Padlet affordances table
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Padlet allows for easy collaboration between multiple users in real-time or asynchronously. Participants do not need to login, and images, videos, and files can be easily added through dragging and dropping or uploading. Posts are automatically saved and viewable by all. Teachers can use Padlet for activities like KWL charts, brainstorming ideas, organizing concepts into categories, and reflecting on discussions. Privacy settings allow the teacher to control who can view and modify the wall.
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Affordances blogs
Technology affordances like discussion boards and blogs allow for collaborative and self-directed learning. They promote community and support among students by providing social networks and space for reflective practice and sharing ideas. Features like ability to comment, tag posts, and integrate other media encourage participation and make conversations and evolving topics easy to follow. They are advantageous for introverts and those not on campus by providing accessible, flexible learning opportunities.
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The document outlines the key characteristics and skills of 21st century learners across several categories:
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2. Learning and innovation skills like critical thinking, problem solving, creativity, communication and collaboration.
3. Life and career skills such as flexibility, initiative, social skills, productivity, and leadership.
The skills focus on areas like accessing and evaluating information, effective communication, digital literacy, and adapting to changing environments.
Edstudio affordances table
EdStudios are online collaborative workspaces accessed through the Learning Place that allow students to work together on projects. They offer features like:
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- Inquiry using polls to investigate topics and analyze collected data
- Feedback through rubrics for assessment and comments from teachers and students
- Reflection by reading through group pages to evaluate what worked well, was challenging, and could be improved
Teachers can set up EdStudios and control permissions, and students are able to personalize their own pages within the studios.
Blogs affordances table v2
Blogs can be used in education to support reflection, feedback, discussion, and community. Key features of blogs include chronological posts, ability to edit posts and schedule publishing, and linking to other content. This allows students to reflect on their learning process, provide feedback on each other's writing, and engage in substantive online discussions. Teachers can use blogs to promote metacognition, collaboration, and multiple means of expression by asking students to post reflections, responses, and multimedia representations of their understanding. Privacy settings allow blogs to be public, private, or shared within a group.
Blogs affordances table v2
Blogs allow for reflection on learning, feedback and growth through comments, and building upon ideas over time. Key features include chronological posts, ability to edit and schedule posts, hyperlink to other sources, and comment on individual posts. This supports reflection on content and process, developing understanding through substantive conversation, and building an online learning community through sharing blogs publicly or within groups.
Wik is affordance analysis v5
This document compares the features and affordances of wikis and blogs. It outlines how wikis allow for collaboration on research projects, compiling knowledge, providing feedback on creative works, and connecting students globally. Wikis also support embedding multimedia, tracking edits, organizing content through linking pages, and reflecting on the collaborative knowledge construction process. Teachers can use wikis for question and answer pages between students, presenting project work, providing feedback, and reflecting on personal contributions.
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Technology affordances like discussion boards and blogs allow for collaborative and self-directed learning. They promote community and support among students by providing social networks and space for reflective practice and sharing ideas. Features like ability to comment, tag posts, and integrate other media encourage participation and make conversations and evolving topics easy to follow. They are advantageous for introverts and those not on campus by providing accessible, flexible learning opportunities.
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1. Information, media, and technology skills including visual literacy, digital literacy, and global awareness.
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3. Life and career skills such as flexibility, initiative, social skills, productivity, and leadership.
The skills focus on areas like accessing and evaluating information, effective communication, digital literacy, and adapting to changing environments.
Edstudio affordances table
EdStudios are online collaborative workspaces accessed through the Learning Place that allow students to work together on projects. They offer features like:
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Teachers can set up EdStudios and control permissions, and students are able to personalize their own pages within the studios.
Blogs affordances table v2
Blogs can be used in education to support reflection, feedback, discussion, and community. Key features of blogs include chronological posts, ability to edit posts and schedule publishing, and linking to other content. This allows students to reflect on their learning process, provide feedback on each other's writing, and engage in substantive online discussions. Teachers can use blogs to promote metacognition, collaboration, and multiple means of expression by asking students to post reflections, responses, and multimedia representations of their understanding. Privacy settings allow blogs to be public, private, or shared within a group.
Blogs affordances table v2
Blogs allow for reflection on learning, feedback and growth through comments, and building upon ideas over time. Key features include chronological posts, ability to edit and schedule posts, hyperlink to other sources, and comment on individual posts. This supports reflection on content and process, developing understanding through substantive conversation, and building an online learning community through sharing blogs publicly or within groups.
Wik is affordance analysis v5
This document compares the features and affordances of wikis and blogs. It outlines how wikis allow for collaboration on research projects, compiling knowledge, providing feedback on creative works, and connecting students globally. Wikis also support embedding multimedia, tracking edits, organizing content through linking pages, and reflecting on the collaborative knowledge construction process. Teachers can use wikis for question and answer pages between students, presenting project work, providing feedback, and reflecting on personal contributions.
Macedonia Icamp
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Technology affordances like discussion boards and blogs allow for collaborative and self-directed learning. They promote community and support among students by providing social networks and space for reflective practice and sharing ideas. Features like ability to comment, tag posts, and integrate other media encourage participation and make conversations and evolving topics easy to follow. They are advantageous for introverts and those not on campus by providing accessible, flexible learning opportunities.
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Blogging provides several affordances for pedagogy and learning. It allows for connectivity between individuals and communities with shared interests through discussion threads and commenting features. This encourages student reflection, problem solving, critical thinking, and technology fluency. Blogging also affords embedding various resources like images, video and audio to support student understanding and aid collaborative work between lecturers and students. The open access of blogs promotes inclusion of minority voices and those from low socioeconomic backgrounds.
Affordances analysis 7
Technical features, affordances and pedagogy – analysis of Wikis
Wikis allow for collaborative learning by enabling interactive editing in a democratic process where students can share ideas and opinions. They mediate between ideas and students by providing writing and editing affordances that allow learners to become publishers rather than just consumers of knowledge. Wikis also facilitate the social affordance of exchanging ideas by posting separate entries and use technological affordances to allow students to respond to peers using a variety of techniques like text, video, images and more. This helps distant learners engage with peers conveniently by adding or editing content anytime and anywhere. Teacher can also easily evaluate student work and students can self-reflect by reviewing posts and entries on wikis.
Affordances analysis 7
Technical features, affordances and pedagogy – analysis of Wikis
Wikis allow for collaborative learning by enabling interactive editing in a democratic process where students can share ideas and opinions. They mediate between ideas and students by providing writing and editing affordances that allow learners to become publishers rather than just consumers of knowledge. Wikis also facilitate the social affordance of exchanging ideas by posting separate entries and use technological affordances to allow students to respond to peers using a variety of techniques like text, video, images and more. This helps distant learners engage with peers conveniently by adding or editing content anytime from anywhere.
Blog affordances analysis updated
Blogs allow for the sharing of multimodal content in a chronological format and support collaboration through commenting features. Pedagogically, blogs can be used to upload homework, reflect on videos, and demonstrate understanding through scaffolded posts and peer responses. They also enable group work through shared tasks and real-time collaboration using features like video chat. Customization and embedding features further enhance blogs' functionality for personalized learning.
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“
heard.
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think carefully about what you want to say and look it over before you post it. You can consider the contribu-
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The document introduces Moodle, an open-source learning management system that provides easy course creation and management tools. Moodle allows instructors to easily add content and activities to engage learners, while providing comprehensive learner tracking and assessment features. The document highlights how Moodle's modular design and intuitive interface help both instructors and learners in the online learning process.
Presentation en (1)sdasdas
The document introduces Moodle, an open-source learning management system that provides easy course creation and management tools. Moodle allows instructors to easily add content and activities to engage learners, while providing comprehensive learner tracking and assessment features. The document highlights how Moodle's modular design and active user community make it a flexible and affordable alternative to proprietary online learning solutions.
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Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
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The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
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The Structured Lesson Review is a process for educators to collaboratively review lessons through structured critique and feedback. It involves four steps: 1) a teacher presents their lesson plan, 2) peers ask clarifying questions, 3) peers provide warm and cool feedback about strengths and areas for improvement, and 4) an open discussion where the teacher can respond and discuss next steps. The document provides an example of educators reviewing a virtual Civil Rights museum lesson, with peers providing positive feedback on collaboration and real-world application, and suggestions around community involvement and student interviews. The process aims to make teaching practices public and support ongoing professional growth through reflection and collaboration.
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Online discussions can be one of the richest elements of your online experience. Electronic discussions offer
a unique opportunity to be
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heard.
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presentation_en.ppt
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Presentation en (1)sdasdas
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Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Padlet affordances table
- 1. Padlet Features of the technology Affordances (activities and practice) Affordances (examples of pedagogy and designs) Participants do not need to login to access. Easy access for all participants. COLLABORATION: a. On content knowledge – students are asked to post a KWL (What do I know, What do I want to know, How will I find out ? What have I learnt? ) at the beginning or a unit of study. Students return to this during the unit to add answers to their questions, new questions and new learnings. b. Students brainstorm/share ideas related to a topic and are able to build on each other’s ideas as they are posted. HIGHER ORDER THINKING ( understanding complex & ill-defined problems) Students organise posts/ ideas according to patterns or categories that are negotiated between the contributors. SUBSTANTIVE CONVERSATION Contents of a communally created padlet are be used as a basis for discussions to ensure all points of view are considered. CONNECTEDNESS Students may create a publish wall that can viewed by members of the wider community, parents or experts. MULTIPLE MEANS OF EXPRESSION Students are asked to investigate a particular topic, feature or technique. They can link to video/ image examples instead of explaining verbally. REFLECTION Use the stream function to view the progression All participants’ activity is instantly viewable. Supports real time collaboration by multiple users. Also support asynchronous collaboration. Easy to embed images and video from online sources. Allows users to draw together resources from the web into a single space. Drag and drop function to add images or upload files from computer. Makes uploading files and images from a computer or hard drive very simple. Autosave function. Contributors do not need to save work. Ideas are not lost. Adds to ease of use for participants. Choice of free form layout or stream layout. Freeform layout allows users to place posts close to related ideas. Stream layout automatically organises posts in chronological order by placing each post in chronological order. Each suited to different types of activity. May assist teachers and students to reflect on the direction a particular discussion or brainstorming session is taking. Can be embedded in a blog or EdStudio Allows collaborators to view padlet as a work in progress from a common space or finished product. Allows the groups work to be displayed in a common space. May also assist collaborators to construct discussions or group blogs related to the padlet content. Privacy settings allow the wall owner to choose who can view, write and moderate a particular wall. Walls can be created where students can add/ delete and edit their own contributions but cannot alter the contributions of anyone else. Contributors move posts without affecting the other content on the wall. Users can easily move / reorganise posts to restructure ideas. Assists with collecting ideas then creating categories to organise this information. The wall owner can choose to be notified once per day of all activity posted on the wall. Allows teachers to monitor contributions and general participation in the activity. Anonymous posting. Teachers need to teach students expected protocol of adding their name to the beginning of any post.
- 2. of ideas during a discussion or brainstorm. SOCIAL SUPPORT Explicit guidelines are taught around acceptable content and adding a name to each posting.