The document discusses personalized learning, including its key characteristics and how it compares to other instructional approaches. It provides examples of what personalized learning looks like in the classroom for two fictional middle school students - Megan, who attends a traditionally instructed science class, and Tyler, whose science class uses personalized learning with 1:1 computing. The document emphasizes that personalized learning focuses on student choice, collaboration, developing 21st century skills, and using technology to meet individual learning goals.
This document discusses using WebQuests to develop critical reading skills for English as a foreign language (EFL) students in Egypt. It outlines that WebQuests are inquiry-based activities where students use online resources to answer a central question. The document also explains that WebQuests promote critical thinking, knowledge application, social skills, and scaffolded learning. The author provides an example of a democracy-themed WebQuest and how its steps guided students through gathering information, forming opinions, and presenting their views. Overall, the document argues that WebQuests incorporate collaboration and can effectively assess students' vocabulary, content knowledge, interest level, and task demands when developing critical thinking in EFL classrooms.
Designing Dynamic Curricula: Leaving Space for Students to Live, Love and LearnElizabeth Hauke
The document describes an undergraduate curriculum called "The World Today" that uses a "Live, Love, Learn" approach to curriculum design. It aims to develop students' skills through authentic, active learning experiences. Students work collaboratively in teams to research global issues. They are given choices in topic selection, task structure, and skill development. Evaluation of the course found that it provided an unusual learning environment that improved students' skills like teamwork and presentation abilities. While challenging, students reported gaining confidence and finding the experience intellectually stimulating. The explicit curriculum design allowed in-depth qualitative research on students' learning experiences.
Transforming Course Assessments with Backwards Design & Renewable AssignmentsChristina Hendricks
A workshop at the American Association of Philosophy Teachers' conference, July 2016. The first half is about how using backwards design and different types of learning goals as enumerated by Dee Fink can help one one rethink assignments in philosophy courses. The second is about "renewable assignments" according to David Wiley and how they might work in philosophy courses. Ideally one could come up with a new learning goal from the first half and then come up with a renewable assignment to fit it, from the second half of the workshop.
Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.
Download and edit here: https://osf.io/zvnqy/
Presentation at Vanderbilt University February 22, 2019. Discusses open educational practices, open pedagogy, and the values, benefits, challenges and risks of these.
This document summarizes a presentation on advocating for open educational resources (OER) on campus. It discusses the high costs of textbooks for students and rising tuition as problems that OER can help address. OER are defined as educational materials that can be freely used, adapted, and shared. The benefits of OER discussed include improving access and equity, allowing customization of materials, and enabling non-disposable and student-produced work. Suggested advocacy strategies include gathering data, advocating to faculty, asking for training and inclusion in the library, and forming a campus OER working group.
The document discusses methods for enhancing students' motivation to learn. It begins with an overview of literature on student motivation and academic needs. Key factors that influence motivation are identified, such as understanding learning goals and processes, being actively involved, experiencing success, and receiving feedback. Specific techniques are then proposed, including cooperative learning, peer tutoring, differentiated instruction, and relating content to students' interests. A survey and data analysis were conducted to understand motivation from the perspectives of teachers and students. Suggestions focus on increasing teacher motivation, using varied teaching methods, incorporating more group work, and improving support for students with special needs.
Open Educational Practices and Open Pedagogy: What, How and Why (Langara Coll...Christina Hendricks
This document provides an overview of open educational practices (OEP) and open pedagogy. It defines OEP as the creation, use and reuse of open educational resources (OER) as well as open sharing of teaching practices. Open pedagogy focuses more specifically on teaching and learning approaches. Examples of open pedagogy presented include students creating OER like open textbooks or contributing to projects like Wikipedia. Benefits discussed include improving access and equity, giving students more agency over their learning, and connecting students to broader communities. The document encourages educators to redesign traditional assignments into more open formats.
This document discusses using WebQuests to develop critical reading skills for English as a foreign language (EFL) students in Egypt. It outlines that WebQuests are inquiry-based activities where students use online resources to answer a central question. The document also explains that WebQuests promote critical thinking, knowledge application, social skills, and scaffolded learning. The author provides an example of a democracy-themed WebQuest and how its steps guided students through gathering information, forming opinions, and presenting their views. Overall, the document argues that WebQuests incorporate collaboration and can effectively assess students' vocabulary, content knowledge, interest level, and task demands when developing critical thinking in EFL classrooms.
Designing Dynamic Curricula: Leaving Space for Students to Live, Love and LearnElizabeth Hauke
The document describes an undergraduate curriculum called "The World Today" that uses a "Live, Love, Learn" approach to curriculum design. It aims to develop students' skills through authentic, active learning experiences. Students work collaboratively in teams to research global issues. They are given choices in topic selection, task structure, and skill development. Evaluation of the course found that it provided an unusual learning environment that improved students' skills like teamwork and presentation abilities. While challenging, students reported gaining confidence and finding the experience intellectually stimulating. The explicit curriculum design allowed in-depth qualitative research on students' learning experiences.
Transforming Course Assessments with Backwards Design & Renewable AssignmentsChristina Hendricks
A workshop at the American Association of Philosophy Teachers' conference, July 2016. The first half is about how using backwards design and different types of learning goals as enumerated by Dee Fink can help one one rethink assignments in philosophy courses. The second is about "renewable assignments" according to David Wiley and how they might work in philosophy courses. Ideally one could come up with a new learning goal from the first half and then come up with a renewable assignment to fit it, from the second half of the workshop.
Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.
Download and edit here: https://osf.io/zvnqy/
Presentation at Vanderbilt University February 22, 2019. Discusses open educational practices, open pedagogy, and the values, benefits, challenges and risks of these.
This document summarizes a presentation on advocating for open educational resources (OER) on campus. It discusses the high costs of textbooks for students and rising tuition as problems that OER can help address. OER are defined as educational materials that can be freely used, adapted, and shared. The benefits of OER discussed include improving access and equity, allowing customization of materials, and enabling non-disposable and student-produced work. Suggested advocacy strategies include gathering data, advocating to faculty, asking for training and inclusion in the library, and forming a campus OER working group.
The document discusses methods for enhancing students' motivation to learn. It begins with an overview of literature on student motivation and academic needs. Key factors that influence motivation are identified, such as understanding learning goals and processes, being actively involved, experiencing success, and receiving feedback. Specific techniques are then proposed, including cooperative learning, peer tutoring, differentiated instruction, and relating content to students' interests. A survey and data analysis were conducted to understand motivation from the perspectives of teachers and students. Suggestions focus on increasing teacher motivation, using varied teaching methods, incorporating more group work, and improving support for students with special needs.
Open Educational Practices and Open Pedagogy: What, How and Why (Langara Coll...Christina Hendricks
This document provides an overview of open educational practices (OEP) and open pedagogy. It defines OEP as the creation, use and reuse of open educational resources (OER) as well as open sharing of teaching practices. Open pedagogy focuses more specifically on teaching and learning approaches. Examples of open pedagogy presented include students creating OER like open textbooks or contributing to projects like Wikipedia. Benefits discussed include improving access and equity, giving students more agency over their learning, and connecting students to broader communities. The document encourages educators to redesign traditional assignments into more open formats.
Universal design and effective postsecondary instructional practicesSteve Fadden
How can we enhance learning for students who are new to college, or at-risk of struggling with the college transition? Applying the Universal Design framework, plus a number of instructional techniques, can help scaffold and promote effective college "habits of mind." This presentation was given as part of Nevada State College Provost Speaker Series, April 2016.
The document discusses the need for changes in education to meet the demands of a changing world. It outlines why change is needed, what needs to be changed, and how to implement changes. Specifically, it discusses the impact of new technologies on how students learn and recommends teaching methods that incorporate tools like blogs and podcasts to engage digital native students and develop 21st century skills.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
Slides for a talk at the Justice Institute of British Columbia in November 2019, designed to introduce open educational resources. PowerPoint slides available: https://is.gd/oerjibc2019
This document discusses open educational resources (OER) in philosophy. It defines OER as educational materials that are in the public domain or available with an open license, allowing anyone to legally copy, use, adapt and share them. The document notes rising textbook costs as a key issue that OER aims to address through improving access and allowing customization. It provides examples of OER that can be used in philosophy, such as open textbooks and logic materials. Challenges of finding and implementing high-quality OER are also acknowledged.
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
The document describes a science education conference program that includes breakout sessions on various topics related to implementing the Next Generation Science Standards and Common Core State Standards through different instructional models and professional development approaches. It also lists the scheduled keynote speaker and luncheon.
This document provides an overview of a session on introducing the University of Louisville's "Ideas to Action" initiative and defining critical thinking. The session objectives are to introduce I2A, have participants define critical thinking both individually and in groups, clarify I2A's definition of critical thinking, and explore how participants can promote critical thinking in their work. I2A is UofL's plan to enhance student learning and engagement, and progress must be shown to accreditors by 2012. Research presented finds that student involvement in co-curricular activities significantly improves critical thinking. The session discusses relating I2A to connecting academic and practical skills, assessing student learning outcomes, and defining critical thinking as an intellectually disciplined process
Learning as construction of actionable concepts: A multimodal blending perspe...Lina Markauskaite
In mainstream cognitive research, ‘formal concepts’ usually serve as the main unit of analysis for investigating students’ conceptual learning. Accordingly, conceptual understanding is often seen as a capacity to take an already acquired formal concept and transfer it intact to a new situation, by recognising structural commonalities and using analogy. We use our research into how pre-service (student) teachers design lessons to show that their capacity to use concepts in real world professional work cannot be understood as a simple transfer of formal concepts to new situations. Rather, actionable conceptual understanding, or concepts that are used in action, involve a capacity to construct situated conceptualisations dynamically: by selecting, projecting, mapping and blending relevant conceptual features with material and symbolic affordances of the encountered situation into one emerging multimodal construct that becomes a part of an embodied action. Extending conceptual and material blending (Fauconnier & Turner, 1998; Hutchins, 2005), we show that construction of multimodal blends serves as a productive unit of analysis for investigating conceptual learning for professional action.
Strategies for Teaching 21st Century Skills to Tomorrow's College StudentsCSULibrary
OELMA Conference 2010: Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills.
The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom.
URL: http://engage.exactls.com
Collaborative learning-Workshop presentation to college Development Scotland ...Nkurunziza Janvier
In a range of presentations and workshops practitioners currently involved in research shared their research results and recommendations for policy and practice.
Workshop sessions included:
Transition from college to university through the development of higher order learning skills
Research Implications- Collaborative Learning in a wiki
Breakthroughs in Education; Make Building Stones Out of Stumbling Blocks
Teaching generation Y in FE: challenges and misconceptions
Education not credentialisation: let's all go read a book
Teacher Agency and Education Policy Change
For more information e.g. programme, presenters,etc, go to http://events.collegedevelopmentnetwork.ac.uk/events/show/4876
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
This document discusses open educational resources (OER) and open educational practices (OEP). It defines OER as teaching, learning and research materials that are free to use, adapt and redistribute. The document outlines why OER are used, including reducing textbook costs for students, increasing equity and access to education, and allowing for customization of resources. It also discusses OEP, such as using and revising OER, openly sharing teaching practices, and involving students in contributing to OER and curriculum development through open pedagogy. Both OER and OEP aim to increase access, agency and public contribution to knowledge. Some risks of open practices, such as privacy and harassment, are also acknowledged.
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
Teachers analyzed plants and animals in pond mud and water samples from a pond to understand how the ecosystem was affected by humans. Students collected water samples from the pond during a problem-based learning summer camp led by elementary teachers. The document discusses the basics of problem-based learning, including that it involves students solving open-ended, real-world problems over time like scientists. Research shows problem-based learning improves student achievement, performance, motivation, and self-regulated learning compared to traditional instruction.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
This document discusses project-based multimedia learning, which is defined as a teaching method where students acquire new knowledge and skills by designing, planning, and producing a multimedia product. Some key aspects of this method discussed include using an interdisciplinary approach, focusing on real-world connections, extended time frames for projects, collaborative work, and assessment of what students have learned. Teachers can add value through this method by helping students develop both hard and soft skills that will make them competitive for today's jobs.
Mark Freeman Ug Challenges Final With Resultsguest49c404
The document discusses considerations for designing undergraduate programs and courses to engage students. It describes how different in-class learning activities like team-based learning can improve student interaction and learning compared to traditional passive lectures. It also identifies strategies for engaging students at the program level, like designing learning spaces and assessments to encourage collaboration, active learning, and immediate feedback.
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
This document provides information about enrichment clusters, which are groups of students who come together during designated time blocks to pursue common interests with adult facilitators. It outlines the key features of enrichment clusters, including that all activity is directed toward producing a product or service. It also describes a 7-step process for implementing enrichment clusters school-wide, including assessing student and staff interests, setting up a schedule, finding facilitators, and celebrating successes. The goal of enrichment clusters is to allow students to apply their knowledge and thinking skills to real-world problems in an authentic manner similar to how knowledge is acquired and applied outside of school.
This document provides an overview and guide to project-based learning (PBL). It defines PBL, discusses when to use it, conditions that support it, and research supporting its effectiveness. PBL engages students in learning knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. It is most effective when students have voice and choice, work with others, and produce a public product or presentation. Conditions that support PBL include a safe classroom environment, personalized learning, collaborative work, and involvement of community partners. Research shows PBL can boost achievement and help students develop skills like problem-solving that transfer beyond school.
Universal design and effective postsecondary instructional practicesSteve Fadden
How can we enhance learning for students who are new to college, or at-risk of struggling with the college transition? Applying the Universal Design framework, plus a number of instructional techniques, can help scaffold and promote effective college "habits of mind." This presentation was given as part of Nevada State College Provost Speaker Series, April 2016.
The document discusses the need for changes in education to meet the demands of a changing world. It outlines why change is needed, what needs to be changed, and how to implement changes. Specifically, it discusses the impact of new technologies on how students learn and recommends teaching methods that incorporate tools like blogs and podcasts to engage digital native students and develop 21st century skills.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
Slides for a talk at the Justice Institute of British Columbia in November 2019, designed to introduce open educational resources. PowerPoint slides available: https://is.gd/oerjibc2019
This document discusses open educational resources (OER) in philosophy. It defines OER as educational materials that are in the public domain or available with an open license, allowing anyone to legally copy, use, adapt and share them. The document notes rising textbook costs as a key issue that OER aims to address through improving access and allowing customization. It provides examples of OER that can be used in philosophy, such as open textbooks and logic materials. Challenges of finding and implementing high-quality OER are also acknowledged.
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
The document describes a science education conference program that includes breakout sessions on various topics related to implementing the Next Generation Science Standards and Common Core State Standards through different instructional models and professional development approaches. It also lists the scheduled keynote speaker and luncheon.
This document provides an overview of a session on introducing the University of Louisville's "Ideas to Action" initiative and defining critical thinking. The session objectives are to introduce I2A, have participants define critical thinking both individually and in groups, clarify I2A's definition of critical thinking, and explore how participants can promote critical thinking in their work. I2A is UofL's plan to enhance student learning and engagement, and progress must be shown to accreditors by 2012. Research presented finds that student involvement in co-curricular activities significantly improves critical thinking. The session discusses relating I2A to connecting academic and practical skills, assessing student learning outcomes, and defining critical thinking as an intellectually disciplined process
Learning as construction of actionable concepts: A multimodal blending perspe...Lina Markauskaite
In mainstream cognitive research, ‘formal concepts’ usually serve as the main unit of analysis for investigating students’ conceptual learning. Accordingly, conceptual understanding is often seen as a capacity to take an already acquired formal concept and transfer it intact to a new situation, by recognising structural commonalities and using analogy. We use our research into how pre-service (student) teachers design lessons to show that their capacity to use concepts in real world professional work cannot be understood as a simple transfer of formal concepts to new situations. Rather, actionable conceptual understanding, or concepts that are used in action, involve a capacity to construct situated conceptualisations dynamically: by selecting, projecting, mapping and blending relevant conceptual features with material and symbolic affordances of the encountered situation into one emerging multimodal construct that becomes a part of an embodied action. Extending conceptual and material blending (Fauconnier & Turner, 1998; Hutchins, 2005), we show that construction of multimodal blends serves as a productive unit of analysis for investigating conceptual learning for professional action.
Strategies for Teaching 21st Century Skills to Tomorrow's College StudentsCSULibrary
OELMA Conference 2010: Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills.
The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom.
URL: http://engage.exactls.com
Collaborative learning-Workshop presentation to college Development Scotland ...Nkurunziza Janvier
In a range of presentations and workshops practitioners currently involved in research shared their research results and recommendations for policy and practice.
Workshop sessions included:
Transition from college to university through the development of higher order learning skills
Research Implications- Collaborative Learning in a wiki
Breakthroughs in Education; Make Building Stones Out of Stumbling Blocks
Teaching generation Y in FE: challenges and misconceptions
Education not credentialisation: let's all go read a book
Teacher Agency and Education Policy Change
For more information e.g. programme, presenters,etc, go to http://events.collegedevelopmentnetwork.ac.uk/events/show/4876
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
This document discusses open educational resources (OER) and open educational practices (OEP). It defines OER as teaching, learning and research materials that are free to use, adapt and redistribute. The document outlines why OER are used, including reducing textbook costs for students, increasing equity and access to education, and allowing for customization of resources. It also discusses OEP, such as using and revising OER, openly sharing teaching practices, and involving students in contributing to OER and curriculum development through open pedagogy. Both OER and OEP aim to increase access, agency and public contribution to knowledge. Some risks of open practices, such as privacy and harassment, are also acknowledged.
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
Teachers analyzed plants and animals in pond mud and water samples from a pond to understand how the ecosystem was affected by humans. Students collected water samples from the pond during a problem-based learning summer camp led by elementary teachers. The document discusses the basics of problem-based learning, including that it involves students solving open-ended, real-world problems over time like scientists. Research shows problem-based learning improves student achievement, performance, motivation, and self-regulated learning compared to traditional instruction.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
This document discusses project-based multimedia learning, which is defined as a teaching method where students acquire new knowledge and skills by designing, planning, and producing a multimedia product. Some key aspects of this method discussed include using an interdisciplinary approach, focusing on real-world connections, extended time frames for projects, collaborative work, and assessment of what students have learned. Teachers can add value through this method by helping students develop both hard and soft skills that will make them competitive for today's jobs.
Mark Freeman Ug Challenges Final With Resultsguest49c404
The document discusses considerations for designing undergraduate programs and courses to engage students. It describes how different in-class learning activities like team-based learning can improve student interaction and learning compared to traditional passive lectures. It also identifies strategies for engaging students at the program level, like designing learning spaces and assessments to encourage collaboration, active learning, and immediate feedback.
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
This document provides information about enrichment clusters, which are groups of students who come together during designated time blocks to pursue common interests with adult facilitators. It outlines the key features of enrichment clusters, including that all activity is directed toward producing a product or service. It also describes a 7-step process for implementing enrichment clusters school-wide, including assessing student and staff interests, setting up a schedule, finding facilitators, and celebrating successes. The goal of enrichment clusters is to allow students to apply their knowledge and thinking skills to real-world problems in an authentic manner similar to how knowledge is acquired and applied outside of school.
This document provides an overview and guide to project-based learning (PBL). It defines PBL, discusses when to use it, conditions that support it, and research supporting its effectiveness. PBL engages students in learning knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. It is most effective when students have voice and choice, work with others, and produce a public product or presentation. Conditions that support PBL include a safe classroom environment, personalized learning, collaborative work, and involvement of community partners. Research shows PBL can boost achievement and help students develop skills like problem-solving that transfer beyond school.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
Southern Fried STEAM: Innovative Learning Project, Not a Stir FryKim Moore
An introduction to the Innovative Learning Project on Biodiversity and Habitats for student exploration in elementary, middle, and high school. This approach encourages problem-based learning, real world application, college and career connections, blended and flipped classrooms all while supporting the Next Gen Science Standards!
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
This document discusses the Flat Stanley project, which involves students creating a cardboard cut-out of a person, sending it to other places, and learning about different cultures through photos and journal entries from host families. It addresses how the project meets educational standards through hands-on, cross-curricular learning and highlights the roles of teachers in guiding students as co-learners and the roles of students as engaged, critical thinkers. The document also outlines educational theories that support the project's design and assessments that evaluate student understanding.
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students in implementing project-based learning are also outlined. While research on its effectiveness is mixed, proponents argue it can increase student engagement when implemented properly.
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students are examined, with teachers acting as facilitators and students responsible for self-directed learning. Research on project-based learning is mixed, finding it can be engaging but also stressful for teachers.
This document provides an overview of a challenge-based learning lesson focused on polar bears and climate change for grades 6-12. The lesson uses essential questions to guide students through understanding climate change impacts on polar bears and developing solutions to reduce CO2 emissions. Students research the topic, develop action plans and projects, take actions locally and globally, and present their solutions. The lesson is designed to teach critical thinking and problem solving while addressing National Education Technology Standards.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Critical thinking and problem solving, communication, collaboration, and creativity (the 4Cs) are 21st century skills that are important for students to develop. Critical thinking involves using reasoning and evidence to make conclusions. It is connected to other skills like creativity. Communication skills allow students to clearly express ideas. Collaboration emphasizes working together respectfully and valuing each other's contributions. Creativity involves generating new ideas and being innovative. All the 4Cs are interrelated and can be developed through activities like debates, project-based learning, and using technology like blogs and video conferencing. Resources like rubrics and online programs provide ways to integrate these skills into classroom lessons.
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This document summarizes a presentation given at the 2015 ALA Conference about youth collaborative practices and information use during guided discovery-based game design learning. It discusses the Globaloria program, which uses a constructionist approach to teach digital literacy, computer science, and core subjects through game design. Students develop six contemporary learning abilities like project management and information seeking. Research shows Globaloria improves test scores and engagement. The document examines debates around constructivism and cognitive load, noting Globaloria provides structure. It outlines existing findings on Globaloria's effects and mechanisms of student inquiry.
This document discusses integrating the 4 Cs (communication, critical thinking, collaboration, and creativity) into classroom teaching. It defines each C and explains their importance for student success in school and life. Examples are provided for how to incorporate each C across various subjects using activities such as group projects, presentations, storytelling, and designing renewable energy solutions. The document also discusses how the 4 Cs are interrelated and connected to other skills. It concludes by listing different technologies that can be used to integrate critical thinking into lessons, such as coding platforms, video/photo tools, and discussion/sharing apps.
This document defines project-based learning (PjBL) as an instructional approach that organizes learning around projects that are central to the curriculum. It discusses the origins of PjBL in constructivist learning theories. Benefits include students gaining a variety of knowledge and skills through different activities. Common features of implementing PjBL include an introduction, guiding question, process of investigation, resources, scaffolding, collaboration, and reflection. The document also outlines challenges for educators in adopting PjBL and proposes implementing it in a blended K-12 environment to teach mobile app development.
The document provides an overview of using an inquiry-based approach to learning in the 21st century classroom. It discusses how this approach is student-centered and focuses on problem-solving, collaboration, and using technology. The summary also outlines the main stages of implementing an inquiry project, including selecting a topic, planning learning experiences, facilitating the process, and using authentic assessment.
The document describes the Dick and Carey instructional design model and its application in an online environmental science simulation called Shell Island. The Dick and Carey model is a traditional, performance-based model that breaks instruction down into components. It was applied to the Shell Island simulation to help students learn about identifying stakeholders' perspectives on a coastal development issue through online resources and debate. Educators tested and refined the simulation materials and assessments according to the Dick and Carey model.
This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.
This document describes a project where students created photo blogs inspired by "Humans of New York" to tell people's stories. Students determined a theme, interviewed subjects, and shared stories on social media. They analyzed themes in the stories and reflected on skills learned. The project aimed to develop lifelong learning skills through student choice and connection to real people and issues. It increased student engagement and empathy while also improving their digital, social, and interviewing skills.
I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions.
II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
6. “The infiltration of a sweeping range of different technologies
into our everyday lives has created an expectation that all
interactions should be highly personalized to meet our
individualistic needs. The evidence of these expectations is
commonplace now and for many, no longer is it a ‘wonder of
technology’ surprise” (p. 1).
Project Tomorrow, & Blackboard Inc. (2012b). Mapping a personalized learning journey: K–
12 students and parents connect the dots with digital learning. Speak up 2011 national
findings K–12 students & parents. Irvine, CA: Project Tomorrow.
www.k12blueprint.com
7. • Students have access to online
resources that enable them to make
choices about content.
• Mobile devices allow students to access
resources and complete tasks any time
and anywhere.
• Online tools and apps expand the ways
in which students can demonstrate their
learning.
• Working with technology prepares
students for life and work in the 21st
century.
Personalized Learning and
Technology Integration
www.k12blueprint.com
8. “Students, perhaps without even
realizing it, are already seeking out
ways to personalize their learning.
Looking to address what they perceive
as deficiencies in classroom
experiences, students are turning to
online classes to study topics that
pique their intellectual curiosity, to
message and discussion boards to
explore new ideas about their world, or
to online collaboration tools to share
their expertise with other students
they don’t even know” (Project
Tomorrow, p. 1).
www.k12blueprint.com