Presentation made by Ebba Ossiannilsson and Maria João Loureiro about blended learning models and heutagogy that will be the base of the TIBL pedagogical model
This document discusses reconfiguring university curricula for the 21st century learning environment. It focuses on moving from outcomes to outputs, instruction to discovery, and passive learning to active student participation and production. The document presents a case study of a research module that used Xerte, an open-source interactive authoring tool, to create online learning objects. Students found creating these objects through self-directed research more fulfilling than traditional essays. The document advocates empowering students as partners and change agents in curriculum design to transform higher education learning.
This document discusses pedagogical approaches to blended learning. It begins by outlining some core values of lifelong learning and continuing education. It then provides an overview of Athabasca University as an example of a fully online university. The document proposes two principles: that learning evolves from past technologies, and different social structures determine effective technology use. It outlines three generations of online pedagogy: cognitive/behaviorist, social constructivist, and connectivist. Each generation is associated with different social structures and technologies. The document advocates empowering students to create their own learning networks and interactions through open educational resources and social platforms. Overall, it argues blended learning works best when pedagogy, technology and outcomes are appropriately matched to
Blended Learning is being promoted as a “disruptive innovation” in education. Supporters suggest that this model has the potential to reach all learners in new exciting ways. What exactly is blended learning and how might this “look” in the middle level classroom? How can teachers begin to implement blended learning models in their classrooms? Sun West School Division shares the journey and findings of its year-long action based research project aimed at exploring the impact of blended learning on student engagement and comprehension.
Learner-Centred Course Design - a role for learner-centred models and frameworks. This is a presentation that Alan Masson delivered at the University of Greenwich, related to curriculum development and the Viewpoints project.
Trends in Digital Learning 2015 (ISTE 2015)Julie Evans
Release of the 2015 report, Trends in Digital Learning: Empowering Innovative Classroom Models for Learning. This latest report from Blackboard and Project Tomorrow details how schools and districts are using new technologies to create the ultimate learning experience. Report highlights how:
Educators are using new technologies to engage students in and out of school
Blended and digital learning translate directly to student confidence and success
Students are reacting to these evolving and innovative classroom models
This document discusses the e-learning tool Moodle. Moodle is an open-source learning management system that allows educators to create online courses. It has many features like forums, chats, calendars, lessons, wikis and more. Moodle runs on many platforms and has been translated into over 100 languages. It is used for blended and distance learning. Moodle is highly customizable through plugins and themes. It is a flexible and widely used e-learning tool.
Models of Blended Learning Webinar_June2011Blackboard
This document discusses different models of blended learning and examples of their implementation. It begins by outlining the challenges districts face in meeting student demand for online learning. It then discusses two models of blended learning implemented at Deltona High School and Kamehameha Schools, focusing on their approaches, lessons learned, and next steps. These include integrating online curriculum, providing professional development for teachers, and expanding hybrid and online course offerings. The document concludes by providing contact information for people involved in these programs and resources for learning more about blended learning.
This document discusses reconfiguring university curricula for the 21st century learning environment. It focuses on moving from outcomes to outputs, instruction to discovery, and passive learning to active student participation and production. The document presents a case study of a research module that used Xerte, an open-source interactive authoring tool, to create online learning objects. Students found creating these objects through self-directed research more fulfilling than traditional essays. The document advocates empowering students as partners and change agents in curriculum design to transform higher education learning.
This document discusses pedagogical approaches to blended learning. It begins by outlining some core values of lifelong learning and continuing education. It then provides an overview of Athabasca University as an example of a fully online university. The document proposes two principles: that learning evolves from past technologies, and different social structures determine effective technology use. It outlines three generations of online pedagogy: cognitive/behaviorist, social constructivist, and connectivist. Each generation is associated with different social structures and technologies. The document advocates empowering students to create their own learning networks and interactions through open educational resources and social platforms. Overall, it argues blended learning works best when pedagogy, technology and outcomes are appropriately matched to
Blended Learning is being promoted as a “disruptive innovation” in education. Supporters suggest that this model has the potential to reach all learners in new exciting ways. What exactly is blended learning and how might this “look” in the middle level classroom? How can teachers begin to implement blended learning models in their classrooms? Sun West School Division shares the journey and findings of its year-long action based research project aimed at exploring the impact of blended learning on student engagement and comprehension.
Learner-Centred Course Design - a role for learner-centred models and frameworks. This is a presentation that Alan Masson delivered at the University of Greenwich, related to curriculum development and the Viewpoints project.
Trends in Digital Learning 2015 (ISTE 2015)Julie Evans
Release of the 2015 report, Trends in Digital Learning: Empowering Innovative Classroom Models for Learning. This latest report from Blackboard and Project Tomorrow details how schools and districts are using new technologies to create the ultimate learning experience. Report highlights how:
Educators are using new technologies to engage students in and out of school
Blended and digital learning translate directly to student confidence and success
Students are reacting to these evolving and innovative classroom models
This document discusses the e-learning tool Moodle. Moodle is an open-source learning management system that allows educators to create online courses. It has many features like forums, chats, calendars, lessons, wikis and more. Moodle runs on many platforms and has been translated into over 100 languages. It is used for blended and distance learning. Moodle is highly customizable through plugins and themes. It is a flexible and widely used e-learning tool.
Models of Blended Learning Webinar_June2011Blackboard
This document discusses different models of blended learning and examples of their implementation. It begins by outlining the challenges districts face in meeting student demand for online learning. It then discusses two models of blended learning implemented at Deltona High School and Kamehameha Schools, focusing on their approaches, lessons learned, and next steps. These include integrating online curriculum, providing professional development for teachers, and expanding hybrid and online course offerings. The document concludes by providing contact information for people involved in these programs and resources for learning more about blended learning.
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
5 Creative Ways to make Online Trainings InteractiveRaptivity
The document discusses challenges with online trainings such as lack of engagement and disconnect between trainers and learners. It proposes interactivity as a solution, noting how interactivity can bridge gaps and create an experiential learning process. Five creative ways to make online trainings interactive are presented: character dialogs, interactive eBooks, role-based simulations, explorative learning, and game-based learning. Each approach is described as engaging learners and promoting retention of knowledge.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
This training program aimed to enhance the ICT competencies of teacher educators in Region 7, Philippines through a hybrid approach. It consisted of an initial needs assessment, a 6-month blended training program involving both online and face-to-face sessions, and evaluation of participants' competency gains. A total of 60 teacher educators participated in the program. Evaluation results showed high retention and satisfaction rates, with most participants applying their new skills and positively impacting their teaching.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Blended learning presentation to the Board of Education wrandolph2013
Blended learning emerged in the 1990s from e-learning and has grown significantly since then. It combines online digital media with traditional classroom methods. Blended learning is effective for personalizing learning to each student's needs and motivating students. While it was slow to adopt initially, the rate of blended learning adoption has increased substantially over the past two decades as its benefits have become clear. Key factors that influence adoption include how easy the tools are to use, observing successful examples, and support from early adopters who spread knowledge to others.
The document outlines a professional development training on creating a student-centered learning environment through the use of technology. The training covers identifying methods to incorporate technology and the National Educational Technology Standards, brainstorming creative student-centered approaches, and addressing challenges like funding and copyright. The goal is to equip teachers with the skills and strategies to engage students through a combination of technology, student-centered practices, and active learning.
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
This document discusses using social media to enhance teaching and learning. It outlines a workshop on the topic that includes defining concepts, group work, and reviewing results. The workshop addresses why social media is important for teaching, how to incorporate it, and how to engage learners. Implementing social media requires determining each school's needs, roles and responsibilities, and how students can help plan the methods. The document also discusses defining collaborative and social media, aspects to consider when using these tools, and how they can support learning and collaboration in schools.
This document discusses student-centered learning and creating a tech-friendly environment in education. It contrasts teacher-centered learning, which focuses on lectures and memorization, with student-centered learning, where students take more responsibility for their own learning through real-world, collaborative projects using technology. The document advocates for a student-centered approach and providing a technology-friendly environment where students can discover, organize, and present information using digital tools while still respecting copyright and fair use guidelines.
The document discusses how the introduction of information and communication technologies (ICT) has led to a paradigm shift in education from a focus on teaching to learning. ICT allows education to become more student-centric by providing additional means of learning beyond traditional teaching. ICT complements teaching by making the curriculum more flexible and challenging with a variety of assignment options and the ability for self-paced learning. Teachers take on more of a facilitating role compared to only instructing students.
WEB BASED INSTRUCTION AND E-LEARNING Project 2 violetaRosechelVioleta1
The document discusses web-based instruction and e-learning. It defines web-based instruction as a medium that uses hyperlinks to connect to online resources and support external instruction. E-learning is defined as covering a wide range of applications including web-based learning. The document outlines the history, characteristics, technologies used and advantages of e-learning. It also discusses different pedagogical approaches and evaluation methods for e-learning.
Benefits of Online Developmental MathematicsSara Revesz
Incorporating online active learning components into your developmental mathematics courses creates value for your students and your school. Student success leads to student retention. Here's a short presentation that will help get educators and schools up to speed on measurable advantages.
Blending learning a new approach to learningIjaz Ahmad
This document discusses blended learning/hybrid learning in teacher education. It defines blended learning as combining the effectiveness of classroom learning with online learning opportunities. It explores using technology like blogs and forums in blended learning and the IDEAL approach of identifying problems, defining goals, exploring strategies, anticipating outcomes, and reflecting. Community building is another benefit. Advantages include constructivist learning and developing problem-solving skills. Future trends may include more extensive use of technology and student choice in curriculum. Success relies on instructor quality, learning activities, support, and workload.
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
This document discusses peer-to-peer learning and knowledge management. It defines peer learning as employees teaching one another without an instructor. Some key benefits of peer learning mentioned include being cost-effective, building trust between employees, and allowing learners to learn from their peers in a low-pressure environment. The document also discusses various approaches to implementing peer learning programs in organizations, such as learning lunches, mentoring, and accessible learning management systems. It recommends appointing facilitators and focusing on real-world situations to encourage effective peer learning.
Geoff Riley discusses using various digital tools in teaching economics, including Dropbox for file sharing, Reuters EcoWin for real-time economic data, and Moodle as his virtual learning environment of choice. He outlines how he uses tools like Wordle, data visualization sites, Google Apps, Twitter, YouTube, screen capture software, and RSS feeds in his daily teaching toolbox. Riley also provides examples of how he structures content and activities in Moodle, including glossaries, blogs, forums, and online quizzes. He aims to further develop the interactive elements in his VLE and encourage more student collaboration using digital tools going forward.
Blended learning combines online and in-person learning with some element of student control over time, place, path, or pace. It has been defined in various ways and encompasses terms like hybrid learning. Common blended learning models include rotation, flex, self-blend, and online lab. Heutagogy focuses on self-determined learning and challenges traditional teacher-centered models. Key concepts are double-loop learning, where students question assumptions, and self-reflection to adapt learning styles. Implications include flexible assessment, learner-generated content, and organic learning experiences. Quality frameworks emphasize flexibility, interactivity, accessibility, personalization, transparency, and participation.
The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
5 Creative Ways to make Online Trainings InteractiveRaptivity
The document discusses challenges with online trainings such as lack of engagement and disconnect between trainers and learners. It proposes interactivity as a solution, noting how interactivity can bridge gaps and create an experiential learning process. Five creative ways to make online trainings interactive are presented: character dialogs, interactive eBooks, role-based simulations, explorative learning, and game-based learning. Each approach is described as engaging learners and promoting retention of knowledge.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
This training program aimed to enhance the ICT competencies of teacher educators in Region 7, Philippines through a hybrid approach. It consisted of an initial needs assessment, a 6-month blended training program involving both online and face-to-face sessions, and evaluation of participants' competency gains. A total of 60 teacher educators participated in the program. Evaluation results showed high retention and satisfaction rates, with most participants applying their new skills and positively impacting their teaching.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Blended learning presentation to the Board of Education wrandolph2013
Blended learning emerged in the 1990s from e-learning and has grown significantly since then. It combines online digital media with traditional classroom methods. Blended learning is effective for personalizing learning to each student's needs and motivating students. While it was slow to adopt initially, the rate of blended learning adoption has increased substantially over the past two decades as its benefits have become clear. Key factors that influence adoption include how easy the tools are to use, observing successful examples, and support from early adopters who spread knowledge to others.
The document outlines a professional development training on creating a student-centered learning environment through the use of technology. The training covers identifying methods to incorporate technology and the National Educational Technology Standards, brainstorming creative student-centered approaches, and addressing challenges like funding and copyright. The goal is to equip teachers with the skills and strategies to engage students through a combination of technology, student-centered practices, and active learning.
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
This document discusses using social media to enhance teaching and learning. It outlines a workshop on the topic that includes defining concepts, group work, and reviewing results. The workshop addresses why social media is important for teaching, how to incorporate it, and how to engage learners. Implementing social media requires determining each school's needs, roles and responsibilities, and how students can help plan the methods. The document also discusses defining collaborative and social media, aspects to consider when using these tools, and how they can support learning and collaboration in schools.
This document discusses student-centered learning and creating a tech-friendly environment in education. It contrasts teacher-centered learning, which focuses on lectures and memorization, with student-centered learning, where students take more responsibility for their own learning through real-world, collaborative projects using technology. The document advocates for a student-centered approach and providing a technology-friendly environment where students can discover, organize, and present information using digital tools while still respecting copyright and fair use guidelines.
The document discusses how the introduction of information and communication technologies (ICT) has led to a paradigm shift in education from a focus on teaching to learning. ICT allows education to become more student-centric by providing additional means of learning beyond traditional teaching. ICT complements teaching by making the curriculum more flexible and challenging with a variety of assignment options and the ability for self-paced learning. Teachers take on more of a facilitating role compared to only instructing students.
WEB BASED INSTRUCTION AND E-LEARNING Project 2 violetaRosechelVioleta1
The document discusses web-based instruction and e-learning. It defines web-based instruction as a medium that uses hyperlinks to connect to online resources and support external instruction. E-learning is defined as covering a wide range of applications including web-based learning. The document outlines the history, characteristics, technologies used and advantages of e-learning. It also discusses different pedagogical approaches and evaluation methods for e-learning.
Benefits of Online Developmental MathematicsSara Revesz
Incorporating online active learning components into your developmental mathematics courses creates value for your students and your school. Student success leads to student retention. Here's a short presentation that will help get educators and schools up to speed on measurable advantages.
Blending learning a new approach to learningIjaz Ahmad
This document discusses blended learning/hybrid learning in teacher education. It defines blended learning as combining the effectiveness of classroom learning with online learning opportunities. It explores using technology like blogs and forums in blended learning and the IDEAL approach of identifying problems, defining goals, exploring strategies, anticipating outcomes, and reflecting. Community building is another benefit. Advantages include constructivist learning and developing problem-solving skills. Future trends may include more extensive use of technology and student choice in curriculum. Success relies on instructor quality, learning activities, support, and workload.
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
This document discusses peer-to-peer learning and knowledge management. It defines peer learning as employees teaching one another without an instructor. Some key benefits of peer learning mentioned include being cost-effective, building trust between employees, and allowing learners to learn from their peers in a low-pressure environment. The document also discusses various approaches to implementing peer learning programs in organizations, such as learning lunches, mentoring, and accessible learning management systems. It recommends appointing facilitators and focusing on real-world situations to encourage effective peer learning.
Geoff Riley discusses using various digital tools in teaching economics, including Dropbox for file sharing, Reuters EcoWin for real-time economic data, and Moodle as his virtual learning environment of choice. He outlines how he uses tools like Wordle, data visualization sites, Google Apps, Twitter, YouTube, screen capture software, and RSS feeds in his daily teaching toolbox. Riley also provides examples of how he structures content and activities in Moodle, including glossaries, blogs, forums, and online quizzes. He aims to further develop the interactive elements in his VLE and encourage more student collaboration using digital tools going forward.
Blended learning combines online and in-person learning with some element of student control over time, place, path, or pace. It has been defined in various ways and encompasses terms like hybrid learning. Common blended learning models include rotation, flex, self-blend, and online lab. Heutagogy focuses on self-determined learning and challenges traditional teacher-centered models. Key concepts are double-loop learning, where students question assumptions, and self-reflection to adapt learning styles. Implications include flexible assessment, learner-generated content, and organic learning experiences. Quality frameworks emphasize flexibility, interactivity, accessibility, personalization, transparency, and participation.
The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.
My presentation 2-3 March 2023 on Innovation education for blended learning for improving Media literacy, at the INTERNATIONAL SCIENTIFIC CONFERENCE
Media Literacy and Information Technology: Challenges and Solutions for the 21st Century, Vytautas Magnus University, Lithuania
Online tutoring towards a signature pedagogymhallissy
Presented at the Higher Education Colleges Association Conference (HECA) on April 19th in iBAT College Dublin. This presentation on based on doctoral research currently being undertaken in the Institute of Education in London. The presentation suggests that critical discussion should become the signature pedagogy of the MATL and it should be based on Brookfield and Preskill's 8 dispositions for critical discussion.
The document discusses the i2Flex Classroom Model, a new blended learning approach for K-12 education. It describes i2Flex as combining the Morfosis educational philosophy of providing a holistic, meaningful, and ethically-guided experience, with a blended delivery methodology and Aristeia leadership approach. The model was developed based on earlier blended learning programs at universities in the US and Greece. Implementing i2Flex requires meeting four conditions around leadership, resources, culture and pedagogy. Case studies are then provided of implementing i2Flex in subjects like math, language, science, physical education and social studies.
The document discusses the importance of inclusivity in curriculum design. It defines inclusivity as not excluding any groups and avoiding exclusionary language. The key points are:
1) Inclusivity in curriculum design is important to promote participation in higher education and equality of opportunity for all learners.
2) Inclusivity faces major challenges in higher education institutions and requires addressing barriers to engagement, admissions, retention, and sense of belonging for diverse students.
3) An inclusive curriculum considers students' diverse learning styles, languages, cultural capital, and identities through varied content, delivery, and assessment methods.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
This document provides an overview of pedagogy and various pedagogical models and teaching strategies. It defines pedagogy as the combination of knowledge and skills required for effective teaching. Several pedagogical models are summarized, including Productive Pedagogies, Primary and Middle School Inquiry Based Model, and the Multiliteracies Model. It also summarizes various teaching strategies such as De Bono's Thinking Hats, Bloom's Taxonomy, Gardner's Multiple Intelligences, and others. The document aims to give teachers a reference point for integrating technology into classroom practice by outlining established pedagogical frameworks and strategies.
Teacher’s longlife training in virtual environmentsAdelina Silva
This document analyzes how teachers in a collaborative group called GETED learn from each other in a virtual environment on Moodle. It finds that teachers share resources, reflections on readings, and experiences to gain new knowledge and perspectives. They discuss themes, provide feedback, and critically analyze knowledge together. This collaborative learning helps teachers innovate, be more reflective in their practice, and appropriate new technologies critically.
The document discusses integrating the instructional models of Understanding by Design (UbD) and Differentiated Instruction (DI) to meet the needs of all students. It provides several axioms and corollaries about curriculum design and instruction. The key ideas are that curriculum should develop student understanding; students learn at different rates so instruction must be differentiated; and assessments should inform adjustments to curriculum and instruction to ensure all students continue developing understanding. Together, UbD and DI can help educators think about how to meet varied student needs through flexible use of content, materials, time, and support.
INTEGRATION OF INNOVATIE TEACHING PRACTICES IN TEACHING AND LEARNING PROCESSDr. Sushma H.B
The document discusses various innovative teaching practices that can be integrated into the teaching and learning process. It describes traditional lecture-based teaching and highlights how it can be made more interactive, such as through questioning students and encouraging participation. It also discusses other active learning methods like problem-based learning, cooperative and collaborative learning, and reflective teaching/learning. The use of real-life examples, multimedia, hands-on activities and diagnostic-prescriptive teaching are emphasized to make learning more engaging and effective.
1. The document discusses blended learning, which is defined as a formal education program where students learn through both online and in-person means, with some student control over various aspects of their learning.
2. It provides an overview of blended learning trends, definitions, history, models and implementations, as well as recommendations for successful blended learning programs.
3. Key recommendations include basing success on the human experience, promoting student ownership of learning, implementing strategies to support ubiquitous and flexible learning, and cultivating a culture of quality that supports all stakeholders in blended learning.
This document outlines Aziza Abdul Kareem's ideological stance and pedagogical approaches for content area instruction for 9th grade students from a low socioeconomic urban school. The learning outcome is for students to construct knowledge about applying multiple reading strategies. Key approaches include cooperative learning, modeling, and active literacy. Cooperative learning facilitates participation and comprehension through group work. Modeling demonstrates academic skills and thinking processes. Active literacy involves activities before, during, and after reading to build understanding. These scaffolding approaches aim to develop students' literacy strategies and academic language for social science content mastery.
PROJECT BASED LEARNING FOR STUDENTS WITH AUTISMAmalHassan94
A study of providing a conceptual framework to design and develop project based learning instruments and rubrics for students with Autism in learning English language.
Concept-driven, inquiry-based learning focuses on developing students' conceptual understanding rather than just facts alone. It emphasizes big ideas and key concepts that can be applied across disciplines. Teachers facilitate classroom discussions around these concepts to help students make connections between different subject areas and see relationships between facts. Assessing conceptual understanding also involves varied assessments that allow students flexibility. This type of education aims to prepare students for an increasingly globalized world by developing important skills like critical thinking, collaboration, and problem solving.
Concept-driven, inquiry-based learning focuses on developing students' conceptual understanding rather than just facts alone. It emphasizes big ideas and key concepts that can be applied across disciplines. Teachers facilitate classroom discussions around these concepts to help students make connections between different subject areas and see relationships between facts. Assessing conceptual understanding also involves varied assessments that allow students flexibility. This type of education aims to prepare students for an increasingly globalized world by developing important skills like critical thinking, collaboration, and understanding different perspectives.
Authentic learning involves students creating tangible products or solutions to real-world problems that are presented to an external audience. It requires higher-order thinking, depth of knowledge, social support for learning, and substantive conversations. An authentic teacher acts as a facilitator, providing guidance and feedback as students work collaboratively through an inquiry process to build knowledge and skills applicable outside the classroom. Authentic instruction integrates multiple subjects and incorporates community involvement.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
Using Digital Technology to Create Possible Literate FuturesMarion Piper
1. The document discusses how teachers need to incorporate multiliteracies and technology into their teaching practices to better support student learning and engagement. This requires teachers to become architects of change and rethink their approaches.
2. It provides examples of classroom practices that support multiliteracies, such as understanding students' backgrounds and planning opportunities for possibility thinking. Digital technologies can enhance learning when used as a tool to make content engaging, interactive and relevant.
3. The document envisions what teaching could look like in the future, with learning taking place both indoors and outdoors using a variety of technologies to support collaboration, creativity and personalized learning. Teachers would facilitate learning and monitor student progress through online tools.
Similar to Presentation made at TIBL teaching event ebba_mjl (20)
Avaliação enquanto estratégia para promover a interação onlineMaria Joao Loureiro
Apresentação de suporte à palestra na UNIT - Agosto de 2017 - com um enquadramento teórico sobre avaliação e interação on-line e a análise de casos em que se fez avaliação formativa (para a aprendizagem e como aprendizagem)
Políticas tic em portugal seminário visita brasileiros furgMaria Joao Loureiro
O documento descreve as principais políticas e iniciativas de integração das tecnologias de informação e comunicação (TIC) no sistema educativo português desde os anos 1980, incluindo projetos como o MINERVA, Nónio Século XXI, Programa Internet na Escola, e o Plano Tecnológico da Educação. O objetivo principal destas políticas era promover o uso pedagógico das TIC e melhorar o acesso a equipamentos nas escolas.
O documento apresenta princípios orientadores para o desenvolvimento curricular emergentes da literatura, como descentralização, flexibilidade e reflexividade.
Inclui um instrumento de análise qualitativa para validar empiricamente se práticas curriculares estão alinhadas com esses princípios.
Conclui que a literatura sintetizada pode servir de base para futuro trabalho de pesquisa e desenvolvimento profissional de professores.
This document describes a case study of using ICT to facilitate online research supervision of 14 post-graduation students by a single supervisor. Various online tools like forums, email, and Google Docs were used to enable collaboration and discussion. Both positive factors like increased availability and peer support, and negative factors like difficulty managing participation levels were observed. The supervisor reflected on using ICT to build an online community of practice and hopes to further develop and validate the success factors of online research supervision.
O documento descreve o percurso de supervisão de Maria João Loureiro, incluindo suas áreas de trabalho e projetos. Ela supervisiona estudantes em várias comunidades de prática, focando em integração de TIC, avaliação educacional, sustentabilidade e outras áreas. Seus projetos atuais incluem RedeSIDEdu, MIRIADI, P@lmes e SPEAQ_2UA.
O documento discute os impactos das tecnologias de informação e comunicação (TIC) nos alunos, escola, família e sociedade, bem como o desenvolvimento de habilidades digitais, novas profissões e possíveis dependências das TIC. Ele também explora como promover o uso crítico e sustentável das TIC através da escola, família e sociedade.
O documento discute os três vértices do triângulo de utilização das TIC: alunos, escola e família. A maioria das crianças usa a internet diariamente principalmente para deveres de casa, comunicação e jogos. As escolas vêm integrando mais as TIC ao longo do tempo. É importante promover o uso crítico e sustentável das TIC pelos alunos, escolas e famílias.
The document discusses a study that aimed to develop and evaluate the use of peer assessment to promote quality in a blended learning context. The study was conducted within a PhD module that used blended learning and involved both face-to-face and distance group work. A design-based methodology was used to conceive, implement and analyze a peer assessment strategy. Analysis found that peer assessment improved over time and helped students better understand assessment frameworks, but difficulties remained in managing personal schedules within blended learning.
O documento discute a avaliação e o uso de tecnologias digitais na educação. Apresenta conceitos-chave como competências, avaliação e frameworks como DeSeCo. Descreve projetos que exploram o impacto das TIC no desenvolvimento de competências transversais e tecnológicas em alunos. Defende que as TIC podem favorecer a aprendizagem se usadas em contextos inovadores.
The document discusses using assessment strategies to promote online interaction. It describes 5 cases where different assessment methods were used, including teacher and peer assessment of discussion posts, blogs, and group work. The assessments aimed to increase both the quantity and quality of interactions by evaluating relevance, critical thinking, and participation. Student feedback indicated that while assessment improved interaction, it also took time and some students felt uncomfortable with peer evaluation. In conclusion, assessment is essential for online interactions but should be implemented carefully across multiple courses to avoid overload.
The document discusses a design-based research project that evaluated the use of peer assessment to promote quality in a blended learning context. The project was implemented over three years in a PhD module, with different online tools used each year (wiki, social networking site, content management system). Analysis found that peer assessment improved over the years, decreasing fears and increasing transparency. Students' perceptions of e-assessment also increased in positivity over time. While peer assessment contributed to self-reflection and a real assessment experience, the quality of feedback could still be improved with more training.
1. O documento discute questões sobre investigação em educação, incluindo o que é investigar, como definir problemas de investigação e quais os caminhos e metodologias possíveis para a investigação.
2. A apresentação também aborda como a investigação mudou ao longo do tempo, influenciada por fatores como a tecnologia e as novas responsabilidades das instituições de ensino superior.
3. Finalmente, a apresentação reflete sobre desafios na supervisão da investigação, especialmente no contexto online, e fatores que influenciam a qualidade da super
This document discusses open educational practices and resources, and addresses related questions and possibilities. It examines the impacts of using open practices and resources on various stakeholders, and discusses frameworks for evaluating quality and sustainability in this area. Case studies are presented that illustrate lessons learned from experiences using information and communication technologies in educational contexts.
The document discusses the use of elearning in initial science teacher education at the University of Aveiro in Portugal. It describes how an online platform was used to supplement classroom lectures and group work for a science and technology teaching course. Student interaction on discussion forums and satisfaction surveys found that interaction increased and organization was facilitated by the elearning components. Teachers also noted advantages like easier material delivery and increased student questioning and collaboration. The study provided insights into effective higher education teaching methods using online and classroom learning spaces.
O documento discute o conceito de avaliação educacional. Define avaliação como um processo de coleta de informações para melhorar o objeto avaliado. Discute as funções da avaliação, o processo de avaliação, os elementos envolvidos e os desafios da subjetividade na avaliação.
This study examined students' perceptions of e-assessment in a collaborative blended learning environment. The researchers investigated a distance education module taken by postgraduate students over two years. A blended approach incorporated both online and face-to-face elements, including group work, peer assessment, and the collaborative production of literature reviews. Results showed that students found peer assessment activities increasingly relevant and less difficult over time as practices evolved. The study provides insights into quality assurance and the role of user-generated content in online and blended learning environments.
The document describes a research project that aims to improve interaction between educational research and school practices through an online community of researchers and teachers. It provides details on the participants, methodology, activities of working groups, and dynamics of interaction within the community. The goal is to understand how to better promote collaboration between these groups and impact their respective practices and research.
1. The study aimed to evaluate how pre-service teachers' narratives and peer feedback ("co-supervision") in an online blog promoted reflection during a teacher training program.
2. Analysis of blog posts and comments found that while interaction was high, the level of critical thinking and metacognition in posts and feedback in comments was relatively low.
3. Students found value in sharing experiences online and receiving peer support, but the activities may need improving to better encourage questioning and critical reflection in online interactions.
This article describes the methodological design used to select a small group of non-traditional adult students to interview for a PhD research project studying how their plurilingual repertoires were built over their lifetime. The selection process emphasized interconnecting all research methods, including a questionnaire and biographical interviews. Biographical methods provide deeper access to students' plurilingual experiences across their lives while promoting reflection on their plurilingual identities. The study aims to understand plurilingual repertoire construction in a lifelong learning perspective, specifically higher education, by analyzing documents, questionnaires, and interviews regarding students' language biographies.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. TIBL – Blended Learning
Topics
• International Overview of Blended Learning (BL)
• Definitions and Terminology for BL
• Common Used Models for BL
• Heutagogy
• Dialog and Discussion
4. TIBL – Blended Learning
[Blended learning is] a formal education program in which
a student learns; at least in part through online delivery of
content and instruction, with some element of student
control over time, place, path, and/or pace; at least in
part in a supervised brick-and-mortar location away from
home, and the modalities along each student’s learning
path within a course or subject are connected to provide
an integrated learning experience
Christiansen, Horn & Staker (2013 p. 8).
Ossiannilsson (2017)
5. TIBL – Blended Learning
The latter defined it as follows: Blended learning is a
formal education program in which a student learns at
least in part through the delivery of content and
instruction via digital and online media with some
element of student control over time, place, path, or
pace. (Wikipedia, 2017).
Ossiannilsson (2017)
6. TIBL – Blended Learning
Because blended learning is highly context dependent,
the concept has been interpreted and defined variously
over time and in many cultural contexts. The terms blended
learning, hybrid learning, technology-mediated instruction,
technology-enabled (enhanced) learning, web-enhanced
instruction, and mixed-mode instruction are often used
interchangeably in the research literature (Bates, 2016, 2017;
Commonwealth of Learning, 2015; Daniel, 2016; Martyn, 2003).
Ossiannilsson (2017)
7. The four models of BL
according to
Christiansen institute,
(Christiansen, Horn
and Staker, 2014)
11. •Study of self-determined learning … It is also an attempt to
challenge some ideas about teaching and learning that still prevail
in teacher centred learning and the need for, as Bill Ford (1997)
eloquently puts it, ‘knowledge sharing’ rather than ‘knowledge
hoarding’.
•Heutagogy looks to the future in which knowing how to learn will be
a fundamental skill given the pace of innovation and the changing
structure of communities and workplaces.”
•The aim is to develop learner’s capability
Hase, S. and Kenyon, C. (2000). From andragogy to heutagogy. Ultibase, RMIT. http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
Heutagogy
12. • self-efficacy, in knowing how to learn and continuously reflect
on the learning process;
• communication and teamwork skills, working well with
others and being openly communicative;
• creativity, particularly in applying competencies to new and
unfamiliar situations and by being adaptable and flexible in
approach;
• positive values
(Hase & Kenyon, 2000; Kenyon & Hase, 2010; Gardner et al., 2007).
Capable people exhibit the following traits:
13. Key concepts in heutagogy
• Double-loop learning - occurs when learners “question and test
one’s personal values and assumptions as being central to
enhancing learning how to learn”
• Self-reflection - learners become more aware of their preferred
learning style and can easily adapt new learning situations to their
learning styles, thus making them more capable learners.
• With its dual focus on competencies and capability, heutagogy
moves educators a step closer toward better addressing the needs
of adult learners in complex and changing work environments
Hase, S. (2011)
17. Implications of heutagogy
• Flexible and negotiated assessment
• Learner generate contextually relevant content;
• True collaboration regarding content and process between teacher
and learner;
• The involvement of the environment in the learning;
• Spontaneous and organic learning experiences;
Flexible curricula is the main challenge
Hase, S. (2011)