Remote Teaching - Engaging students when teaching onlineGraham Stanley
Webinar given for the IATEFL LTSIG Fridays event on 10th April 2020. After a brief introduction to teaching online (remote teaching), the presentation looks at the challenges for keeping students engaged; what CPD is necessary for remote teachers (based on observations/surveys); what makes a good remote teacher; and it ends with a look at using virtual backgrounds in Zoom.
10 tips to know about virtual teachingMaryamMiahan
AppSquadz introducing the advanced Tips and tricks to use your Virtual Teaching Software in a smarter way and get more advantage from it in teaching & learning. Visit: https://www.appsquadz.com/virtual-classroom-software
Remote Teaching - Engaging students when teaching onlineGraham Stanley
Webinar given for the IATEFL LTSIG Fridays event on 10th April 2020. After a brief introduction to teaching online (remote teaching), the presentation looks at the challenges for keeping students engaged; what CPD is necessary for remote teachers (based on observations/surveys); what makes a good remote teacher; and it ends with a look at using virtual backgrounds in Zoom.
10 tips to know about virtual teachingMaryamMiahan
AppSquadz introducing the advanced Tips and tricks to use your Virtual Teaching Software in a smarter way and get more advantage from it in teaching & learning. Visit: https://www.appsquadz.com/virtual-classroom-software
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change.
‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course.
While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things.
The Gamification Paradigm includes:
Strict cumulative grading.
More tasks to choose from than needed for a perfect score.
Flexible path through content to demonstrate objectives.
Attainment-base student progress.
Criterion-referenced assessment.
The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
Regelmatig geef ik de workshop Blending your education. Dit slidepack gebruik ik om het concept van blended learning uit te leggen en docenten een start te geven met het ontwikkelen van blended onderiwjs.
6 blended learning models for 21st century studentsRonySneijder
The main concept of blended learning is to make better use of the new-age technology to bolster a student’s exposure. Educational organizations all over the globe are realizing the inherent advantages of adopting a robust blended learning approach.
How AR Can Help You Harness the Academic Mindset?XR Guru
XR Guru is an immersive learning hub catering to the intuitive learning needs of individuals and institutions alike. We pride ourselves as a group of innovators, developers, and creatives determined to make the learning spectrum active via engaging, intuitive, and fun-filled content.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Gamifying v UWS: Starting your quest in Blackboard Learn - Hermy Cortez Llacu...Blackboard APAC
Motivating learners in online teaching environments can be challenging to achieve and sustain. Gamification is a developing area of motivating students to engage deeply with their learning and involves using game-based design principles and visual elements to build healthy competition, solve problems and apply critical thinking and collaborative skills in traditionally non-game tasks (Kapp 2012).
Gamification allows students to move through to higher levels of play, or narratives and quests, by requiring students to use prior knowledge, transfer new information into new situations, apply information in correct contexts, and learn from immediate feedback. ‘When gamifying an online course the ultimate goal in game thinking is to create positive learning outcomes while students are committed and stimulated with the learning materials online.’ (McGrath & Bayerlein 2013)
Telepresence teaching in Uruguayan primary schools: the Ceibal English projectPaul Woods
The British Council is collaborating with Plan Ceibal in Uruguay to deliver English language lessons remotely to Uruguayan Primary schools. Currently 2000 remote lessons are being taught each week by remote teachers in Uruguay, Argentina and The Philipiines, with 4000 follow up practice lessons per week delivered by class teachers in Uruguay
In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change.
‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course.
While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things.
The Gamification Paradigm includes:
Strict cumulative grading.
More tasks to choose from than needed for a perfect score.
Flexible path through content to demonstrate objectives.
Attainment-base student progress.
Criterion-referenced assessment.
The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
Regelmatig geef ik de workshop Blending your education. Dit slidepack gebruik ik om het concept van blended learning uit te leggen en docenten een start te geven met het ontwikkelen van blended onderiwjs.
6 blended learning models for 21st century studentsRonySneijder
The main concept of blended learning is to make better use of the new-age technology to bolster a student’s exposure. Educational organizations all over the globe are realizing the inherent advantages of adopting a robust blended learning approach.
How AR Can Help You Harness the Academic Mindset?XR Guru
XR Guru is an immersive learning hub catering to the intuitive learning needs of individuals and institutions alike. We pride ourselves as a group of innovators, developers, and creatives determined to make the learning spectrum active via engaging, intuitive, and fun-filled content.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Gamifying v UWS: Starting your quest in Blackboard Learn - Hermy Cortez Llacu...Blackboard APAC
Motivating learners in online teaching environments can be challenging to achieve and sustain. Gamification is a developing area of motivating students to engage deeply with their learning and involves using game-based design principles and visual elements to build healthy competition, solve problems and apply critical thinking and collaborative skills in traditionally non-game tasks (Kapp 2012).
Gamification allows students to move through to higher levels of play, or narratives and quests, by requiring students to use prior knowledge, transfer new information into new situations, apply information in correct contexts, and learn from immediate feedback. ‘When gamifying an online course the ultimate goal in game thinking is to create positive learning outcomes while students are committed and stimulated with the learning materials online.’ (McGrath & Bayerlein 2013)
Telepresence teaching in Uruguayan primary schools: the Ceibal English projectPaul Woods
The British Council is collaborating with Plan Ceibal in Uruguay to deliver English language lessons remotely to Uruguayan Primary schools. Currently 2000 remote lessons are being taught each week by remote teachers in Uruguay, Argentina and The Philipiines, with 4000 follow up practice lessons per week delivered by class teachers in Uruguay
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Work-force and Employer Needs – A Collaborative Solution. Presented by Andrew Comrie and Janis Deane (Edinburgh Napier University), Morag Gray and Barbara Lawson (Edinburgh's Telford College). Facilitated by Paul Richardson (RSC Cymru).
Jisc conference 2011
Practical Strategies to Modify Your Curriculum for Students Working Below Gra...Brookes Publishing
Educators use a variety of strategies and learning accommodations to teach diverse learners. However, educators can struggle to make grade-level curriculum possible and achievable for students with intellectual disabilities. An educational process, known as modifying curriculum, can open doors to an inclusive, high quality education for students who work below grade level. In this edWebinar, Nicole Eredics, author of Inclusion in Action: Practical Strategies to Modify Your Curriculum, will give you step-by-step instruction on when and how to modify curriculum.
Nicole, a seasoned inclusion teacher, has the information, tools, and strategies you need to take grade-level curriculum and transform it into rigorous content that is intellectually and developmentally appropriate for students who work below grade level. Most importantly, learn:
– The fundamentals of creating and maintaining truly inclusive classrooms
– An overview of ways to support diverse learners through universal design for learning, social and emotional supports, and accommodations
– The role of curriculum modifications in the education process
How to modify any curriculum for students with intellectual disabilities
– Strategies that will quickly and easily modify curriculum in any classroom with suggestions for interventions and extensions
– Useful educational resources for modifying curriculum
– Classroom and special education teachers across all grade levels as well as administrators will benefit from this recorded session. Learn more about modifying curriculum to support all students.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180327/
About the Presenter, Nicole Eredics:
Nicole Eredics is an educator who advocates for the inclusion of students with disabilities in the general education classroom. She draws upon her years of experience as a full inclusion teacher to write, speak, and consult on the topic of inclusive education to various local and national organizations. Nicole uses her unique insight and knowledge to provide practical strategies for fully including and instructing students of all abilities in the classroom.
Nicole’s advocacy work also includes managing a highly successful blog, The Inclusive Class, which has been a reputable resource on the topic of inclusion for families and schools since 2011. Through the blog, Nicole disseminates information about inclusion, which includes more than 100 episodes of The Inclusive Class podcast, dozens of articles about inclusive education, numerous webinars, and an online introductory course to inclusion. For more information please visit www.theinclusiveclass.com.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Evaluation of Learning Gains through Play using innovative technologies Janet Thomson
This research is exploring learning through the use of play in Grades R and 1 in 10 schools in KZN and Western Cape using innovative technologies. The D G Murray Trust has funded SchoolNet South Africa to provide professional development to teachers around the effective use of the Xbox Kinect and a bank of Intel tablets that have been pre-loaded with carefully-selected relevant apps. The research has targeted five distinct literacies, namely visual literacy, oral communication in English, as well as gross and fine motor coordination and has now amassed two years of learner performance data. At the heart of the study is how the development of these literacies is enhanced through play. Thus far, teachers have been excited to discover that digital games have been able to assist them to achieve the outcomes listed in CAPS. Teachers use apps and games to identify teachable moments and stealth learning opportunities which trigger learners' imaginations and target specific literacies. Teachers are rating the effectiveness of each game, thus gradually compiling an anthology that will be of value to all Foundation Phase educators who integrate technology long after the programme has been completed in 2017.
Getting Started with Online Credit Recovery: Featuring North Carolina Virtual...Blackboard
Many districts are turning to online credit recovery to combat the challenge of lowering dropout rates while meeting the needs of 21st century learners. Often called the "silent epidemic" in our nation's high schools, the negative consequences of dropping out do not stop with low graduation rates but also pose challenges to our nation's economic and social well being.
Join North Carolina Virtual Public School (NCVPS) as they discuss how they created and implemented an online credit recovery program. Already equipped with classic online courses for AP and first time credit, NCVPS decided to offer a credit recovery option as well.
Michelle Lourcey, Curriculum and Instruction Division Director, Credit Recovery and Modular Learning, NCVPS and Jeff Page, Credit Recovery Specialist, NCVPS will describe how they got started creating their 10 courses, complete with content aligned to state standards, and describe their mastery model. They will also share how the program allows students to move at their own pace and provides flexible learning opportunities.
We'll also explore how Blackboard is providing the foundation for this statewide online credit recovery program and review the tools and features NCVPS is using within the Blackboard platform including Adaptive Release.
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
Students First 2020 - Prof Philippa Levy, PVC Student Learning at The University of Adelaide, discusses the path to successfully adopting Studiosity, and what has happened since for academic success, confidence, and student satisfaction. Prof Levy also looks at results and engagement for non-traditional students and international students.
Remote teaching, distance learning or team teaching?
Webinar hosted by TeachingEnglish
Monday, December 15, 2014
Due to a lack of of qualified and experienced teachers in Uruguay, English is being taught in 2000+ primary classes all across the country via video conferencing, using teachers from elsewhere (including Argentina, the Philippines and Mexico). Because there are two teachers, a classroom teacher (CT) and a remote (RT), a new type of methodology is being developed that combines elements of distance learning, team teaching and blended learning, but which also requires a unique approach.
http://bit.ly/1BE4e1X
Webinar given to launch the IATEFL LTSIG Monthly series on 25th July 2020. Storytelling ideas for language teaching online. The pre-task for the webinar is in the notes and here: https://ltsig.iatefl.org/ltsig-monthly
Interactive storytelling games (July 2020)Graham Stanley
Presentation about interactive storytelling games to promote speaking by language learners. Workshop given at the Trendy English games fest on 5th July 20020 - https://trendyenglish.ru/gamefest
Workshop about using Escae Rooms in the ELT classroom given at IATEFL Liverpool conference 2019 - presentation includes sample escape room activity - the link to the blog leads to a pgae where the handouts are so they can be used in class.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. What makes a good remote teacher?
Gabriela Kaplan Graham Stanley
gkaplan@ceibal.edu.uy graham.stanley@britishcouncil.org
Plan Ceibal British Council
5. What is Remote Language Teaching?
• Synchronous (i.e. in real time) interactive online meetings of
teachers and learners through videoconferencing (VC) in order to
learn and practise a language
• Context specific (low cost/high cost varieties adaptable to available
infrastructure and local contexts)
• Teachers and learners can be anywhere there is Internet access
6. Why use Remote
Language Teaching?
To solve the problem of the shortage of
English teachers across the country.
To bridge the social divide and give
opportunities to children and teachers
who otherwise would be excluded.
To provide teachers and trainers to
places and people where there are
problems with supply.
To offer new opportunities for teachers
to work in an interesting and different
way.
7. RLT in context: Ceibal en Ingles
• 3,000 weekly classes of 80,000 9-11 yr-olds in 650 primary schools
• Project is now in its 5th year and starting to show results
• Purpose-made VC equipment and dedicated fibre-optic lines
• High-definition visuals / zooming and panning / reliable
See 4 minutes of a Plan Ceibal class in action: https://vimeo.com/126996354
8. How is it done?
• 1x45 minute class for groups
of up to 25 children delivered
by remote teacher (Lesson A)
• Followed by 2x45 minute
practice sessions (Lessons B
& C) delivered by local
classroom
• Relationship between remote
teacher and local classroom
teacher are key to the success
of this project.
15. Results: VRG 6th grade by socio-economic context
Results are improving in all socio-economic contexts
The difference between high and low critical context school students has decreased
since 2014
44.0%
47.0%
52.2%
55.7%
70.4%
52.7%
58.5%
63.1%
69.8%
77.8%
69.2% 71.1%
72.8%
77.3%
83.2%
71.6%
72.9%
78.2%
82.2%
87.8%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Nivel 1 más crítico Nivel 2 Nivel 3 Nivel 4 Nivel 5 menos crítico
(En % de alumnos de 6º que obtuvieron A2 o +)
2014 2015 2016 2017
17. What have we discovered?
• Team teaching. For the programme to be effective, RTs and CTs
need to work closely together. Research has shown how best to
facilitate this: regular coordination, language used and mutual
respect are the key factors.
• RT skills. Many factors look similar to what is required in good f2f
primary teaching. Other factors are special to remote teaching: use
of technology, body language and voice, camera presence,
relationship building at a distance, e-moderation skills
• Recuitment. We interview via Skype to get a feel for the online
presence of the RT and to make sure they are not phased by
technology. However, first and foremost, the RTs need to be good
with primary
What makes a good remote teacher?
Remote language teaching is the practice of teaching a language live online through videoconferencing. In Uruguay, the British Council has been working in partnership with Plan Ceibal to cater for the lack of trained and qualified English language teachers in the country, project managing the remote teaching of 80,000 primary schoolchildren aged 8- 11. During the last 5 years, we have learned a lot about what makes a good remote teacher, and in this presentation, I will share some findings that are also supported by the publication Remote Language Teaching (British Council, 2019), a book of research and case studies.
Biodata (75 words)
Graham Stanley the British Council’s English for Education Systems Lead for the Americas and was previously responsible for managing the Ceibal en Ingles programme in Uruguay in partnership with Plan Ceibal. This programme uses videoconferencing to teach 80,000+ primary students English. He is author of ´Language learning and Technology' (CUP, 2013) and co-author of 'Digital Play' (Delta, 2013).
Gabriela Kaplan has worked in teacher education for more than 20 years. She holds a B.A. in Psychology from Universidad de la República-Uruguay; a B.A. in English from London University; and an M.A. in the Humanities issued by the University of California. She co-designed Ceibal en Inglés when she worked at Políticas Lingüísticas at the National Board of Education (ANEP) in Uruguay, and is General Coordinator of the programme at Plan Ceibal.
Gs
In Uy example of technology applied to primary classroom as a practical solution that has been allowed to develop and mature – BC & PC actively collecting research data in order to implement changes to the prog (classroom or programme level) to improve results and experience.
95 % of classes in urban schools of 4th, 5th & 6th grade of Primary have English classes.
73 % of these students learn English through videoconferencing.
64 % of these students now leave primary education with a level approaching A2 (CEFR).
Let’s now watch an introductory video featuring a school teacher and children in Tacuarembo, in the north west of Uruguay.
GS
GK ‘Remote language teaching’ is the practice of teaching a language live online through videoconferencing (VC).
Usually combined (blended learning) with asynchronous use of a Learning Management System (LMS) e.g. Moodle, Schoology, etc.
RLT is an example of applying technology to language teaching and learning with an eye to what Stephen Bax in 2003 called “normalisation” (http://www.tesl-ej.org/ej36/f1.pdf) i.e. the technology should as far as possible disappear, to become invisible. In Uruguay, when RLT works well, particularly when you have a skilled RT, we have observed that this is what happens. The ss forget that the teacher is not physically in the classroom
GK & GS
What reasons are there for implementing a RLT programme?
GS
The British Council in partnership with Plan Ceibal in Uruguay project manages the remote teaching of 80,000 primary state schoolchildren aged 8-11. Remote teachers in the Uruguay, Argentina, the Philippines and the UK use high-end VC equipment to teach 3,500 lessons per week to schools across the country, providing access to English to students who otherwise would not have the opportunity to learn the language.
The technology is used as a bridge between teacher and students and the teachers replicate as far as possible the interaction found in a face-to-face young learner lesson. In addition, the remote teacher (RT) works closely with a local classroom teacher (CT), who facilitates language practice after the weekly remote lesson is taught.
GK
The British Council in partnership with Plan Ceibal in Uruguay project manages the remote teaching of 80,000 primary state schoolchildren aged 8-11. Remote teachers in the Uruguay, Argentina, the Philippines and the UK use high-end VC equipment to teach 3,500 lessons per week to schools across the country, providing access to English to students who otherwise would not have the opportunity to learn the language.
The technology is used as a bridge between teacher and students and the teachers replicate as far as possible the interaction found in a face-to-face young learner lesson. In addition, the remote teacher (RT) works closely with a local classroom teacher (CT), who facilitates language practice after the weekly remote lesson is taught.
Curriculum details
GS
In tandem with the teaching, research has been undertaken during the last two years, looking at the differences and similarities of remote teaching with face-to-face teaching, and exploring the impact on all areas of language teaching and learning. This includes:-
- Design and development of the curriculum, lesson plans and materials design
- Skills required by teachers and how that affects recruitment
- Continuous professional development (CPD).
- Team teaching. For the programme to be effective, RT and CT need to work closely together. Data has been collected from RTs and CTs that shows best practice working as a team.
- Managing online teaching quality. Teachers are observed and given support and guidance on improving the quality of their lessons.
- Assessment of students through a computer-based adaptive test. An annual test shows the results of those students learning online and face-to-face are similar.
GS
An overview of the assessment of children learning English in Uruguay 2013-2017
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An overview of the assessment of children learning English in Uruguay 2013-2017
GS
An overview of the assessment of children learning English in Uruguay 2013-2017
GS
An overview of the assessment of children learning English in Uruguay 2013-2017
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GS
GK & GS
After 4+ years of observations of teachers, surveys, data collection and constant improvement based on the findings, we have learned a lot about this form of teaching and learning. How can these findings be put into practice?
GS
Case studies have been produced based on interviews with specific teachers such as this one of a classroom teacher (CT) Andres Viera from Tacuarembo in the north of Uruguay. As this example shows, not only are the children learning English, but classroom teachers are learning alongside the children. In the case of Andres, he feels close to realising a personal goal: becoming a teacher of English.
Andrés says the experience of English has changed the way he teaches other subjects. He has been able to identify that in English lessons, remote teachers work with a sequence of interrelated concepts which gradually become more complex. This same structure of interrelated units is what he is now incorporating to the teaching of the curricular areas. Also the way he plans his lessons has changed as a result. He now looks for connections between different topics which are essential for a successful acquisition of knowledge and skills. This is an unexpected benefit of Ceibal en Ingles and something that Andrés says he didn’t do before.
English has opened doors for Andrés
Andrés still cannot afford to attend private English lessons, so LearnEnglish Pathways has opened doors for him - not just the chance to learn English but also the chance to meet colleagues from all over the country, who work in similar and different contexts,
When he started with Ceibal en Ingles, he was taking a postgraduate course in Autism and all the materials he had were in English. Luckily, after he started LearnEnglish Pathways, working with the tutors and the course allowed him to read the Autism materials. ‘If it hadn’t been for this, I wouldn’t have been able to pass my specialist degree’ Andrés says.