The Carbon Lehigh Intermediate Unit #21 provides educational services and professional development opportunities to schools in the Lehigh Valley region of Pennsylvania. It offers online courses for teachers on topics such as online teaching strategies, using educational technology, developing standards-aligned assessments, and project-based learning. The courses are designed to help educators improve student learning and prepare students for success in a global, digital world. The CLIU is committed to equal opportunity and providing accommodations to people with disabilities.
Social Media of Online Distance Learning with Networked LearnerJohn Macasio
Meet “social media” as it demonstrates the quick, easy, and simple way of setting up a learning management system that makes use of socially networked digital tools to bring about the online classroom, learning conversation, content presentation, file share, and storage, and activity demonstration.
Social media learning management system with the familiar mobile social web application of the Internet-connected learner, teacher, and parent.
Social Media of Online Distance Learning with Networked LearnerJohn Macasio
Meet “social media” as it demonstrates the quick, easy, and simple way of setting up a learning management system that makes use of socially networked digital tools to bring about the online classroom, learning conversation, content presentation, file share, and storage, and activity demonstration.
Social media learning management system with the familiar mobile social web application of the Internet-connected learner, teacher, and parent.
5 Formative Assessment Tools for the Millennial EducatorLiveTiles
As we move into the digital world, teachers are more concerned with how children are learning rather than their test scores. Here are five assessment tools that the digital world has to offer.
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
5 Formative Assessment Tools for the Millennial EducatorLiveTiles
As we move into the digital world, teachers are more concerned with how children are learning rather than their test scores. Here are five assessment tools that the digital world has to offer.
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
Find out about our events that are coming up on campus in the week commencing 4 May and beyond.
Find more information on CareerHub http://www.careerhub.herts.ac.uk
Fully online professional development options for teachers are available through Carbon Lehigh Intermediate Unit #21 in PA. These asynchronous courses were developed to assist in improving instructional practices in alignment with the Charlotte Danielson Framework for Educator Effectiveness.
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
7 Steps Of eLearning Content Development ProcessAmanKumarSingh97
There are established steps that organizations can follow to ensure that their eLearning content is effective and engaging.Let us discuss some of them.
Looking to create great online/blended classroom? What web tools would you use? What learning management system would be best? How do would you manage and build the online textbook? What does the workflow look like? How does it all come together? Join us to learn answers to these questions and more!
Social media is basically a structure that combines individuals, communities, companies or organizations that can share their interests, attitudes, values, lifestyles, visions and friendships. In the field of eLearning this structure can be used in many ways and through different web tools. It can provide educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies.
This article argues that it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities. The case study explored in this paper explains the role of social media in promoting cognitive and meta-cognitive learners development while using a constructivist teaching and learning approach. This paper presents the findings from a specific case study, as well as general guidance to instructors for incorporating social media in a blended learning environment, including the “Traditional Classroom”. It is also suggested a limitation of the use of learning management systems to cover the development of social competences and it is argued that self-regulated students are supported by personal web tools and engaged in different kinds of social networks.
CLIU #21 Spring Technology Workshops for Teachers include a variety of educational technology topics that you can learn and apply to your classroom immediately.
learning
learning hub cvs
learning how to learn
learning hub
learning how to drive
learning harbor
learning how to code
learning hebrew
learning how to swim
learning how to type
learning how to draw
great learning
grok learning
goodstart early learning
genyo e learning
great learning academy
great learning login
grey matter learning
ge learning
google learning
great river learning
bedrock learning
boom learning
bbc learning english
blended learning
best language learning apps
based learning project
CLIU#21 is offering free workshops to Edmentum Consortium member districts to help teachers take full advantage of Reading Eggs, Reading Eggspress, Education City, and Study Island.
CLIU21 Summer Techventures is a 3 day professional development experience that will help teachers of all subjects harness the power of educational technology in their classrooms.
This presentation file will help viewers gain and understanding of the transition to Keystone Exams, Project Based Assessments, and updated graduation requirements.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Pd2.1 brochure reader
1. Carbon Lehigh Intermediate Unit #21
4210 Independence Drive
Schnecksville, PA 18078
610‐769‐4111
www.cliu.org
The CLIU #21 Central Service Center is accessible to
all. If you need an accommodation to fully participate,
please call CLIU #21 at 610-769-4111.
The Carbon Lehigh Intermediate Unit #21 is an equal opportunity employer and does
not discriminate on the basis of race, color, religion, na onal origin, age, marital
status, sex or non‐relevant handicap in ac vi es, programs or employment prac ces.
For informa on regarding civil rights or grievance procedures contact Ms. Deborah
Popson, Sec on 504 Coordinator, or Mrs. Kim Talipan, Title IX and ADA Coordinator, at the
Carbon Lehigh Intermediate Unit, 4210 Independence Drive, Schnecksville, PA 18078‐2580.
August 2013
.The CLIU #21 is a service agency committed to
Online
Course Offerings
Carbon Lehigh Intermediate Unit #21
4210 Independence Drive
Schnecksville, PA 18078
610-769-4111
www.cliu.org
Connect with us . . .
Teacher Generated
Online Courses
Do you have great ideas and resources for Professional
Development? Are you interested in offering your courses
online to your peers and other teachers for Act 48? You
can make a little extra money for your effort. Please
contact Dr. Charlotte Golden at goldenc@cliu.org or
call 610-769-4111 ex. 2001.
2. (6 weeks, 18 hours Act 48, $60.00 per course
Register @ www.cpetracker.org
or call Sandy Bowen @ 610-769-4111 ex. 2001)
Online Teaching Part I (Sept 16 - Oct 25, 2013)
This foundational course will help teachers understand online teaching and learning in K-12
schools and the key components for successful online teaching based on the iNACOL
(National Standards for Quality Online Teaching). Including classroom management and
feedback strategies, teachers will discuss quality online teaching standards and practice
online organization and feedback skills.
Personal Learning Networks for Educators (Oct 21 - Nov 29, 2013)
The utilization of social networking and learning communities, the focus of this
course, will empower participants to increase student achievement through
the transformational power of these tools. Social networking and media
give educators the ability to make digital integration a holistic component
of their instructional and personal learning methods. This course will
provide the resources, connections, and the learning needed to
increase digital literacy in our schools, and empower educators to
comfortably connect with technology within their current positions.
Online Teaching Part II (Dec 2, 2013 - Jan 17, 2014)
In continuing development of the competencies necessary for
quality online teaching, this course will help teachers learn
strategies to encourage active learning and explore reliable
assessment methods for online classes. Participants will have
the opportunity to design an engaging discussion and
develop an authentic assessment that could be used in an
online course. Participants will also explore the use of
synchronous meeting tools to create engaging online
learning environments.
Effective Questioning Techniques
(Jan 6 - Feb 14, 2014)
How can we support our students to take their learning
deeper? Learn how different types of questions posed by
the teacher and by the students can be used to assess
learning, advance learning, build deeper understanding,
and strengthen communication.
Online Teaching Part III
(Feb 10 - March 21, 2014)
Participants in this course will continue to develop
competencies outlines in the iNACOL (National Standards
for Quality Online Teaching). This course will focus on
strategies to differentiate and/or individualize instruction
and use course data to remediate or enrich for students. A
final aspect of this course will give participants the
opportunity to learn about accommodations and interventions
to meet IEP and/or 504 plan requirements.
Getting in Gear with Google (March 17 - April 25, 2014)
This course explores the basic functions of your account with Google Drive, Google Plus, Hangouts,
and Google Chrome extensions such as “Add to Drive,” “Google Calendar,” and “PicMonkey” to
optimize your Internet browsing and provide your students with the Web 2.0 learning experience
they need. Google is more than just a search engine as it continues to evolve and prove itself as an
effective tool for personal use, as well as in the classroom.
Designing Learning Objects for Online/Blended Learning (April 21 - May 30, 2014)
In this project-based, online course, teachers will learn about tools and resources to help them build
online learning objects to use as lesson content for online or blended learning objects. Through
tutorials, peer review, and instructor feedback, teachers will complete the course by creating their
own module of content that they can use in an online or blended environment.
Writing Standards Aligned Assessments (May 26 - June 30, 2014)
This course will provide educators with a rationale for standards-aligned assessment and an
understanding of the design and analysis of assessments that can be employed in a standards-
based classroom. Summative, formative, benchmark, and diagnostic assessment will be explored
and analyzed. Participants will have the opportunity to develop standards-aligned assessments for
use in their classrooms.
Intel Course #1 Project-Based Approaches (Oct 2 - Nov 13, 2013)
In this online course, you will explore the features and benefits of project-based learning
with classroom scenarios that help you to engage students with self-directed learning.
Intel Course #2 Assessment in 21st Century Classrooms (Jan 8 - Feb 19, 2014)
In this online course, you will learn how to plan, develop, and manage student-centered assessment
strategies that can benefit your teaching and your students’ learning.
Intel Course #3 Collaboration in the Digital Classroom (March 5 - April 16, 2014)
In this online course, you will plan and manage collaboration activities that integrate online tools,
which are increasingly an integral part of our digital, global world.
Intel Course #4 Thinking Critically with Data (April 23 - June 4, 2014)
In this online course, you will examine critical thinking with a focus on data analysis. This course will
help you prepare students to think analytically in our global, knowledge-driven world.
“Taking Educators to the Next Level”
CLIU Online Course Offerings, continued
CLIU Online
Course Offerings
(6 weeks, 30 hours of Act 48, $125.00 per course
Register @ www.cpetracker.org
or call Sandy Bowen @ 610-769-4111 ex. 2001)
Intel Course
Offerings