This document discusses how the presenter applied Universal Design for Learning (UDL) principles to improve an online adult education course over three years. In the 2017 version, the presenter fully integrated UDL, adult learning principles, and a community of practice model to provide more choice, increase engagement, and build students' digital literacies. While more challenging initially, this approach led to stronger social learning and professional connections among students. The presenter concluded that UDL helped unlock ongoing, adaptive learning when applied to designing inclusive educational experiences.
Experiential Approaches to Digital Teaching & LearningBonnie Stewart
What does it mean to engage in open professional teaching and learning practices, in an era defined by fake news and data surveillance? How can meaningful, mindful digital practices be scaffolded for students and faculty, in today’s institutions? This TEACHxperts session, presented at Northwestern University, explores digital teaching and learning as experiential learning, and overviews some hands-on experiential paths to building learner-centered, community-oriented approaches to knowledge creation and media navigation.
Digital identities & citizenship: Leading in the OpenBonnie Stewart
An examination of digital spaces as sites of identity and citizenship, for higher ed leaders, faculty, staff, and students. Outlines open practice along market, knowledge abundance, and participatory axes, and presents #Antigonish2 as a potential model for making a difference in our contemporary information ecosystem, at global & local levels.
Open for whom: At the Intersection of UDL & Open PracticeBonnie Stewart
Open and UDL are both significant trends in education and higher education right now. Access is a huge part of open, and accessibility is a huge part of Universal Design for Learning. But how do we unpack what access means in practice, in either case? And who is served by the current trends in the digital infrastructures that underpin both?
Digital pedagogy in an age of algorithms: What do we DO about data?Bonnie Stewart
This keynote from #THATCampX frames the problems of the web and societal datafication as problems for higher ed. The second talk in a series focusing on building a #prosocial web via complexity, cooperation, and contribution, the focus is on what we in the academy can DO to resist the technocratic systems encroaching on our institutions and our lives, drawing on the model of the Antigonish Movement and #Antigonish2 for inspiration.
Notes for my closing keynote to the June 1, 2017 virtual conference on digital literacy and fake news.
http://www.library20.com/page/library-2-017-digital-literacy-fake-news
As children we learn how to share with others and in the words of Darwin "In the long history of humankind (and animal kind too) those who learned to collaborate and improvise most effectively have prevailed". Through the ubiquitous adoption of the internet there has been an exponential growth of information shared. The use of digital technologies such as social networking tools and smart devices have enabled individuals to connect, communicate, curate, collaborate and create. An array of user-generated multimedia artefacts are now shared that can be discussed, debated and critiqued. As educators it is through knowledge sharing and socially mediated interactions that we can make a difference. However it is not simply the giving or receiving of information, but about the new co-learning opportunities we can make (Rheingold); the ability to develop new capacities for action and change (Grey); and how we create knowledge and leverage it (Wenger). My keynote presentation will consider the concept of shareology and connectedness through social media and the value of working out loud.
Experiential Approaches to Digital Teaching & LearningBonnie Stewart
What does it mean to engage in open professional teaching and learning practices, in an era defined by fake news and data surveillance? How can meaningful, mindful digital practices be scaffolded for students and faculty, in today’s institutions? This TEACHxperts session, presented at Northwestern University, explores digital teaching and learning as experiential learning, and overviews some hands-on experiential paths to building learner-centered, community-oriented approaches to knowledge creation and media navigation.
Digital identities & citizenship: Leading in the OpenBonnie Stewart
An examination of digital spaces as sites of identity and citizenship, for higher ed leaders, faculty, staff, and students. Outlines open practice along market, knowledge abundance, and participatory axes, and presents #Antigonish2 as a potential model for making a difference in our contemporary information ecosystem, at global & local levels.
Open for whom: At the Intersection of UDL & Open PracticeBonnie Stewart
Open and UDL are both significant trends in education and higher education right now. Access is a huge part of open, and accessibility is a huge part of Universal Design for Learning. But how do we unpack what access means in practice, in either case? And who is served by the current trends in the digital infrastructures that underpin both?
Digital pedagogy in an age of algorithms: What do we DO about data?Bonnie Stewart
This keynote from #THATCampX frames the problems of the web and societal datafication as problems for higher ed. The second talk in a series focusing on building a #prosocial web via complexity, cooperation, and contribution, the focus is on what we in the academy can DO to resist the technocratic systems encroaching on our institutions and our lives, drawing on the model of the Antigonish Movement and #Antigonish2 for inspiration.
Notes for my closing keynote to the June 1, 2017 virtual conference on digital literacy and fake news.
http://www.library20.com/page/library-2-017-digital-literacy-fake-news
As children we learn how to share with others and in the words of Darwin "In the long history of humankind (and animal kind too) those who learned to collaborate and improvise most effectively have prevailed". Through the ubiquitous adoption of the internet there has been an exponential growth of information shared. The use of digital technologies such as social networking tools and smart devices have enabled individuals to connect, communicate, curate, collaborate and create. An array of user-generated multimedia artefacts are now shared that can be discussed, debated and critiqued. As educators it is through knowledge sharing and socially mediated interactions that we can make a difference. However it is not simply the giving or receiving of information, but about the new co-learning opportunities we can make (Rheingold); the ability to develop new capacities for action and change (Grey); and how we create knowledge and leverage it (Wenger). My keynote presentation will consider the concept of shareology and connectedness through social media and the value of working out loud.
When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011miravogel
Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.
N.b. there are speakers notes on each slide, which you'll see if you download.
Creative Commons attribution-share-alike.
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology are transforming learning experiences in our schools. We can lead this learning revolution by ensuring that our library and the learning ecology we create can harness these new environments. How we do this, will determine our success and the future relevance and importance of our school libraries.
Networked Educators & Learners: Who are we now that we're online?Bonnie Stewart
What's involved in being an identity online, and what new literacies are required to thrive in this new ethos? What does it mean to be a teacher AND a learner all at once, and how does education shift when we think of it as a participatory activity?
The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
Digital citizenship: A global perspectiveJulie Lindsay
Webinar presented March 2014 - to focus on how to move digital citizenship ideas and actions from local to global. The recording of this 1-hour webinar is here: https://www.fuzemeeting.com/replay_meeting/06881587/5999043
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
21st Learning - Transforming a Board or District. This 3 hour workshop was delivered to the Newfoundland and Labrador Directors of Education (NLADE) on December 8, 2011. The presentation looks at the dynamic process of transforming a Board as a 21st Century Learning and Teaching School Board.
Retech: Digital Innovation and Integration in the ClassroomKathryn Schravemade
Presentation for @eduwebinar with @helenstower1
A key goal of future proof education is to ensure students are engaging with information, people and technologies as ‘connected learners’ and that this engagement is effective, safe and ethical.
In our particular school setting, it was identified that traditional ICT subjects focused on the development of software usage skills, which no longer supported the evolving needs of our students. Instead we needed students to develop skills in digital citizenship so that they could participate effectively in an online and networked world. Retech (Research and Technology) is a Middle Years learning experience that has developed in response to this need.
This presentation will explore some of the skills taught in Retech:
Cybersafety & building a positive digital footprint;
Information literacies such as smart searching, curation, effective note taking, licensing and attribution;
Using blogs and social media for building a PLN (Personal Learning Network);
Collaboration through shared bookmarks, notes & Google Groups;
Inquiry and problem solving; and
Creating and presenting with digital tools such as video productions, podcasts and infographics.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Copyright Richard C Close 2016 More Information at www.richardclose.com
Designed for teacher training in my UNESCO seeded sight "I am The Story" http://i-am-the-story.ning.com. More on the Global Learning Framework at http://globallearingframework.ning.com
When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011miravogel
Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.
N.b. there are speakers notes on each slide, which you'll see if you download.
Creative Commons attribution-share-alike.
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology are transforming learning experiences in our schools. We can lead this learning revolution by ensuring that our library and the learning ecology we create can harness these new environments. How we do this, will determine our success and the future relevance and importance of our school libraries.
Networked Educators & Learners: Who are we now that we're online?Bonnie Stewart
What's involved in being an identity online, and what new literacies are required to thrive in this new ethos? What does it mean to be a teacher AND a learner all at once, and how does education shift when we think of it as a participatory activity?
The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Excellent stuff for educators and students highlighting how important is social media for them. Equally useful for small business owners who should consider to use social media for their business to improve.
Digital citizenship: A global perspectiveJulie Lindsay
Webinar presented March 2014 - to focus on how to move digital citizenship ideas and actions from local to global. The recording of this 1-hour webinar is here: https://www.fuzemeeting.com/replay_meeting/06881587/5999043
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
21st Learning - Transforming a Board or District. This 3 hour workshop was delivered to the Newfoundland and Labrador Directors of Education (NLADE) on December 8, 2011. The presentation looks at the dynamic process of transforming a Board as a 21st Century Learning and Teaching School Board.
Retech: Digital Innovation and Integration in the ClassroomKathryn Schravemade
Presentation for @eduwebinar with @helenstower1
A key goal of future proof education is to ensure students are engaging with information, people and technologies as ‘connected learners’ and that this engagement is effective, safe and ethical.
In our particular school setting, it was identified that traditional ICT subjects focused on the development of software usage skills, which no longer supported the evolving needs of our students. Instead we needed students to develop skills in digital citizenship so that they could participate effectively in an online and networked world. Retech (Research and Technology) is a Middle Years learning experience that has developed in response to this need.
This presentation will explore some of the skills taught in Retech:
Cybersafety & building a positive digital footprint;
Information literacies such as smart searching, curation, effective note taking, licensing and attribution;
Using blogs and social media for building a PLN (Personal Learning Network);
Collaboration through shared bookmarks, notes & Google Groups;
Inquiry and problem solving; and
Creating and presenting with digital tools such as video productions, podcasts and infographics.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Copyright Richard C Close 2016 More Information at www.richardclose.com
Designed for teacher training in my UNESCO seeded sight "I am The Story" http://i-am-the-story.ning.com. More on the Global Learning Framework at http://globallearingframework.ning.com
The way we educate ourselves is changing rapidly. With the maturing of the web social tools are becoming more and more powerful, they not only change the way we learn as an individual, but also how companies learn and innovate.
These are a few slides from my workshop about Social Learning.
Making Thinking Visible with Digital ResourcesDiana Beabout
This is my presentation for the ACAMIS EAL conference at Shekou International School in Shenzhen, China in April 2013
http://acamisealconference2013.geckos.sis.org.cn
As educators, we are constantly assessing our students’ understanding of their learning to inform instruction and evaluation. When we can see and hear how they are processing and making meaning of concepts and skills, we can provide more targeted instruction and support for their success. In this session we will explore ways teachers and students can use applications and web-based resources to demonstrate and document thinking and learning.
Bringing back the web: The digital literacies we need right nowBonnie Stewart
Who are we when we're online? And how can we engage in digital spaces in ways that don't undermine the mandates, practices, and ethos of higher education? The keynote explores the underpinnings of our emergent information ecosystem. Digital and open spaces are being weaponized, while pervasive surveillance and predatory practices are normalized. Trolling and bots are regular features of social landscapes, and people are often hesitant to engage online in fighting the echo chamber. Concepts of what it means to know are increasingly generated outside the academy, in Silicon Valley AI frameworks.
What does this mean for higher ed, and for the future of knowledge in a data society? This keynote, from Virginia Tech's Digital Literacy Symposium, explores ideas grounded in adult education, critical pedagogy histories, and contemporary open practices—including participatory digital literacies and the pro-social web—that may be ways we can ALL help bring the web back from the brink.
Open Practice: Cheers & Challenges for Connected ScholarshipBonnie Stewart
Is Twitter the world's largest bathroom wall? Is the web basically a public toilet, at this point? And why does it matter that we work - sometimes - in these spaces where our traces can be seen?
Closing keynote for #INKEVictoria19, exploring the individual practice of open scholarship in the polluted and fraught public/private spaces of the open web.
Connected pedagogies toward democratic participation in a time of polarizationBonnie Stewart
Has the digital become a poisioned well? As we come to understand the ways in which platforms and organizations use digital spaces to mine data and undermine democratic participation, how can we create room for meaningful pedagogical engagement with each other, in our classrooms and across distance?
A keynote for MADLaT 2018
The New Norm(al): Confronting What Open Means for Higher EducationBonnie Stewart
The opening provocation/keynote for #altc 2017, this talk examines open educational practices for a time of institutional decline & pervasive corporatism & sensationalism. It challenges the idea of norms and normal in the figure - and implied objectivity - of the Bell Curve, and posits instead the figure of the cyborg as a model for openness in fraught but important digital spaces.
Digital culture through an Andy Warhol lens...tracing the trajectories of our contemporary times as embodied by Warhol. Part of a "Gretzky is Everywhere" exhibit at the Confederation Centre of the Arts in Charlottetown, September 1st, 2017.
The State of Digital Pedagogy: The Intersection of Networks & InstitutionsBonnie Stewart
A look at digital pedagogy and its possibilities and challenges - for educators, for institutions, and for society - in the context of our increasingly polarized times.
Twitter as Scholarship: How Not To Get Fired (Much)Bonnie Stewart
How can scholars and academics find use and value in the fraught networked public sphere that Twitter embodies? This presentation - a public talk delivered at La Trobe University in Melbourne Australia, October 2016 - explores both the benefits and risks of Twitter, and examines its operations at the intersection of orality and literacy.
A 5 minute Lightning Talk for UPEI's series "Open Appetizers: What Open Can Do For Higher Ed," October 2016.
Explores the relationship between open engagement and open research, and some of the benefits of both for individual scholars and their institutions.
Getting Past Preaching to the Choir: #Ed1to1 as a Model for Scaffolding Meani...Bonnie Stewart
A #COHERE16 presentation on why & how to engage learners - beyond self-selecting early adopters - in the practice of networked participation in a space like Twitter.
Beyond the Institution: Networked Professionals & Digital Engagement in Highe...Bonnie Stewart
Keynote for CAPAL at Congress 2016. Explores stepping beyond the boundaries of institutional education and roles, conceptualizing networked practice in light of Haraway's cyborg and new identities, engagement, and publics.
Scholarly Networks: Friend or Foe or Risky Fray? ALL OF THE ABOVEBonnie Stewart
Keynote from Digital Pedagogy Lab Cairo, exploring the benefits, challenges, and complexities of engaging in public in digital networks, especially as higher education professionals.
Academic Twitter: The intersection of orality & literacy in scholarship?Bonnie Stewart
Digital identities, collapsed publics, and academic Twitter, through the lens of David Bowie (with a little Walter Ong thrown in).
A talk for the LSE NetworkED series, January 2016.
Networking education: Identities & PresenceBonnie Stewart
A practical overview of the roles networked communications and social media can play in education during an era of knowledge abundance, and how to build networked identities and cognitive, teaching, and social presence in digital learning environments.
Scholarship is no longer solely the purview of institutions. The why, the how, and the benefits & challenges of building an online profile and network in a time of knowledge abundance.
Beyond Alt-Metrics: Identities & Influence OnlineBonnie Stewart
Open, participatory online learning and scholarship don't necessarily require credentials as the price of admission, but do demand the construction, performance, and curation of intelligible, public, networked identities. Both academia and social networks are, in effect, ‘reputational economies,' but while scholars and educators are increasingly exhorted to go online, those who do often find that their work and efforts may not be visible or understood within institutional contexts. Likewise, as the academic tradition grapples with sea changes in infrastructure and communications, the terms by which scholarship and learning have been defined and legitimized are being unsettled from within. What signals count as credibility among networked educators and learners? What risks and power relations need to be addressed as part of that process?
Scholarship in Abundance: Influence, Engagement & Attention in Scholarly Netw...Bonnie Stewart
In an era of knowledge abundance, scholars have the capacity to distribute and share ideas and artifacts via digital networks, yet networked scholarly engagement often remains unrecognized within institutional spheres of influence. The purpose of this dissertation study is to explore the meanings constructed and enacted within the networked practices of 13 scholars actively engaged in both institutional and networked participatory scholarship. Using ethnographic methods including participant observation, interviews, and document analysis, the study investigates networks as sites of scholarship, with the intent of furthering institutional academia’s understanding of networked practices.
Media & information literacies: In the belly of the beastBonnie Stewart
Media literacies in a networked age, explored through the lenses of knowledge, empire, and change. A media literacy critique of Murdoch's NewsCorp empire, delivered to LinEducation's Swedish teachers at NewsCorp itself, January 22, 2015.
Network education: learning to be literateBonnie Stewart
What literacies are required to make use of networks in educational systems? How has literacy expanded beyond the alphabetical? What do networks mean for teachers and learners?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
16. Outcomes for #ed363 2015:
https://www.flickr.com/photos/rocket2722/33907761204/
LEARNERS WERE:
- engaged
- applying ideas
- happy about
participatory work
- still relying on me
- limited by text
17. Looking ahead, I saw
learners with low digital literacy
(& text literacy)
https://www.flickr.com/photos/rooreynolds/7340911996/
20. My 2016 version
of #ed363 =
- UDL backbone
- more inclusion
- more images &
video
https://www.flickr.com/photos/davidthepuffin
21. Engagement
tap into learners' interests, challenge them
appropriately, and motivate them to learn
https://assistivetechnologytidbits.wikispaces.com/About+UDL
23. Action & Expression
enable options for learners to show what they know
& are learning
https://www.mcgill.ca/osd/facultyinfo/universal-design-faculty-research
30. No more low-hanging fruit
https://www.flickr.com/photos/samsaunders/9509786007
31.
32. I wanted to fully integrate UDL with
adult & social learning
principles with a community
of practice model, all
with students I’d NEVER meet f2f.
EASY-PEASY?
35. I tried to build a reflexive
scaffold within which
learners were asked to make
choices, identify problems &
responses, and apply all
ideas to their own work and
domains of interest.
39. Reframed rubrics so learners could
produce artifacts that made sense
for their fields of work
(including a gang sign tattoo .ppt from an officer
training instructor)
https://www.flickr.com/photos/stevendepolo/4129400323
43. The increased choice in forms of
engagement and application –
in a course that centered
ON engagement and
application – made for far
stronger social learning.
We got closer to a community of
practice.
44. Learners also built digital
literacies, not just with platforms
but with participatory practice
47. The 2017 course was a
bigger learning curve
for me & for students
than 2015 or 2016.
Success required going
deep, & the option to
adjust or re-do work was
key for some.
But learners engaged in
thoughtful, inclusive
social & adult learning,
& built professional ties.https://www.flickr.com/photos/hinkelstone/2765597758/
48. Lifelong Learning
Learning can no longer be divided into a place &
time to acquire knowledge (school)
and a place & time to apply the knowledge
acquired (the workplace).
Learning is something that takes place on an
ongoing basis in our daily interactions with others
and with the world around us.
49. #UDL helped me open a
Pandora’s Box of powerful growth
& adaptive change