عرض د.محمد منصور الزاير لمؤتمر تكنو لا اعاقة تعليم وتدريب الأهل والأخصائيين لاستخدام طريقة النمذجة في تعليم وتدريب الأطفال ذوي التأخر النمائي وخاصة أطفال التوحد
About Bloomsburg's Instructional Technology ProgramKarl Kapp
The document discusses instructional technology, which involves designing effective instruction using the latest technologies. It is often delivered online but also through mobile and classroom settings. An instructional designer analyzes learning needs, designs instruction, develops the instruction using tools, implements the instruction at organizations, and evaluates the effectiveness of the instruction. The Department of Instructional Technology offers a graduate program focused on instructional design, with hands-on software experience and projects completed for corporate and education partners.
HAMK's Professional Teacher Education Unit in Finland trains approximately 950 teacher students annually to work in the 21st century classroom. As technology and digital skills become increasingly important, teacher education must develop students' skills in areas like facilitating creative and innovative learning experiences, designing digital assessments, and engaging in lifelong professional growth through technology. Surveys show that countries with higher proportions of adults skilled in problem-solving using technology tend to be the Nordic countries, Korea, and the Netherlands. Developing teachers' and students' digital competencies will help equip them for an evolving workforce.
OEB2014: 3D and Mobile Environments for Participation and Learning - case KinectLeena Koskimäki
Supporting slides for the demo session on Online Educa Berlin 2014: 3d and mobile environments for participation and learning, introducing case Kinect.
Becoming a Change Agent: Ushering in a New Approach to LearningKarl Kapp
This document discusses how to effectively introduce and promote the adoption of new technologies and innovations. It outlines Rogers' diffusion of innovations theory, including the attributes that make an innovation attractive like relative advantage and compatibility. It also discusses the different types of adopters according to the innovation adoption curve and how to target each group. The technology hype cycle is also explained to show how expectations for a new technology typically follow a pattern from peak to productivity. Overall, the key is to understand what drives adoption, recognize different attitudes towards change, and serve as a role model for the new innovation.
Debut Presentation Rsc Jisc Forum Dec 08HAROLDFRICKER
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
This document discusses the need for change in how technology is used in schools to improve student achievement. It outlines that simply having computers does not boost scores, but more meaningful integration could. The resources available in the district are analyzed, as well as ideas for project-based learning and tracking software. A plan is proposed to create a shared technology curriculum and transition teaching methods to higher stages of technology integration, with the goal of redefining instructional models. Teachers are challenged to make these changes to maximize the impact of technology on learning outcomes.
This document summarizes Mark Atkinson's presentation on using Second Life to teach entrepreneurship. [1] It provides an overview of the University of Wyoming SBDC's entrepreneurship programs and their project to develop virtual world classes in Second Life. [2] It discusses theories of social presence and how virtual worlds can cultivate interactive learning environments. [3] The presentation evaluates initial classes on starting a business and selling online that were offered in Second Life in March 2011.
Technology can support the four key components of learning when integrated effectively: active engagement, group participation, frequent interaction and feedback, and connection to experts. It allows for full inclusion of special needs students by enabling their participation in every lesson. Assistive technologies like screen readers, magnification software, and predictive text help students with impairments, while document projectors, microphone amplification, and enlarged displays benefit all students.
About Bloomsburg's Instructional Technology ProgramKarl Kapp
The document discusses instructional technology, which involves designing effective instruction using the latest technologies. It is often delivered online but also through mobile and classroom settings. An instructional designer analyzes learning needs, designs instruction, develops the instruction using tools, implements the instruction at organizations, and evaluates the effectiveness of the instruction. The Department of Instructional Technology offers a graduate program focused on instructional design, with hands-on software experience and projects completed for corporate and education partners.
HAMK's Professional Teacher Education Unit in Finland trains approximately 950 teacher students annually to work in the 21st century classroom. As technology and digital skills become increasingly important, teacher education must develop students' skills in areas like facilitating creative and innovative learning experiences, designing digital assessments, and engaging in lifelong professional growth through technology. Surveys show that countries with higher proportions of adults skilled in problem-solving using technology tend to be the Nordic countries, Korea, and the Netherlands. Developing teachers' and students' digital competencies will help equip them for an evolving workforce.
OEB2014: 3D and Mobile Environments for Participation and Learning - case KinectLeena Koskimäki
Supporting slides for the demo session on Online Educa Berlin 2014: 3d and mobile environments for participation and learning, introducing case Kinect.
Becoming a Change Agent: Ushering in a New Approach to LearningKarl Kapp
This document discusses how to effectively introduce and promote the adoption of new technologies and innovations. It outlines Rogers' diffusion of innovations theory, including the attributes that make an innovation attractive like relative advantage and compatibility. It also discusses the different types of adopters according to the innovation adoption curve and how to target each group. The technology hype cycle is also explained to show how expectations for a new technology typically follow a pattern from peak to productivity. Overall, the key is to understand what drives adoption, recognize different attitudes towards change, and serve as a role model for the new innovation.
Debut Presentation Rsc Jisc Forum Dec 08HAROLDFRICKER
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
This document discusses the need for change in how technology is used in schools to improve student achievement. It outlines that simply having computers does not boost scores, but more meaningful integration could. The resources available in the district are analyzed, as well as ideas for project-based learning and tracking software. A plan is proposed to create a shared technology curriculum and transition teaching methods to higher stages of technology integration, with the goal of redefining instructional models. Teachers are challenged to make these changes to maximize the impact of technology on learning outcomes.
This document summarizes Mark Atkinson's presentation on using Second Life to teach entrepreneurship. [1] It provides an overview of the University of Wyoming SBDC's entrepreneurship programs and their project to develop virtual world classes in Second Life. [2] It discusses theories of social presence and how virtual worlds can cultivate interactive learning environments. [3] The presentation evaluates initial classes on starting a business and selling online that were offered in Second Life in March 2011.
Technology can support the four key components of learning when integrated effectively: active engagement, group participation, frequent interaction and feedback, and connection to experts. It allows for full inclusion of special needs students by enabling their participation in every lesson. Assistive technologies like screen readers, magnification software, and predictive text help students with impairments, while document projectors, microphone amplification, and enlarged displays benefit all students.
This e-guide is addressed to professional trainers and educators willing to extend and develop their knowledge and awareness in the field of digital training, more particularly when delivering through an e-learning platform.
The Guide is a product made thanks to the DIGITAL-S in rural Areas project.
The project is carrying out by 5 partners: CEIPES – International Centre for the Promotion of Education and Development (Italy), Familles Rurales (France), SSW Collegium Balticum (Poland), INFODEF- Instituto para el Fomento del Desarrollo y la Formación (Spain) and CPIP – Center for promoting lifelong learning (Romania) and it is funded by the European Commission within Erasmus+ programme, Key Action 2 (Strategic Partnership for Innovation, Exchange of good practices and for adult education).
DIGITAL-S aims to experiment and develop the effective use of ICTs for trainers willing to keep pace with digital technology in the field of training. The project will particularly focus on distance education learning for adult learners from rural areas having urgent specific needs to enhance their digital skills as an essential European key skill.
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
Beyond the “Digital Divide”: Understanding the complexities of access and inc...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Beyond the “Digital Divide”: Understanding the complexities of access and inclusion in an online learning environment- Emily Myanna and Jennifer DeJonge, Metropolitan State University
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is th...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is this Really Possible? Lesley Blicker, Minnesota State Educational Innovations and Kathleen Coate, Normandale Community College
This document provides guidance for teachers on working with students with special needs. It discusses that students have a variety of special needs including ADHD, learning disabilities, autism, and others. It emphasizes the importance of understanding students' needs and using available resources. Key points covered include individualized education plans (IEPs) which are designed to meet each student's specific needs, the role of assistive technology, examples of low-tech, high-tech and no-tech assistive technology solutions, and local resources for assistive technology.
Short formvideo longtermlearning_041415hBizLibrary
This document discusses using short video training to improve employee performance. It notes that video training can be delivered anywhere, anytime through mobile devices. Short, bite-sized videos are recommended for adult learners as they allow flexibility and are practical. Curation of video content involves organizing it to make it searchable and relevant to context. Content delivery should provide easy access through systems and tools when and where users need it.
Meeting the Digital Capacity Challenge: A HECA PerspectiveDara Cassidy
The document discusses digital capacity in higher education from the perspective of the Higher Education Collaborative Alliance (HECA). It finds that while most institutions recognize the importance of digital capacity, many lack formal strategies and have low levels of staff support and training. Opportunities include redefining the classroom, engaging students, and cultivating lifelong learning skills. Challenges include staff buy-in, technology choices, costs, and part-time staff issues. Areas for potential collaboration between institutions are highlighted, such as showcasing best practices, learning analytics projects, and joint training programs. Overall, the document advocates for embedding digital skills throughout institutions in a way that enhances rather than replaces traditional teaching.
Digital storytelling engages students in higher-order thinking skills by having them research topics and develop understanding to tell stories using dynamic media like video and images. It promotes 21st century skills like communication, collaboration, and problem-solving. Examples are provided of how digital stories can be created for various subjects and assessed using rubrics. Web 2.0 tools and free programs like Windows Movie Maker allow students to incorporate multimedia into their stories. Digital storytelling has benefits for language arts, integrating curriculums, and applying skills to real-world situations when guided by essential questions.
1. Interactive projectors are presented as an alternative to traditional interactive whiteboards for 21st century classrooms. They allow any surface to become an interactive display and are more affordable and flexible.
2. Technology can enhance learning by capturing students' attention, visualizing concepts, and providing access to online resources. However, pedagogical approach is more important than any single tool.
3. The document recommends an interactive projector solution from Boxlight that works with various software and provides an affordable way to bring interactivity to any classroom.
This document provides an overview of an iPad training for teachers. It discusses introducing various iPad apps for administration, productivity, presentations, and browsing. It also covers using NearPod, EBSCO, and TurnItIn. Research statistics are presented on teens' use of cell phones, tablets, the internet, and computers. The training emphasizes developing 21st century skills and digital literacy through technology integration according to the SAMR model. The vision is for middle and high school teachers and students to increasingly use iPads in the classroom over the next two school years.
This document summarizes Blackboard's presentation on accessibility. It discusses 3 parts of Blackboard's solution to improve accessibility: content platforms, consultation, and Blackboard Ally. Blackboard Ally automatically checks content for accessibility issues, provides alternative formats, and gives instructors feedback to improve. It also provides institutions reports on course content accessibility. Blackboard is committed to accessible platforms like Collaborate, Learn, and Moodlerooms. They provide consultation services like auditing courses and creating accessibility plans. The presentation addresses challenges for students, instructors, and institutions and emphasizes the importance of accessibility for all learners.
Web conferencing allows participants in different locations to communicate live over the internet. It allows sharing of presentations, files, and collaboration via chat and whiteboarding. A case study at McMaster University found that web conferencing supported education by allowing classes with remote students. A survey identified views of participants - the majority saw value but cited technical issues, while some enjoyed the technology and communicating remotely. Overall web conferencing was seen as enabling communication when face-to-face was not possible, but training and technical support are needed for successful implementation.
Leverage Mobile Technology In Your DistrictBlackboard
Is it becoming more difficult to keep students and parents engaged and informed of critical information? Discover how Blackboard Mobile Learn can impact teaching and learning and extend online learning by giving students and teachers access to course content, and the ability to view documents in multiple formats, post announcements (teachers), create discussion threads and posts, and comment on blogs and journals. Also, learn about Blackboard Mobile Central - a dynamic communication tool that gives students, parents, and teachers on-demand access to district-wide resources and essential information such as directories, calendars, lunch balances and course schedules on the mobile devices they already own.
This document discusses accommodating different learning styles in virtual spaces. It outlines objectives to help participants learn how emerging technologies can be used to accommodate individual learning styles and blend face-to-face and online professional learning opportunities. Several activities and technologies are presented, including using wikis, mind maps, and voice threads to recreate face-to-face activities. Participants are asked to reflect on how the different technologies meet the needs of diverse learning styles.
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
The document provides 10 strategies for effective online teaching. It discusses preparing for online teaching by knowing the technology, expecting the unexpected and being flexible. It emphasizes maintaining a strong online presence through video, communication tools, and establishing expectations. Additional strategies include developing a sense of community, promoting reflection and communication through discussions, balancing an active and observer role, providing feedback, regularly checking content and resources, and selecting the right tools for the class. The final sections provide tips for creating effective video lessons and steps for creating video lessons using PowerPoint.
National standards for quality online teachingjmariepope
This document outlines an online professional development session on Standards G and H for quality online teaching. [1] The session uses a "make-and-take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of each standard, watching videos and designing assessments and evaluations that ensure validity, reliability, and security. [3] Backward design is discussed as a framework for aligning assessments and learning goals.
National standards for quality online teachingjmariepope
This document outlines an online professional development session focused on standards G and H for quality online teaching. [1] The session uses a "make and take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of effective assessment and ensuring validity, reliability, and security for online assessments. [3] They also consider how to implement authentic assessments, provide continuous feedback, and align assignments and assessments to learning goals using backward design.
A walk through the many methods being used in the university's Health faculty to make teaching and learning richer by using iPads and apps. Robin was accompanied by staff (Melanie Lindley, Mandy Braisford and Dave Ridley) and students (Lizzie May and Ryan Morton) who talked about their many experiences of using this technology and their ideas for the future.
Aaron Wolowiec, MSA, CAE, CMP, CTA delivered this presentation during the Connect Marketplace on Friday, Aug. 26, 2016, and Saturday, Aug. 27, 2016, at the Gaylord Texan Resort & Convention Center in Grapevine, TX.
This e-guide is addressed to professional trainers and educators willing to extend and develop their knowledge and awareness in the field of digital training, more particularly when delivering through an e-learning platform.
The Guide is a product made thanks to the DIGITAL-S in rural Areas project.
The project is carrying out by 5 partners: CEIPES – International Centre for the Promotion of Education and Development (Italy), Familles Rurales (France), SSW Collegium Balticum (Poland), INFODEF- Instituto para el Fomento del Desarrollo y la Formación (Spain) and CPIP – Center for promoting lifelong learning (Romania) and it is funded by the European Commission within Erasmus+ programme, Key Action 2 (Strategic Partnership for Innovation, Exchange of good practices and for adult education).
DIGITAL-S aims to experiment and develop the effective use of ICTs for trainers willing to keep pace with digital technology in the field of training. The project will particularly focus on distance education learning for adult learners from rural areas having urgent specific needs to enhance their digital skills as an essential European key skill.
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
Beyond the “Digital Divide”: Understanding the complexities of access and inc...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Beyond the “Digital Divide”: Understanding the complexities of access and inclusion in an online learning environment- Emily Myanna and Jennifer DeJonge, Metropolitan State University
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is th...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is this Really Possible? Lesley Blicker, Minnesota State Educational Innovations and Kathleen Coate, Normandale Community College
This document provides guidance for teachers on working with students with special needs. It discusses that students have a variety of special needs including ADHD, learning disabilities, autism, and others. It emphasizes the importance of understanding students' needs and using available resources. Key points covered include individualized education plans (IEPs) which are designed to meet each student's specific needs, the role of assistive technology, examples of low-tech, high-tech and no-tech assistive technology solutions, and local resources for assistive technology.
Short formvideo longtermlearning_041415hBizLibrary
This document discusses using short video training to improve employee performance. It notes that video training can be delivered anywhere, anytime through mobile devices. Short, bite-sized videos are recommended for adult learners as they allow flexibility and are practical. Curation of video content involves organizing it to make it searchable and relevant to context. Content delivery should provide easy access through systems and tools when and where users need it.
Meeting the Digital Capacity Challenge: A HECA PerspectiveDara Cassidy
The document discusses digital capacity in higher education from the perspective of the Higher Education Collaborative Alliance (HECA). It finds that while most institutions recognize the importance of digital capacity, many lack formal strategies and have low levels of staff support and training. Opportunities include redefining the classroom, engaging students, and cultivating lifelong learning skills. Challenges include staff buy-in, technology choices, costs, and part-time staff issues. Areas for potential collaboration between institutions are highlighted, such as showcasing best practices, learning analytics projects, and joint training programs. Overall, the document advocates for embedding digital skills throughout institutions in a way that enhances rather than replaces traditional teaching.
Digital storytelling engages students in higher-order thinking skills by having them research topics and develop understanding to tell stories using dynamic media like video and images. It promotes 21st century skills like communication, collaboration, and problem-solving. Examples are provided of how digital stories can be created for various subjects and assessed using rubrics. Web 2.0 tools and free programs like Windows Movie Maker allow students to incorporate multimedia into their stories. Digital storytelling has benefits for language arts, integrating curriculums, and applying skills to real-world situations when guided by essential questions.
1. Interactive projectors are presented as an alternative to traditional interactive whiteboards for 21st century classrooms. They allow any surface to become an interactive display and are more affordable and flexible.
2. Technology can enhance learning by capturing students' attention, visualizing concepts, and providing access to online resources. However, pedagogical approach is more important than any single tool.
3. The document recommends an interactive projector solution from Boxlight that works with various software and provides an affordable way to bring interactivity to any classroom.
This document provides an overview of an iPad training for teachers. It discusses introducing various iPad apps for administration, productivity, presentations, and browsing. It also covers using NearPod, EBSCO, and TurnItIn. Research statistics are presented on teens' use of cell phones, tablets, the internet, and computers. The training emphasizes developing 21st century skills and digital literacy through technology integration according to the SAMR model. The vision is for middle and high school teachers and students to increasingly use iPads in the classroom over the next two school years.
This document summarizes Blackboard's presentation on accessibility. It discusses 3 parts of Blackboard's solution to improve accessibility: content platforms, consultation, and Blackboard Ally. Blackboard Ally automatically checks content for accessibility issues, provides alternative formats, and gives instructors feedback to improve. It also provides institutions reports on course content accessibility. Blackboard is committed to accessible platforms like Collaborate, Learn, and Moodlerooms. They provide consultation services like auditing courses and creating accessibility plans. The presentation addresses challenges for students, instructors, and institutions and emphasizes the importance of accessibility for all learners.
Web conferencing allows participants in different locations to communicate live over the internet. It allows sharing of presentations, files, and collaboration via chat and whiteboarding. A case study at McMaster University found that web conferencing supported education by allowing classes with remote students. A survey identified views of participants - the majority saw value but cited technical issues, while some enjoyed the technology and communicating remotely. Overall web conferencing was seen as enabling communication when face-to-face was not possible, but training and technical support are needed for successful implementation.
Leverage Mobile Technology In Your DistrictBlackboard
Is it becoming more difficult to keep students and parents engaged and informed of critical information? Discover how Blackboard Mobile Learn can impact teaching and learning and extend online learning by giving students and teachers access to course content, and the ability to view documents in multiple formats, post announcements (teachers), create discussion threads and posts, and comment on blogs and journals. Also, learn about Blackboard Mobile Central - a dynamic communication tool that gives students, parents, and teachers on-demand access to district-wide resources and essential information such as directories, calendars, lunch balances and course schedules on the mobile devices they already own.
This document discusses accommodating different learning styles in virtual spaces. It outlines objectives to help participants learn how emerging technologies can be used to accommodate individual learning styles and blend face-to-face and online professional learning opportunities. Several activities and technologies are presented, including using wikis, mind maps, and voice threads to recreate face-to-face activities. Participants are asked to reflect on how the different technologies meet the needs of diverse learning styles.
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
Similar to عرض د.محمد منصور الزاير لمؤتمر تكنو لا اعاقة تعليم وتدريب الأهل والأخصائيين لاستخدام طريقة النمذجة في تعليم وتدريب الأطفال ذوي التأخر النمائي وخاصة أطفال التوحد
The document provides 10 strategies for effective online teaching. It discusses preparing for online teaching by knowing the technology, expecting the unexpected and being flexible. It emphasizes maintaining a strong online presence through video, communication tools, and establishing expectations. Additional strategies include developing a sense of community, promoting reflection and communication through discussions, balancing an active and observer role, providing feedback, regularly checking content and resources, and selecting the right tools for the class. The final sections provide tips for creating effective video lessons and steps for creating video lessons using PowerPoint.
National standards for quality online teachingjmariepope
This document outlines an online professional development session on Standards G and H for quality online teaching. [1] The session uses a "make-and-take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of each standard, watching videos and designing assessments and evaluations that ensure validity, reliability, and security. [3] Backward design is discussed as a framework for aligning assessments and learning goals.
National standards for quality online teachingjmariepope
This document outlines an online professional development session focused on standards G and H for quality online teaching. [1] The session uses a "make and take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of effective assessment and ensuring validity, reliability, and security for online assessments. [3] They also consider how to implement authentic assessments, provide continuous feedback, and align assignments and assessments to learning goals using backward design.
A walk through the many methods being used in the university's Health faculty to make teaching and learning richer by using iPads and apps. Robin was accompanied by staff (Melanie Lindley, Mandy Braisford and Dave Ridley) and students (Lizzie May and Ryan Morton) who talked about their many experiences of using this technology and their ideas for the future.
Aaron Wolowiec, MSA, CAE, CMP, CTA delivered this presentation during the Connect Marketplace on Friday, Aug. 26, 2016, and Saturday, Aug. 27, 2016, at the Gaylord Texan Resort & Convention Center in Grapevine, TX.
This practicum portfolio contains various artifacts that Miguel Paras, a teacher at San Juan High School, used to deliver lessons during the 2020-2021 school year amidst the COVID-19 pandemic. The artifacts include individual learning monitoring plans, lesson plans, teacher-made learning resources, certificates of participation in professional development activities, and multimedia objects documenting engagement with learners, parents, and fellow teachers. The portfolio demonstrates Paras' ability to adapt to distance learning modalities and support students' learning needs through careful planning, monitoring, collaboration, and use of technology.
The document discusses using visual and video elements in a blended learning environment for new hire orientation. It describes incorporating emerging technologies like videos, simulations, and interactive exercises. Videos should be short, topic-specific demonstrations delivered by a live instructor. The orientation program includes eLearning courses, instructor-led training, and hands-on activities covering safety, sales, leadership and other topics. Visual elements and video can effectively convey information if designed for the audience and learning objectives.
This professional development module focused on 5 principles for online teaching: 1) using student data to plan instruction, 2) incorporating self-reflection, 3) assessment strategies, 4) effective learning strategies, and 5) communication tools. Participants learned how to interpret student data to individualize instruction, researched different assessment models, and discovered new communication tools to engage virtual learners. Participants were provided a binder to organize research into data analysis, assessments, self-reflection tools, and communication portfolios to build upon for ongoing professional growth.
The Physical Education portfolio at ISC has the purpose of recording movement skills developed through the student’s study years at ISC.
This portfolio provides teacher, student and parents information about the movement skills development from Early Childhood Education to High School as means to generate evidence of individual growth and performance.
Portfolios are also powerful assessment and reflection tools.
Why use video in your classes? Introduction to some concept or phenomena
Demonstration of problem solving
Illustration of a technique or approach
Inclusion of alternative viewpoints or perspectives
Evaluation of the source (the video content itself)
The flipped classroom model reverses traditional teaching by having students gain initial content exposure outside of class, often via online lectures, and using class time for hands-on activities. It aims to increase engagement and empower students. Key aspects include short online videos, in-class application of knowledge, and communication between teachers and students. While requiring preparation, proponents argue it can improve grades and better support varied pacing.
This document discusses professional development for teachers. It notes that professional development is important for keeping teaching certifications current and can be completed through online classes, webinars, or other computer-based sources. This allows teachers to earn continuing education units and fulfill professional development requirements. The document provides an overview of benefits of professional development and examples of topics covered, such as language development in young children and measuring classroom quality. It also addresses the importance of ongoing professional development and new approaches using electronic media and webinars.
This document outlines the contents of a teacher's practicum portfolio for the school year 2020-2021. The portfolio includes sections on monitoring individual student learning plans, designing lesson plans and resources, administering assessments, tracking student progress, engaging in professional development activities, and collaborating with colleagues and stakeholders. It provides examples of artifacts the teacher has developed to demonstrate their work in areas like creating supplementary instructional materials, facilitating distance learning, and participating in trainings to improve their practice.
Developing a Continuum of Expertise: Transforming a Program Fidelity of Imple...Liz Fogarty
This document provides an overview of the Pirate CODE continuum model for developing teacher expertise at East Carolina University. It describes several components of the model including Video Grand Rounds for analyzing instructional videos, the ISLES modules for learning instructional strategies, a co-teaching initiative, the use of instructional coaches, and implementation of the edTPA portfolio assessment. It then discusses ideas for measuring the fidelity of implementation of new programs, noting that innovations should be stable, guidelines clear, and collaboration supported to effectively measure fidelity and promote program improvement.
The guide provides insights to dive deep into starting online tutoring. Edugraff offers opportunity to teachers who wish to leverage their teaching skills in online environment. With minimum investment of buying a digital pen, teachers can monetise their skills and start earning extra
This document discusses five types of instructional software used in elementary schools: drill and practice, tutorials, simulations, instructional games, and problem solving. It provides examples and advantages of each type. Drill and practice software provides immediate feedback to help students gain automaticity in skills. Tutorials can provide complete self-paced lessons comparable to teacher-created ones. Simulations allow students to learn through experience and observe processes at different speeds. Instructional games motivate students through fun activities while reinforcing skills. Problem solving software challenges students to hone problem solving abilities.
Asynchronous v synchronous. Who wins? Students DecideColm Dunphy
The survey found that students preferred asynchronous options for viewing video lectures, with over 75% watching recordings after live sessions. They preferred if videos were recorded and posted to YouTube rather than the learning management system, and liked seeing the lecturer on camera. While some wanted live sessions, most felt asynchronous options were more accommodating of their schedules. Feedback suggested continuing with engaging content and support structures while exploring shorter video lengths and more elective options. Overall, students felt the programme exemplified quality online learning.
Similar to عرض د.محمد منصور الزاير لمؤتمر تكنو لا اعاقة تعليم وتدريب الأهل والأخصائيين لاستخدام طريقة النمذجة في تعليم وتدريب الأطفال ذوي التأخر النمائي وخاصة أطفال التوحد (20)
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
This document describes an Arabic Braille Writer and OCR application for smartphones. It allows users to write Arabic text using a Braille keyboard, convert images to text using OCR, and speak the text aloud using a text-to-speech engine. The application provides tools for learning and practicing Arabic Braille patterns. It also allows printing, sharing, and sending text to the Braille keyboard for further editing. The goal is to make writing and reading accessible for visually impaired users through digital Braille and audio options on a smartphone.
This presentation outline discusses the impact of technology on health and disability. It includes 4 sections: 1) background on technology and its effects, 2) mega trends in technology convergence, 3) the role of technology in the health sector, and 4) a response section on moving forward in addressing issues related to technology, health, and disability. The document examines topics like the root causes of disability, where disability is most visible, and how technology can be used to overcome disability.
1) The document examines the use of multimedia techniques to help students with learning disabilities in Bahrain. It analyzes data from the Ministry of Development and private centers on the types of disabilities affecting students, which are most commonly autism, mental impairment, and Down syndrome.
2) Previous studies show that multimedia tools like visual aids and social stories can help students with learning disabilities learn better. However, multimedia should only be used to enhance learning and not make conditions worse.
3) The document proposes an adaptive multimedia eLearning system to make learning easier for students with disabilities by including personalization, interaction, and collaboration features.
The document discusses recreational therapy, defining it as a treatment service to restore independence and quality of life through recreational activities. It outlines the mission to provide patient-centered care integrating function, and lists the scope of recreational therapy in various healthcare settings. A range of recreational therapy activities are presented covering social, cognitive, creative, and sports domains to improve physical, mental and social functioning.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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عرض د.محمد منصور الزاير لمؤتمر تكنو لا اعاقة تعليم وتدريب الأهل والأخصائيين لاستخدام طريقة النمذجة في تعليم وتدريب الأطفال ذوي التأخر النمائي وخاصة أطفال التوحد
5. Autism spectrum disorder (ASD)
التوحد
A child with an autism usually has difficulties in at least one broad
areas:
• Communication (verbal and nonverbal),
• Social interactions, and
• Restricted or repetitive behavior or interests.
9. Interventions
There are many interventions to teach and support
individuals with ASD, including:
• Behavioral Package
• Comprehensive Behavioral Treatment for Young Children
• Joint Attention Intervention
• Modeling
• Naturalistic Teaching Strategies
• Peer Training Package
• Schedules
• Self-management
• Story-based Intervention Package or social stories
10. Modeling Interventions
By Albert Bandura in 1960-1961
The best and clearest way to teach someone what to do is to show him
what to do.
Modeling is an observation process during which an individual may
observe a model or models to increase the possibility that the individual
imitates or adapts the target behavior.
12. Live modeling occurs when
an individual watches a live
model or models in order to
imitate or learn new target
behaviors, including: adults,
peers, and siblings live
modeling interventions.
13. What do we do when implementing a live
modeling intervention?
كيفيةتطبيقالنموذجالمباشر
14. Step 1: Selecting Target
Behavior
It is important to keep in mind
general child development as
well as the level at which the
child is currently functioning.
26. Video modeling occurs when
an individual watches a video
model or models to imitate or
acquire targeted skills or
behaviors, including: adults,
peers, point – of – you, and
the self.
31. iPad-Based Video Modeling Intervention
Using iPad – based video modeling instead of using the normal video
modeling can help caregivers and parents to provide high quality
models faster and easier.
32. Video Prompting Intervention
Video modeling involves having a student watch an extended video and
typically entails providing instruction and support for attention and
imitation of targeted skills. However, with video prompting, instead of
watching the entire video, sub videos will be provided.
33. What do we do when implementing a video
modeling intervention?
بالفيديو النموذج تطبيق كيفية
34. Step 1: Selecting Target
Behavior
It is important to keep in mind
general child development as
well as the level at which the
child is currently functioning.
38. Step 5: Making the Video
• Deciding Which Aspects to Film
• Select and Prepare the Model
• Record the video
• Including Spoken Instructions
• Edit the video
43. Step 10: Fading and
Promoting Generalization and
Maintenance
44. Live vs Video Modeling
Researchers have noted that video modeling has several advantages over live modeling:
First, videotapes can be made and used in many naturalistic settings where it would not be
as simple to use live models.
Second, the teacher or therapist has the opportunity to re-record and improve the
videotape until achieving the desired scene or behavior.
Third, it is difficult to present a live model every time for target students to observe;
therefore, using a videotape makes it simple to re-watch a model or a behavior.
Fourth, videotapes can be used for multiple children .
Finally, as the previous researchers showed, video modeling appears to be more effective
more quickly than live modeling; it also provides better generalization for children with
ASD (Banda et al., 2010; Charlop-Christy et al., 2000; Sherer et al., 2001). On the other
hand, some studies suggest that live or in viva modeling is also effective to teach children
language and communication skills. One advantage of live modeling is that it is more
natural. Another advantage is that live models can prompt and support the target child
during the occurrence of an intervention.
45. Four Factors Necessary for Model
Intervention to be Effective
Researchers have identified four factors that are necessary to create an
effective model:
• length of modeling, (time of the video, how many times , and
different environments).
• competency of modeling,
• nature of the relationship, (with different people) and
• the children’s attention to the model.
47. An example for a
study:
Purpose of the Study:
The primary purpose of this
study was to examine the
effectiveness of an iPad-based
video modeling plus
prompting package to teach
conversational skills to
children with autism.
52. An example of the observational code of Episodes 1, 2, 3, 4, and 5
Room # Student # Date: Question #
Antecedent support Teacher Student Response Student’s verbal response
Video Prompt
- Attend
- N Attend
Question _____
1 2 3
S NS
If NS what:
Answer
Verbal response
AP ___ 5 10
Q LQ
NA___ 5 10
No ___
Comment _____
1 2 3
S NS
If NS what:
Comment or Reply
Verbal response
AP ___ 5 10
Q LQ
NA___ 5 10
No ___
53. Step 5: Making the Video
• Deciding Which Aspects to Film
• Select and Prepare the Model
• Record the video
• Including Spoken Instructions
• Edit the video
54. Experimental Design and Procedures
The procedure was part of the regular curriculum or activities, and participants did not miss any regularly
scheduled work/class. Training sessions to use modeling intervention were provided for teachers. Data collected
by two graduate students enrolled at the University of Northern Iowa.
A Single – Subject multiple across participants design was used to examine the effects of the four experimental
conditions:
1. Baseline (no intervention),
2. Video modeling,
3. Video modeling plus video prompting 1,
4. Video modeling plus video prompting 2, and
5. Video modeling plus video prompting 3,
Experimental sessions occurred five days a week in each classroom.
61. Step 10: Fading and
Promoting Generalization and
Maintenance
62. Quality plus fidelity of the video modeling training sessions
Introduction to video modeling Viewing the video After the video
Get students’ attention and remove
distractions
Turn the video on Summarize information about target
skills
Greet the student Identify the target skills for the student Describe upcoming (group opening
activity)
Specify today goal Facilitate the student’s imitation and
performance of the target skills
Describe what the teacher expects from
the student to perform the target skills
Identify skills to be practiced and
learned
Give the student opportunities to practice
the skills
Explain that it is important to learn the
skills and the benefit of modeling
Give feedback
Have the student watch the video for the
second time without any support or
interruption and turn off the video
63. Conclusion
The benefits of modeling interventions can be larger and broader. A
variety of skills and behaviors can be addressed using modeling
interventions in general. The use of video modeling and prompting can
create many opportunities for children with disabilities, including the
children with ASD to learn and develop positive skills or behaviors.