El Aprendizaje en Pares y Proyecto (PPL) es un modelo interactivo de aprendizaje centrado en el estudiante, que puede ser fácilmente adoptado por cualquier instructor que quiera cambiar su rol clásico de entregar información a sus estudiantes, a un modelo donde su rol principal es administrar un conjunto completo de instrucciones. PPL se diseña para cumplir los objetivos de STEM y está constituido de dos partes fundamentales; de aprendizaje en pares en el aula y de aprendizaje basado en proyecto en el laboratorio. En PPL, los estudiantes toman un papel activo para construir su conocimiento científico, los que van desde la Lectura Previa a la Clase, Preguntas Conceptuales en la Instrucción en Pares, Trabajo en equipo para la solución de Problemas, Desarrollo y Presentación del Proyecto.
Peer Project Learning (PPL)
Is an interactive student-centered curriculum, which can be easily adopted by any instructors who want to change their roles from delivering information to managing a complete set of instructions. PPL is designed to meet the goals of STEM, and consists of Peer Learning in the classroom and Project Learning in the lab. In PPL, students take an active role to build up their scientific knowledge through the pre-class reading, conceptual questions in Peer Instruction, team problem solving, development and presentation of project.
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
Designing e-Learning in Higher Education: Practice CasesCITE
5 March 2010 (Friday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/72 | Dr. Diane SALTER, Associate Professor, Centre for the Enhancement of Teaching and Learning, HKU
Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Adventures in Flipping the Teaching: A bioethical exampleChris Willmott
Slides from a presentation given at the AdvanceHE STEM Teaching and Learning Conference in January 2019. The talk is a warts and all description of a four year journey trying to develop flipped lectures for teaching core bioethics to second year undergraduates at the University of Leicester, UK
Notes from Gregynog HEA Research-Teaching Nexus Action Set Workshop (Sept 2009)NewportCELT
Notes and media guide by Charles Buckely (Bangor University) and Simon Haslett (University of Wales, Newport) of the Higher Education Academy All Wales Research-Teaching Nexus Action Set Workshop held at Gregynog Hall, 1-2 September 2009.
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
Designing e-Learning in Higher Education: Practice CasesCITE
5 March 2010 (Friday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/72 | Dr. Diane SALTER, Associate Professor, Centre for the Enhancement of Teaching and Learning, HKU
Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Adventures in Flipping the Teaching: A bioethical exampleChris Willmott
Slides from a presentation given at the AdvanceHE STEM Teaching and Learning Conference in January 2019. The talk is a warts and all description of a four year journey trying to develop flipped lectures for teaching core bioethics to second year undergraduates at the University of Leicester, UK
Notes from Gregynog HEA Research-Teaching Nexus Action Set Workshop (Sept 2009)NewportCELT
Notes and media guide by Charles Buckely (Bangor University) and Simon Haslett (University of Wales, Newport) of the Higher Education Academy All Wales Research-Teaching Nexus Action Set Workshop held at Gregynog Hall, 1-2 September 2009.
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
Exploring Inquiry-based Science Lab Instruction: STEM education programs have incorporated inquiry-based instruction (IBI) to improve student engagement, learning and retention in STEM programs. What defines IBI? How does it look in a college lab class? What are the benefits and challenges of IBI, and how are the challenges overcome? Attendees in this presentation participated in a model enzyme lab activity offered in four different levels of IBI, learned to identify and differentiate between the four levels of IBI, explored scaffolds in IBI and their uses to support student learning, and discussed the benefits and challenges involved in implementing IBI.
Classroom strategies and activities for bilingual learners wk2Michelle Ann
Identify five strategies suitable for instructing bilingual learners in basic interpersonal communication skills (BICS) and five strategies for instructing bilingual learners in cognitive academic language proficiency skills (CALPS).
Include at least one strategy that makes use of technology.
Rate the strategies according to how helpful you think they may be.
Include the following in the training:
Identify two or three major characteristics of thematic instruction.
Present ideas from two or three recent articles that would help your peers use thematic instruction with bilingual learners.
Include other ideas of your own concerning thematic instruction that have proven beneficial.
Note. You may use any presentation tool listed in the Technology Resource Library.
Format your references consistent with APA guidelines
This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
ABSTRACT
Many engineering subjects are highly mathematical, analytical and descriptive. To make students understand the basic concepts, theory, analysis, design and application, new teaching-learning systems need to be explored. One of these is the Start-Stop-Continue technique. From the present study, it is concluded that given an ambient environment, the learning process can be made very effective and all the course objectives can be achieved. Action research has helped in empowering the students in acquiring knowledge. With this approach, the students’ performance has improved from mediocre to very
good.
Teaching for Critical Thinking at McGill by Alenoush Saroyan (McGill)EduSkills OECD
This presentation was given by Alenoush Saroyan of McGill at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Presentation from Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London) on the use of OERs in distance education.
Conducted at the CDE's Research and Innovation in Distance Education and eLearning conference on 19 October 2012.
Implementing assessment of inquiry skills in science educationSails-project
Poster: Implemening assessment of inquiry skills in science education. Perspectives from Denmark by Morten Rask Petersen. Laboratory for Coherent Education and Learning, University of Southern Denmark
In the context of the SAILS project
http://www.sails-project.eu/
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
How to Make a Field invisible in Odoo 17Celine George
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Peer Project Learning
1. Florencio
R.
Pinela
Harvard
University:
Visi0ng
Scholar
Professor
at
ESPOL
Educa0on:
Florida
Ins0tute
of
Technology
&
ESPOL
Youngjin
Seo
Harvard
University:
Postdoctoral
Fellow
Educa0on:
Seoul
Na0onal
University
2. Started
by
Judith
A.
Ramaley,
STEM
is
designed
to
revoluAonize
the
teaching
of
subject
areas
such
as
MathemaAcs
and
Science
by
incorporaAng
Technology
and
Engineering
into
regular
curriculum.
3. Goals
for
U.S.
STEM
Educa0on
• GOAL
1:
Expand
the
number
of
students
who
ul0mately
pursue
advanced
degrees
and
careers
in
STEM
fields
and
broaden
the
par0cipa0on
of
women
and
minori0es
in
those
fields.
• GOAL
2:
Expand
the
STEM-‐capable
workforce
and
broaden
the
par0cipa0on
of
women
and
minori0es
in
that
workforce.
• GOAL
3:
Increase
STEM
literacy
for
all
students,
including
those
who
do
not
pursue
STEM-‐related
careers
or
addi0onal
study
in
the
STEM
disciplines.
Na0onal
Research
Council
(2011),
Successful
K-‐12
STEM
Educa0on.
4. v The
instructor’s
primary
role
shiEs
from
delivering
informa0on
to
managing
a
complete
set
of
instruc0ons
and
process.
v The
students’
role
shiEs
from
being
passive
recipients
of
informa0on
to
one
of
accep0ng
responsibility
for
the
ini0al
exposure
to
the
course
content
so
that
they
will
be
prepared
for
the
in-‐class
teamwork.
Michaelsen,
L.,
Sweet,
M.
&
Parmalee,
D.
(2008),
The
essen0al
elements
of
Team-‐Based
Learning.
5. “Students
should
be
prepared
.….
q
To
pass
the
Test
q
To
Know
q
To
Create
Eric
Mazur’s
AP50
introduc0on,
h^p://bit.ly/AP50firstclass
(Chrome
only)
6.
7. Teachers have developed and used various approaches of
teaching that fit the criteria for student-centered learning. Many
of these developers have created original names for their
approaches. There is a broad spectrum of named approaches,
which include
• Active Learning (Bonwell & Eison, 1991)
• Collaborative Learning (Bruffee, 1984)
• Inquiry-based Learning
• Cooperative Learning (Johnson, Johnson, & Smith, 1991)
• Problem-based Learning
• Peer Led Team Learning (Tien, Roth, & Kampmeier, 2001)
• Team-based Learning (Michaelson, Knight, & Fink, 2004)
• Peer Instruction (Mazur, 1997)
• Inquiry Guided Learning
• Just-in-Time Teaching
• Small Group Learning
• Project-based Learning
• Question-directed Instruction
8. Peer
Project
Learning
Peer
Instruc0on
Team-‐
Based
Learning
Project-‐
Based
Learning
Peer
Assessment
14. A
set
of
problems
is
given
to
the
students
to
be
solved
individually.
The
students
in
a
team
share,
explain,
and
discuss
their
answers
to
submit
a
final
team
report.
The
team
report
must
include
explana0ons
as
well
as
answers,
which
will
be
reviewed
by
instructor.
15. The
ECQ
is
an
individual
quiz
with
essay
form,
and
must
be
relevant
to
the
Conceptual
Problems.
The
goal
of
ECQ
is
to
ensure
that
students
par0cipate
in
the
lecture
with
responsibility.
The
ECQ
should
deal
with
the
basic
and
core
concepts
in
the
course,
and
not
exceed
30
minutes.
16.
17.
18.
GroupEng,
h^ps://www.groupeng.org/
19.
AP50
Harvard
University
• The
project
in
TBL
is
a
teamwork
ac0vity
in
which
students
have
a
chance
of
gaining
knowledge
and
skills
by
applying
concepts,
laws
and
principles
covered
by
lectures.
• Through
the
project,
students
can
learn
both
conceptual
and
procedural
knowledge.
20.
1. The
project
consists
of
open-‐ended
problems,
which
are
intriguing
and
challenging
to
students.
2. The
project
covers
contents
in
the
lecture
for
students
to
apply
concepts
and
skills.
3. Through
the
project,
students
reinforce
the
competencies
especially
valuable
nowadays
such
as
problem
solving,
cri0cal
thinking,
collabora0on,
communica0on
and
crea0vity.
4. The
project
allows
students
to
make
decisions
about
how
they
manage
their
0me
efficiently
and
concretely
to
meet
each
dead
line.
5. The
project
includes
reflec0ve
processes
like
peer
and
team
assessment
to
give
feedback
on
the
quality
of
their
work
just
in
0me.
6. Students
have
an
opportunity
to
present
and
share
their
outcomes
to
other
people
outside
as
well
as
their
classmates
and
instructor.
21. KrisAn
Sainani,
professor
at
Stanford
University
said
in
science,
research
is
a
king,
and
it's
important,
but
over
the
past
decade
universiAes
have
started
to
pay
more
aSenAon
to
the
“soE
wriAng
skills"
that
scienAsts
also
need.
22. The
TradiAonal
Lab
Report
The
tradiAonal
lab
report
is
known
to
create
several
pedagogical
shortcomings
in
the
introductory
physics
course,
parAcularly
with
regard
to
promoAng
students’
engagement
and
encouraging
quality
wriAng.
23. The
“LeSer”
Project
Reports
In
PPL,
we
propose
the
use
of
a
“LeSer
Project
Report”
as
an
alternaAve
to
a
tradiAonal
lab
report
in
order
to
create
a
more
authenAc
wriAng
experience.
Lane,
W.
B.
(2014),
Le^ers
home
as
an
alterna0ve
to
lab
reports.
The
Physics
Teacher,
52,
397-‐399.
24. 1. Each
team
selects
a
real
person,
recipient,
to
address
the
final
project
report,
but
the
recipient
should
not
be
an
expert
in
science.
2. The
recipient
must
be
able
to
learn
some
scien0fic
knowledge
from
the
final
project
report.
3. A
team
writes
the
final
project
report
in
the
tone
of
a
le^er,
considering
both
the
correctness
of
informa0on
and
the
clarity
of
expression.
4. The
final
project
report
includes
the
setup
of
project
in
sufficient
detail,
the
scien0fic
laws
and
formulas
used,
and
the
results
and
discussions
obtained.
5. The
descrip0on
of
project
should
be
clear
and
precise
enough
so
that
other
students
in
the
course
can
easily
repeat
the
whole
process
of
project.