Professional learning communities (PLCs) are collaborative groups that work together towards common goals to solve problems and share ideas for success. They meet regularly to discuss common ideas and are not meant for complaining. PLCs can collaborate using online tools like Wikispaces for sharing resources, Rubistar for creating common rubrics, and Voki for new student projects. Other tools for collaboration include Google Docs for shared materials, Test Generator for collaborative tests, and shared iTunes libraries for multimedia content. PLCs work to create better content and ensure best practices through online collaboration.
Personalizing teacher pd with digital tools to self direct learningKelli Mallory
Teachers are not only prescribed what, when, and how long they teach their students, but also what, when, and how they will learn professionally. We believe that professional learning should be ongoing, cyclical, and focused on student achievement as well as personal growth. To achieve this, a model of self-directed and collaborative professional learning can be structured that leverages current digital technologies. This session will explore several strategies and digital tools for supporting teacher led personal learning through the use of a workshop model highlighting rotating workstations where discussions will center on how to effectively support teachers in learning with each tool.
Student engagement with Technology Enhanced Learning workshop 22 july 2013Alex Spiers
This is the powerpoint presentation use in two back to back workshops as part of Sheffield Hallam University's event Student engagement with Technology Enhanced Learning http://bit.ly/1bgpT6U
K-12 educators using OER rarely have the chance to connect with others outside of their district to discuss OER. This session will explore an attempt to create regional communities of OER practitioners.
School districts across Washington state are beginning to use OER as part of their instructional material strategies. In order to help school districts address shared implementation considerations, the Washington Office of Superintendent of Public Instruction (OSPI) is facilitating the development of OER User Groups focused on a particular open curriculum or content area.
User groups are a way for district curriculum, technology, and administration leaders across the state to convene both online and in person to address issues such as:
* maintaining fidelity of implementation with highly adaptable resources
* addressing equity of access with various OER distribution platforms
* understanding how OER fit into instructional materials approval and adoption pathways and how they encourage a paradigm shift from the traditional adoption cycle
* meeting professional development needs
* sharing teacher created materials to support implementation and understanding open licensing for those materials
* measuring the efficacy of an open curriculum and sharing those findings with other districts
OSPI, in partnership with Washington state educational service districts, assembled a statewide task force to create a vision and collaboratively design and develop the structure and management of the first OER User's Group, focused on the EngageNY mathematics instructional materials. Additional OER User Groups will address other content areas. These support systems will allow for rich cross-district discussion about the nuts and bolts of using OER as core instructional material in the classroom.
Teaching & Learning Online: It's All About the Pedagogy Day 1Leigh Zeitz
This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
Personalizing teacher pd with digital tools to self direct learningKelli Mallory
Teachers are not only prescribed what, when, and how long they teach their students, but also what, when, and how they will learn professionally. We believe that professional learning should be ongoing, cyclical, and focused on student achievement as well as personal growth. To achieve this, a model of self-directed and collaborative professional learning can be structured that leverages current digital technologies. This session will explore several strategies and digital tools for supporting teacher led personal learning through the use of a workshop model highlighting rotating workstations where discussions will center on how to effectively support teachers in learning with each tool.
Student engagement with Technology Enhanced Learning workshop 22 july 2013Alex Spiers
This is the powerpoint presentation use in two back to back workshops as part of Sheffield Hallam University's event Student engagement with Technology Enhanced Learning http://bit.ly/1bgpT6U
K-12 educators using OER rarely have the chance to connect with others outside of their district to discuss OER. This session will explore an attempt to create regional communities of OER practitioners.
School districts across Washington state are beginning to use OER as part of their instructional material strategies. In order to help school districts address shared implementation considerations, the Washington Office of Superintendent of Public Instruction (OSPI) is facilitating the development of OER User Groups focused on a particular open curriculum or content area.
User groups are a way for district curriculum, technology, and administration leaders across the state to convene both online and in person to address issues such as:
* maintaining fidelity of implementation with highly adaptable resources
* addressing equity of access with various OER distribution platforms
* understanding how OER fit into instructional materials approval and adoption pathways and how they encourage a paradigm shift from the traditional adoption cycle
* meeting professional development needs
* sharing teacher created materials to support implementation and understanding open licensing for those materials
* measuring the efficacy of an open curriculum and sharing those findings with other districts
OSPI, in partnership with Washington state educational service districts, assembled a statewide task force to create a vision and collaboratively design and develop the structure and management of the first OER User's Group, focused on the EngageNY mathematics instructional materials. Additional OER User Groups will address other content areas. These support systems will allow for rich cross-district discussion about the nuts and bolts of using OER as core instructional material in the classroom.
Teaching & Learning Online: It's All About the Pedagogy Day 1Leigh Zeitz
This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
Our community space is available at https://plus.google.com/communities/110898703741307769041 > Feel free to join. The conversations continue and we will be back and offer a mini version of the course during Open Education Week in March 2016.
The #creativeHE team
Back to the Features: questioning the impact of ancillary resources on open t...Arthur Green
In this session, we present several case studies of ancillary resource development for open textbooks in British Columbia. Through these case studies we explore an emerging framework for best practices and the often unrecognized challenges that ancillary resource development poses for open educational resources (OER).
There is increasing evidence that lack of ancillary resources impact OER adoption. Over 40% of the respondents to a 2016 survey of 2,902 faculty members at 29 higher education institutions ranked instructor supplements and student supplements (ancillary resources) as important or very important factors in textbook adoption (Green 2016).
Indeed, the lack of ancillary resources for open textbooks negatively impacts faculty perceptions and adoption rates (Jhangiani et al. 2016). While ancillary resources are often expected by overworked instructors in need of teaching aids, the development of ancillary resources for open textbooks poses several challenges that can be both logistic and fundamental to open education.
For example, ancillary resources may not be shared in the same locations as the associated open textbook, may not be adequately updated with new textbook versions, may not be openly licensed, and may actually undermine the opportunity that open textbooks provide to improve pedagogical approaches.
Moreover, the types of ancillary resources required and the way ancillary resources are developed in different disciplinary settings may require different strategic approaches. In this presentation, we overview these challenges, introduce some applied examples of ancillary resource development, and provide the first steps towards best practices for ancillary resource development.
Back to the Features: Questioning the Impact of Ancillary Resources on Open T...BCcampus
Arthur Gill Green,Teaching and Learning Fellow, Postdoctoral Teaching Fellow University of British Columbia and College Professor, Okanagan College
Jennifer Kirkey, Instructor of Physics and Astronomy, Douglas College
Rod Lidstone, Instructor, Plumbing, Pipe and Refrigeration Trades, Camosun College
Festival of Learning: Celebrating Teaching and Learning in Higher Education in Burnaby, B.C. from June 6 -9, 2016
This bite-size session will give awareness of the social tools available in MOLE, including blogs, wikis and discussion boards, and how they can be used to engage your learners. This session is aimed at colleagues new to, or who would like a refresher of, these tools.
The role of educational developers in supporting open educational practicesMichael Paskevicius
Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.
Our community space is available at https://plus.google.com/communities/110898703741307769041 > Feel free to join. The conversations continue and we will be back and offer a mini version of the course during Open Education Week in March 2016.
The #creativeHE team
Back to the Features: questioning the impact of ancillary resources on open t...Arthur Green
In this session, we present several case studies of ancillary resource development for open textbooks in British Columbia. Through these case studies we explore an emerging framework for best practices and the often unrecognized challenges that ancillary resource development poses for open educational resources (OER).
There is increasing evidence that lack of ancillary resources impact OER adoption. Over 40% of the respondents to a 2016 survey of 2,902 faculty members at 29 higher education institutions ranked instructor supplements and student supplements (ancillary resources) as important or very important factors in textbook adoption (Green 2016).
Indeed, the lack of ancillary resources for open textbooks negatively impacts faculty perceptions and adoption rates (Jhangiani et al. 2016). While ancillary resources are often expected by overworked instructors in need of teaching aids, the development of ancillary resources for open textbooks poses several challenges that can be both logistic and fundamental to open education.
For example, ancillary resources may not be shared in the same locations as the associated open textbook, may not be adequately updated with new textbook versions, may not be openly licensed, and may actually undermine the opportunity that open textbooks provide to improve pedagogical approaches.
Moreover, the types of ancillary resources required and the way ancillary resources are developed in different disciplinary settings may require different strategic approaches. In this presentation, we overview these challenges, introduce some applied examples of ancillary resource development, and provide the first steps towards best practices for ancillary resource development.
Back to the Features: Questioning the Impact of Ancillary Resources on Open T...BCcampus
Arthur Gill Green,Teaching and Learning Fellow, Postdoctoral Teaching Fellow University of British Columbia and College Professor, Okanagan College
Jennifer Kirkey, Instructor of Physics and Astronomy, Douglas College
Rod Lidstone, Instructor, Plumbing, Pipe and Refrigeration Trades, Camosun College
Festival of Learning: Celebrating Teaching and Learning in Higher Education in Burnaby, B.C. from June 6 -9, 2016
This bite-size session will give awareness of the social tools available in MOLE, including blogs, wikis and discussion boards, and how they can be used to engage your learners. This session is aimed at colleagues new to, or who would like a refresher of, these tools.
The role of educational developers in supporting open educational practicesMichael Paskevicius
Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.
Los teóricos del cognitivismo - UDELAS . daniel dominguez.UDELAS
Los teóricos del cognitivismo reconocen que el aprendizaje del individuo necesariamente involucra una serie de asociaciones que se establecen en relación con la proximidad con otras personas.
Teaching & Learning Online: It's All About the Pedagogy!! Day 2Leigh Zeitz
This is the 2nd day presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
From OER to OEP – enabling open educational practices via platform development and open course building exemplars. From Labspace to OpenLearn Create. Evolution of OU experimental OER platform to an open course platform for everyone.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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?
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.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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