Virtual field trips originated in the 1990s but became widely used around 2000 due to budget cuts limiting real field trips. Virtual field trips use graphics, videos, animation and sound to engage students and have been shown to increase reading achievement scores. They allow more students access to educational experiences regardless of physical or financial limitations. While some teachers may be reluctant to adopt the technology, virtual field trips can be implemented using existing equipment in most schools. Early adoption has been led by innovative teachers who see the benefits of virtual trips in providing educational opportunities.
Virtual field trips originated in 1995 but became widely used around 2000 due to budget cuts limiting real field trips. Virtual field trips engage students through interactive graphics, videos and animations, and can increase reading achievement scores. They allow global access to places students cannot visit otherwise. Implementation requires laptops, webcams, headphones and software like Skype. Early adoption was by schools looking for alternatives to real field trips, while lagging adoption was due to technology fears. Teachers play a key role by experimenting and sharing successful experiences.
Virtual Field Trips Debra Morris Waldendebramorris
Virtual field trips originated in 1995 but became widely used around 2000 due to budget cuts limiting real field trips. Virtual field trips engage students through graphics, videos, and interactivity, and have advantages like increasing achievement scores. They require technologies like laptops, webcams, and Skype. Their adoption follows Rogers' innovation diffusion model, starting with a few early adopters and growing over time through communication of their benefits. Teachers play a key role in adopting and implementing virtual field trips in a decentralized way.
Mobile teaching and learning in higher education is approaching a tipping point. One of the most significant promises of mobile learning is the ability for faculty members, teachers, and students to use their own mobile computing devices. In the US, 75% of American teens have cell phones and almost 30% have smartphones with Internet capabilities. In universities, the numbers appear to be much higher. It seems instructionally sound and fiscally prudent for institutions and faculty members to leverage the existing devices in which students are most comfortable. The purpose of this paper is to (1) critically examine the definitions and affordances of mobile learning in higher education, (2) identify the ways mobile teaching and learning have been and could be accomplished in higher education, (3) identify the challenges to implementing mobile teaching and learning in higher education.
This document summarizes an ongoing two-year study exploring the educational uses of digital devices by students ages 9-11. The study provides students with digital assistants and collects data through classroom observations, student and teacher interviews, and assessments. Initial results indicate technical issues have limited whole-class usage, but video recordings show learning possibilities. Early teacher adoption faces challenges integrating new approaches within the existing education system.
My presentation from a conference called Pathways Towards a Shared Future: Changing Roles of Higher Education in a Globalized World that UN University and UNESCO has jointly convened in Tokyo.
Students as agents of change. Presented by Elisabeth Dunne and Dale Potter (University of Exeter), Facilitated by Malcolm Ryan (University of Greenwich).
Jisc conference 2011
This document summarizes a student group's final project presentation on evaluating current uses of technology in academic settings. The group's goal was to provide insight for future changes. They surveyed SU students and interviewed students from other schools to understand technology usage and preferences. Key findings included a preference for a single login system, online calendar integration, and mobile-friendly websites. The group used tools like Zoho Projects, WordPress, Facebook, and SurveyMonkey to manage their project and gather feedback. Lessons learned included a need for more survey responses, unresponsive faculty, and flexibility when initial plans did not work out.
The document discusses eLearning resources for faculty and students at WCC RN Boot Camp. It notes that eLearning has seen rapid growth in recent years and provides several benefits including increasing access to students, making more efficient use of space, and meeting workforce demands. Specifically, WCC has seen a 44% increase in eLearning students in the last year. The document then outlines some of the online resources and support available to students, such as 24/7 tech support and online tutoring. It also lists several eLearning tools available to faculty, such as lecture capture software and classroom response systems.
Virtual field trips originated in 1995 but became widely used around 2000 due to budget cuts limiting real field trips. Virtual field trips engage students through interactive graphics, videos and animations, and can increase reading achievement scores. They allow global access to places students cannot visit otherwise. Implementation requires laptops, webcams, headphones and software like Skype. Early adoption was by schools looking for alternatives to real field trips, while lagging adoption was due to technology fears. Teachers play a key role by experimenting and sharing successful experiences.
Virtual Field Trips Debra Morris Waldendebramorris
Virtual field trips originated in 1995 but became widely used around 2000 due to budget cuts limiting real field trips. Virtual field trips engage students through graphics, videos, and interactivity, and have advantages like increasing achievement scores. They require technologies like laptops, webcams, and Skype. Their adoption follows Rogers' innovation diffusion model, starting with a few early adopters and growing over time through communication of their benefits. Teachers play a key role in adopting and implementing virtual field trips in a decentralized way.
Mobile teaching and learning in higher education is approaching a tipping point. One of the most significant promises of mobile learning is the ability for faculty members, teachers, and students to use their own mobile computing devices. In the US, 75% of American teens have cell phones and almost 30% have smartphones with Internet capabilities. In universities, the numbers appear to be much higher. It seems instructionally sound and fiscally prudent for institutions and faculty members to leverage the existing devices in which students are most comfortable. The purpose of this paper is to (1) critically examine the definitions and affordances of mobile learning in higher education, (2) identify the ways mobile teaching and learning have been and could be accomplished in higher education, (3) identify the challenges to implementing mobile teaching and learning in higher education.
This document summarizes an ongoing two-year study exploring the educational uses of digital devices by students ages 9-11. The study provides students with digital assistants and collects data through classroom observations, student and teacher interviews, and assessments. Initial results indicate technical issues have limited whole-class usage, but video recordings show learning possibilities. Early teacher adoption faces challenges integrating new approaches within the existing education system.
My presentation from a conference called Pathways Towards a Shared Future: Changing Roles of Higher Education in a Globalized World that UN University and UNESCO has jointly convened in Tokyo.
Students as agents of change. Presented by Elisabeth Dunne and Dale Potter (University of Exeter), Facilitated by Malcolm Ryan (University of Greenwich).
Jisc conference 2011
This document summarizes a student group's final project presentation on evaluating current uses of technology in academic settings. The group's goal was to provide insight for future changes. They surveyed SU students and interviewed students from other schools to understand technology usage and preferences. Key findings included a preference for a single login system, online calendar integration, and mobile-friendly websites. The group used tools like Zoho Projects, WordPress, Facebook, and SurveyMonkey to manage their project and gather feedback. Lessons learned included a need for more survey responses, unresponsive faculty, and flexibility when initial plans did not work out.
The document discusses eLearning resources for faculty and students at WCC RN Boot Camp. It notes that eLearning has seen rapid growth in recent years and provides several benefits including increasing access to students, making more efficient use of space, and meeting workforce demands. Specifically, WCC has seen a 44% increase in eLearning students in the last year. The document then outlines some of the online resources and support available to students, such as 24/7 tech support and online tutoring. It also lists several eLearning tools available to faculty, such as lecture capture software and classroom response systems.
Granville County Schools implemented a technology-infused learning initiative across its five high schools and one elementary school. The initiative included a one-to-one laptop program for students and interactive classrooms. Support from district leadership and partnerships with local organizations helped fund the infrastructure, devices, and professional development needed. Teachers received devices and training before students to prepare for facilitating technology-enhanced lessons focused on engagement and depth of learning. Ongoing support and monitoring of classroom management, policies, and sustainability ensured the successful rollout and continued success of the program.
The document discusses media casting at BCIT and defines it as delivering audio/video content over the internet through subscription. It summarizes surveys of faculty and students on their use and perceptions of educational media casting. The surveys found that while most knew what podcasting was, few utilized media casting currently but saw value in supplementary materials. It provides recommendations for BCIT and faculty to encourage innovative use of media casting by focusing on short supplemental materials and providing support throughout the process.
Technology in educational institutions can both improve and potentially harm students' academic performance. While devices like smartphones, laptops, and virtual reality can enable online learning, designing, media production and coding, overuse of smartphones is linked to decreased class attendance. However, tests show students generally perform better on performance tests in classrooms equipped with educational technology compared to traditional classrooms, though not all students have access or knowledge to use technology effectively. To maximize benefits and mitigate risks, schools should provide devices and training to students, utilize a variety of platforms for learning, and continue innovating classroom technology tools.
The document discusses best practices for using educational media or "media casting" in post-secondary education based on surveys of faculty and students at BCIT. It defines media casting and discusses relevant diffusion of innovation theories. Surveys found that while most faculty and students knew what podcasting was, few students utilized podcasts on mobile devices as originally intended. Students found lecture summaries, exam study aids, and video demonstrations to be the most valuable types of media casts. The recommendations emphasize supporting faculty innovation through release time and recognition and focusing on short supplemental media pieces to augment instruction rather than replacing face-to-face time.
This document summarizes e-learning strategies for allied health programs at Whatcom Community College. It discusses the history and challenges of Whatcom's physical therapy assistant hybrid program. It outlines the e-learning coordinator's goals of providing faculty support and increasing online and hybrid offerings. Specific strategies implemented include developing multimedia resources for online courses, training faculty in online teaching best practices, and continuing to expand lab skills videos and hybrid course offerings. The goal is to improve the student experience and increase access to allied health programs through online and hybrid learning.
This document summarizes a presentation about mobile deployment of a university's virtual learning environment. It discusses students' priority for mobile access to library resources, maps, help pages, and courses. It also mentions developing learning and teaching apps, improving network infrastructure, and rethinking learning spaces. Examples are given of apps created at various universities that enhance aspects of the student experience like finances, community, and campus navigation. Blackboard Mobile Learn and Mobile Central solutions are presented as ways to deliver the entire education experience to students and alumni through their mobile devices.
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
The document discusses quality assurance of user-generated content in higher education. It notes the explosion of user-generated content online and how this is changing e-learning from a transmission model to one of collaboration and reflection. Ensuring quality of user-generated content is challenging due to difficulties measuring individual contributions to collaborative works. The document also outlines some methods and frameworks for developing quality in user-generated content and learning 2.0 approaches, including self-assessment, peer reviews, and social recommendations.
The document summarizes several tools that can be used to evaluate eLearning programs, including Quality Matters for evaluating individual courses, the TOP framework for strategic planning, and the NEASC best practices for online programs. It also describes the eMM maturity model, IQAT assessment tool, IMS student introduction standards, and encourages participation in the DOODLE community for online learning directors.
Sylvia Maisano is a technology instructor at the Thompson Community Center in Warren, Michigan. She has developed several technology and business courses and received grants to fund equipment and books for the courses. She has received many awards and certifications for her technology skills and leadership. She also participates in various professional development activities and organizations.
1. The document summarizes a presentation given at the 2008 EDUCAUSE Learning Initiative Annual Meeting on emerging technologies and instructional delivery models.
2. It discusses the emporium model, blended/hybrid model, and other course redesign models used at community colleges. For example, an emporium model for math courses improved retention rates.
3. The presentation explored how technologies like podcasts, social networking, and Google Apps can engage students and support various course models. Attendees were asked to consider tools for their own courses.
The document discusses three key requirements for Common Core State Standards (CCSS): accountability, measurement, and repetition. It also mentions an initiative by President Obama to provide WiFi access to 99% of K-12 schools by 2018. Classroom response systems are described as a tool that allows teachers to pose questions to students and immediately see responses, facilitating instructional adjustments. A few examples of online learning platforms that could support repetition are also listed.
Dr. Sue Alman shares some of her favorite things as a lecturer for the Master of Library and Information Science online program at the San Jose State University School of Information.
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
Migrating To A Course Management SystemJeff Getchell
Migrating to a new course management system doesn''t necessarily mean heartburn but careful planning and follow-up are a must. The presenters will provide three facets of a recent migration from WebCT 4.1 to Blackboard 8.0 that encompasses training, course migration, and administration. Presented by Dr. Jeffrey Getchell.
This document discusses how instructional technology has changed teaching and learning in colleges and universities. It notes that today's students are accustomed to using technology and expect it to be incorporated into their education. While technology can enhance learning when used effectively, simply adding technology does not guarantee improved outcomes. The document advocates applying principles of good teaching practice and using technology to support student-faculty interaction, collaboration, and active learning.
This document outlines best practices for technology integration in schools. It recommends that districts provide necessary technology resources and professional development opportunities to facilitate change. It also suggests using data and teacher/student/parent feedback to guide integration efforts. Examples of successful technology use include strategies that are routine, accessible, support standards, and help students learn effectively. The document discusses using communications applications, social media, websites, and newsletters to engage families. It also provides funding sources and considerations for budgeting technology expenses and maintaining equipment over time.
ISN is a non-profit organization that provides financial services and matches businesses with investors worldwide. They offer assistance throughout the financing process, including developing business plans and locating loans, equity financing, venture capital, and other funding sources. ISN maintains client confidentiality and aims to streamline the funding process for startups, early-stage, and operating businesses.
ISN is a non-profit organization that provides financial services and matches businesses with investors worldwide. They offer assistance throughout the financing process, including developing business plans and locating loans, equity financing, venture capital, and other funding sources. ISN maintains client confidentiality and aims to streamline the funding process for startups, early-stage, and operating businesses globally.
Granville County Schools implemented a technology-infused learning initiative across its five high schools and one elementary school. The initiative included a one-to-one laptop program for students and interactive classrooms. Support from district leadership and partnerships with local organizations helped fund the infrastructure, devices, and professional development needed. Teachers received devices and training before students to prepare for facilitating technology-enhanced lessons focused on engagement and depth of learning. Ongoing support and monitoring of classroom management, policies, and sustainability ensured the successful rollout and continued success of the program.
The document discusses media casting at BCIT and defines it as delivering audio/video content over the internet through subscription. It summarizes surveys of faculty and students on their use and perceptions of educational media casting. The surveys found that while most knew what podcasting was, few utilized media casting currently but saw value in supplementary materials. It provides recommendations for BCIT and faculty to encourage innovative use of media casting by focusing on short supplemental materials and providing support throughout the process.
Technology in educational institutions can both improve and potentially harm students' academic performance. While devices like smartphones, laptops, and virtual reality can enable online learning, designing, media production and coding, overuse of smartphones is linked to decreased class attendance. However, tests show students generally perform better on performance tests in classrooms equipped with educational technology compared to traditional classrooms, though not all students have access or knowledge to use technology effectively. To maximize benefits and mitigate risks, schools should provide devices and training to students, utilize a variety of platforms for learning, and continue innovating classroom technology tools.
The document discusses best practices for using educational media or "media casting" in post-secondary education based on surveys of faculty and students at BCIT. It defines media casting and discusses relevant diffusion of innovation theories. Surveys found that while most faculty and students knew what podcasting was, few students utilized podcasts on mobile devices as originally intended. Students found lecture summaries, exam study aids, and video demonstrations to be the most valuable types of media casts. The recommendations emphasize supporting faculty innovation through release time and recognition and focusing on short supplemental media pieces to augment instruction rather than replacing face-to-face time.
This document summarizes e-learning strategies for allied health programs at Whatcom Community College. It discusses the history and challenges of Whatcom's physical therapy assistant hybrid program. It outlines the e-learning coordinator's goals of providing faculty support and increasing online and hybrid offerings. Specific strategies implemented include developing multimedia resources for online courses, training faculty in online teaching best practices, and continuing to expand lab skills videos and hybrid course offerings. The goal is to improve the student experience and increase access to allied health programs through online and hybrid learning.
This document summarizes a presentation about mobile deployment of a university's virtual learning environment. It discusses students' priority for mobile access to library resources, maps, help pages, and courses. It also mentions developing learning and teaching apps, improving network infrastructure, and rethinking learning spaces. Examples are given of apps created at various universities that enhance aspects of the student experience like finances, community, and campus navigation. Blackboard Mobile Learn and Mobile Central solutions are presented as ways to deliver the entire education experience to students and alumni through their mobile devices.
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
The document discusses quality assurance of user-generated content in higher education. It notes the explosion of user-generated content online and how this is changing e-learning from a transmission model to one of collaboration and reflection. Ensuring quality of user-generated content is challenging due to difficulties measuring individual contributions to collaborative works. The document also outlines some methods and frameworks for developing quality in user-generated content and learning 2.0 approaches, including self-assessment, peer reviews, and social recommendations.
The document summarizes several tools that can be used to evaluate eLearning programs, including Quality Matters for evaluating individual courses, the TOP framework for strategic planning, and the NEASC best practices for online programs. It also describes the eMM maturity model, IQAT assessment tool, IMS student introduction standards, and encourages participation in the DOODLE community for online learning directors.
Sylvia Maisano is a technology instructor at the Thompson Community Center in Warren, Michigan. She has developed several technology and business courses and received grants to fund equipment and books for the courses. She has received many awards and certifications for her technology skills and leadership. She also participates in various professional development activities and organizations.
1. The document summarizes a presentation given at the 2008 EDUCAUSE Learning Initiative Annual Meeting on emerging technologies and instructional delivery models.
2. It discusses the emporium model, blended/hybrid model, and other course redesign models used at community colleges. For example, an emporium model for math courses improved retention rates.
3. The presentation explored how technologies like podcasts, social networking, and Google Apps can engage students and support various course models. Attendees were asked to consider tools for their own courses.
The document discusses three key requirements for Common Core State Standards (CCSS): accountability, measurement, and repetition. It also mentions an initiative by President Obama to provide WiFi access to 99% of K-12 schools by 2018. Classroom response systems are described as a tool that allows teachers to pose questions to students and immediately see responses, facilitating instructional adjustments. A few examples of online learning platforms that could support repetition are also listed.
Dr. Sue Alman shares some of her favorite things as a lecturer for the Master of Library and Information Science online program at the San Jose State University School of Information.
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
Migrating To A Course Management SystemJeff Getchell
Migrating to a new course management system doesn''t necessarily mean heartburn but careful planning and follow-up are a must. The presenters will provide three facets of a recent migration from WebCT 4.1 to Blackboard 8.0 that encompasses training, course migration, and administration. Presented by Dr. Jeffrey Getchell.
This document discusses how instructional technology has changed teaching and learning in colleges and universities. It notes that today's students are accustomed to using technology and expect it to be incorporated into their education. While technology can enhance learning when used effectively, simply adding technology does not guarantee improved outcomes. The document advocates applying principles of good teaching practice and using technology to support student-faculty interaction, collaboration, and active learning.
This document outlines best practices for technology integration in schools. It recommends that districts provide necessary technology resources and professional development opportunities to facilitate change. It also suggests using data and teacher/student/parent feedback to guide integration efforts. Examples of successful technology use include strategies that are routine, accessible, support standards, and help students learn effectively. The document discusses using communications applications, social media, websites, and newsletters to engage families. It also provides funding sources and considerations for budgeting technology expenses and maintaining equipment over time.
ISN is a non-profit organization that provides financial services and matches businesses with investors worldwide. They offer assistance throughout the financing process, including developing business plans and locating loans, equity financing, venture capital, and other funding sources. ISN maintains client confidentiality and aims to streamline the funding process for startups, early-stage, and operating businesses.
ISN is a non-profit organization that provides financial services and matches businesses with investors worldwide. They offer assistance throughout the financing process, including developing business plans and locating loans, equity financing, venture capital, and other funding sources. ISN maintains client confidentiality and aims to streamline the funding process for startups, early-stage, and operating businesses globally.
O documento não continha nenhum conteúdo para resumir. Não foi possível fornecer um resumo com três frases ou menos devido à falta de informações no texto fornecido.
ISN is a non-profit organization that provides financial services and matches businesses with investors worldwide. They offer assistance throughout the financing process, including developing business plans and locating loans, equity financing, venture capital, and other funding sources. ISN maintains client confidentiality and aims to streamline the funding process for startups, early-stage, and operating businesses.
The document provides a history of updates to the 7-Zip file compression software from version 4.65 in 2009 to version 4.18 beta in 2005. Major updates include support for additional archive formats, encryption methods, bug fixes, speed optimizations, and localization additions. Each version listing includes release date and brief descriptions of changes and improvements made in that version.
1) The document contains summaries and reactions to several children's books including Dear Dumb Diary, EJ12 Girl Hero Drama Queen, and The Twins at St Clare's.
2) The writer enjoys the books and finds them funny and exciting, especially those involving spies or mysteries.
3) Recommendations are provided to classmates on specific books and authors based on the writer's positive experience reading them.
Este documento define un proyecto y describe sus 10 componentes principales: introducción, justificación, objetivos, marco teórico, metodología, análisis de resultados, conclusiones, recomendaciones, bibliografía y anexos. Cada componente cumple una función específica como describir el problema, los objetivos, el marco conceptual, los métodos, y presentar y analizar los resultados para concluir el proyecto.
Melbourne Polytechnic presentation Neil MorrisNeil Morris
Using blended learning to enhance learning, engagement and outcomes
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Melbourne Polytechnic, Melbourne, June 2022
This document summarizes research on the diffusion of mobile devices in education. It discusses how diffusion occurs through communication over time within a social system. Mobile devices provide benefits like anytime access to content and enhanced interaction, but also challenges like easier cheating and isolating non-technical students. Research found mobile devices can support 21st century skills if barriers to adoption are addressed. Key factors that influence diffusion include the perceived advantages, compatibility with current practices, and complexity of implementation. The document advocates for a decentralized approach led by teachers and targeting early adopters to reach critical mass.
Mobilising Remote Student Engagement: lessons for assessment and feedbackRichard Hall
My preso with Tim Linsey [@timku] on the assessment and feedback outcomes from our JISC curriculum delivery project, Mobilising Remote Student Engagement, for the Higher Education Academy
http://blogs.kingston.ac.uk/morse/2010/05/06/improving-assessment-and-feedback-practices-in-a-technology-enhanced-teaching-and-learning-environment-theory-and-practice-seminar/
What will education look like in the future?EduSkills OECD
The document outlines 4 scenarios for the future of schooling presented by the OECD:
1) Schooling Extended - Formal education continues to expand with individualized learning supported by technology. Traditional school structures and roles remain.
2) Education Outsourced - Learning occurs through diverse private arrangements as schooling systems compete in an education market. Structures are varied and teaching roles are diversified.
3) Schools as Learning Hubs - Schools prioritize local partnerships and resources to support flexible learning arrangements and community involvement. Teachers work within networks.
4) Learn-as-you-go - Distinctions between formal and informal learning disappear as technology allows education to occur anywhere. Traditional schooling is dismantled
This document discusses the transition from traditional classrooms with textbooks to digitally educated classrooms without books. It provides background on the increasing investment in educational technology in schools and rising expectations of what technology can do for learning. Research shows that while technology alone does not improve scores, it can help enhance the learning process when used effectively. The document also outlines a timeline of technology adoption in education from ancient to modern times and graphs showing growth curves for interactive whiteboards and computers in classrooms.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
Joined Up Learning: Students' use of the VLE and what it can tell usCONUL_ACIL
This document discusses students' use of the virtual learning environment (VLE) at NUI Maynooth and what it reveals about supporting students. A study found that while VLE use was widespread, it was often limited to accessing notes and assignments. Students had inconsistent experiences depending on lecturer use. The VLE helped students manage their studies but interactive features were underused. More flexible support is needed beyond formal training. The vision of digital natives may not reflect students' actual preferences for technology use. Future support could involve student-led help and challenging assumptions around students and technology.
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
Strategies for Highlighting the Impact of Technology on Educationhareemrehman599
Explore the transformative impact of technology on education. From enhanced learning experiences to digital classrooms, discover the future of education in the digital age.
And One Device Will Rule Them All: Make Way for Mobile Technologiescleibige
This document discusses the past, present, and future of mobile computing and its applications in libraries and healthcare. It summarizes research on mobile initiatives, recommendations for effective implementation, and principles for mobile learning design. Key lessons highlighted are the importance of focusing on pedagogy over technology, avoiding top-down mandates, allowing experimentation, and not relying on a single device platform.
MoRSE Project - Emerging Feedback and Assessment IssuesMorse Project
Presentation by Dr Richard Hall, De Montfort University and Dr Tim Linsey, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of the Mobilsing Remote Student Engagement (MoRSE) project and some of the emerging findings concerning feedback and assessment.
MoRSE Project - Emerging Feedback and Assessment IssuesMorse Project
Presentation by Dr Richard Hall, De Montfort University and Dr Tim Linsey, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of the Mobilsing Remote Student Engagement (MoRSE) project and some of the emerging findings concerning feedback and assessment.
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
There are correlations between in-school and out-of-school mobile device use for learning. Frequent users tend to have support networks that help them learn to use their devices. For teachers to effectively integrate devices in the classroom, they need training on the devices' capabilities and how they can enhance learning. The educational impact of student device use is limited if teachers do not also use devices. Teacher approval of autonomous device use in lessons affects student use and attitudes. Developing effective mobile learning practices takes time as teachers learn to use devices to support learning rather than as just tools.
The document provides an overview of an educational technology course, including:
1) Biographical information about the instructor and their goals for the course which is to help students participate fully in new media technologies.
2) A discussion of the skills needed for participating in a new media ecology, including basic, emerging, and cultural skills.
3) An outline of the course which will explore the line between efficiency and innovation when considering education theories and strategies.
This document discusses mobile learning technologies in education. It begins by defining mobile learning as using interactive technology to support teaching and learning. It then lists various mobile devices that can be used, including smartphones, tablets, laptops, and interactive whiteboards. The document also discusses the growth of mobile learning applications and websites that can be used for educational purposes. It notes the need for mobile learning to improve and engage students both in and out of the classroom. Finally, it reviews several studies that have examined effective uses of mobile technologies in education.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Similar to Presentation Virtual Field Trips without sound (20)
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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
9. TeacherResources Benjamin Franklin Link Water Wheel Cycle www.geographyjim.org/virtual.htm http://virtualtourism.blogspot.com/ http://www.uen.org/tours/fieldtrips2.shtml http://www.d.umn.edu/~hrallis/guides/VirtualFieldTrips.html The Teacher's Guide: Virtual Tours,Internet4Classrooms: Virtual Field Trips Collection, SimpleK12: Virtual Field Trips, or evInvestor Relations
11. OK…How will this work? *Video conferencing systems from Tandberg or Sony *Free Skype videoconferencing service *Mobile web carts to move the equipment
15. Decision: Increases student achievement on standardized test Engages students/attention increases Real world connections help students understand material Multiple intelligence is used and increased learning happens Possibilities are endless, travel and communication become global In a rural area VFT exposes students to places they are lacking (zoo, museums, historical landmarks The technology used will allow students who are homebound to attend and interact with classmates
16. Decision Part 2 Stationary (set up in particular classrooms) Mobile carts
17. Implementation Lap top Web cam Head phones Microphones Skype Teacher training Teacher planning ahead Permissions
18. Confirmation Commercial Distribution such as Tramline http://www.tramline.com/trips.htm Testimonies: http://k12onlineconference.org/?p=279 http://www.iste.org/connect/iste-connects/blog-detail/09-02-15/The Assistance with implementation/questions
19. S-Curve for Virtual Field Trips 100 75 50 25 0 2000 1995 Innovation Early Late Lagger Future Adopter Adopter
26. Centralized or Decentralized Decentralized Teachers adopt Students gain in achievement, cultural experiences, art exposures and global communication Other educators follow these leaders and adopt Wide sharing of power and control among the members Teachers need to share in the decision making process of this implementation. Teachers are on the forefront and the ones responsible for using these tools.
27. Key Agents Teachers who are willing to try new innovations in their classrooms Rogers (2003) explains how the expert is the resource system that joins the others to try new innovations
35. References: Devaney, L. (2008). Gas prices fuel rise in virtual field trips. eSchoolNews. Retrieved August 1, 2010 from: http://www.eschoolnews.com/news/topnews/index.cfm?i=54518 Hutcheson, J. (2008). Instructional Technology Tips. Electronic Field Trips. Troy University-Ft. Benning. Retrieved August 1, 2010 from: http://spectrum.troy.edu//~techtip/internet/fieldtrip.htm Lacina, J. (2010). Designing a Virtual Field Trip. The CBS Interactive Business Network, Retrieved From: http://findarticles.com/p/articlesmi_qa3614is_200407/ai_n9454464/ Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.
Editor's Notes
Hello, my name is Debra Morris. I would like to welcome our Board of Directors. I hope that this presentation will give you a greater understanding of the need and use of Virtual Field Trips within our school system.
Let’s start with defining what a Virtual Field Trip is. Simply stated, virtual field trips are guided explorations through the use of the web. Through the use of Virtual Field Trips, a teacher can take her students just about anywhere in the world. Also, through the use of this technology, a student confined to homebound services can become an active participant in their classroom each day.
Virtual field trips originated in 1995. They were not widely used until around 2000.
Why does our school system need to explore the use of Virtual Field Trips? We have experienced a severe economic crisis over the past two years. You are all aware of our budget cuts implemented over these two years and the current ones we are being forced to implement. Our school budget has totally eliminated our field trip experiences for some grades and has limited others to in town field trips. Even if our budgets had not been cut, realistically we can say it is not feasible to travel to another country or state in the time length given in a school day. We are also not able to travel and explore the places a virtual field trip allows you to. For example: a visit inside a cell, meet an author face to face, and visit another classroom in Japan.
I would like to address the importance of Virtual Field Trips by addressing our top priority for our school system, which is advancing our achievement scores. Recent research was completed on approximately 400 7th and 8th graders. These students were from two Maryland public Middle Schools. One school was an urban school and the other was a rural school. The study was conducted during the 2003-2004 school year. The evaluation was conducted by ORC Marco, a Maryland consulting firm, as part of a “Ready to Teach” grant awarded to MPT by the U.S. Department of Education. Results showed a statistically significant difference in reading comprehension between the control group and the treatment group. Specifically the study showed that middle school students who used the online field trips scored higher on national standardized reading comprehension tests than those who used traditional learning methods alone.Research, conducted in two Maryland middle schools, showed that middle school students who used the online field trips scored higher on national standardized reading comprehension tests than those who used traditional learning methods alone.Approximately 400, 7th and 8th graders from two Maryland public middle schools, one urban, one rural, participated in the study conducted during the 2003-2004 school year. The evaluation, conducted by ORC Macro, a Maryland consulting firm, as part of a "Ready to Teach" grant awarded to MPT by the U.S. Department of Education, showed a statistically significant difference in reading comprehension between the control group and the treatment group. Specifically, the study showed that use of the online field trips in classroom instruction:
Let’s take a look at the technology used to engage students through VFT. As we all know, our young generation is motivated and driven by the use of technology. It is a part of their everyday lives. VFT uses graphics, videos, animation, sound and interaction to engage students and maintain their interest.
When we commit to the adoption of Virtual Field Trips for our classrooms, we are taking steps toward improvement of our student’s educational experience. Financial savings is seen in cutting out the expense of gas, no bus expense through drivers and maintenance and no cost for admission to field trips. Student achievement increases because research shows an increase in reading interest and achievement. In addition, students do not have to miss other classes as would be required if they were traveling off campus. Chaperones are not necessary. The teacher will guide students through their field trip experience. Virtual Field Trips provide an opportunity for students to meet people face to face via technology. This would otherwise be impossible. Students can communicate and interact globally. VFT can start today and be finished tomorrow. It is flexible and provides the teacher with options such as a two part session trip.
As with any program, a few disadvantages can be expressed by some who have concerns about VFT. However, these can be eliminated with training and availability of technology. Teachers state that they have to sift through the millions of Virtual Field Trips available. This can be eliminated through training sessions and collaboration between disciplines as to the best resources to connect with. Technology is a must in order to use the program. Most schools have this technology already in place or grants available to purchase the technology. Engaging students in activities provided through VFT will stimulate students interest and get them actively involved in the lessons. Some schools currently block certain websites. This would need to be addressed by our technology personnel and lifted for certain sites that are deemed essential learning sites. These difficulties are minut and can be eliminated very easily.
We will now take a look at a few websites available online (free) to use in the classroom.
As stated earlier, VFT provides an opportunity for students to broaden their cultural and arts experiences beyond what they would ever be able to do through a physical field trip. Communication with other cultures has become a way of life. VFT allows for global communication from class to class. Global art work is impossible to view outside of a textbook. With VFT many great art works can be viewed by interacting with live museum tours around the world. Here we take a look at a teacher incorporating her lesson through art. Vik Muniz creates art out of food and other media. Students created similar art through self portraits using food. The teacher took pictures of her student’s work and sent it to the museum. The museum incorporated the students’ work into a custom virtual field trip to help the students make connections between Muniz’s work and their own.
OK, how will this all work? Listed on this slide are the tools you will need. Many schools are taking advantage of free web 2.0 tools and $100 Logitech webcams.
Rogers 5 states of adoption are: knowledge, persuasion, decision, implementation, and confirmation. We will take a look at these in our next group of slides.
I have provided knowledge of VFT for you in the definition, origination and uses of VFT. We have discussed the financial benefits and the savings VFT brings to our school system.
Let me add here that location of the field trip will no longer be an issue and safety is no longer a factor. The most precious savings though is seen in TIME. There is no loss of instruction and a teacher can start and stop the trip as needed.Location is not an issueMost precious savings- TIME (No loss of instruction-can start and stop)Student safety is not a factorTime in unloading and loading buses. Other classes are not missed. The trip would only last an hour or two (verses all day)
This slide list the advantages you will need to keep in mind when making this decision. As you can see, the possibilities are endless. In addition to the advantages already discussed, the technology used in VFT will benefit students in the homebound program. These students will be able to attend class and interact with their teacher and classmates through the use of technology used for VFT.
There are two models available for our schools. The first is a stationary set up, which will be permanently set up in designated classrooms. The other is a mobile set up where teachers can transport the tools from class to class.
In order to implement this program, we only need the following tools and a few simple tasks completed:lap tops, web cams, head phones, microphones, Skype, teacher training, teacher planning and student permissions.
There are commercial distributors such as Tramline available to you for incorporating the tools needed. The production of Virtual Field Trips is continuously growing. There are always new, free, online trips available. There are an endless number of VFT available online. Commercialization is usually seen over the internet. Now let’s listen to a couple of testimonies available.
Virtual Field Trips originated in 1995, but became widely used in 2000. I have left the other areas blank because we are presently experiencing the stage where this technology is beginning to be used at its potential.
Who are the early adopters? The early adopters are board members, superintendants, administrators, and teachers who are searching for alternative means to off campus field trips, school systems desiring the inclusion of homebound students within their classrooms and school systems seeking to provide the maximum learning experience for their students during a time of economic crisis.
The laggards are teachers who fear the use of technology and are reluctant to use technology. Also, some board members and superintendants are laggards due to the lack of knowledge they have about Virtual Field Trips. They express concerns about the cost of implementation, which would be eliminated if they were equipped with knowledge of VFT’s implementation cost.
I would like to encourage the Board of Directors to participate in the trial and observation groups that will be available to you. Through this experience, you will be exposed to other systems using VFT and engage in their successful programs. You will have the opportunity to experience VFT and ask questions one on one with those who are using the program.
DecentralizedTeachers adoptStudents gain in achievement, cultural experiences, art exposures and global communicationOther educators follow these leaders and adoptWide sharing of power and control among the membersTeachers need to share in the decision making process of this implementation.Teachers are on the forefront and the ones responsible for using these tools.
Who are the Key Agents?Teachers who are willing to try new innovations in their classroomsRogers (2003) explains how the expert is the resource system that joins the others to try new innovations
Change agents are teachers that are willing to try new innovation in their classrooms.
Develop a need – Cutbacks and economic crisis limits the face to face experiences and knowledge gained through off campus field trips Information exchange – Share successful experiences with other systems and coworkersDiagnose problems – Need for technology tools for instruction- Increased achievement scores through instruction with use of Virtual Field TripsIntent to change – Success of VFT increasing achievement scores in reading and students gain cultural, arts and global exposureIntent to action – Review existing programs and trial Stabilize adoption – Provide technology trainingAchieve terminal relationship – Utilize existing technology and use of free online Virtual Field Trips
I believe VFT has recently reached critical mass. Innovators and early adopters have recently started implementing the use of VFT in the entire educational arena. With the increased knowledge of VFT and the increased rate of educational cutbacks, the rate of adoption will move forward.
VFT allows the teacher to engage students in rich experiences. Teachers will be able to prepare students to become today’s leaders of knowledge and fluent in diverse cultural communication.It will also allow homebound students an opportunity to participate and learn alongside their peers. This particular area will save in cost through the reduction and perhaps elimination of homebound teachers. It will also allow homebound students an opportunity to participate and learn alongside their peers. This particular area will save in cost through the reduction and perhaps elimination of homebound teachers.
Budget cuts are no fault of our young generation. We have sacrificed our off campus field trip experiences at the cost of our students through budget cuts. It is imperative that we take action now to ensure they are engaged in technology, rich cultural arts, modern science and math exploration, along with global communication.
Our current and future students are a generation embedded in the use of technology. Technology prepares our students for their future experiences in post secondary education and careers.
Finally, our state no child left behind law requires that we equip our students with technology. I commend you for your dedication and commitment to technology in the classroom. I applaud you for your determination in ensuring that students in our school district are not left behind. I thank you for your commitment to our students in assuring their educational experiences are equipped with the most current technologies offered today.