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Remote learning teachers version 25 min
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
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Remote learning teachers version 25 min
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- 3. ResearchPresentationPolicyEngagement SupportingSchoolsEducatorsPreparation Dr. Maina WaGioko HeadProfessional Development Center Aga Khan Academy, Mombasa
- 4. PRESENTATION OUTLINE Digital LiteracyLearning Environment Lesson Building Block Resourcing
- 5. Interacting with Technology Medialiteracy: hardware and software Information literacy: Working with technology in accessing Information in handling information in managing and presenting information in presenting information to schedule tasks
- 6. Creating with Technology Modelling Simulation Coding SystemThinking Robotics
- 7. Digital Citizenship Responsible useof Technology Safety Digital footprint Ethical Cyber Crimes Fake news
- 8. Early Years P1-G3 IwT,CwT, DC Middle School Intermediate Level G4-G6 IwT, CwT, DC Middle School Lower Secondary G7-G9 IwT, CwT, DC IwT • Identifying parts of digital devices • Play games CwT • Taking Photos • Recording Audio • Drawing DC • Responsible use • Following Instruction IwT • Parts and their functions • Manipulation • Trouble Shooting CwT • Creating Illustrations • Working Collaboratively • Static Presentations DC • Netiquette • Data protection IwT • Use of ICT for learning • Use of ICT to enhance CS • Handle Digital Devices Safely CwT • Create AV for CS • Develop Creative Writing • Create Presentations Using application DC • Apply Ethical practices while using Digital Devices • Apply Safety and Security Measures
- 10. 10 Incorrect Incorrect CORRECT WHICH ONE ISNOT A STAGE IN A TEACHER’S DEVELOPMENT ON DIGITAL LITERACY? Technology literacy: enabling learners to use ICT to learn more efficiently. Incorrect knowledge deepening: enabling learners to acquire in-depth knowledge of subjects and apply it to complex, real-world problems . Usability: Using digital technologies without understanding how a tool works, or the value or purpose for which it is being used. Knowledge creation: enabling learners to create the new knowledge required for more harmonious, fulfilling and prosperous societies. A B C D
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- 12. REMOTE ACCESS Modality • Fullyonline • Blended (over 50% online) • Blended (25– 50% online) • Web-enabled F2F Pacing • Self-paced (open entry, open exit) • Class-paced • Class-paced with some self-paced Student- Facilitator Ratio • < 35 to 1 • 36–99 to 1 • 100–999 to 1 • > 1,000 to 1 Pedagogy • Expository • Practice • Exploratory • Collaborative Role of Online Assessments • Determine if student is ready for new content • Tell system how to support the student • Provide student or teacher with information about learning state • Input to grade • Identify students at risk of failure Facilitator Role Online • Active instruction online • Small presence online • None Student Role Online • Listen or read • Complete problems or answer questions • Explore simulation and resources • Collaborate with peers • Online Communication Synchrony • Asynchronous only • Synchronous only • Some blend of both Source of Feedback • Automated • Facilitator • Peers
- 13. REMIND PARTICIPANTS THEIR BACKGROUN DS ARE VISIBLE SET MEETINGS TOBE ACCESSIBLE WITH PASSWORD ONLY MAKE USE OF WAITING ROOMS , SO THAT ONLY YOU CAN ADMIT PEOPLE PRACTICE REMOVING PEOPLE FROM WEBINARS BEFORE YOU FACILITATE REVOKE PERMISSION TO SHARE SCREENS
- 14. Time Activity 10.00 -10.01 Sharing Agenda 10.01- 10.05 DigitalLiteracy 10.05- 10.10 Learning Environment 10.10- 10.15 Lesson Building Blocks 10.15- 1025 Resourcing Decision Making
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- 16. Face to Face Classroom •Physical Classroom • Field Trip • Lab Live Online • Virtual • Classroom • Webinar Coaching • Coaching • Mentoring Collaboration & Community • Portal • Blog • Wiki • Chat • IM • Threaded Discussion • VoIP Multimedia • Video Streaming • Podcast • Distance • Learning • CD- ROM/DVD Web-Based Learning • Internet/Int ranet • Self-Paced • Tutorials • Simulation • Games Performance Support • Knowledge Management • Workflow • Automation • Performance Support • Mobile & Wireless
- 17. Same Time/ Same Place Instruction SameTime/ Different Place Instruction Different Time/ Same Place Instruction Different Time/ Different Place Instruction
- 18. • Live humaninteraction • Instant feedback and challenges • Participants question and ideas • Live collaboration • Invite others for live input • Participants set pace • Flexibility timing • Time for reflection before responding • Participant can self –select Individualized support Dependent on tech connection working Dependent on learner motivation Participants “bling spots”
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- 24. 24 Incorrect Incorrect CORRECT MY BEST HOMEENVIRONMENT FOR FACILITATING THE VIRTUAL SESSION WILL LOOK LIKE? Incorrect . A B C D .
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- 26. BUILDING BLOCKS OFA LESSON Instruction Modeling Discussion Research & Exploration Online texts & podcasts Quizzes & Tests Reflection & Metacognition Collaborative Group Work Practice & Review
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- 28. LEARNING OUTCOMES • Knowledge •Comprehension • Application • Analysis • Synthesis • Evaluation • Affective learning outcomes • Psychomotor skills
- 29. TEACHING LEARNING ACTIVITIES READ WATCH LISTEN COLLABORATEDISCUSS INVESTIGATE PRACTICE PRODUCE
- 30. INSTRUCTION/ MODELLING • Record avideo • Self regulated Learning • Real Time Video Conferencing
- 31. DISCUSSION, RESEARCH READING •Text • Podcast • Search Engine
- 32. FORMATIVE ASSESSMENT • Application • Game •Inquiry • Practice • Quiz • Test
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- 34. 34 Incorrect Incorrect CORRECT WHAT IS THENUMBER OF LESSON BUILDING BLOCKS? 3. Incorrect 6. 9. 12.
- 36. Objective Online Tools Transferinformation Explain concepts Show students how to: Navigate tasks Apply strategies Use a technology tool Live Session: Teams Video recording tools: Stream Tools to engage students around video content: PowerPoint With Voice Over Movie Creator Instruction and Modelling
- 37. Objective Online Tools Engagehigher-order thinking via conversation about: Texts Videos Podcasts Topics/Issues Synchronous discussions Teams Call Asynchronous text-based discussions Classroom OneNote Asynchronous video-based discussions Flip Grid Current events Conduct informal online research and crowdsource information with the group in a shared online space where students can learn from one another Bing Search Shared online space: Classroom OneNote One Drive -Online PowerPoint -Online Word Flip Grid Discussion and Research and Exploration
- 38. Objective Online Tools Connectstudents with practice and review activities online to reinforce their understanding of concepts and help them to refine their skills Microsoft Forms Formative Kahoot Task Foster collaboration and creativity by asking students to work on shared tasks Classroom OneNote One Drive -Online PowerPoint -Online Word Flip Grid Whiteboard Yammer Practice and Review and Collaboration
- 39. ASSESSMENT, REFLECTION AND METACOGNITION SKILLS BUILDING Objective OnlineTools Assess student learning and mastery of concepts and skills to guide instruction, scaffolds, and reteaching Encourage students to reflect on their learning What did they learn? How did they learn it? What questions do they have? Microsoft Forms Classroom One Note Sway PowerPoint
- 41. Learning Area Learning outcomes LearningActivities Online (synchronous) Offline (asynchronous) Instruction and Modeling (Teaching it) Collaboration and Practice (Practicing it) Explore and Discuss (Reinforcing) Deliverable (Assessing it) Reflection (Checking for Understanding) Remote Learning
- 42. 42 Incorrect Incorrect CORRECTIDENTIFY THE PRESENTEDORDER OF THE LESSON PARTS? 1. Instruction and modeling 2. Collaboration and Practice 3. Explore and Discuss 4. Deliverables 5. Reflection . Incorrect 1. Collaboration and Practice 2. Deliverables 3. Explore and Discuss 4. Instruction and modeling 5. Reflection . 1. Reflection 2. . Deliverables 3. Explore and Discuss 4. Instruction and modeling 5. Collaboration and Practice 1. Explore and Discuss 2. Collaboration and Practice 3. Instruction and modeling 4. Deliverables 5. Reflection A B C D
- 43. STAY CONNECTED, WITHCONSISTENT EXPERIENCE ACROSS DEVICES Tablet iPhone Android Phone Desktop OS X 10.11+ Windows Linux Browsers Edge Chrome Safari Download aka.ms/GetTeams
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- 46. http://www.agakhanacademies.org/mombasa mainawagioko@ +254722721656 Mainawagioko dr.mainawagioko mainawagioko.blogspot.com Mainawagioko Maina WaGioko innovativelearningfacilitator.wordpress.com dr.mainawagioko Gioko_Maina Maina WaGĩokõPh. D. Vice Principal PD and Outreach Head Professional Development Center Aga Khan Academy, Mombasa Global Facilitator Examiner and School Evaluator GAP International Board Member Microsoft Innovative Educator FACILITATORS CONTACT INNOVATIVE LEARNING FACILITATIOR https://tinyurl.com/remotelearnin gKE
Editor's Notes
- #6 7-9 -Interacting with Technology- Knowing about hardware and software, and working with technology in Accessing , Handling, managing and presenting information
- #7 9-14 -Enhancing the Core Competencies -Critical thinking and problem solving, Collaboration and Communication, Creativity and Imagination, Learning to Learn.
- #8 14-16 -Enhancing the Core Competencies -Critical thinking and problem solving, Collaboration and Communication, Creativity and Imagination, Learning to Learn.
- #9 16-18 Explain with examples of DL at EY Explain with examples of DL at MS IL Explain with examples of DL at MS LS Explain with examples of DL at SS 65 +5
- #10 24-25
- #11 35
- #13 [22:00, 5/13/2020] Learning Facilitator: Online learning design options (moderating variables) Modality Fully online Blended (over 50% online) Blended (25–50% online) Web-enabled F2F Pacing Self-paced (open entry, open exit) Class-paced Class-paced with some self-paced Student-Instructor Ratio < 35 to 1 36–99 to 1 100–999 to 1 > 1,000 to 1 Pedagogy Expository Practice Exploratory Collaborative Role of Online Assessments Determine if student is ready for new content Tell system how to support the student (adaptive instruction) Provide student or teacher with information about learning state Input to grade Identify students at risk of failure Facilitator Role Online Active instruction online Small presence online None Student Role Online Listen or read Complete problems or answer questions Explore simulation and resources Collaborate with peers Online Communication Synchrony Asynchronous only Synchronous only Some blend of both Source of Feedback Automated Teacher Peers Source: Content adapted from Barbara Means, Marianne Bakia, and Robert Murphy, Learning Online: What Research Tells Us about Whether, When and How (New York: Routledge, 2014).
- #17 41+8=49
- #21 Microsoft Teams is a powerful communication platform, but it is not just for chat, calling and online meetings. Teams is the hub for Office 365 apps allowing you to work together in real-time on documents and other Office apps. Teams is also an open platform allowing you to integrate hundreds of apps from the App Store
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- #27 Even though teaching online may feel like a different animal than teaching face-to-face, there are many similarities in terms of the building blocks of a lesson. The tools teachers use to engage students online are indeed different. It is also true that engaging students in learning activities online will require (at least initially) that teacher's onboard students to those technology tools and support them in learning how to navigate online tasks. However, the activities and tasks teachers use to create their lessons offline can be transferred to the online environment if teachers know what tools to use.
- #28 30-31 Plan around context: how you teach and your students’ needs. Design a student-centric approach to storyboard a course. Build content and media: rich resources and activities for teaching and learning. Run a course with active teaching and learning. Review and evaluation: ensuring we reflect and iterate based on feedback.
- #30 35-38
- #31 Is there instruction or modeling students need to navigate a task or assignment? Would it be better to record a video and allow students to self-pace through the information or engage the group in a real-time video conferencing session?
- #32 Do students need to engage with texts or podcasts? Can teachers pair those resources with an online discussion prompt to encourage conversation and collaborative meaning-making?
- #33 Will you collect formative assessment data to assess prior knowledge or check for understanding?
- #34 Do you want students to reflect on their learning and stretch their metacognitive muscles?
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- #37 All of these things are possible in an online course! It is just a matter of knowing what tools you can lean on to facilitate these different types of activities online. Below is a document that details each building block, the objective of that activity, and the technology tools teachers can use to engage students in that type of learning activity online.
- #38 All of these things are possible in an online course! It is just a matter of knowing what tools you can lean on to facilitate these different types of activities online. Below is a document that details each building block, the objective of that activity, and the technology tools teachers can use to engage students in that type of learning activity online.
- #39 All of these things are possible in an online course! It is just a matter of knowing what tools you can lean on to facilitate these different types of activities online. Below is a document that details each building block, the objective of that activity, and the technology tools teachers can use to engage students in that type of learning activity online.
- #40 All of these things are possible in an online course! It is just a matter of knowing what tools you can lean on to facilitate these different types of activities online. Below is a document that details each building block, the objective of that activity, and the technology tools teachers can use to engage students in that type of learning activity online.
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- #44 Finally, Microsoft Teams provides industry leading security and compliance capabilities and rich management capabilities. With Microsoft Teams, customers benefit from the Office 365 hyper-scale, enterprise-grade cloud. [MAIN POINT TO LAND] From Day 1, the requirement has been for Teams to provide you with the same Office 365 capabilities that you’re used to and to build security, privacy and trust directly into the service. You can manage and monitor all features in one centralized portal: Data encryption at all times, at-rest and in-transit. Customer data at rest remains in region Ability to have local data residency for core customer data at rest, plus failover and disaster recovery (see data residency slide in the appendix for details) Human back-up via on-call support engineers standing by 24×7 Customer content is never accessible in logs or telemetry Multi-factor authentication for enhanced identity protection. Secure guest access with AAD managed guest accounts A big privacy topic for all our European customers is of course GDPR – the Global Data Protection Regulation. We will adhere to this ahead of the May 2018 deadline Microsoft Teams supports key standards including SOC 1, SOC 2, EU Model Clauses, HIPPA, and more. Since preview, we’ve added mobile management with Microsoft Intune and new features for compliance and litigation support, including audit log search, eDiscovery and legal hold for channels, chats and files. The Microsoft Teams admin center [coming early 2018] provides you with a single coherent admin experience where you can manage all aspects of Microsoft Teams including users, settings, and analytics. Teams provides enterprise manageability to configure and set policies at a per-user level and manage trusted apps for employees and the organization. PSTN connectivity in Office 365 will give you the option to connect existing on-premises investments in the future. Advanced call management controls include call routing, auto attendant, call queues, and reporting. While security and compliance are critical, our responsibility goes beyond this. Our mission talks about empowering every person to achieve more. With that in mind, we’re focused on building an inclusive experience, including support for those who use screen readers, high contrast, and keyboard-only navigation, to enable the collective brainpower and potential of everyone.
- #47 Replace with you contacts