PaGamO is a social gaming platform developed for online courses and education. It was the first MOOC-based platform to incorporate multiplayer social games and homework problems. PaGamO has been successfully used for MOOCs on Coursera and in K-12 education in Taiwan. Student feedback indicates that PaGamO significantly increases student motivation and engagement with course material.
Blended Learning in a Liberal Arts Setting: Preliminary FindingsNITLE
Jennifer Spohrer, Educational Technologist, and Kimberly Cassidy, Provost and Professor of Psychology, Bryn Mawr College
This paper provides an overview of Bryn Mawr College’s NGLC Wave I study on the impact of blended learning in gateway STEM courses within a liberal arts environment. Research has shown that blending learning can increase student engagement, performance, and persistence at the college level, but the studies have focused on large universities and community colleges. This paper discusses how participating faculty experimented with blended learning, and our preliminary findings concerning effectiveness, challenges, and affordances.
Blended Learning in a Liberal Arts Setting: Preliminary FindingsNITLE
Jennifer Spohrer, Educational Technologist, and Kimberly Cassidy, Provost and Professor of Psychology, Bryn Mawr College
This paper provides an overview of Bryn Mawr College’s NGLC Wave I study on the impact of blended learning in gateway STEM courses within a liberal arts environment. Research has shown that blending learning can increase student engagement, performance, and persistence at the college level, but the studies have focused on large universities and community colleges. This paper discusses how participating faculty experimented with blended learning, and our preliminary findings concerning effectiveness, challenges, and affordances.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Results from a project on lecture capture conducted for King's College London, School of Biomedical Sciences Oct 2012 - Oct 2013. Please see slide notes for further explanation.
This presentation covers:
-- How much students value lecture capture
-- Aspects of lecture capture students like
-- Aspects of lecture capture students dislike
-- Why students prefer live lectures
-- Why some students prefer recordings
-- Students' perceptions of recordings
-- Students' perceptions of why lecturers decide not to be recorded
TLTS 2015 - JiTT - A Strategy For Success - Oct 2015Jeff Loats
Slides from a 40-minutes panel presentation discussing the effectiveness of Just-in-Time Teaching across many disciplines, levels of courses and course-types.
Presenters:
Arlene Sgoutas
Jeff Loats
Randi Smith
Courtney Rocheleau
Active learning tools, both in the classroom and outside. I presented these slides at a pedagogy workshop, and it was received well. It is tough to implement, but I always include elements like the ones presented here, to my classes, to keep the lectures fun for me and my students.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Results from a project on lecture capture conducted for King's College London, School of Biomedical Sciences Oct 2012 - Oct 2013. Please see slide notes for further explanation.
This presentation covers:
-- How much students value lecture capture
-- Aspects of lecture capture students like
-- Aspects of lecture capture students dislike
-- Why students prefer live lectures
-- Why some students prefer recordings
-- Students' perceptions of recordings
-- Students' perceptions of why lecturers decide not to be recorded
TLTS 2015 - JiTT - A Strategy For Success - Oct 2015Jeff Loats
Slides from a 40-minutes panel presentation discussing the effectiveness of Just-in-Time Teaching across many disciplines, levels of courses and course-types.
Presenters:
Arlene Sgoutas
Jeff Loats
Randi Smith
Courtney Rocheleau
Active learning tools, both in the classroom and outside. I presented these slides at a pedagogy workshop, and it was received well. It is tough to implement, but I always include elements like the ones presented here, to my classes, to keep the lectures fun for me and my students.
Social Media and Networking Strategies by Christine Salberg of Innovative PlanItchrissalberg
Social media strategies that can be used pre, during and post a networking event to increase your social media presence.
Presented by Christine Salberg of Innovative PlanIt
www.innovativeplanit
Innov8ivePlanit
Company Profile - Team Orange Communications Pvt. Ltd. Dhiraj Ahuja
Besides a brief introduction and executive management details, this profile presentation has a mention of all the services we offer, list of clients we are currently working with on monthly retainer basis and the ones we have successfully served in the recent past.
Simple but Powerful Tools for Enhancing College Science Education (Sloan-C Co...thenhl15
Herein, I will highlight progress in introducing internet-based technologies into a majors-level introductory biology course. First, we have measured dramatic increases in personal interaction between professor and students as a result of introducing Instant Messaging and online office hours. Most surprisingly, we found that in-person student visit during office hours also increased following the introduction of Instant Messaging. Thus, online student-teacher interactions help break down the barriers that prevent students from seeking out their professors in person.
Secondly, in an experimental section of Principles of Modern Biology II (Bio104), we introduced the use of pre-recorded Voice Over PowerPoint™ (VOPP) to deliver video lectures in place of selected lectures, normally delivered in class. This was run as a case-controlled study involving an experimental section and a control group (traditional lectures). We found that through the semester, student use and perceptions of video lectures evolved, aided by periodic student-led discussions. Comparisons of student performance, both in the course overall and individual exam questions directly covering material delivered by video, revealed that internet-delivered video lectures prepares students for exams as effectively as in-class lectures. SALG surveys also revealed that the majority of students find this to be an effective way to learn course material and many reported that they would often pause, rewind, and even watch the entire videos multiple times.
Lastly, we will introduce how educational modules freely available on Visionlearning.com can be integrated into a variety of science courses to facilitate distance and blended learning. This modular content is easily customizable into a “my classroom” context that incorporates student-teacher communication functions, quizzes, and assessment, if so desired. The high-quality, media-rich, peer-reviewed content is written by experts and can be used as a supplement, partial replacement, or even complete replacement of a traditional textbook.
The Use and Impact of Podcasting in Higher Educationahornton
This presentation was presented at the 2009 Creating Futures Through Technology Conference. The presentation covers the implementation and ongoing evaluation of podcasting at The University of Southern Mississippi.
Keynote Address at the 8th Microsoft Taiwan 2011 Education Forum – “Cross-Bor...Cher Ping Lim
Lim, C.P. (2011). Learning in an Increasingly Complex World: A Survival Guide for Schools. 8th Microsoft Taiwan 2011 Education Forum – “Cross-Border Education”. Taiwan, Taipei and Tainan: 27-28 Apr 2011.
A presentation for the 15th Asia TEFL International Conference-64th TEFLIN International Conference, held in Yogyakarta, July 2017
Business degree courses taught in English is one of the greatest growth areas in education. Because English medium programs are being taught around the world, even less developed countries, off the beaten path, such as Cambodia, are receiving international and exchange students. Delivering business courses in an English medium presents a number of issues, for example, who will be the teachers? The three options explored in this presentation are: 1. Local professors with subject knowledge, but questionable ability to teach in English, 2. Very expensive foreign professors who may not know how to scale their language and workload to meet the needs of a second language audience, or 3. ESL teachers who know how to communicate well with and motivate L2 students, but who may not be subject experts.
The Practical Guide to Flipping Your Classroom - An eBook by the Panopto Vide...Panopto
In the last decade, academic institutions at all levels have begun introducing non-traditional pedagogies that combine traditional brick-and-mortar teaching with online, on-demand learning.
Among all of the approaches to this “blended learning,” one has garnered more media attention, reported more tangible results, and gained the support of more educators than any other — the flipped classroom.
In just the last four years, flipping the classroom has evolved from an obscure experiment to a mainstream model for improving the student learning experience in universities and school districts around the world.
But just what is a flipped classroom?
How do teachers prepare to flip a class?
How do they create flipped lecture materials and structure in-class time?
And how do they know if all their efforts were worth it?
Just in time for the new school year, we’ve developed the definitive guidebook for any teacher, professor, or administrator interested in flipping their classrooms.
The Practical Guide to Flipping Your Classroom covers everything from what questions educators can expect when flipping a class, to how to plan for interactive learning sessions and even what to look for in video equipment.
Lead Paper in Australian Council for Educational Leaders Annual Conference 2011Cher Ping Lim
Lim, C.P. (2010). Deep Conversations Across Boundaries: Learning Engagement in the Context of Global Citizenship. Invited Lead Paper at the 2010 Conference by the Commonwealth Council for Educational Administration and Management and the Australian Council for Educational Leaders: Hosting and Harvesting – Creating the Change We Wish to See in the World. Australia, Sydney: 28 Sep-1 Oct 2010.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
The French Revolution Class 9 Study Material pdf free download
PaGamO, really enhance the learning performance!
1. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
PaGamO
First-ever Multi-student Social Gaming
Platform for General Course
葉丙成
Yeh, Ping-Cheng (Benson)
Co-Founder, BoniO Inc.
Director, NTU MOOC
National Taiwan University
2. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
PaGamO
The world’s first-ever MOOC-based
multi-student social game platform
built for MOOC with close-end HW
problems
3. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
PaGamO not Just for MOOC!
1. PaGamO for K12 students in TW on all subjects (Math, Chinese,
Social Study, Science), 4,000+ teachers with 70,000+ students
2. PaGamO used for cooperate training in one of the Fortune 500
enterprises uses (Company name hidden due to NDA)
3. PaGamO is used by the Dental school of UPenn.
4. PaGamO for high school Math in US is currently in plan with
local partners
3
4. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
Worldwide Acknowledgement
4
PaGamO
won
the
E-‐learning
Award
and
Overall
Award
in
the
“Wharton-‐QS
Stars
Awards
2014:
Reimagine
EducaCon”,
aka
“Oscars”
of
innovaCon
in
higher
educaCon
5. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
Worldwide Acknowledgement
5
Invited with Haywood (Vice President of Univ. of Edinburgh)
by Google Research to give special talks to the architects and
the core member of education research department of Google
6. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
Worldwide Acknowledgement
6
Invited to give talk in 2014 Coursera Conference, London
with Rutenbar from CS, UIUC to the Presidents, Provosts,
MOOC specialists of Coursera partner schools
7. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
7
PaGamO
first
Launched
in
“Probability”
on
Coursera
,
the
world’s
first-‐ever
MOOC
in
Chinese
8. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
Coursera
blog:
hAp://goo.gl/1Jao6V
9. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
More
than
4000
people
used
PaGamO
for
HW
on
Coursera!
To
see
how
it
works
(short
video):
hAp://youtu.be/XtPryPyT3I0
10. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
Tens
of
thousands
of
students
on
the
same
map
to
compete
by
occupying
as
much
land
as
possible
via
solving
problem
sets
from
any
subjects,
math,
language,
science,
etc.
11. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
Worldwide
ranking
on
the
number
of
problems
solved.
Many
students
were
moWvated.
Even
solved
200+
problems!
12. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
Student
feedback:
Now
it’s
a
great
pleasure
to
come
back
dorm
solving
problem
sets
right
a^er
school
Wme
everyday!
13. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
螢幕快照
2013-‐11-‐07
下午3.25.36
Student
feedback:
With
PaGamO,
Mom
never
has
to
worry
about
Me
not
studying
hard
any
more!
14. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
Students got
addicted to learning!
Wow!
15. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
PaGamO score vs. Coursera grade
PaGamO
Low
Mid
High
Coursera
Grade
(PaGamO
Bonus
Excluded)
Percentage
(%)
16. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
According
to
the
student
poll
from
the
Coursera
course:
Near
90%
of
the
students
feel
PaGamO
interesWng
and
enjoying
it.
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Because
I
think
PaGamO
is
interesCng.
Because
I
really
like
to
understand
what
the
teacher
has
taught
us.
Due
to
the
course
requirement.
Because
I
enjoy
playing
the
game.
Why
Play
PaGamO?
Do
not
agree
at
all
Do
not
agree
Agree
Totally
agree
17. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
More
than
90%
agree
they
feel
saWsfied
when
doing
HW
and
playing
PaGamO.
Near
90%
agree
they
are
now
able
to
finish
more
challenging
tasks.
Near
70%
agree
they
can
quickly
get
the
key
points
of
the
course.
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
I
have
the
discreCon
in
finishing
my
homework
and
PaGamO
I
feel
saCsfied
when
doing
HW
and
playing
PaGamO
I
am
able
to
finish
more
challenging
task.
I
think
I
can
quickly
get
the
key
points
of
the
course
Please
answer
this
quesWon
based
on
your
own
experiences
Do
not
agree
at
all
Do
not
agree
Agree
Totally
agree
18. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
PaGamO raises
student motivation
in learning!
19. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
PaGamO score vs. Coursera grade
PaGamO
Low
Mid
High
Coursera
Grade
(PaGamO
Bonus
Excluded)
Percentage
(%)
20. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
PaGamO grade
highly correlated
with the Course
grade!
21. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
PaGamO not Just for MOOC!
1. PaGamO for K12 students in TW on all subjects (Math, Chinese,
Social Study, Science), 4,000+ teachers with 70,000+ students
2. PaGamO used for cooperate training in one of the Fortune 500
enterprises uses (Company name hidden due to NDA)
3. PaGamO is used by the Dental school of UPenn.
4. PaGamO for high school Math in US is currently in plan with
local partners
21
22. Prof. Yeh, Ping-Cheng (Benson) 葉丙成
Dept. of EE, National Taiwan University
PaGamO,
a new paradigm
shift for future
learning