This is a copy of the presentation which supported my talk at the AFMLTA National Conference Canberra 5th-8th 2013
By working together we can create language classrooms we are proud of. In selecting and developing digital resources we need to address design principles like those of Scott McCloud – focus, frame, image, word and flow. We further need to incorporate the principles of gaming designers such as Zimmerman and Salen. We are now authoring interactive stories based on sound educational theory and practice since it is no longer a plot-centric approach where the teacher is the sole scriptwriter of the classroom. We need to understand the notions of cognitive interactivity, functional interactivity and explicit interactivity to benefit from the current internet practice: content delivery, sharing and then open invitation to proffer feedback. This presentation looks at ways of exploring interactive multimedia and user interaction to create meaningful language learning activities.
This is a copy of the presentation which supported my talk at the AFMLTA National Conference Canberra 5th-8th 2013
By working together we can create language classrooms we are proud of. In selecting and developing digital resources we need to address design principles like those of Scott McCloud – focus, frame, image, word and flow. We further need to incorporate the principles of gaming designers such as Zimmerman and Salen. We are now authoring interactive stories based on sound educational theory and practice since it is no longer a plot-centric approach where the teacher is the sole scriptwriter of the classroom. We need to understand the notions of cognitive interactivity, functional interactivity and explicit interactivity to benefit from the current internet practice: content delivery, sharing and then open invitation to proffer feedback. This presentation looks at ways of exploring interactive multimedia and user interaction to create meaningful language learning activities.
This presentation is geared towards providing an overview on PjBL and on giving a practical example on how this instructional approach or strategy was used to teach mobile app development to K-12 students in a blended learning environment.
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Understanding Imagination in Project-Based Learning Claims and Evidence for S...EduSkills OECD
This presentation was given by Barbara Schneider at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
My presentation at the #restartedu Imaginarium organised by @crosro & @techsoupro in Bucharest Romania 25/26 February 2012
This Is My Brain on Co-creating Open Metaphors
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
What the 4 C's: Communication, Collaboration, Creativity and Critical Thinkin...barryrbarber
Presentation by Barry Richard Barber at the 2012 Collaborative Conference for Student Achievement: Engaging North Carolina in Transforming 21st Century Teaching and Learning.
The language of mentoring has become established within the workplace and has gained ground within education. As work-based education moves online, we see an increased use of e-mentoring. This presentation explores some of the challenges involved in forming and supporting mentoring relationships virtually, and the solutions afforded by online social learning and Web 2.0.
Intro to PBL and what makes an effective problem #openeducationwkMathieu Plourde
Slides used by Mark Serva during the Open Education Week webinar called "An Open Repository for Problem-Based Learning" on March 10, 2016. Recording available on Youtube https://youtu.be/RrWdt2a1fAM
PBL@UD: http://www.udel.edu/inst
This presentation is geared towards providing an overview on PjBL and on giving a practical example on how this instructional approach or strategy was used to teach mobile app development to K-12 students in a blended learning environment.
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Understanding Imagination in Project-Based Learning Claims and Evidence for S...EduSkills OECD
This presentation was given by Barbara Schneider at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
My presentation at the #restartedu Imaginarium organised by @crosro & @techsoupro in Bucharest Romania 25/26 February 2012
This Is My Brain on Co-creating Open Metaphors
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
What the 4 C's: Communication, Collaboration, Creativity and Critical Thinkin...barryrbarber
Presentation by Barry Richard Barber at the 2012 Collaborative Conference for Student Achievement: Engaging North Carolina in Transforming 21st Century Teaching and Learning.
The language of mentoring has become established within the workplace and has gained ground within education. As work-based education moves online, we see an increased use of e-mentoring. This presentation explores some of the challenges involved in forming and supporting mentoring relationships virtually, and the solutions afforded by online social learning and Web 2.0.
Intro to PBL and what makes an effective problem #openeducationwkMathieu Plourde
Slides used by Mark Serva during the Open Education Week webinar called "An Open Repository for Problem-Based Learning" on March 10, 2016. Recording available on Youtube https://youtu.be/RrWdt2a1fAM
PBL@UD: http://www.udel.edu/inst
Media and Information Literacy (MIL) 1. Introduction to MIL (Part 2)- Charact...Arniel Ping
Learning Competencies:
Learners will be able to...
share media habits, lifestyles, and preferences to other people (MIL11/12IMIL-IIIa-4);
identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMIL-IIIa-3); and
editorialize the value of being a media and information literate individual (MIL11/12IMIL-IIIa-3).
Topic Outline
I. Introduction to Media and Information Literacy (Part 2)
A. Media Habits, Lifestyle, and Preferences
B. Characteristics of a Media and Information Literate Individual
C. Importance of Media and Information Literacy (MIL)
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
here we explain the role of the 4 C's, collaboration, critical thinking,creativity and communication in the 21st century skills. we explain their iportance and their application in the classroom.
Counselors for Computing - Recruiting for CS jkrauss
Recruiting Students into Computer Science: More participation = greater opportunity. NCWIT slide deck for EDC and CAITE webinar with Massachusetts teachers and counselors
In this ISTE 2010 session we examine ways to "get under the hood" to examine and interact with kids' thinking. Participants crowd-source methods for getting at kids thinking in different phases of the inquiry cycle and describe tools that aid the process. See the last slide for links to Wallwisher and Google docs, where these contributions were made.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
3. Armchair tourist Contemplating the journey, browsing travel guides Tenderfoot Venturing forth, maybe with a partner Explorer Used to stepping out, eager for new frontiers Scout Seasoned, can show others the way Learning to teach through projects is a journey. What kind of traveler are you? While you wait, please answer this question in the survey pod.
4. Generous Teachers Share and Support Neil Stephenson’s class, Calgary Science School See Apple Learning Exchange, Neil’s Blog Thinking in Mind New life breathed into project-based learning What’s changed?
5. Research supporting PBL Buck Institute for Education Initiatives Common Core State Standards State curriculum, i.e. WV ISTE NETS AASL Information Literacy Standards Partnership for 21 st Century Skills Initiatives by tech foundations, including Intel What’s changed? cont.
6. Project-Based Learning In project-based learning, students learn important subject matter by investigating open-ended questions and “making meaning” that they transmit in purposeful ways.
7.
8.
9. Activity-Based v. Project-Based Learning Teacher-Directed Student-Driven Give Answers Make Meaning Useful to Know Enduring Understanding School-World Real-World Curricular Enhancement Curricular Focus Continuum of Practice Fun Captivating Thematic
10. Research project: Key Figures of the Renaissance Why do we study the Renaissance? www.flickr.com/photos/uberphot/2659481983
11. Research project: Key Figures of the Renaissance Study a major figure of the Renaissance period. Create a digital slideshow that informs others about this person’s most significant accomplishments. Demonstrate clear organization and cite all sources of information and images.
12. Reconsidered project: Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) who lived during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event. Modified from Kim DiBiase - NBCT, Apple Learning Exchange
13. Reconsidered project: Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event. Collaboration Interest, Big ideas Research, Experts Creativity Argument, Negotiation Synthesis Presentation Judgment
14. Effective Projects Probe matters of importance Mirror authentic work Are designed for “optimal ambiguity” allowing students multiple points of entry, directions for learning, and outcomes Develop knowledge , skills and dispositions Go beyond understanding and studying to some kind of action or resolve Are right-sized
15.
16. How to Teach This Way? Address Key Conditions School improvement aims Opportunities for professional learning Flexible structures Shared vision Access to appropriate technologies
18. Where to Go Next Armchair Traveler? Keep Reading, looking Reinventing PBL Authors Jane Krauss, Suzie Boss ISTE Publications, 2007 Blog: http://reinventingpbl.blogspot.com Flickr: www.flickr.com/groups/reinventingpbl Buck Institute for Education Edutopia Understanding by Design
19. Where to Go Next Tenderfoot? Join others in a project. Pennies for Peace, international service-learning project with K-12 curricula to get you started: www.penniesforpeace.org Edutopia webinar with author Greg Mortenson to get you inspired: www.edutopia.org/greg-mortenson-webinar-archive Other projects to join: iEARN: www.iearn.org Flat Classroom Project: www.flatclassroomproject.org
20. Where to Go Next Explorer? Expand beyond your classroom. Find collaborative partners at: Classroom 2.0: www.classroom20.org Edutopia groups: www.edutopia.org ePals: www.epals.org Global Education Collaborative: http://globaleducation.ning.com/
23. Thank You Jane Krauss [email_address] http://reinventingpbl.blogspot.com Skype: jkrauss1989 Twitter: jkrauss
Editor's Notes
The armchair traveler learns about pbl principles and new contexts for learning The tenderfoot associates ideas in the book with their practice and gets ready to try new things, maybe with a partner The explorer is used to stepping out and this text is a guide for finding his way through new learning frontiers The scout is a seasoned traveler who shows others the way. The book serves as a map the scout uses to guide less seasoned travelers.
Four major things have changes
At end ask: How do teacher and students’ roles change?
Where is the emphasis placed in this project? How will technology likely to be used? Is there any chance unoriginal work could creep in here? Is there a chance the final presentations could become tedious? Will kids learn significantly from one another?
How is this different? Where is the emphasis placed in this project? How will technology likely to be used? Is there any chance unoriginal work could creep in here? Is there a chance the final presentations could become tedious? Will kids learn significantly from one another? What aspects of the NETS might be in evidence? This has two features that get at critical thinking: Asking kids to COMPARE and MAKE A JUDGEMENT. Creating a defensible set of criteria scaffolds these two.
Key words from the NETS as well as statements of what higher-order thinking looks like.
Suzie K-12 curricula linked to standards with assessment; implementation guide; fact sheets; printable maps, postcards, stickers & poster components; remarkable videos that open the world of Pennies for Peace; and much more!
Suzie K-12 curricula linked to standards with assessment; implementation guide; fact sheets; printable maps, postcards, stickers & poster components; remarkable videos that open the world of Pennies for Peace; and much more!
![Welcome! ,[object Object],[object Object],[object Object],Project-based learning and the right tools can fundamentally change the teaching and learning enterprise Copyright © 2010 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. an Intel® Education Teachers Engage Webinar](https://image.slidesharecdn.com/intelpbl12-06-10-101206180203-phpapp02/85/Project-based-Learning-Primer-12-06-10-1-320.jpg)
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