This webinar provides practical information on how to use published research findings and make contact with cognitive scientists in order to improve K-12 and university students’ learning from digital online resources, like Khan Academy videos or interactive mathematics exercises. The webinar focuses on how students’ motivation and grades have been increased by helping them believe they can take charge of their learning and become smarter, and how students can be supported in reflective thinking and seeking deep understanding, when questions and prompts for students to explain are inserted in videos and interactive exercises
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?SURF Events
Woensdag 11 november
Sessieronde 4
Titel: De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?
Spreker(s): Doug Clow (Open University UK), Hendrik Drachsler (Open Universiteit)
Zaal: Leeuwen I
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?SURF Events
Woensdag 11 november
Sessieronde 4
Titel: De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?
Spreker(s): Doug Clow (Open University UK), Hendrik Drachsler (Open Universiteit)
Zaal: Leeuwen I
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
'Learning design & learning analytics – building the links', presented by Rebecca Ferguson at 'What the Research Says' seminar held at the London Knowledge Lab on 28 November 2014.
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
Integrating Technology into Problem Based Learning - Presented at the 2010 North Carolina Technology In Education Society Annual Conference in Raleigh, NC.
Using Experiments and Cognitive Science Research to Improve the Design of Onl...Joseph Jay Williams
The recent explosion of online educational resources has the potential to reorganize how we learn – from K-12 and university to the workplace and the informal learning we do every day. It also raises new questions and opportunities for research that crosses the many disciplines relevant to designing computer programs that help people learn. For example, HCI and cognitive science can provide complementary perspectives in investigating how to design the content and instructional features of an online course, such that a person processes and stores that information in a way that successfully guides their future behavior. Online educational environments provide new optimism in tackling challenges like these because they can be instrumented to collect an unprecedented scale and diversity of data, and allow iterative sequences of experiments to be embedded in authentic educational contexts with real students.
This talk presents one approach to this kind of research, using experimental comparisons to test the effects of modifying online mathematics exercises to include motivational messages and question prompts for people to explain, the design of which is guided by the psychological literature on motivation and learning. A combination of laboratory experiments and experiments embedded in real-world online education platforms (like www.KhanAcademy.org) reveal that prompting people to explain “why?” facts are true drives them beyond memorization to uncover underlying principles and patterns, and that teaching such self-questioning strategies may accelerate student learning. Motivational messages appear to have limited benefits if they are simply encouraging or aimed at raising confidence, but do increase how much effort students invest if the messages emphasize that aptitude is malleable and can be improved through persistence. Several planned experiments are presented which also use this paradigm of adding minimal but effective textual changes to online exercises to achieve practical impact and explore basic cognitive science questions about learning.
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
'Learning design & learning analytics – building the links', presented by Rebecca Ferguson at 'What the Research Says' seminar held at the London Knowledge Lab on 28 November 2014.
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
Integrating Technology into Problem Based Learning - Presented at the 2010 North Carolina Technology In Education Society Annual Conference in Raleigh, NC.
Using Experiments and Cognitive Science Research to Improve the Design of Onl...Joseph Jay Williams
The recent explosion of online educational resources has the potential to reorganize how we learn – from K-12 and university to the workplace and the informal learning we do every day. It also raises new questions and opportunities for research that crosses the many disciplines relevant to designing computer programs that help people learn. For example, HCI and cognitive science can provide complementary perspectives in investigating how to design the content and instructional features of an online course, such that a person processes and stores that information in a way that successfully guides their future behavior. Online educational environments provide new optimism in tackling challenges like these because they can be instrumented to collect an unprecedented scale and diversity of data, and allow iterative sequences of experiments to be embedded in authentic educational contexts with real students.
This talk presents one approach to this kind of research, using experimental comparisons to test the effects of modifying online mathematics exercises to include motivational messages and question prompts for people to explain, the design of which is guided by the psychological literature on motivation and learning. A combination of laboratory experiments and experiments embedded in real-world online education platforms (like www.KhanAcademy.org) reveal that prompting people to explain “why?” facts are true drives them beyond memorization to uncover underlying principles and patterns, and that teaching such self-questioning strategies may accelerate student learning. Motivational messages appear to have limited benefits if they are simply encouraging or aimed at raising confidence, but do increase how much effort students invest if the messages emphasize that aptitude is malleable and can be improved through persistence. Several planned experiments are presented which also use this paradigm of adding minimal but effective textual changes to online exercises to achieve practical impact and explore basic cognitive science questions about learning.
Personalized Learning: Expanding the Social Impact of AIPeter Brusilovsky
Slide of my keynote talk at SIAIA '23 workshop held at AAAI 2023:
The use of AI in Education could be traced to the early days of AI. While the publicity associated with the most recent wave of AI applications rarely mentions education, it is through the improvement in education AI could achieve an impressive social impact. In particular, the AI ability to personalize the learning process could make a large difference in a context where learners' knowledge could be radically different from learner to learner. Modern computer and internet technologies can now bring the power of learning in the forms of MOOCs, online textbooks, and zoom courses truly worldwide. Yet, without personalization, the potential of these technologies is not fully leveraged. In this talk, I will review several generations of research on personalized learning and discuss tools, technologies, and infrastructures for personalized learning that we are currently exploring.
Actively engaging learners by using a technology enhanced approach that enric...BlackboardEMEA
Traditionally coursework is submitted, marked and returned to students with their grade and feedback. The difficulties with this approach is that a tutor has no way of assessing whether a student has reviewed their work, understood their feedback and took action to improve their work. There is no clear method for determining whether student’s perceived judgment of their submitted assessment is similar to that of the tutor; or for advising support to improve learning.
This session will share the journey and evaluation findings of the CLARITI project which is endeavouring to address such difficulties. Presenters will begin by highlighting the opportunities and challenges of an initial paper-based feedback and progress review approach, which was used. It had obvious pedagogical benefits but was challenging administratively. They
will then showcase a new technology facilitated approach which is enabling students to submit assessments as normal but providing new opportunities were they are given corrective feedback and model solutions and encouraged to be more reflective using the Ulster University’s Blackboard VLE, FAN system and a new bespoke application.
The project has been evaluating the benefits of initially withholding student’s marks while students are asked to reflect and indicate what score they think they deserve and what actions they think they need to take to improve their learning. The student scores, reflections and action plans are collected electronically via a ‘Learner Score’ quiz in Blackboard. A newly designed bespoke application has been developed which presents the data collected from Blackboard in a simple interface, which allows the tutor to easily: review the learner score and comments provided by the students; engage with this student feedback and return a tutor score. It has also been designed to automatically generate an advisability for further support response, depending on the tutor’s scores and a mechanism for giving individualised feedback. Each student receives an email with a link to an individual progress and summary report. One student has commented “This feedback strategy highlights the silly mistakes I have made and motivates me to get it right next time. I don’t think just getting a score on a piece of paper would have the same effect.” The presenters will lead activities to encourage debate among participants about the approach, the application of such an approach for other subjects and will seek ideas about how the benefits of such learner analytics could be captured and integrated more seamlessly into Blackboard.
21st century student engagement and success through collaborative project-bas...Beata Jones
How do we empower our students to thrive in the 21st century? How do we design student-centered learning environments in our courses that take advantage of the best, still relevant aspects of the Industrial Age education and infuse them with the necessary elements for our undergraduates to thrive in the Robotic Age? The presentation will explain the framework for course design and classroom strategies to aid in successful implementation of such student-centered, collaborative project-based learning environment in university courses.
Keynote lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Keynote lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this keynote, I will consider the role of students as partners in learning with reference to what current research can tell us about how people learn, what students have to say about what supports their learning, and where technology can help.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Increasing Higher Order Thinking in Students through the Creative ProcessAaron Quigley
Using technology as a framework, we can help students unleash their creative thinking while gaining digital citizenship skills for success in today's workplace.
Keeping Pace with K-12 Digital Learning - iNACOL Special WebinariNACOL
Keeping Pace has been tracking trends in online and blended learning policy and practice for 12 years. In this webinar, John Watson with the Evergreen Education Group and Maria Worthen, iNACOL Vice President for Federal and State Policy, presented the latest findings published in the 2015 report related to online schools, supplemental online programs, district activity, and key policies affecting digital learning. Participants shared their experiences and posted questions with Q&A.
Presenters:
John Watson, Founder, Evergreen Education Group
Maria Worthen, Vice President for Federal and State Policy, iNACOL
iNACOL Leadership Webinar: K-12 OER CollaborativeiNACOL
On Wednesday, March 11, 2015, iNACOL presented a Leadership Webinar featuring Karl Nelson and Jennifer Wolfe of the K-12 OER Collaborative in celebration of Open Education Week 2015.
The K–12 OER Collaborative is an initiative led by a group of 12 states working to create comprehensive, high-quality, open educational resources (OER) supporting K–12 mathematics and English language arts that are aligned with state learning standards and leverage technology and provide digital content to students.
The webinar explains the project, and talks about the Collaborative’s vision for ensuring that the materials created are high quality and flexible in order to meet the needs of students and educators.
iNACOL Leadership Webinar | Blended: Using Disruptive Innovation to Improve S...iNACOL
On Wednesday, February 11, 2015, iNACOL presented a Leadership Webinar featuring Michael Horn, Co-founder and Executive Director of Education at the Clayton Christensen Institute for Disruptive Innovation. Michael discussed his latest book, Blended: Using Disruptive Innovation to Improve Schools, and how school leaders and teachers can design learning environments to harness innovation toward personalization, access and equity at scale to unleash student engagement, and dramatically improve student achievement.
iNACOL - May 2014 Leadership Webinar - Closing the "Advanced Achievement Gap"iNACOL
iNACOL | May 14, 2014 | Webinar: Closing the "Advanced Achievement Gap"
Nationally, many students of color and students from low-socioeconomic backgrounds perform among the top 25 percent of all students in reading and math at the beginning of high school. Many of them, however, leave high school with lower college success predictors than their high-achieving white and more advantaged peers. Schools can take action to better serve these students. To prepare students for college and career, high schools must balance their attention carefully, ensuring that low-achievers catch up and high-achievers don't lose ground. In this webinar, Christina Theokas and Marni Bromberg of the Education Trust will share research and insight into how to better serve this group.
Personalized blended and online courses can provide powerful delivery systems to increase access and equity for underserved students. Educators and school leaders need to ensure students have access to high-quality new learning opportunities. The Education Trust's research has major implications for how to increase educational opportunities and provide equity. This webinar will include a real world example of how to use blended and online learning to close the achievement gap for high-achieving poor and minority students.
Speakers:
- Christina Theokas, Director of Research, Education Trust
- Marni Bromberg, Research Associate, Education Trust
- Debbie Vincent, Instructional Technology Curriculum Specialist, Alief ISD (Houston, TX)
iNACOL - May 2014 Teacher Talk Webinar - How Do Teachers Implement Blended Le...iNACOL
iNACOL | May 15, 2014 | Webinar: How Do Teachers Implement Blended Learning in the Classroom?
This webinar will feature how teachers design and create successful blended learning environments. Participants will learn best practices for implementing and supporting blended learning and the steps to apply blended learning methodologies for educators in their practice. Learn how teachers are transforming pedagogical practices using technology and data to personalize learning within blended learning delivery models.
Washington, DC educators Tenesha Dixon of Wheatley Education Campus and Shane Donovan of E.L. Haynes Public Charter School will share their insights and experiences implementing a blended learning model into their classrooms and schools. Both Tanesha and Shane were 2013 CityBridge Foundation Education Innovation Fellows and will offer their perspective on the schools and resources that informed their journey to blended learning implementation.
iNACOL Leadership Webinar "Protecting Student Privacy in Blended and Online L...iNACOL
The Family Educational Rights and Privacy Act (FERPA) is the federal law that protects personally identifiable information from students’ education records from unauthorized disclosure. The US Department of Education’s Privacy Technical Assistance Center (PTAC) recently issued new FERPA guidance specific to online learning environments, “Protecting Student Privacy While Using Online Educational Services: Requirements and Best Practices". This webinar was presented by officials from the US Department of Education Privacy Assistance Center. http://ptac.ed.gov/
A roadmapfor implementingblendedlearningcue mar2014iNACOL
iNACOL completed a roadmap for blended learning. These elements include leadership, professional development, teaching, operations/policy, content and technology. Each element is needed in order to have a successful implementation.
Leadership Webinar: A K-12 Policy Framework for Competency EducationiNACOL
This webinar focused on the recently released iNACOL report entitled: A K-12 Policy Framework for Competency Education: Building Capacity for Systems Change. The report co-authors will describe the barriers and opportunities within federal education policy frameworks and identify how the federal government is in a unique position to catalyze and scale student-centered learning approaches.
To download a copy of A K-12 Federal Policy Framework for Competency Education: Building Capacity for Systems Change, please visit http://bit.ly/cwk12fedpolicy
This iNACOL webinar focused on the latest web tools that can engage students, facilitate collaboration, and enhance understanding for students at all levels. Whether in a technology enhanced, blended or online learning classroom, these Web 2.0 tools can be easily integrated to increase student engagement and interest in learning.
iNACOL Webinar: Blended Learning Program EvaluationiNACOL
This webinar focused on current practices for evaluating program effectiveness, the evaluation tools in use and how blended learning schools analyze multiple sources of data to understand program success. Presenters will lead a discussion of important considerations around the ongoing formative data collected to inform teachers and administrators about what contributes to student success in online courses. The panelists will explore how their programs approach collection of data and what methodology they use to organize and present data for school or district leaders.
Speakers:
Ernie Silva, Director of External Affairs, SIATech
Elizabeth Hessom, Director of Education Services, SIATech
Mary Esselman, Deputy Chancellor, Instructional Support & Educational Accountability Education Achievement Authority of Michigan
iNACOL Research Webinar: Using Data to Improve Management of Online SchoolsiNACOL
Administrators of online and blended schools have access to more data than ever before. This presentation will explore practical examples of how Georgia Virtual School administrators are utilizing data to transform the operations and management of the school. A variety of data sources and software will be shared, allowing any school administrator or teacher to leave the session with ideas to implement immediately. Examples will include: analysis of course surveys, enrollment trends, tool usage in the learning management system, and budget analysis for strategic planning.
This leadership webinar focused on current practices for evaluating program effectiveness, the evaluation tools in use and how state online schools analyze multiple sources of data to understand program success. Presenters will lead a discussion of important considerations around the ongoing formative data collected to inform teachers and administrators about what contributes to student success in online courses. The panelists will explore how their programs approach collection of data and what methodology they use to organize and present data for school or district leaders.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
iNACOL Webinar: A Day in the Life of a Blended Learning TeacheriNACOL
Blended learning teachers will share what a "normal day" looks like in their classrooms. These teachers have all taught in a blended classroom and will specifically focus on how they use student data on a daily basis to personalize learning for students, the variety of technologies they use to provide students multiple ways to access the content, and the way their classrooms are arranged to better facilitate a student-centered classroom. Join this webinar to learn what a blended learning classroom really looks like.
Speakers:
Alex Paraskevaides, Lead Blended Learning and Science Teacher, 7th Grade, Mott Hall V, New York City
Haley Hart, PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit
iNACOL Research Webinar: Transforming K-12 Rural Education through Blended Le...iNACOL
iNACOL's Research webinar from November 2013. Based on the report, Transforming K-12 Rural Education through Blended Learning. http://www.inacol.org/cms/wp-content/uploads/2013/10/iNACOL-Transforming-K-12-Rural-Education-through-Blended-Learning.pdf
iNACOL 2013 Symposium - Susan Patrick - Ten Years of TransformationiNACOL
In the Fall of 2003, seventeen pioneering leaders formed what was then the North American Council for Online Learning (NACOL) with a vision for transforming K-12 education through online teaching and learning, fostering a landscape that promoted student success and lifelong learning.
Just ten years later, hundreds of new learning models have taken root across the continuum of blended and online learning, with tools and resources transforming the way traditional classrooms differentiate instruction for each and every student.
The next ten years offer even more of an unprecedented window of opportunity — in addition to new barriers and challenges — for this transformative shift toward student-centered learning. If we want those directing the future of education to act differently, we must get them to think differently. Working with innovators across the field, iNACOL’s annual symposium seeks to host thought-provoking discussions and unparalleled networking opportunities in order to share ideas and enable innovation to take hold in schools across the country and around the world.
Susan Patrick will explore trends shaping the future of learning, reflect on success stories from the across field and spotlight early indicators identified in breakthrough new models using online, blended and competency-based environments.
For more information, please visit http://inacol.org.
iNACOL Teacher Talk Webinar: Blended Teaching Pedagogy and Personalizing Lear...iNACOL
The instructional practice of a teacher changes as one becomes more knowledgeable about blended learning tools and strategies. Ultimately, when blended learning becomes integrated into the ongoing culture of a classroom and school in an effective and quality way, then student achievement improves. This webinar focused on the pedagogical changes and ongoing practices of blended learning teachers that facilitate the personalization of student learning.
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.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
2. Improving Online Educational Resources using Cognitive Science
(& Online Collaborations between Scientists and Educators)
Joseph Jay Williams
josephjaywilliams@stanford.edu
www.josephjaywilliams.com/education
Lytics Lab, Office of Online Learning, Graduate School of Education
Stanford University
Slides at tiny.cc/inacolwebinar
Slides & Discussion at tiny.cc/inacolwebinar 2
3. What’s different about Online Educational Resources?
• A lot!
• Align Scientists & Educators
– Practical Improvements
– Scientific Research
• Refine Resources through Repeated Improvement
• Facilitate Collaboration
• Like Wikipedia?
3
Content Exercise
4. Overview
• I. Applying cognitive science to online learning
– I-a: How to increase motivation?
– I-b: Increase learning without changing materials?
– I-c: Teaching Learning Strategies
– I-d: Lessons for Growth Mindset + Learning Strategies
• II. Online collaborations between Scientists &
Educators
– II-a: Learning, Education & Research Network (LEARN)
– II-b: R.E.P.E.A.T. criteria for Research-Practice friendly resources
4
5. I. Reviewing & Synthesizing Cognitive Science Research
• Williams, J.J. (2013). tiny.cc/improveonlinelearningImproving Learning in MOOCs
by Applying Cognitive Science. Paper to be presented at the MOOCshop Workshop,
International Conference on Artificial Intelligence in Education, Memphis, TN.
• Harvey, A. G., Lee, J., Williams, J. J., Hollon, S., Walker, M., Thompson, M., & Smith,
R. (in press). Improving outcome of psychosocial treatments by enhancing memory
and learning. Perspectives in Psychological Science.
• www.josephjaywilliams.com/education
• Willingham, D. T. Why Don't Students Like School. Jossey-Bass (2010)
• Willingham, D. T. (2012). When can you trust the experts: How to tell good science
from bad in education.
5
6. I-a: How to increase motivation?
• Many ways to increase motivation…
• Change students’ implicit beliefs about whether
intelligence is fixed or malleable (Dweck, 2011; Yeager & Walton,
2012)
6
7. Implicit beliefs about Intelligence
• On a scale from 1 to 10, how much do you agree
that?
• Your intelligence is something very basic about you that you
can’t change very much.
• No matter how much intelligence you have, you can always
change it quite a bit.
• Fixed Mindset vs. Growth Mindset (Dweck, 2006)
– Self-fulfilling prophecy
– Avoid uncomfortable challenges vs. Pursue Learning Opportunities
– Avoid asking questions vs. Examining your mistakes
7
8. Research to link Science and Practice
• Experiment: Using Motivation Research to boost
students’ learning of Math online on Khan Academy
• Approach:
• 1. Quantify outcomes in real-world resource
• Math exercises at www.khanacademy.org
• 2. Synthesize recommendations from research
• Believing intelligence is malleable increases motivation
• 3. Embed experiment to evaluate
• Upcoming slides…
8
9. 1. Learning from Math exercises on www.KhanAcademy.org
• Typical Exercise
9
1. Number of
Problems
Completed
2. Percent
Correct
10. 2. Synthesize Scientific Findings
• Williams, J.J. (2013)Improving Learning in MOOCs by Applying
Cognitive Science. Paper presented at the MOOCshop
Workshop, International Conference on Artificial Intelligence
in Education, Memphis, TN.
• www.josephjaywilliams.com/education
• Teaching Growth Mindset of intelligence
• Research at Stanford by Dweck (2008) & Yeager &
Walton (2011)
10
11. 3. Add motivational messages
11
Practice-as-usual
Remember, the more you practice the smarter you become!
Growth Mindset Message
12. 3. Embedded in vivo Experiment
12
• Growth Mindset
Message
• "Remember, the more you practice
the smarter you become.”,
• "Mistakes help you learn. Think hard
to learn from them.”
• Practice-as-usual
• Benefit of Growth Mindset Message?
Jascha Sohl-Dickstein
15. Does any positive message work?
15
• Growth Mindset
Message
• "Remember, the more you practice
the smarter you become.”,
• "Mistakes help you learn. Think hard
to learn from them.”
• Positive Message
• "Some of these problems are
hard. Just do your best."
• "This might be a tough problem,
but we know you can do it.”
• Practice-as-usual
16. Number of Problems Attempted
Practice-as-usual
Growth Mindset
Message
Positive Message
Results to Analyze
16
Accuracy
17. Research to link Science & Practice
1. Outcomes in
Online Resources
2.
Recommendations
from Research
3. Experiments
Khan Academy
Math Exercises
Malleability of
Intelligence
Ongoing
Experiments
? ? ?
17
18. I-b: Increase learning without changing materials?
• Promote reflection with Socratic questions
• Questions before: Problem-Based Learning
• Questions during: Prompt for explanations
• Questions after: Use assessments for instruction
18
20. Before: Start with Questions & Problems
• Problem Based Learning (Hmelo-Silver, 2006; Needham &
Begg, 1998; Schwartz, 1998)
20
How do you…?
Is it possible to…?
21. During: Request explanations
• Fonseca & Chi, 2011
• Renkl, 1997
• McNamara, 2004
• Rittle-Johnson, 2006
• Williams & Lombrozo, 2010
21
Why…?
How?
What are you thinking?
What next?
22. Explanation and Learning
• Does explaining…
– Provide a General boost to Learning Engagement
– Selectively guide learners to look for patterns
• The Subsumptive Constraints Theory:
Interpret target of why-explanation in terms of a broader
generalization (Williams & Lombrozo, 2010)
• Discover general patterns (Williams & Lombrozo, 2010, Cognitive Science)
• Use pre-existing knowledge (Williams & Lombrozo, 2013, Cog. Psych.)
• May mistakenly overgeneralize by ignoring specific
examples(Williams et al, 2013, JEP: General)
22
23. After: Use Assessments as Instructional Tools
• “Testing Effect” & Ten Benefits of Testing (Roediger et al, 2011)
23
Right away: Study+Study ~= Study+Test
Day/Week later: Study+Study < Study+Test
Learners think: Study+Study > Study+Test
25. Applying Cognitive Science
• Learning: Add vs. Integrate Knowledge
(Instructionism vs. Constructivism)
• Questions before: Problem-Based Learning
• Questions during: Prompt for explanations
• Questions after: Use assessments for instruction
• Further resources:
www.josephjaywilliams.com/education
25
26. I-c: Teaching Learning Strategies
• Spend a lesson teaching a concept vs. general
strategy?
• Online: Iteratively refine excellent lessons
• Online: Repeatedly reinforce habits & educational
behaviors
• Teach “What? Why? How?” self-
questioning/explanation strategies
26
27. Add “Socratic” prompts to explain & reflect
Clickable link. + Prompts embedded into hints.
Click here to learn about the What? Why? How? strategy
27
30. I-d: Lessons for Growth Mindset + Learning Strategies
• Learning Assistant: tiny.cc/learningassistant
• Short 5 minute videos
• Guided prompts
• Growth Mindset
• Self-Questioning strategy
• Experiment: How do lessons influence grades?
30
31. II. Collaborations between Scientists & Educators
• How to gain best of both worlds?
• Ask Questions, “Crowdsource” answers
• The Internet removes barriers to communication &
connects people
31
32. II-a: Learning, Education And Research Network (LEARN)
• www.learnnetwork.net
• Creating a virtual community:
• Educators, Researchers, Developers
• Mailing List, & Member list
• Discussion Forum – any teacher can ask a question,
so can any researcher
• Wiki of resources
• Collaborate in improving online educational
resources
32
33. II-b: R.E.P.E.A.T. Criteria: Research on Online Resources
• Can you collaborate to help your students & improve online
resources?
• Yes, if Online Educational Resources are:
– Realistic
– Experimental
– Product
– Evaluated
– Accessible
– Theoretically motivated
• REPEAT – iteratively improve through revision & collaboration
• http://edlab.tc.columbia.edu/
• Organizations like iNACOL!
33
34. Review
• I. Applying cognitive science to online learning
– I-a: How to increase motivation?
– I-b: Increase learning without changing materials?
– I-c: Teaching Learning Strategies
– I-d: Lessons for Growth Mindset + Learning Strategies
• II. Online collaborations between Scientists &
Educators
– II-a: Learning, Education & Research Network (LEARN)
– II-b: R.E.P.E.A.T. criteria for Research-Practice friendly resources
• Send advice & questions!
josephjaywilliams@stanford.edu
34
35. Contact Info
• Joseph Jay Williams
• josephjaywilliams@stanford.edu
• www.josephjaywilliams.com/education
• Slides at http://tiny.cc/inacolwebinar
Editor's Notes
Bucket model of the mind“Instructionism”Integrating into webpage.EXAMPLES: Khan Academy. MOOC on power search.Learning to program, about product specifications, sales strategies, accounting procedures, management skills.
Normally, we absorb content.But actively processing should help, you have probably had the experience of understanding something better after explaining it to someone else, why a solution is correct – trying to teach is the best way to learn. Extensive evidence for this.Why? Why does explaining why help learning?How do you know when to ask learners for explanations?A question I’ve explored.Two views. General boost –pay attention & spend more time, more motivated. Or Selective. Drive people to discover principles.Many studies in real-world, hard to understand, so we did the first lab study with artificial materials. Image of robots. Explaining behavior.Learning about statistics concepts like variability.In lab or online, adult participants learn material.Asked a “why?” question. E.g. Explain category membership. Explain why someone behaved in a certain way. Explain the right answer.Control: Matched it for time. Choose any strategy, describe, write out or say aloud their thoughts.Measure learning. Why is that an X?Why does Y do…?Why is Z the right solution?