expected that upon completion you will acquire the foundational knowledge and experience to begin evaluating, selecting, and defending appropriate qualitative methods for use in your own future research projects.
Goals:
1. Understand historical background and fundamental tenets of qualitative research.
2. Understand ethical issues within qualitative research.
3. Develop a researchable question.
4. Identify the limits and affordances of qualitative research designs.
5. Develop a beginning awareness of qualitative inquiry approaches, including ethnography, case studies, narrative, postmodern, critical, and basic interpretive.
6. Engage in qualitative research activities, including: field observations, interview, coding, analysis, and report writing.
That thing we don't talk about - Facilitating and assessing student collabora...Peter Levrai
This was the Community Open Session we delivered at the 2023 BALEAP conference in Warwick University, sharing some emergent concepts from our research into collaborative assessments.
Similar to Orientation Webinar LIST 5373 Summer 2016 (20)
Using Free & Open Digital Texts with K-12 Readers: Curating Quality Resources...Peggy Semingson
During the global Covid-19 pandemic of 2020, issues of access to educational resources became a prominent issue and challenge in K-12 settings. Even with the right technology hardware, access to digital resources and texts became another challenge. As some public library systems and/or school libraries were not open or nearby, access to digital texts became necessary and vital to maintaining student's reading skills and providing equity in reading. Prior to the pandemic, digital e-texts have provided ways for readers to use mobile devices, tablets, and other versatile resources to engage with reading.
https://sched.co/fCpk
This tutorial provides an overview of the three levels of questioning, drawing on the concept of the three-level study guide. *The “Three level question guide” is a technique developed by Herber in 1978.
Source: Herber, H. (1978). Teaching reading in the content
areas. New Jersey: Prentice Hall. The aim of the tutorial is future and current elementary teachers.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter 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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Orientation Webinar LIST 5373 Summer 2016
1. OPTIONAL ORIENTATION WEBINAR
LIST 5373
8:00-8:45 PM CST
JUNE 8, 2015
OR VIEW THE RECORDING
Chat window: before the
conference
Starts-
Type your topic for the PD
Handout into the chat window
No names will be recorded in
the webinar session.
Please be sure your audio and
video are turned off during the
session unless you raise your
hand to speak.
Note: Please login 10
minutes early to the
webinar.
Tech support (24/7) for
the videoconference
if you are having trouble
logging in to the
sessions
1 (877) 382-2293
2. Entering the webinar (read this prior to the
webinar)
To enter the webinar, you can access it either
through a desktop or laptop or through your mobile
device:
1) Desktop/laptop. Be sure you have Java installed.
Then, click "Enter the webinars" on the left side of
the course menu to access the webinar.
2) For webinar 1, Click on "Scheduled Sessions"
and click the following link:
3. Tech support for webinars and viewing of
recordings
If you have issues entering the webinar or viewing
the recording, tech support for Blackboard
Collaborate is here: North America, Toll Free: 1
(877) 382-2293
An overview of the tutorial for entering the session
is here:
http://www.uta.edu/blackboard/students/collaborate-
web-conferencing.php
Recordings will be posted immediately following the
webinars. They can be accessed by clicking the
recordings tab shown above or by clicking on
"Recordings of Webinars". I will also post the most
updated PowerPoint that accompanies the webinar!
4. You can resize your chat window and put on
bottom of screen!
5. Main tips
Take notes!
No one can see you unless you press “Video”
You have to press “Talk” to speak.
Use chat window throughout.; using the chat window
is optional.
I will check the chat window throughout and respond
in “real time”
Feel free to step away as needed but the webinar
will only be an hour.
6. VIDEOCONFERENCE PLAN
Review due dates and assignments.
Professional Development Handout
Library Databases & E-Journals
Applications and Dialogue Interaction @ Routman
text
Word Study Plan (overview)
Mobile Tools
7. Quick Interactive Poll- please vote!
The polling area is next to the hand tool in the
Participants window.
This is my first time doing a webinar for school/online
courses.
Yes
No
Feel free to add any other information in the chat window!
8. Hello!
Thanks for joining us! Please use the marker tool to mark
below where you are at. Please also type it in the chat
window! If you are international, please type it in the chat
window!:
9. Objectives for the webinar
Students in LIST 5373 will be able to …..
Better understand the course objectives,
assignments, and Blackboard.
Feel more confident about online learning.
Participate in the webinar process using chat
features and polling.
Dialogue and discuss your progress on
assignments so far in a real-time chat session with
peers.
Learn more about how videoconference tools can
facilitate interactive learning about literacy methods.
10. Assignments: LIST 5373
Videoconference during weeks 3-6
Phonics Quiz--30 minutes (can retake during test week
window); Study guide on Blackboard.
Word Study Plan
Professional Development Handout
Discussion Boards on Readings
Quizzes
11. More on Reader Response
Click on “Groups”
Then find your Discussion Forum
Click “Create New Thread”
Cut and paste your response into the window
Post early
Formal replies vs informal replies
12. Formal replies-responding to other’s initial
posts
Part B (Replies):– Following response posting,
candidates will return to the discussion board to read
and reply to at least three peer’s responses. Label
replies as Reply 1A and Reply 1B, etc. The format
for the reply part of this assignment is as follows.
Personal Connections: Why did you choose this
posting to respond to?
Discussion: What questions or comments do you
have for the author of the response posting?
Extension: How can you extend the conversation
on this posting? (Share specific resources,
experiences, etc.)
13. Include a multi-media artifact, found or created.
Example:
Popplet http://popplet.com/
Dr. S’s example: http://popplet.com/app/#/601777
14. PD Handout
Check-in…Type a response to either questions in in
the chat window. Typing is optional. Read what others
post.
What are your current thoughts for your PD handout
plan?
What resources and assistance would be helpful to you
in working on your PD Handout?
On your own: look at examples on desktop sharing.
Preview the examples before the webinar. Bring
questions!
15. Starter list of possible topics
Starter List/Example Topics: for the PD
Handout. You are not limited to these
topics. This is just a starter list of suggested
topics:
Critical Literacy and Elementary Literacy
Instruction
Using “Text Talk” with Read-Aloud for the
Primary Grades
Preparing for Achievement Tests with
Authentic Literature
The Role of Phonemic Awareness in
Learning to Read
Using Phonics in Context for Beginning
Readers
Research-based Methods for Fluency
Development
Vocabulary Strategies for Helping
Overcome the Fourth Grade Slump
Think-Aloud Strategies for
Comprehending Text
Managing Guided Reading Effectively
Effectively
Comprehension Strategy Instruction
Using New Literacies and Technologies
in Elementary Reading
Implementing Book Club/Literature
Circles
Reading Methods for Elementary-Aged
English Language Learners
Conferring 1-on-1 with students during
reading workshop
Conferring 1-on-1 with Students during
Writing Workshop
Writing Workshop with Elementary
Students
Using Multi-Modal Literacies with
Elementary Reading Instruction
Using Expository Text to Teach
Elementary Language Arts
Digital Reading and Writing with
Elementary Students
16. Literacy Journals
Note: Some of these journals are on Facebook!
1. Language Arts (NCTE journal; mainly elementary) *Be sure it is a
research article. Some of their articles are “how-to” articles.
2. The Reading Teacher (elementary literacy; International Reading
Association) *Be sure it is a research article. Some of their articles
are “how-to” articles.
3. Journal of Adolescent and Adult Literacy (grades 6-12 and
adult; International Reading Association)
4. Literacy Research and Instruction
5. Reading Research Quarterly (exclusively rigorous research;
geared more for research; International Reading Association).
6. Journal of Literacy Research
7. Reading and Writing Quarterly
8. Journal of Early Childhood Literacy
9. Bilingual Research Journal
17. Locating three research articles
You need articles that have been published
within the last 10-12 years.
You are translating empirical research into practice for
busy teachers.
• In selecting your three articles you will be reading as you
work on your Professional Development handout, here is
the link to the E-journals through UTA library.
• Use your NetID and password to logon if you are off
campus. You can also talk to one of the reference
librarians on campus if you need more assistance.
•
• http://ns6rl9th2k.search.serialssolutions.com/
18. What is considered a research article?
Results of an empirical study, e.g.,. Case study,
qualitative research, survey, etc. Data was
collected and results were reported.
Has section headings and key words like data
collection, analysis, results, conclusions,
implications.
Not a “how-to” practitioner-based article.
Should be current (last 10-12 years)
20. Research Tip: Bibliography mining.
Bibliography mining--Look in the references of a
seminal article for further references to read and
locate.
What other research tips can be shared?
Use the “cite” button to choose APA formatting.
However, you must still proofread it.
OWL site for APA 6th edition formatting tips is a good
resource.
https://owl.english.purdue.edu/owl/resource/560/01/
21. Desktop Sharing: I will share my screen to do a
“think-aloud” of searching several library
databases
Academic Search Complete—casts a wide net
ERIC—not as wide a net
E-Journals
Visual display
Demo search terms:
1) “morph*” and “reading” [focus on teaching
morphemes and/or morphology to enhance
vocabulary and comprehension]. [within The
Reading Teacher]
2) “fluency” and “intervention” and “elementary”
[within Academic Search Complete]
22. What will the final handout be like?
• Evidence-Based Handout (3-4+ pages single-
spaced; include graphics and visuals).
• This section reflects how educators take the
research base and apply it in schools/classrooms.
You should construct a handout/newsletter that could
possibly be shared at a presentation that you could
use at a workshop / inservice / professional
development meeting.
• This handout should help teachers understand and
apply research-based strategies related to your
focus area (e.g., fluency building, comprehension
development, or whatever topic you chose).
23. 10+ teacher tips that connect or draw from the
research (evidence-based practice)
10 teacher tips should be presented that focus on
several key areas of a targeted grade level or grade
levels.
You should elaborate (BE SPECIFIC) on the tips so
that any teacher could take this from your
presentation and put the ideas into practice.
Create a presentation that provides well-developed
ideas that schools and teachers, in general, can use.
All points must have research support (cite source).
You must draw on the research-based journal
articles that you read. These will be listed in your
References section.
24. Webliography resources: suggested sites
Reading Rockets
Readwritethink (lesson plans)
IRA http://reading.org/General/Default.aspx
NCTE http://www.ncte.org/
Florida Center for Reading Research
Scholastic.com
Other websites….
What else? Please enter a website in the chat
window you have visited that supports your topic
related to elementary literacy instruction.
25. COPYRIGHT-FREE IMAGES
Do not use copyrighted images in the PDH.
All images used, with the exception of clip art, should
be cited underneath each image with
Source: [insert website here].
26. Creative Commons
Flickr
Other websites
Note different levels of permissions for Creative
Commons and need to cite the link/source.
27. Synthesizing our learning so far
Please type in the chat window something you’ve
gleaned from the webinar so far.
What are you thinking now?
A fact
A resource
An idea from the instructor
An idea from a colleague
Something surprising or interesting
Something you want to explore further on your own
28. Connection to balanced literacy framework and gradual
release of responsibility
Source: Austin ISD
https://www.austinisd.org/sites/default/files/dept/leadership/docs/ecm/EC_Balanced_Literacy_20111019.pdf
29. Elaboration on Reading Essentials by Dr.
Semingson
Routman text, 2003
“Tell the stories of your life.” (p. 17)
“Value children’s stories.” (p. 18)
“Read stories aloud.” (p. 18)
“Get to know your students as readers.” (p. 20)
“Learn about students’ reading lives at home.” (p. 21)
Ch. 3
-What is your own readerly life? What is your own
writerly life? How do you share this (appropriately!) with
your students? We will discuss this in the next webinar so
be thinking about this between now and Webinar 2!
30. Resources from Regie Routman
http://www.regieroutman.org/publications/articles/
Tip: Often an author or researcher will share free
articles on their website (not always) and/or they
might have a blog and/or Facebook page. I always
check these out! On occasion, a researcher will have
a YouTube channel or other social media account
where they share knowledge!
31. Word Study Lesson: Resources & Examples
Examples are in:
Smith and Read chapter
On Blackboard (already posted)
Let’s look at the blank template together (desktop
sharing).
• What are you noticing about the type of instruction in
these examples?
32. Review of basic phonics terms
Source: http://boostforreaders.com/phonicscharts.html
33. What is your phonics focus for the plan?
Pick a focus to develop and build across one mini-
lesson
Examples
Beginning readers (1st grade):
• CVC words
• Vowel digraphs
• Consonant digraphs
• Onset-rime word families
• [see pages 62-68 in Dow and Baer, 5th edition]
More advanced readers:
• Multisyllabic words
• Morphemes (e.g., prefixes, suffixes)
34. Recap of Major Assignments
Q/A?
Reminder: You need to
purchase the TK20 system
(one time purchase)
35. Synthesizing our learning so far: Closure
Please type in the chat window something you’ve
gleaned from the webinar, overall
What are you thinking now?
A fact
A resource
An idea from the instructor
An idea from a colleague
Something surprising or interesting
Something you want to explore further on your own
Something about the webinar experience itself!
36. You can do this!
Use your resources.
Contact us for help.
We will continue to discuss this
assignment (and PD Handout) in the
next videoconferences, as well.
We encourage you to attend the live
session, if your schedule permits.
37. Encouragement
Keep going!
Reward yourself
Finish assignments
early.
Resources on
Blackboard!
Contact Dr. S if
needed!
38. Dr. S. is also on BBIM (Blackboard Instant
Messenger)
39. Thanks for attending or watching the recording!
Dr. Semingson