The document discusses using technology and web 2.0 tools to improve education. It describes how students live in a world where information is constantly changing online, so schools need to change how and where students learn. The document outlines a project where students at a secondary school in Singapore created short movies by writing scripts, storyboarding, filming with cameras, and editing video. The project aimed to engage students and improve their English skills. It describes the curriculum and training sessions to teach students the movie making process. The finale was a screening of the student films to parents and teachers. The project had positive outcomes, improving students' skills and confidence while also inspiring teachers to explore new ways of teaching.
Open collection of shareable digital tools to enable all teachers to design, embed and sustain the use of interactive technologies to bring differentiated teaching and learning performance inside the classroom.
Open collection of shareable digital tools to enable all teachers to design, embed and sustain the use of interactive technologies to bring differentiated teaching and learning performance inside the classroom.
The presentation defines digital storytelling, reviews the learning benefits for college students, and offers sample projects and approaches.
For more info, including links to playable versions of the sample stories featured here as well as other, shorter versions of the presentation, see:
http://digitalwriting101.net/content/presentations-on-digital-storytelling/
This post is on my DigitalWriting101.net help site, which features resources to help students and faculty compose in digital media. Feel free to share the site with students and colleagues!
AVATAR – The Course: Recommendations for Using 3D Virtual Environments for Te...eLearning Papers
Author(s): Maja Pivec, Cristina Stefanelli, Inger-Marie F. Christensen, Jutta Pauschenwein.
This communication details the rationale behind the course, documents two case studies of completed projects within a virtual world, highlights the challenges and successes of the modules, and culminates with conclusions and recommendations for running courses and lessons within an online 3D virtual world.
A presentation shared at the ADEC Summit/CUE Conference on March 17, 2011. A consideration of the potential of online learning to transform today's college, lecture-based learning paradigm.
The presentation defines digital storytelling, reviews the learning benefits for college students, and offers sample projects and approaches.
For more info, including links to playable versions of the sample stories featured here as well as other, shorter versions of the presentation, see:
http://digitalwriting101.net/content/presentations-on-digital-storytelling/
This post is on my DigitalWriting101.net help site, which features resources to help students and faculty compose in digital media. Feel free to share the site with students and colleagues!
AVATAR – The Course: Recommendations for Using 3D Virtual Environments for Te...eLearning Papers
Author(s): Maja Pivec, Cristina Stefanelli, Inger-Marie F. Christensen, Jutta Pauschenwein.
This communication details the rationale behind the course, documents two case studies of completed projects within a virtual world, highlights the challenges and successes of the modules, and culminates with conclusions and recommendations for running courses and lessons within an online 3D virtual world.
A presentation shared at the ADEC Summit/CUE Conference on March 17, 2011. A consideration of the potential of online learning to transform today's college, lecture-based learning paradigm.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
Examining how coalescent spaces can transform in-class and out of class learningJohn Couperthwaite
How can we learn to blend live, in-class learning between physical and digital spaces? And how can teaching pedagogies adapt to new opportunities? This session will examine how digital advances in classroom learning are creating ‘coalescent spaces’ (White, 2016) in which students are empowered to collaborate through activities, discussion and feedback during class. Teachers also benefit from greater engagement through disrupting passive teaching approaches and being better informed of learner interaction and behaviours. Not only can this establish more engaged communities of learning in class, but it also encourages greater sequencing of learning before, during and after class based on the non-linear affordances of digital spaces.
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
Step By Step Guide Setting An Example With IctPaviter Singh
This Step-by-Step guide was created for participants at the Apple Leadership Summit in Hong Kong. It accompanies the presentation and hands-on workshop on School Leaders & Setting an Example with the use of ICT
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
3. The Real World
Is a Moving Target
Society is more
connected and global
More information is
constantly being made
available ONLINE
The majority of jobs our
students will face do not
exist today
3
4. The Real WorldIs a Moving Target
The Internet has become
the platform for the
expression of
unparalleled creativity
It is our students who are
responsible for creating
most of the content on
the web
4
5. The Real World Is a Moving Target
Our students are:
Motivated HOW
Inquiring
?
Self taught
In control WHY?
Independent
Immediate feedback
Authentic
5
11. The Future of Education
Information is changing
WHERE and HOW we learn
is changing 11
12. The Future of Education
if we continue on our
current path...
formal education will
become increasingly
irrelevant
12
13. Quality of Learning
engagement
collaboration
creativity
authenticity openness
personal expression discussion
participation proactivity
passionate interest
access to information
critical thinking
adapted from presentation by Steve Hargadon
13
15. Education 3.0 : Using Web 2.0 tools
what is the
big deal??
15
16. Pedagogical capabilities of
engagement
collaboration
creativity
authenticity openness
personal expression discussion
participation proactivity
passionate interest
access to information
critical thinking
adapted from presentation by Steve Hargadon
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19. Classroom
Get students to comment on a
text you have selected
Way to check students
understanding
Students can critique each other
Facilitate project work through
the collation of references/
resources students can use
Teachers
Collaborative tool when lesson
planning
Creation of a resource bank by
topic for future reference
19
23. http://edu.glogster.com/
Classroom
Presentation tool (text, images,
sound, video)
Great for group / project work
Repository / Virtual portfolio
Applicable to a variety of subjects
Appeals to diverse learners
23
24. An example of a glog in education
http://mccpseif.wikispaces.com/Sample+Glog
24
25. Classroom
Presentation tool and Mind
mapper rolled in one
Large scratch surface allows for
planning / brainstorming
Teach students how to sort ideas
Importance
Grouping
Applicable in various subjects
Bring in various forms of media
Embed or export as video
25
27. Using Storyboards & Movie Making
to Develop Writing Skills
St Anthony’s Canossian
Secondary School
27
28. The Context
Students
Disengaged
Performing below grade level
Experienced Teachers
Blaming students for poor grades
Did not see the bene t of using technology
Novice Teachers
Willing to try new approaches but did not
have appropriate guidance
School
Interested in raising student achievement
Hoped to get teachers to improve approaches
to instruction / teaching
28
29. The Objective
Students
Raise student engagement
Improve con dence and familiarity with spoken
and written English
Learn skills of listening, speaking, reading &
writing in a creative and innovative way
Teachers
Demonstrate effective infusion of technology in
learning
Create a community where teachers and
students can learn from each other
School
Initiate a pilot program with the hope of
expansion to the entire grade level
Whole school approach
29
30. The Resources
Hardware
16 computers (2 for each group)
8 video cameras (1 for each group)
Software
Movie Making application
Time
7 training sessions of between 4 to 5 hrs
1 to 2 weeks for students to lm
Finale where completed work is presented
Facilitators
Technical Instructors (Sinema Old School)
4 teachers
8 college students (one for each group)
30
31. The Project
Student Outcomes
Have fun & be engaged
Develop greater con dence in English
speaking and writing
Develop skills in a variety of technology
tools
Teacher Outcomes
Learn how different technology tools
can be used in learning English
Realize that there are different
approaches to teaching English that do
not involve the textbook
Change culture/mindset with respect to
English and how it is taught
31
32. The Project
The Proposal
Get students to work in groups to
create short movie clips
Story boarding, script writing and
movie editing will give students
the opportunity to practice and
improve their language skills
Students to create a blog and post
an entry after each training session
Lesson materials and
communication regarding the
project to be done online
(website/email)
32
33. The Curriculum
Session 1: Finding a Story to Tell 1
Students watch clips from various
short lms and discuss
Character and character
development
Background and setting
What story to tell and how to go
about writing it
How to turn a story into a script
Work at home
Theme: A Social Issue
Write a short story on an issue
that you are passionate about
33
34. The Curriculum
Session 2: Finding a Story to Tell 2
Students to come to the session
having written a short story (to be
translated into a script)
Instructor shows/explains to
students what is a story board
(using an example from a popular
Singaporean Sit-com)
Students work to translate their
stories into storyboards (text,
sounds, pictures)
Discuss the difficulties faced
With this knowledge, how would
you select an appropriate story
34
35. The Curriculum
Session 3: Pre-Production 1
Students to form groups of 5. Each member
to take on a role such as director, producer,
sound tech, lighting tech, cast coordinator
Discuss in groups (with guidance):
Script: Breakdown and organize the
written script into different
components for preparation
Location Scouting: Finding locations /
negotiating for locations
Casting: Find talents / conduct an
audition
Schedule: Plan overall timeline / shoot
schedule
Budgeting: Plan and manage budget
35
36. The Curriculum
Session 4: Pre-Production 2
Understanding the rules of lm
making
What can and cannot be done
Using various equipment
Digital Camera
Video Camera
Lights
How to position cameras/lights for
maximum effect
36
37. The Curriculum
Session 5: Sounds for Film
Hands-on training on lming
& editing
Voice
Background noise
Sound effects
What groups should consider
when shooting their lms
37
38. The Curriculum
Guided Practicum (in
groups)
Groups to discuss and
work on their script /
story board
Groups to loan out
video cameras for 1-2
weeks to shoot their
lms
38
39. The Curriculum
Session 6: How to use Video Editing
Software
All groups to have completed
shooting by this stage
4 hour training session on how to
edit video
Groups to practice using their own
footage
Groups to arrange to use
computers for editing outside of
training hours (if required)
39
40. The Curriculum
Session 7: Critique
Exporting of nal
product to disc
Round table
re ection / critique
Groups prepare &
rehearse their 1
minute presentation
40
41. The Finale
Screening of Student Films
Each group was required to
introduce their lm
All teachers and parents of
students were invited to
attend
Speech by Sinema Director
and School Principal
Students given certi cates of
completion and souvenirs
(tote bags)
41
44. Outcomes
Student Participants
Pride and con dence
Serve as role models/student
facilitators
Better communication/
relationship with parents
Parents
Pride and surprise in the ability of
their children
Renewed support and
engagement in school activities
44
45. Outcomes
Teacher Facilitators
Mentors and ambassadors in the
use of technology among
colleagues
Inspired to explore yet new ways
to engage their students
Other Teachers
Surprised at what their students
are capable of
More willing to explore and learn
how to use technology in their
classrooms
45
46. Risk more than others think is safe.
Care more than others think is wise.
Dream more than others think is practical.
Expect more than others think is possible.
(my philosophy, taken from a quote by Claude Bissell)
Paviter Singh
paviter@gmail.com
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