This workshop aims to reinvigorate instructional design for blended learning. It will explore new approaches and models for instructional design, allow participants to reflect on their current practices, and discuss how to improve design of online courses from a learner's perspective. Participants will read about and discuss various instructional design topics and models, including the ADDIE model and Gagne's nine events of instruction. The goal is to help designers apply new learning to better structure their online courses and interactions to improve learning outcomes.
This document outlines the end of year assignment for a Technology Seminar class. Students are instructed to produce a multimedia project answering all the questions presented, using tools learned over the course of the semester. Questions cover the student's experience in their first semester, what they have learned, their thoughts on paperless classrooms, which assignments and topics interested them most, and their role in and performance on various class projects and assignments. Students are asked to upload their final project by a May 25th deadline.
This document discusses using blogs and technology in language teaching at Alianza Prado. It outlines a three stage process for presentations using technology - presentation, practice, and production. Some advantages of using blogs and technology in language teaching are that it saves time and money, is environmentally friendly, engages students, and reinforces course material. Links to sample class blogs are also provided.
The document discusses three main types of learners - cognitive, social, and behavioral - and how they learn differently. Cognitive learners ("Challenge me!") prefer words and mental activities like debates. Social learners ("Involve me!") learn best visually and through collaboration. Behavioral learners ("Reward me!") need structure, feedback, and rewards. It provides examples of online applications that cater to each learner type, such as quizzes for cognitive learners and videos or group projects for social learners. The document emphasizes incorporating aspects for all learner types to improve teaching and learning for all students.
This document provides information about the ETEC 110 course taught by Tiffini Travis. It outlines the course objectives, structure, grading policies, assignments and key terms. Students will learn about educational technology tools and how to incorporate technology into the classroom. The course is structured around active participation, homework, readings and a final project. Grades are based on points earned from these assessments, with points lost for absences, tardiness or missing work. The final project involves creating a website using Weebly.com to demonstrate understanding of incorporating technology into lesson plans and assessments. Homework includes reading articles and guides along with a written essay.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
This workshop aims to reinvigorate instructional design for blended learning. It will explore new approaches and models for instructional design, allow participants to reflect on their current practices, and discuss how to improve design of online courses from a learner's perspective. Participants will read about and discuss various instructional design topics and models, including the ADDIE model and Gagne's nine events of instruction. The goal is to help designers apply new learning to better structure their online courses and interactions to improve learning outcomes.
This document outlines the end of year assignment for a Technology Seminar class. Students are instructed to produce a multimedia project answering all the questions presented, using tools learned over the course of the semester. Questions cover the student's experience in their first semester, what they have learned, their thoughts on paperless classrooms, which assignments and topics interested them most, and their role in and performance on various class projects and assignments. Students are asked to upload their final project by a May 25th deadline.
This document discusses using blogs and technology in language teaching at Alianza Prado. It outlines a three stage process for presentations using technology - presentation, practice, and production. Some advantages of using blogs and technology in language teaching are that it saves time and money, is environmentally friendly, engages students, and reinforces course material. Links to sample class blogs are also provided.
The document discusses three main types of learners - cognitive, social, and behavioral - and how they learn differently. Cognitive learners ("Challenge me!") prefer words and mental activities like debates. Social learners ("Involve me!") learn best visually and through collaboration. Behavioral learners ("Reward me!") need structure, feedback, and rewards. It provides examples of online applications that cater to each learner type, such as quizzes for cognitive learners and videos or group projects for social learners. The document emphasizes incorporating aspects for all learner types to improve teaching and learning for all students.
This document provides information about the ETEC 110 course taught by Tiffini Travis. It outlines the course objectives, structure, grading policies, assignments and key terms. Students will learn about educational technology tools and how to incorporate technology into the classroom. The course is structured around active participation, homework, readings and a final project. Grades are based on points earned from these assessments, with points lost for absences, tardiness or missing work. The final project involves creating a website using Weebly.com to demonstrate understanding of incorporating technology into lesson plans and assessments. Homework includes reading articles and guides along with a written essay.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
1. PowerPoint can be an effective tool for instruction if used carefully, but may disengage students if overused or not designed well. It works best when integrating other active learning techniques.
2. Effective PowerPoint use involves engaging multiple learning styles with images and annotations, while avoiding excessive text-heavy slides or reliance only on presentation of information without feedback or student interaction.
3. Instructors should focus on active learning over passive reception of slides, using techniques like questions on slides, small group activities, and ensuring notes supplement rather than replace student notetaking to avoid disengagement.
This document provides tips for designing effective e-lessons, including determining the key concepts, facts, and procedures students should know; organizing relevant texts, websites, images, videos, and other materials; clarifying goals, learning gaps, and how new knowledge can be applied; ensuring clear directions, goals, examples, and practice opportunities are provided; sparking interest through problem-solving activities and multimodal content; and offering coaching, feedback, and technical support to help students succeed.
This document outlines suggestions for designing training for webinar hosts. It recommends limiting classes to 6 participants and having them introduce themselves. The training should demonstrate how to use interaction tools like polling, chat, and application sharing. It suggests practicing with the tools, such as creating breakout rooms. The document provides an example practice assignment for participants to create a session using various tools. It concludes with reviewing the sessions and asking for feedback to improve hosting skills.
The document discusses using PowerPoint versus a whiteboard for classroom presentations. It outlines some of the benefits and drawbacks of each. PowerPoint allows information to be consistently presented across multiple class sections. It also allows the instructor to add spontaneity through techniques like hiding and revealing information on slides using shapes or triggered events. However, PowerPoint may take away some spontaneity and requires advance preparation of materials. The document demonstrates how tools in PowerPoint can be used to mimic interactions like those on a whiteboard.
PowerPoint is a presentation program used to support oral presentations through slides that can incorporate text, graphics, video, and animations. It can be used to create slides and handouts, present graphics and video, generate posters, conduct interactive tests and quizzes, introduce units of work, and present assignments like storyboards, timelines, student portfolios, and group assignments. Presenters should not write out their entire speech on slides, overload slides with too many ideas or animations, or use hard-to-read fonts, and should always summarize their key points.
Virtual Trainer Best Practices Power Point PresentationSandra Masters
This document outlines the agenda and content for a virtual training best practices workshop presented by Sandy Masters. The workshop covers designing effective virtual classroom exercises using interactivity tools, engaging learner participation online, adapting exercises for online learning, and best practices for virtual facilitation. Participants will practice using tools, design collaborative exercises, and discuss maximizing engagement. The goal is for attendees to feel prepared to facilitate virtual trainings effectively.
Instructor online development teaching hacksSlide DeckJohn Allan
Instructor Development Teaching Hacks introduces several online teaching hacks to reduce instructor workload and improve engagement. The hacks include: saving PowerPoints as PDFs for easier student access; exporting PowerPoints to video with narration to make them less monotonous; shortening or segmenting online videos for a more focused experience; using interactive videos to increase engagement and assessment; optimizing images for different devices; leveraging free resources to add content; providing step-by-step guides for technical tasks; using online group projects for collaboration; reusing and duplicating existing content and media to develop new activities faster; and collaborating by sharing content between instructors.
This document provides an overview of a workshop on sponsoring online learning. The workshop covers the purposes and best practices of online learning, how to develop online content that reaches different learning styles, examples of online courses, and how to build an online course using Blackboard Coursesites. It also discusses asynchronous and synchronous tools like surveys, Google Hangouts, and Adobe Connect Pro. Principles of effective online learning include clear communication, structured activities, feedback, and promoting engagement and community. The 4-MAT learning theory is presented as a cycle that addresses different learning styles through sensing, thinking, reflecting, and acting.
When it comes to "live streaming a classroom" the first thing you should consider is privacy. Do you want the entire world to be able to see your live stream or just your students? Here is a shortlist of education online communication types you could consider:
School-Wide Announcement (ideal for live stream)
Public School Meeting (ideal for live stream)
Grade Wide Online Session (ideal for private live stream)
Private Classroom Lesson (ideal for online meeting technology)
Small Breakout Sessions (only available with video conferencing software like Zoom)
One on One Meeting (ideal for online meeting technology)
As you can see, the list above goes from public-facing live streams to private online meetings. It's important to start by considering your audience and the type of live stream or online meeting you want to host.
Nov. 8 2012 presentation to OCSOA mentorship program. Tools to help sustain the mentor and mentee relationship when Face to Face meetings are not possible.
E-Learning for the University Teacher and StudentKiran Budhrani
This document discusses e-learning and blended learning. It defines e-learning as learning facilitated through technology, typically available online through web formats and hyperlinks. Blended learning combines online and in-person learning, allowing students to access materials, collaborate online, and complete assignments. Moodle is introduced as a course management system that allows teachers to create online courses, manage student information, and track grades. The document provides guidance on starting small when designing online courses, testing activities before implementing them fully, and considering different course designs like introductory, skills-based, theory, and capstone courses. It suggests which Moodle tools are best suited to different course types.
Using Training to up your Ante by Julian WeissPaula Stern
This document provides information about converting documentation into training materials. It discusses why technical writers should consider adding training capabilities to their resumes to make themselves more valuable. It then outlines the skillset and tools needed to create training content from documentation, including using slides, videos, and choosing an output medium. The document gives recommendations on the amount and type of content to include, such as a mix of theory and practice. Finally, it discusses budgeting considerations and the presenter's personal preferences for creating effective training materials.
ALT-C 2010 Presentation Supporting the Transition from the Physical to the Vi...Darren Gash
Presentation entitled Supporting the Transition from the Physical to the Virtual Classroom, presented at the Leeds ALT-C conference in 2010 by Darren Gash and Ian Gardner
Common Core Tech -Teaching with Video....Just Get StartedAdam Blum
This document discusses using video in teaching to support Common Core standards. It argues that video can facilitate discovery learning rather than replacing the teacher or making students passive. Video is a flexible tool that can be used in many ways, such as creating videos, showing videos during or outside of class, and tracking student progress. The document provides examples of how teachers are using different types of videos and encourages teachers to experiment with video in their own teaching.
This document discusses using technology in training. It covers using tools like PowerPoint and webinars to deliver content and engage learners. It also discusses screencasting as an option to create video tutorials. The document provides tips on using different technologies and highlights advantages like being cost-effective and allowing for interactive, remote learning. Examples of topics suitable for tutorials are also discussed.
A training toolbox for editors - Hilary CadmanTheSfEP
This document provides an overview of training tools for editors, including webinars, online courses, and screencasts. It discusses webinar platforms like GoToWebinar and Zoom, how to prepare and structure webinars, and using webinars for business opportunities. Online course platforms like Udemy, Thinkific and Teachable are presented, along with how to develop course content and modules. Screencasts are defined as video recordings of computer screens that can include audio narration, and tips are provided for creating and sharing them.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
This document discusses using technology in training. It covers choosing the appropriate technology based on training needs, and introduces tools like PowerPoint, webinars, and screencasting. It provides tips for using technology effectively and considerations for equipment, environment, and audiences. Examples are given of how to structure PowerPoint slides and create video tutorials using screencasting software.
QM Standards 2, 3, & 4: Objectives and AlignmentStaci Trekles
This document summarizes a Quality Matters boot camp for online course development. It provides guidance on creating measurable learning objectives, using formative and summative assessments, developing clear expectations for students, and selecting appropriate assessment methods. Recommendations are given for using multimedia like videos and interactive tools to enhance learning. Strategies are outlined for providing feedback to students and grading assessments within the course management system. A variety of online tools and additional resources are also referenced.
Screencasting: A case for using video in your classroom instructionIzabella Warner
Screencasting is becoming an increasingly common tool for online instruction. Learning theories have shown that multimodal instruction can provide a more effective learning experience. This presentation looks at the different types of screencasts and their instructional purpose in the flipped and online classrooms.
1. PowerPoint can be an effective tool for instruction if used carefully, but may disengage students if overused or not designed well. It works best when integrating other active learning techniques.
2. Effective PowerPoint use involves engaging multiple learning styles with images and annotations, while avoiding excessive text-heavy slides or reliance only on presentation of information without feedback or student interaction.
3. Instructors should focus on active learning over passive reception of slides, using techniques like questions on slides, small group activities, and ensuring notes supplement rather than replace student notetaking to avoid disengagement.
This document provides tips for designing effective e-lessons, including determining the key concepts, facts, and procedures students should know; organizing relevant texts, websites, images, videos, and other materials; clarifying goals, learning gaps, and how new knowledge can be applied; ensuring clear directions, goals, examples, and practice opportunities are provided; sparking interest through problem-solving activities and multimodal content; and offering coaching, feedback, and technical support to help students succeed.
This document outlines suggestions for designing training for webinar hosts. It recommends limiting classes to 6 participants and having them introduce themselves. The training should demonstrate how to use interaction tools like polling, chat, and application sharing. It suggests practicing with the tools, such as creating breakout rooms. The document provides an example practice assignment for participants to create a session using various tools. It concludes with reviewing the sessions and asking for feedback to improve hosting skills.
The document discusses using PowerPoint versus a whiteboard for classroom presentations. It outlines some of the benefits and drawbacks of each. PowerPoint allows information to be consistently presented across multiple class sections. It also allows the instructor to add spontaneity through techniques like hiding and revealing information on slides using shapes or triggered events. However, PowerPoint may take away some spontaneity and requires advance preparation of materials. The document demonstrates how tools in PowerPoint can be used to mimic interactions like those on a whiteboard.
PowerPoint is a presentation program used to support oral presentations through slides that can incorporate text, graphics, video, and animations. It can be used to create slides and handouts, present graphics and video, generate posters, conduct interactive tests and quizzes, introduce units of work, and present assignments like storyboards, timelines, student portfolios, and group assignments. Presenters should not write out their entire speech on slides, overload slides with too many ideas or animations, or use hard-to-read fonts, and should always summarize their key points.
Virtual Trainer Best Practices Power Point PresentationSandra Masters
This document outlines the agenda and content for a virtual training best practices workshop presented by Sandy Masters. The workshop covers designing effective virtual classroom exercises using interactivity tools, engaging learner participation online, adapting exercises for online learning, and best practices for virtual facilitation. Participants will practice using tools, design collaborative exercises, and discuss maximizing engagement. The goal is for attendees to feel prepared to facilitate virtual trainings effectively.
Instructor online development teaching hacksSlide DeckJohn Allan
Instructor Development Teaching Hacks introduces several online teaching hacks to reduce instructor workload and improve engagement. The hacks include: saving PowerPoints as PDFs for easier student access; exporting PowerPoints to video with narration to make them less monotonous; shortening or segmenting online videos for a more focused experience; using interactive videos to increase engagement and assessment; optimizing images for different devices; leveraging free resources to add content; providing step-by-step guides for technical tasks; using online group projects for collaboration; reusing and duplicating existing content and media to develop new activities faster; and collaborating by sharing content between instructors.
This document provides an overview of a workshop on sponsoring online learning. The workshop covers the purposes and best practices of online learning, how to develop online content that reaches different learning styles, examples of online courses, and how to build an online course using Blackboard Coursesites. It also discusses asynchronous and synchronous tools like surveys, Google Hangouts, and Adobe Connect Pro. Principles of effective online learning include clear communication, structured activities, feedback, and promoting engagement and community. The 4-MAT learning theory is presented as a cycle that addresses different learning styles through sensing, thinking, reflecting, and acting.
When it comes to "live streaming a classroom" the first thing you should consider is privacy. Do you want the entire world to be able to see your live stream or just your students? Here is a shortlist of education online communication types you could consider:
School-Wide Announcement (ideal for live stream)
Public School Meeting (ideal for live stream)
Grade Wide Online Session (ideal for private live stream)
Private Classroom Lesson (ideal for online meeting technology)
Small Breakout Sessions (only available with video conferencing software like Zoom)
One on One Meeting (ideal for online meeting technology)
As you can see, the list above goes from public-facing live streams to private online meetings. It's important to start by considering your audience and the type of live stream or online meeting you want to host.
Nov. 8 2012 presentation to OCSOA mentorship program. Tools to help sustain the mentor and mentee relationship when Face to Face meetings are not possible.
E-Learning for the University Teacher and StudentKiran Budhrani
This document discusses e-learning and blended learning. It defines e-learning as learning facilitated through technology, typically available online through web formats and hyperlinks. Blended learning combines online and in-person learning, allowing students to access materials, collaborate online, and complete assignments. Moodle is introduced as a course management system that allows teachers to create online courses, manage student information, and track grades. The document provides guidance on starting small when designing online courses, testing activities before implementing them fully, and considering different course designs like introductory, skills-based, theory, and capstone courses. It suggests which Moodle tools are best suited to different course types.
Using Training to up your Ante by Julian WeissPaula Stern
This document provides information about converting documentation into training materials. It discusses why technical writers should consider adding training capabilities to their resumes to make themselves more valuable. It then outlines the skillset and tools needed to create training content from documentation, including using slides, videos, and choosing an output medium. The document gives recommendations on the amount and type of content to include, such as a mix of theory and practice. Finally, it discusses budgeting considerations and the presenter's personal preferences for creating effective training materials.
ALT-C 2010 Presentation Supporting the Transition from the Physical to the Vi...Darren Gash
Presentation entitled Supporting the Transition from the Physical to the Virtual Classroom, presented at the Leeds ALT-C conference in 2010 by Darren Gash and Ian Gardner
Common Core Tech -Teaching with Video....Just Get StartedAdam Blum
This document discusses using video in teaching to support Common Core standards. It argues that video can facilitate discovery learning rather than replacing the teacher or making students passive. Video is a flexible tool that can be used in many ways, such as creating videos, showing videos during or outside of class, and tracking student progress. The document provides examples of how teachers are using different types of videos and encourages teachers to experiment with video in their own teaching.
This document discusses using technology in training. It covers using tools like PowerPoint and webinars to deliver content and engage learners. It also discusses screencasting as an option to create video tutorials. The document provides tips on using different technologies and highlights advantages like being cost-effective and allowing for interactive, remote learning. Examples of topics suitable for tutorials are also discussed.
A training toolbox for editors - Hilary CadmanTheSfEP
This document provides an overview of training tools for editors, including webinars, online courses, and screencasts. It discusses webinar platforms like GoToWebinar and Zoom, how to prepare and structure webinars, and using webinars for business opportunities. Online course platforms like Udemy, Thinkific and Teachable are presented, along with how to develop course content and modules. Screencasts are defined as video recordings of computer screens that can include audio narration, and tips are provided for creating and sharing them.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
This document discusses using technology in training. It covers choosing the appropriate technology based on training needs, and introduces tools like PowerPoint, webinars, and screencasting. It provides tips for using technology effectively and considerations for equipment, environment, and audiences. Examples are given of how to structure PowerPoint slides and create video tutorials using screencasting software.
QM Standards 2, 3, & 4: Objectives and AlignmentStaci Trekles
This document summarizes a Quality Matters boot camp for online course development. It provides guidance on creating measurable learning objectives, using formative and summative assessments, developing clear expectations for students, and selecting appropriate assessment methods. Recommendations are given for using multimedia like videos and interactive tools to enhance learning. Strategies are outlined for providing feedback to students and grading assessments within the course management system. A variety of online tools and additional resources are also referenced.
Screencasting: A case for using video in your classroom instructionIzabella Warner
Screencasting is becoming an increasingly common tool for online instruction. Learning theories have shown that multimodal instruction can provide a more effective learning experience. This presentation looks at the different types of screencasts and their instructional purpose in the flipped and online classrooms.
This document discusses a study on the effects of large class sizes (massiveness) on student participation in social technologies. The study examined a MOOC implemented in a secondary education setting. Researchers found that students in the larger MOOC course with 82% enrollment (versus 18% in the control group) were significantly more engaged with the social and collaborative aspects of the course. Specifically, MOOC students read forum posts 3.88 times more and produced 3.56 times as many forum posts as students in the smaller control group course. The researchers concluded that MOOCs can foster more active participation and interaction among secondary students when implemented on a large scale.
This document discusses using the Screencast-O-Matic app for teachers of grades 4-8. It defines screencasting as screen recording software used to illustrate and share something happening on your screen. Instructions are provided for using Screencast-O-Matic, such as selecting start recording, running the app, and hiding the app box. Example student projects are outlined where teachers can have students create screencasts, such as explaining how to use a spreadsheet to graph data or demonstrating the stages of mitosis.
This document provides tips for using Twitter to expand one's professional network and engage students. It recommends following experts in one's field, searching for top professors on specific topics, and participating in education-focused Twitter chats. Hashtags are suggested for capturing classroom discussions and following relevant conversations. Resources are listed to help new Twitter users understand basic functions like retweets and favorites.
This is a presentation I'll be doing for the Twin Cities Media Alliance. I'll be presenting at public libraries around the Twin Cities metro on apps you can use for your business or organization.
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
The document discusses eLearning and delivery of online training. It introduces different online environments that can be used, including learning management systems like Moodle and virtual classrooms like Elluminate. It also discusses assessments, activities, and potential models for delivering eLearning, including fully online, blended, and workshop-based models. Recommended resources on eLearning strategies and tools are provided.
The document discusses various topics related to eLearning, including synchronous and asynchronous learning, engagement strategies, learner expectations, different eLearning models, and the purpose and uses of blogs. It provides examples of engaging content delivery methods and questions to consider for designing effective eLearning experiences.
The document discusses the pros and cons of using technology in the classroom. It acknowledges that technology can engage students and keep up with their interests, but it can also overwhelm students and take focus away from the core lessons. The document provides tips for teachers on gradually integrating technology, using tools that fit their strengths and class needs, and ensuring technology helps students become better learners. It also highlights specific technologies like Blackboard, presentation software, audio/video recording, and screen capturing that teachers can utilize.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
The document describes a career center's CDO CareerCast program, which provides students with 10-15 minute pre-recorded presentations on career-related topics. The presentations are created in PowerPoint or Screencast-o-Matic by staff and cover topics like using the career center's job database and networking over breaks. Since launching in 2013, the CareerCasts have been viewed over 1,200 times, reaching more students than live workshops. The career center plans to continue creating new CareerCasts on timely topics to provide career resources to students 24/7.
The document provides an overview of a teacher professional development workshop covering topics like digital storytelling, copyright guidelines, recording narration using Audacity, creating images, and setting professional development goals. It discusses standards for teachers (NETS-T), components of teacher websites, and an in-class activity on creating a newsletter page for a teacher website.
1) Students will work in groups of 1-2 people to develop a point-counterpoint debate on an education technology topic that will be presented live in class.
2) Students must create two live podcasts using BlogTalkRadio, each 30 minutes long on an education related topic.
3) Students will participate in webinars where they teach a lesson using technology and participate in other students' webinars. Webinars must be conducted between January 24th-30th.
4) Additional assignments include posting links to resources, deciding on a podcast theme, beginning a professional journal article, and starting to plan the debate topic and group.
This document provides an overview of topics and considerations for preparing to teach online, including pre-workshop preparation, instructor background, moving course content online, facilitating online discussions, online assessment options, and the differences between synchronous and asynchronous teaching. Key areas covered are managing student expectations in the online environment, communication policies, chunking content, creating an accessible online syllabus, recording microlectures, facilitating discussions, providing feedback, and using tools to enable interactive and collaborative learning experiences.
Proposal for writing an instructional bookletYeonKyung Lee
1. The document is a proposal from YeonKyung Lee requesting authorization to create an instructional booklet on how to design effective PowerPoint slides.
2. The proposed booklet would provide easy design methods in three categories - background, font, and content - to help students improve poorly designed slides and enhance their presentation skills.
3. The methods aim to make slides more readable and understandable through visualization techniques like customized backgrounds, appropriate font usage, and combining words with graphs and images. A timeline and the author's qualifications are also included.
This document outlines the key points from a campus session on the Module 3 professional inquiry for the BAPP Arts program. It discusses defining a professional inquiry, the three parts of the final assessment, stages of the inquiry process, conducting a literature review, and next steps. The main takeaways are understanding what a professional inquiry entails, developing an action plan, reviewing the literature, and beginning the drafting process with guidance from an advisor. Key deliverables are submitting the critical review and artifact by January 8th, with oral presentations scheduled for January 20-21st.
Final slideshare 5.10.11 1st Campus Session Module 3 WBS3760Paula Nottingham
The document outlines an agenda for a campus session on the final module of the BAPP program, including a review of the critical review, professional artefact, and oral presentation requirements, with the deadline for submissions on January 9th. It also describes group exercises where students discuss their inquiry questions, plans, and next steps, and receive advice on contingency planning to prevent issues completing their work on time.
The document provides an overview of a teacher professional development workshop covering topics like digital storytelling, copyright guidelines, and creating a teacher website. It includes instructions for various activities like recording narration using Audacity, collecting images while following copyright rules, and components of an effective teacher website. Teachers are encouraged to set professional development goals and evaluate their skills using the ProfilerPro tool based on national NETS-T technology standards for educators.
Emerging Learning Spaces: Blackboard and Beyonderenoe
This document summarizes a workshop on emerging learning technologies such as Blackboard. It introduces Blackboard and other tools like YouTube, Facebook, Flickr and Twitter. It discusses how these tools can be used to enhance teaching and learning by extending interaction, allowing deeper exploration of topics, and making learning flexible. Both benefits and potential disadvantages of using these tools are considered. The workshop aims to help educators reflect on incorporating learning technologies into their courses and communities.
Module 3 of the course involves completing the critical review, professional artifact, and oral presentation portions of the final assessment.
The critical review involves 4 main sections: introduction, literature review, analysis and findings, and critical reflection. It is primarily written but can include visual/audio elements.
The professional artifact is a creative product or work-in-progress emerging from the inquiry. Examples from past students include recipe books, animations, documentaries.
The oral presentation allows students to celebrate their achievements and illustrate what they learned. It involves rehearsing what to say and using visual aids like slides to enhance the presentation. The goal is to communicate the key aspects of the inquiry to peers and tutors.
The document discusses considerations for using video in the classroom and provides a structured approach. It recommends first determining the learning goals and audience. Key factors to consider include what students should learn, the learning environment, and any technical issues. The document then suggests choosing an approach that best suits the learning goals, such as showing actions, providing descriptions or instruction. It lists the top 10 types of educational videos as talking head lectures, archive footage, instructional videos, interviews, video blogs, case studies, student-created videos and more. Lastly, it addresses delivery methods like integrating video into other learning methods or streaming videos for flexible access.
The document discusses considerations for using presentations and incorporating media into presentations. It notes benefits like allowing reviews before/after class and including dynamic content. However, there are also drawbacks such as reliability issues and the learning curve. Incorporating media can enrich presentations but also poses privacy and time investment concerns. The document provides tips on different presentation styles and sources for finding media that can be legally reused or shared.
This document discusses using technology in training. It covers choosing the right technology based on needs, incorporating new tools like webinars and screencasting. It provides examples of using PowerPoint and alternatives. Tips are given for evaluating training sites and audiences to maximize the effectiveness of technology while avoiding uses that don't enhance learning. Examples of specific technologies are demonstrated and resources provided.
The document discusses best practices for using PowerPoint presentations. It notes that PowerPoint can effectively support learning when used carefully, but may disengage students if not used properly. It provides tips on designing clear and visually engaging slides, using graphics and animation sparingly, focusing on the speaker rather than the slides, rehearsing presentations, and using PowerPoint to enhance speaking skills rather than replacing them.
This document provides tips for creating strong and memorable passwords, such as substituting numbers and symbols for letters in common words, combining unrelated words, using the first letter of phrases, and using quotes, references or clues to derive a password. Suggestions include passwords like M!nnes0t@, DonkeyTrainPDF, tbasihw based on a Monty Python quote, and Wita$voau$ based on a line from Monty Python and the Holy Grail. The document advises writing down a clue if the full password is hard to remember.
A short PPT going over some of the basic tips on using an iPad, like how to bookmark something, how to copy and paste, how to change some settings, etc.
This document provides information and worksheets for teaching students effective search strategies when using Google. It outlines key factors that determine search relevancy, how to use Boolean operators and special search fields. Suggestions are given for limiting searches and using Google for definitions, calculations and other reference purposes. Other useful Google search techniques are mentioned.
Minitex reference librarians will provide training to librarians on using online research databases and tools. Librarians are instructed to familiarize themselves with specific databases before the training and refresh their memory on using Google Reader. The in-person meeting with Minitex reference librarians will start promptly and cover how to search databases and get assistance through reference services.
This document provides tips and information about computer basics, passwords, online identities, and social media. It discusses browsers like Firefox, copying and pasting, making text sizes larger or smaller, choosing usernames and passwords, and keeping work and personal accounts separate. Passwords should be original, include capital letters, numbers and symbols, and can be based on quotes or phrases. The document also encourages keeping an open mind about new technologies like Twitter and learning new skills at any age.
This document outlines topics covered each month in a MILI program over the 2010-2011 school year. It discusses research processes, personal learning networks, RSS feeds, Google Docs, advanced web searching, copyright, and online presentation tools. For the final month, students were asked to create presentations using these tools and share them along with how they will continue applying what they learned when the program concludes. Meeting times are provided for sharing sessions where students will present their work and ideas for staying engaged, while enjoying pizza.
The document discusses copyright, including what it protects, what is not protected, fair use, public domain, and Creative Commons licensing. It defines copyright as giving creators exclusive rights over original works. Certain types of content are protected such as literary works, music, art, and films. Facts, ideas, and works without original authorship are not protected. Fair use allows limited use of copyrighted works for purposes like teaching or commentary. The public domain contains works no longer controlled by copyright. Creative Commons licenses allow sharing and adapting works while still maintaining some copyright. The document provides examples to illustrate these copyright concepts.
This document summarizes an upcoming training session about using ELM databases. It outlines that MINITEX reference librarians will demonstrate searching for scholarly resources, finding citations, and locating pro and con arguments. It notes that if full text is unavailable in a database, users can search publication titles in ELM or request articles through interlibrary loan. Attendees are instructed to practice the ELM databases site and identify a publication to follow during the training. Meeting dates and times at different locations are also provided.
This document provides an introduction to using subscription databases and the "invisible web" which contains much more information than regular search engines can access. It discusses the difference between the visible and invisible web, with the invisible web being much larger but not searchable by Google and other public search engines. The bulk of the document promotes ELM (Electronic Library for Minnesota) databases for beginners to access the invisible web. It lists several ELM databases and encourages the reader to explore the databases using a provided checklist to determine which may be most useful based on content, coverage, interface features, and student needs.
Metronet Information Literacy Initiative (MILI) is a year-long training program for teachers and media specialists in the Twin Cities metro area run by Metronet, the library system serving all types of libraries in the region. The purpose of MILI is to influence how research skills are taught, increase awareness of web 2.0 tools for education, incorporate researching reliably, using reliable resources, and responsible use into teaching, and encourage more collaboration between teachers and media specialists.
The 2010 MLA Conference featured a session on 60 Second Recap by LeAnn Suchy where attendees learned about having students create concise 60 second summaries, or recaps, of events, topics, or documents as assignments or contests. While the 60 Second Recap club is under construction, the session provided other ideas for using the 60 second format such as having students create podcasts or videos that concisely summarize information as an exercise in brevity and media creation.
This document provides an overview of Google search strategies and search engines. It discusses how students typically conduct searches, focusing on a single search engine and keywords rather than additional search techniques. Various Google search strategies are then outlined, including using quotation marks for phrases, operators like + - and (), and limiting searches by file type, date range, or site. Other Google tools like News, Books and Scholar are briefly described. The document encourages the reader to practice advanced search techniques and bookmark resources using Delicious before the next in-person meeting.
This is a presentation for the MEMO conference that highlights what this MILI program is all about. MILI = Metronet Information Literacy Initiative. What is it and why is it important?
Short presentation for the MLA conference on the tool Storybird. The presentation has to be less than 10 minutes, so this is just a quick highlight of the tool.
The document discusses online collaboration tools for education, focusing on Google Docs. It describes how Google Docs allows multiple users to collaboratively edit documents, spreadsheets, presentations and other files online simultaneously without needing to exchange attachments by email. Examples are provided of how teachers can use Google Docs to collaborate with students on assignments from any location with an internet connection. The document instructs readers to experiment with editing a shared Google Doc before the next meeting to learn about its features for online collaboration.
This is the final slideshow for the MILI program for this year. Here we talk about what we've learned over the past 10 months and ideas for keeping up.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Presentations Show images Tell stories Avoid reading the slide Image credit: http://www.flickr.com/photos/27257922@N06/4206192200
3. Why online presentation tools? Tools available via any web-connected computer New way to express creativity (including audiovisuals) Gets students using new technologies to help make them 21st century learners
4. New way to look at Presentations We often think of PowerPoint for presentations, but the web offers alternatives to the paid software: Google Presentation Prezi Animoto Creaza SlideRocket Mixbook Glogster EDU So many more…HUGE list at cool tools for schools: http://cooltoolsforschools.wikispaces.com/Presentation+Tools
5. Google Presentation Like PowerPoint, but online You already have a Google Docs account – this is where you find Google Presentation Thousands of templates available from Google and Google users
8. Template Gallery has templates for: Presentations Docs Spreadsheets Forms Drawings Created by Google and by Google users
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11. What is Screencasting Digital recording of the computer screen, with or without audio narration Sometimes called a video capture or video capturing Very useful for when you need to show a process, like: Using the library catalog or a database Using a certain website Using software, like Word Doing a certain process, like working through a math problem
12. Why screencasting for You? Showing a process rather than telling how to do it can sometimes be more helpful, particularly for students who learn better visually and not through lecture Can help with repetitiveness – instead of telling a process over and over, maybe a screencast can help?
13. Why screencasting for students? Can help students with these skills: Planning & research Synthesize & evaluate the information Script writing – introduction, body, conclusion Delivery of the presentation – how do they get the process across in clear, concise ways? How well does presentation stick to topic Technical production Responsible use of music and/or images If part of a group assignment - teamwork
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15. By the end of MILI you need to… Make a presentation or a screencast with one of these tools to show what you learned in MILI and how you can apply it either with students or for your own professional development This is the final, required project You will show your presentations during our last month’s meeting
16. Your presentation can be about… A tool or two that you like and how you plan on using it/them for yourself or with students A tool or concept and how it’s helped you better understand the new web 2.0 world Something you’ve already created or used and what it’s done for your professional life or your classroom
17. Presentations in May These presentations or screencasts must be completed by our May meeting – you will be showing them then Presentations can be short – 3-5 minutes would be just fine This is to reflect and be positive and talk about something you liked that will continue to help you in the future
18. before our meeting Explore Google Presentation and write a blog post about it Check out the other sites I mention – come to the session with some questions about them Write some blog posts about your thoughts or experiences in MILI – many people are pretty low when it comes to blog posts. You should be in the 30s now or close to 30. Yes, some interactions in the Forums and/or replying to other blog posts counts, but if you have been doing a lot of that, you should still have at least 20 of your own blog posts.
19. Next meetings Monday, April 11 – Sanford 4:45-6:45pm Tuesday, April 12 – South High 4-6pm Thursday, April 21 – Southwest High 4-6pm