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.
This document discusses digital literacy and its role in teaching and learning. It begins by outlining the key components of digital literacy, including communication and collaboration, critical thinking, citizenship, creativity, and self-efficacy. It then discusses the evolution of the web from Web 1.0 to the current Web 2.0 model and how this has impacted technology use, teaching, schools, parents, teachers, hardware/software, and views of graduates. The document proposes how Web 3.0, 4.0 and 5.0 may further transform these areas in the future. It also illustrates the relationships between content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological pedagogical knowledge,
Using technology to enhance classroom learningAmy Pyke
This document discusses using technology to enhance classroom learning. It begins by examining the characteristics of today's students, known as the Net Generation, who have grown up with technology and prefer visual, interactive learning. The document then provides tips and techniques for using PowerPoint and websites to engage these students, such as mixing lecture with multimedia and ensuring learning experiences are active and emotional. It emphasizes that effective technology integration focuses on interactivity rather than just the technology itself.
40 ICT within 40 minutes - the presentation behind the session shown at the SSAT conference in June 2008 - file available for download and further discussion at EffectiveICT.co.uk
This document discusses using technology to enhance classroom learning. It begins by covering understanding today's students and how their brains have been shaped by technology. It discusses how students are digitally literate and prefer visual, social and engaging learning. It then provides tips for using PowerPoint and websites in the classroom, like making sure websites are easy to navigate and use. It emphasizes balancing technology with other activities and using it interactively. Overall, the document stresses understanding today's digital students and using technology to enhance learning through engaging experiences.
The document provides an overview of integrating Web 2.0 tools into a high school. It discusses barriers to integration like lack of administrator support and outlines steps taken at Grafton High School to overcome barriers. Examples of implemented Web 2.0 tools are provided, like using Wordle for vocabulary, blogs for student reflection, and Prezi for digital presentations. Benefits of these tools for teaching and learning are explained.
Technology and curriculum issues day 4 vikki bridgewater nrvpriddle
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
Assistive Technology and Associated TrainingE.A. Draffan
This is a workshop presentation at the NADP 2013 Conference. The graphs and information come from a survey of students in receipt of the Disabled Students Allowances 2012 - 841 students answered the survey call and we are extremely grateful for their help.
This document discusses digital literacy and its role in teaching and learning. It begins by outlining the key components of digital literacy, including communication and collaboration, critical thinking, citizenship, creativity, and self-efficacy. It then discusses the evolution of the web from Web 1.0 to the current Web 2.0 model and how this has impacted technology use, teaching, schools, parents, teachers, hardware/software, and views of graduates. The document proposes how Web 3.0, 4.0 and 5.0 may further transform these areas in the future. It also illustrates the relationships between content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological pedagogical knowledge,
Using technology to enhance classroom learningAmy Pyke
This document discusses using technology to enhance classroom learning. It begins by examining the characteristics of today's students, known as the Net Generation, who have grown up with technology and prefer visual, interactive learning. The document then provides tips and techniques for using PowerPoint and websites to engage these students, such as mixing lecture with multimedia and ensuring learning experiences are active and emotional. It emphasizes that effective technology integration focuses on interactivity rather than just the technology itself.
40 ICT within 40 minutes - the presentation behind the session shown at the SSAT conference in June 2008 - file available for download and further discussion at EffectiveICT.co.uk
This document discusses using technology to enhance classroom learning. It begins by covering understanding today's students and how their brains have been shaped by technology. It discusses how students are digitally literate and prefer visual, social and engaging learning. It then provides tips for using PowerPoint and websites in the classroom, like making sure websites are easy to navigate and use. It emphasizes balancing technology with other activities and using it interactively. Overall, the document stresses understanding today's digital students and using technology to enhance learning through engaging experiences.
The document provides an overview of integrating Web 2.0 tools into a high school. It discusses barriers to integration like lack of administrator support and outlines steps taken at Grafton High School to overcome barriers. Examples of implemented Web 2.0 tools are provided, like using Wordle for vocabulary, blogs for student reflection, and Prezi for digital presentations. Benefits of these tools for teaching and learning are explained.
Technology and curriculum issues day 4 vikki bridgewater nrvpriddle
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
Assistive Technology and Associated TrainingE.A. Draffan
This is a workshop presentation at the NADP 2013 Conference. The graphs and information come from a survey of students in receipt of the Disabled Students Allowances 2012 - 841 students answered the survey call and we are extremely grateful for their help.
This document summarizes a presentation about using pen-based tablet PCs and interactive software in a collaborative learning environment for teaching foundational mathematics. It outlines the development of a teaching collaborative using tablets, an online textbook, and learning objects. The technology allows for wireless mobile teaching labs, a collaborative interactive workspace, and two-way synchronous communication. Features of the software like sharing control, submitting work, and annotating diagrams support visual and collaborative learning. Evaluation found benefits like increased participation and organization, though technical issues need addressing.
Assistive technology to promote learner autonomyE.A. Draffan
1) The document discusses using assistive technology to promote learner autonomy and accessibility in online teaching and learning materials.
2) It addresses common accessibility issues with e-learning applications and websites as well as difficulties for students using assistive technologies.
3) Suggestions are provided for making online content more accessible, including using style sheets, adding page numbers, and creating materials in HTML originally instead of converting them to web format.
Jim Box, Sr. Manager of Learning and Development at Cisco, discusses how digitization is disrupting education through virtual/augmented reality, artificial intelligence, natural language processing, and analytics. He explains how Cisco is addressing this disruption through tools, processes, templates, training, new skills, mindsets, and new delivery formats like online learning platforms and ePub digital student kits. Box emphasizes that education needs to become more flexible, unbundled, adaptive, and personalized to meet the needs of continuous learners in a rapidly changing digital world.
In present scenario computers have become one of the key parts of human life.
Computers are playing a key role in every individual’s life starting from kids to business
professionals. The new generation is very much familiar with computers and internet
(Mahmoodand Hafeez, 2013). There is no doubt that computer are giving a comprehensive edge
to human life and taking the life standard to a new extent. At present computers are being used in
every filed such as communication, education, transport, medical, science, etc. and plying vital
role in their development. Computers have made human’s life so easy and comfortable like never
before. Starting form communication to learning and shopping everything is so instant and easy.
But the impacts of technological developments are not only positive. There is a dark side too
which cannot be neglected while evaluating role of computers in human life.
This document provides an overview of a course on leadership in a technological world. It outlines the topics to be covered each week over 14 weeks, including introductions, the impact of technology on society and learning, integrating technology in early childhood education, software evaluation, technology management, ethics, and emerging technologies. Assignments include tests, presentations, and an e-portfolio. The document discusses the learning outcomes, pedagogical approach of project-based learning, hybrid course structure, assessment breakdown, resources, a technology aptitude test for students, and preparatory tasks for the following week.
This document discusses the benefits of incorporating technology into education. It argues that technology allows for expanded learning beyond the classroom, as students can access materials anywhere and anytime through the internet. Technology also enables deeper understanding through interactive simulations and tools. It promotes self-directed learning as students can access materials based on their own interests and pace. The document concludes that technology prepares students for the future and that while putting technology in classrooms is important, professional development for teachers is also needed to facilitate student learning with technology.
Interactive white boards are a transformative technology for digital classrooms. They allow teachers to bring software to life for whole group learning in new innovative ways. While adopting new technology presents challenges, with visionary leadership, appropriate training, patience, and a cultural shift towards new ways of learning, interactive whiteboards can enhance teaching and improve student learning. Key aspects that make interactive whiteboards effective include dragability, layering of objects, saving screens, use of digital media, and access to online resource libraries.
This document discusses how teachers can use technology to interact with students to improve participation and success. It outlines 4 goals: 1) conducting a technology use survey, 2) presenting guidelines for proper tech implementation, 3) interacting with peers using discussion tools, and 4) assessing learning with a short quiz. The presentation provides an overview of how interactive technology aligns with social cognitive learning theory and encourages attention, retention, and motivation. It highlights the functionality and financial benefits of tablet computers and interactive whiteboards for engaging lessons.
This document provides an overview of e-learning, defining it as "the use of electronic technology to support, enhance or deliver learning." It discusses common misconceptions about e-learning and emphasizes that e-learning is about learning, not technology. The document then outlines several uses for e-learning, including collaborative work, reflection, formative assessment, summative assessment, self-paced activities/learning objects, and e-portfolios. It provides examples of tools that can facilitate these uses, such as wikis, blogs, and online tests. Finally, it discusses virtual learning environments as delivery systems for organizing and presenting various forms of e-learning content and activities.
Fostering The Leadership And Learning Necessary For 21st. Update DpptDan Maas
Littleton Public Schools in Colorado outlines its strategic plan and initiatives to develop 21st century skills in students. The plan focuses on enhancing instructional systems to maximize student achievement and expanding access to instructional technology. Key initiatives include developing a 1:1 netbook program, implementing a universal literacy framework, and expanding a writing workshop model. Student blogging and data on improved writing scores are shared. The board promotes collaboration between staff and sharing successes.
This document discusses e-learning, including its nature, characteristics, modes, styles, advantages, and disadvantages. E-learning refers to learning facilitated by electronic media and online resources. It can take various forms, including supporting traditional classroom learning, blended learning models that combine online and in-person instruction, or fully online learning. E-learning provides benefits like flexible access, individualized instruction, and the ability to reach remote learners, but also faces challenges like upfront costs and a lack of in-person interaction. Educational institutions need to provide training and technical support to promote effective adoption of e-learning.
This document summarizes a review of Reefton Area School and its use of blended and networked learning. It examines the school's current networks and practices around distance learning. Interviews were conducted with teachers, students, and management. The review identifies opportunities to strengthen networks between the school and Te Kura as well as other area schools. It recommends developing online learning environments for students and further professional development for teachers on blended learning approaches.
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
Moodle: Enhancing Students’ ESL & Motivation Using an E-Learning PlatformEdu Nile
This presentation proposes Moodle as an e-learning solution to enhance students' writing skills and increase their motivation level in the secondary education level.
Bring Your Own Device (BYOD) was being trialled at Fergusson Intermediate to improve student engagement and motivation by allowing students to use their personal electronic devices for learning purposes. The document discussed the rationale for BYOD, details of the room 5 trial, how BYOD could impact teaching and learning, device considerations, and answered frequently asked questions about monitoring, security, equity, and insurance issues. The school aimed to prepare students for digital citizenship and flexible learning environments they would encounter in the future.
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
This document discusses technology tools that can be used for teaching and learning. It is organized into sections on online collaboration tools like RealtimeBoard, Google Docs, and Padlet; engagement and interaction tools like Nearpod and Kahoot; content creation tools like Playposit, Animoto, and Prezi; writing and showcasing tools like Wordpress and Wix; synchronous communication tools like Zoom and Jitsi; and asynchronous communication tools like VoiceThread. Each section provides examples of tools and their benefits. It emphasizes choosing tools based on pedagogy and considering limitations. It also discusses using tools for assessment by aligning with learning objectives and including expectations and rubrics.
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
This document summarizes a presentation about using pen-based tablet PCs and interactive software in a collaborative learning environment for teaching foundational mathematics. It outlines the development of a teaching collaborative using tablets, an online textbook, and learning objects. The technology allows for wireless mobile teaching labs, a collaborative interactive workspace, and two-way synchronous communication. Features of the software like sharing control, submitting work, and annotating diagrams support visual and collaborative learning. Evaluation found benefits like increased participation and organization, though technical issues need addressing.
Assistive technology to promote learner autonomyE.A. Draffan
1) The document discusses using assistive technology to promote learner autonomy and accessibility in online teaching and learning materials.
2) It addresses common accessibility issues with e-learning applications and websites as well as difficulties for students using assistive technologies.
3) Suggestions are provided for making online content more accessible, including using style sheets, adding page numbers, and creating materials in HTML originally instead of converting them to web format.
Jim Box, Sr. Manager of Learning and Development at Cisco, discusses how digitization is disrupting education through virtual/augmented reality, artificial intelligence, natural language processing, and analytics. He explains how Cisco is addressing this disruption through tools, processes, templates, training, new skills, mindsets, and new delivery formats like online learning platforms and ePub digital student kits. Box emphasizes that education needs to become more flexible, unbundled, adaptive, and personalized to meet the needs of continuous learners in a rapidly changing digital world.
In present scenario computers have become one of the key parts of human life.
Computers are playing a key role in every individual’s life starting from kids to business
professionals. The new generation is very much familiar with computers and internet
(Mahmoodand Hafeez, 2013). There is no doubt that computer are giving a comprehensive edge
to human life and taking the life standard to a new extent. At present computers are being used in
every filed such as communication, education, transport, medical, science, etc. and plying vital
role in their development. Computers have made human’s life so easy and comfortable like never
before. Starting form communication to learning and shopping everything is so instant and easy.
But the impacts of technological developments are not only positive. There is a dark side too
which cannot be neglected while evaluating role of computers in human life.
This document provides an overview of a course on leadership in a technological world. It outlines the topics to be covered each week over 14 weeks, including introductions, the impact of technology on society and learning, integrating technology in early childhood education, software evaluation, technology management, ethics, and emerging technologies. Assignments include tests, presentations, and an e-portfolio. The document discusses the learning outcomes, pedagogical approach of project-based learning, hybrid course structure, assessment breakdown, resources, a technology aptitude test for students, and preparatory tasks for the following week.
This document discusses the benefits of incorporating technology into education. It argues that technology allows for expanded learning beyond the classroom, as students can access materials anywhere and anytime through the internet. Technology also enables deeper understanding through interactive simulations and tools. It promotes self-directed learning as students can access materials based on their own interests and pace. The document concludes that technology prepares students for the future and that while putting technology in classrooms is important, professional development for teachers is also needed to facilitate student learning with technology.
Interactive white boards are a transformative technology for digital classrooms. They allow teachers to bring software to life for whole group learning in new innovative ways. While adopting new technology presents challenges, with visionary leadership, appropriate training, patience, and a cultural shift towards new ways of learning, interactive whiteboards can enhance teaching and improve student learning. Key aspects that make interactive whiteboards effective include dragability, layering of objects, saving screens, use of digital media, and access to online resource libraries.
This document discusses how teachers can use technology to interact with students to improve participation and success. It outlines 4 goals: 1) conducting a technology use survey, 2) presenting guidelines for proper tech implementation, 3) interacting with peers using discussion tools, and 4) assessing learning with a short quiz. The presentation provides an overview of how interactive technology aligns with social cognitive learning theory and encourages attention, retention, and motivation. It highlights the functionality and financial benefits of tablet computers and interactive whiteboards for engaging lessons.
This document provides an overview of e-learning, defining it as "the use of electronic technology to support, enhance or deliver learning." It discusses common misconceptions about e-learning and emphasizes that e-learning is about learning, not technology. The document then outlines several uses for e-learning, including collaborative work, reflection, formative assessment, summative assessment, self-paced activities/learning objects, and e-portfolios. It provides examples of tools that can facilitate these uses, such as wikis, blogs, and online tests. Finally, it discusses virtual learning environments as delivery systems for organizing and presenting various forms of e-learning content and activities.
Fostering The Leadership And Learning Necessary For 21st. Update DpptDan Maas
Littleton Public Schools in Colorado outlines its strategic plan and initiatives to develop 21st century skills in students. The plan focuses on enhancing instructional systems to maximize student achievement and expanding access to instructional technology. Key initiatives include developing a 1:1 netbook program, implementing a universal literacy framework, and expanding a writing workshop model. Student blogging and data on improved writing scores are shared. The board promotes collaboration between staff and sharing successes.
This document discusses e-learning, including its nature, characteristics, modes, styles, advantages, and disadvantages. E-learning refers to learning facilitated by electronic media and online resources. It can take various forms, including supporting traditional classroom learning, blended learning models that combine online and in-person instruction, or fully online learning. E-learning provides benefits like flexible access, individualized instruction, and the ability to reach remote learners, but also faces challenges like upfront costs and a lack of in-person interaction. Educational institutions need to provide training and technical support to promote effective adoption of e-learning.
This document summarizes a review of Reefton Area School and its use of blended and networked learning. It examines the school's current networks and practices around distance learning. Interviews were conducted with teachers, students, and management. The review identifies opportunities to strengthen networks between the school and Te Kura as well as other area schools. It recommends developing online learning environments for students and further professional development for teachers on blended learning approaches.
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
Moodle: Enhancing Students’ ESL & Motivation Using an E-Learning PlatformEdu Nile
This presentation proposes Moodle as an e-learning solution to enhance students' writing skills and increase their motivation level in the secondary education level.
Bring Your Own Device (BYOD) was being trialled at Fergusson Intermediate to improve student engagement and motivation by allowing students to use their personal electronic devices for learning purposes. The document discussed the rationale for BYOD, details of the room 5 trial, how BYOD could impact teaching and learning, device considerations, and answered frequently asked questions about monitoring, security, equity, and insurance issues. The school aimed to prepare students for digital citizenship and flexible learning environments they would encounter in the future.
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
This document discusses technology tools that can be used for teaching and learning. It is organized into sections on online collaboration tools like RealtimeBoard, Google Docs, and Padlet; engagement and interaction tools like Nearpod and Kahoot; content creation tools like Playposit, Animoto, and Prezi; writing and showcasing tools like Wordpress and Wix; synchronous communication tools like Zoom and Jitsi; and asynchronous communication tools like VoiceThread. Each section provides examples of tools and their benefits. It emphasizes choosing tools based on pedagogy and considering limitations. It also discusses using tools for assessment by aligning with learning objectives and including expectations and rubrics.
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
The Research and Evaluation of current Trend in Education-Second Life and U-L...Edie Cheng
This document summarizes research on using Second Life and U-learning approaches in education. It discusses traditional and e-learning methods, introduces Second Life and U-learning, compares the different approaches, and outlines an implementation using Second Life involving student surveys and feedback. Challenges are identified along with potential solutions. A SWOT analysis is provided for applying Second Life at the university. The document concludes with assigning roles for taking the project further.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
The Digital Practitioner - UHI VC workshop Jisc Scotland
The session provided an overview of the skills and challenges required to become an effective digital practitioner. It explored key topics such as digital literacies, technologies that support learning, and the evolving role of educators. Participants engaged in hands-on activities using tools like VoiceThread and explored case studies highlighting innovative uses of technology in academic institutions. The session aimed to provide a practical understanding of digital practitioner skills through discussion and interactive exercises.
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided. The document concludes by mentioning additional VLE tools and components.
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided.
Engagement in Online and Blended Learning EnvironmentsLesley Reilly
This presentation highlights tools and techniques that can be used by course facilitators and course developers to provide learners with more effective and engaging learning experiences.]
The document outlines an intermediate induction program for an e-learning project, including introductions, mentor training, using learning repositories, and workshop dates. It provides an overview of the program planning process and requirements such as draft delivery templates. Potential delivery strategies, tools, and a communication model are also presented.
Good practice examples in e twinning online teachers' training HelleniceTwinning NSS
1. The document discusses strategies for organizing effective online training sessions and meetings for eTwinners. It provides examples of previous online projects and training events.
2. Recommendations are given for planning online webinars, including analyzing needs, setting goals, choosing topics, using appropriate tools, and providing follow-up materials and opportunities for feedback.
3. Tips are also provided for running online meetings and events, such as introducing presenters, using a clear agenda, incorporating multiple media formats, and encouraging participation and discussion.
This document provides an overview of a workshop on building eAssessment. The workshop agenda includes defining e-assessment, facilitating webinar and discussion forum-based assessments, group work projects, tools for mobile evidence capture and student productivity. It discusses principles for developing self-paced assessment tasks. The document outlines various e-assessment methods like quizzes, webinars, mobile evidence, discussion forums, and trends in areas like simulation, questioning and placement reporting. It provides examples of using these methods and addresses issues around identity, cheating and skills assessment in an online environment.
Digital Fluencies: Why, What & Where We AreKimberly Eke
The document discusses efforts by Penn Libraries to define and organize digital literacy workshops and services around core "digital fluencies". In 2015, librarians conducted empathy mapping exercises to understand how different groups view digital fluencies. They derived initial fluencies from existing programming and created definitions for Information Literacy, Media Fluency, and other domains. Librarians then gathered feedback on the definitions and identified key concepts to refine the fluencies framework. The goal is to bring order to initiatives, identify gaps, and create a common language for digital literacies.
The document provides an overview of facilitating online teaching and learning. It discusses synchronous and asynchronous learning, the role of the facilitator in online discussions, and different tools that can be used to engage learners such as Kahoot, polling, brainstorming, and virtual classrooms. The facilitator's role is to promote interaction between learners, provide guidance and feedback, and ensure learners are applying the content through activities.
The document discusses using technology and learning design to gather quality assessment evidence. It covers various topics related to online and blended learning assessments including virtual classrooms, decision making trees, case studies, peer review, and using industry knowledge. Tools that can be used to create online assessments and scenarios are also presented.
"We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore" (Godsey, 2015). Information is no longer in the hands of the select few. Learners are finally independent of the teacher and school – or are they? What will they do with the information? How will it be possible to assess learning?
Dr. Nellie Deutsch discussed ways in which face-to-face and fully-online students can teach as a way to learn. The presentation was hosted by Mofet online academy and given on BB Collaborate. You're invited to enrol in evaluation an measurement tor online course to continue learning http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/courses/Pages/Evaluation-and-Measurement.aspx
Learn more about creating video tutorials using screencast-o-matic after slide 19L https://youtu.be/WMifThANglE
The recording of the webinars appears at the end of the presentation.
Similar to Remote learning teachers version 25 min (20)
This document provides an agenda and overview for a School Directors Information Session on competency-based curriculum. The session will explore the needs and delivery of CBC, and help directors appreciate their role. It includes a program outline, learning outcomes, expectations, and questions. Presentation topics cover CBC, wellness, youth trends, 21st century skills, the ideal learning environment, and paradigm shifts in education. The rationale for curriculum reforms in Kenya is also discussed, relating to the constitution, Vision 2030, and task force recommendations.
This document discusses pedagogical approaches before, during, and after the COVID-19 pandemic. It begins by outlining different education tools and how they were used pre-pandemic for face-to-face, online, and blended learning. During the pandemic, distance learning increased reliance on digital tools and highlighted challenges around equity and support for educators. Lessons from the pandemic may include greater use of technology, appreciation for teachers, and focus on competency-based learning. The document advocates for more personalized, collaborative, and interconnected learning models post-pandemic.
The role of adaptive technologies in tla and communityMaina WaGĩokõ
This document discusses the use of adaptive technologies to enhance curriculum and student learning experiences. It provides examples of different technologies that can be used for active learning, deep learning, curriculum enhancement, and collaborative projects. These include tools for virtual classes, multimedia, web-based learning, performance support, and community service learning. The document also discusses considerations for adopting new technologies, such as the stages of an innovation's life cycle from research to maturity. Overall, the document aims to showcase how various digital tools can be leveraged to create rich, relevant, and authentic learning experiences for students.
The document discusses 21st century skills like critical thinking, collaboration, communication and creativity. It compares traditional classroom learning to inquiry-based learning and shows how inquiry-based approaches better develop these 21st century skills. Finally, it outlines how instruction needs to change from just teaching content to teaching the tools and skills to create and remake content for the 21st century learner.
The session was designed for teacher to explore how they can mainstream the addressing of PCI in their teaching, learning and assessment through TALULAR
Professional learning models presentationMaina WaGĩokõ
This document reviews professional learning models for teachers. It discusses the various opportunities for in-service training, including school-based, evening, weekend, and online sessions. Effective professional development is described as innovative, personalized, transformational, and research-driven. It should be collaborative, inquiry-based, and provide continuous support. The document also outlines principles for effective professional learning sessions, including support over time, using varied approaches and active learning methods, being discipline-specific, and including modeling. It concludes that models can be adjusted to be more transformative when they expose teachers to content in small chunks and provide opportunities for implementation and long-term engagement through mentorship and coaching.
The document discusses professional learning networks (PLNs) in East Africa that were established by the Aga Khan Academy in Mombasa, Kenya. It provides an overview of the goals, activities, impacts and sustainability challenges of the PLNs. Key points include:
- The PLNs aimed to build professional networks for ongoing learning and improvement in teaching and leadership.
- Activities included monthly cluster meetings for problem-solving discussions and sharing experiences.
- Impacts on teachers included enhanced classroom practices and professionalism, while head teachers improved leadership skills.
- Challenges to sustainability included maintaining participation amid workloads and ensuring adequate resources and benefits.
This document discusses re-engineering the teaching profession and curriculum reforms for primary schools in Kenya. It focuses on areas like transformative leadership, 21st century skills, and curriculum reforms. The key points are: effective curriculum reforms require transformative leadership that understands organizational culture and frames change as an opportunity; curriculum reforms should nurture students' potential and focus on continuous assessment; and successful changes depend on strong leadership teams that groom future leaders and apply techniques like inspirational motivation and individual consideration.
Professional learning models presentationMaina WaGĩokõ
A review of Professional Learning Models over seven years to understand how best to structure Professional Learning Models for high transfer of transfer of skills into practice.
Factors influencing the transfer of training sMaina WaGĩokõ
Factors that influence how well training transfers to the job include trainee characteristics like cognitive ability, self-efficacy, motivation, and perception of the training's usefulness. Cognitive ability and self-efficacy affect how well trainees learn and retain skills, while motivation and perceived utility influence their effort to apply skills on the job. Together, these trainee characteristics determine the degree to which new competencies from training are acquired, maintained, and utilized when back at work.
This document discusses core skills for teachers, including seeing students as partners in constructing learning, supporting rigor and effort, and working towards outcomes with real-world value. It encourages generating imagination and engaging dialogue. It provides links for viewing peer work, a further learning video, and a presentation on creativity and imagination.
This document discusses aspects of pedagogy that can promote creativity in learning. It suggests seeing students as partners in constructing learning, supporting rigor and effort while working towards outcomes with real-world value. Generating imagination and engaging dialogue are also mentioned. The document provides links to forms for peer feedback and a video about further learning on this topic.
The roles of mentees in an effective mentorshipMaina WaGĩokõ
Roles of mentorship in a teaching practice practicum session. This is a workshop outline for teaching practice students who are pre-service teacher who are being exposed to learning environments.
A presentation used in preparing teacher to understand what is a teaching portfolio and how to design it for maximum benefits.The slide are used alongside a handbook and a reading resource available at http://1drv.ms/1zV2VcV
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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5. Interacting with Technology
Media literacy: 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
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
9.
10. 10
Incorrect
Incorrect
CORRECT
WHICH ONE IS NOT 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
12. REMOTE ACCESS
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-
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
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
Same Time/
Different Place
Instruction
Different Time/
Same Place
Instruction
Different Time/
Different Place
Instruction
18. • Live human interaction
• 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”
26. BUILDING BLOCKS OF A LESSON
Instruction Modeling
Discussion
Research &
Exploration
Online texts &
podcasts
Quizzes & Tests
Reflection &
Metacognition
Collaborative
Group Work
Practice &
Review
36. Objective Online Tools
Transfer information
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
Engage higher-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
Connect students 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 Online Tools
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
40.
41. Learning Area
Learning outcomes
Learning Activities 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 PRESENTED ORDER 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, WITH CONSISTENT EXPERIENCE ACROSS DEVICES
Tablet
iPhone Android
Phone
Desktop
OS X 10.11+
Windows Linux
Browsers
Edge
Chrome
Safari
Download aka.ms/GetTeams
7-9
-Interacting with Technology- Knowing about hardware and software, and working with technology in Accessing , Handling, managing and presenting information
9-14
-Enhancing the Core Competencies -Critical thinking and problem solving, Collaboration and Communication, Creativity and Imagination, Learning to Learn.
14-16
-Enhancing the Core Competencies -Critical thinking and problem solving, Collaboration and Communication, Creativity and Imagination, Learning to Learn.
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
24-25
35
[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).
41+8=49
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
35
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.
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.
35-38
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?
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?
Will you collect formative assessment data to assess prior knowledge or check for understanding?
Do you want students to reflect on their learning and stretch their metacognitive muscles?
35
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.
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.
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.
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.
35
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.