This document summarizes a project to create a digital guide to help teachers become proficient in project-based learning (PBL) and one-to-one computing. The project involved reviewing literature on the history of PBL and one-to-one computing models. A survey of teachers found that most had received some professional development in PBL, but proficiency levels varied. The conclusions were that the digital guide created is only a starting point, and teachers need different amounts of support depending on their content area to fully implement PBL and technology in their classrooms.
Tattape Dissertation defencing 20 September 2012Tattape
This document outlines a professional development curriculum to enhance English teachers' ability to integrate information and communication technology (ICT) into their teaching. The 3-sentence curriculum aims to 1) improve teachers' performance, understanding, and attitudes towards ICT, 2) improve their ability to integrate ICT into teaching, and 3) help them solve problems found in ICT-assisted English instruction. It consists of training units covering topics like the current ICT situation, 21st century teaching and learning visions, and teacher roles in e-learning. Teachers will complete tasks and assessments to develop knowledge and skills in areas such as creating online teaching materials and using learning management systems. The curriculum's blended approach includes both face-
1) The document discusses research on implementing a personal learning environment (PLE) using Web 2.0 tools in a secondary school context.
2) Students used tools like iGoogle, MindMeister, Google Docs, and blogs/websites to collaborate on a project to design a digital travel guide for Egypt.
3) Results showed that students employed technology to support collaborative learning and higher-order thinking skills. Students also took more control over their own learning.
4) Both students and teachers perceived benefits like improved collaboration and research skills. However, students needed more support integrating tools and reflecting on the learning process.
1) A group of teachers want to develop an interdisciplinary PBL project for 7th graders and hear about an interactive tool to help plan it.
2) They use the tool to discuss potential themes, set up meetings, and brainstorm modules related to the chosen "Gender Roles" theme.
3) The tool helps them organize the modules into a calendar, generate lesson plans, and create evaluation rubrics for the project.
Developing pedagogical quality with lecture captureIlkka Kukkonen
Lecture capture technology can expand access to education by allowing students to attend lectures remotely, addressing barriers like distance, difficulties, and social factors. However, implementing lecture capture requires a pedagogical approach rather than just a technological solution. This research project compares the effects of lecture capture versus classroom learning on 150 students in mathematics, physics, and chemistry teacher training courses. Students are divided into groups attending lectures in-class, in-class with access to captures, or remotely via captures. Learning outcomes are evaluated between groups and subjects to understand the pedagogical suitability of different approaches. Learning analytics also help evaluate individual learning paths supported by lecture capture functionality.
The action research plan aims to research how proctored versus un-proctored online exams affect high school student performance using Blackboard. Over the course of the 2010-2011 school year, the plan involves surveying staff and students on their experiences with online assessments, training faculty on using Blackboard, working with select teachers to create assessments, and compiling results on student exam scores and survey feedback to determine the impact of proctored versus un-proctored exams. The goal is to complete the research and provide a solution on the most effective online assessment model based on the collected data.
This document outlines an action plan for implementing Professional Learning Communities (PLCs) at C.K. Bender Elementary School to promote teacher collaboration, facilitate CSCOPE implementation, and increase math achievement. Key actions include attending CSCOPE trainings, conducting teacher surveys, holding regular PLC meetings to focus on topics like vertical alignment and best practices, conducting classroom observations, analyzing student benchmark data, and reflecting on PLC effectiveness throughout the year. The goal is to improve instructional rigor and relevance to increase the number of students earning commended math performance.
Tattape Dissertation defencing 20 September 2012Tattape
This document outlines a professional development curriculum to enhance English teachers' ability to integrate information and communication technology (ICT) into their teaching. The 3-sentence curriculum aims to 1) improve teachers' performance, understanding, and attitudes towards ICT, 2) improve their ability to integrate ICT into teaching, and 3) help them solve problems found in ICT-assisted English instruction. It consists of training units covering topics like the current ICT situation, 21st century teaching and learning visions, and teacher roles in e-learning. Teachers will complete tasks and assessments to develop knowledge and skills in areas such as creating online teaching materials and using learning management systems. The curriculum's blended approach includes both face-
1) The document discusses research on implementing a personal learning environment (PLE) using Web 2.0 tools in a secondary school context.
2) Students used tools like iGoogle, MindMeister, Google Docs, and blogs/websites to collaborate on a project to design a digital travel guide for Egypt.
3) Results showed that students employed technology to support collaborative learning and higher-order thinking skills. Students also took more control over their own learning.
4) Both students and teachers perceived benefits like improved collaboration and research skills. However, students needed more support integrating tools and reflecting on the learning process.
1) A group of teachers want to develop an interdisciplinary PBL project for 7th graders and hear about an interactive tool to help plan it.
2) They use the tool to discuss potential themes, set up meetings, and brainstorm modules related to the chosen "Gender Roles" theme.
3) The tool helps them organize the modules into a calendar, generate lesson plans, and create evaluation rubrics for the project.
Developing pedagogical quality with lecture captureIlkka Kukkonen
Lecture capture technology can expand access to education by allowing students to attend lectures remotely, addressing barriers like distance, difficulties, and social factors. However, implementing lecture capture requires a pedagogical approach rather than just a technological solution. This research project compares the effects of lecture capture versus classroom learning on 150 students in mathematics, physics, and chemistry teacher training courses. Students are divided into groups attending lectures in-class, in-class with access to captures, or remotely via captures. Learning outcomes are evaluated between groups and subjects to understand the pedagogical suitability of different approaches. Learning analytics also help evaluate individual learning paths supported by lecture capture functionality.
The action research plan aims to research how proctored versus un-proctored online exams affect high school student performance using Blackboard. Over the course of the 2010-2011 school year, the plan involves surveying staff and students on their experiences with online assessments, training faculty on using Blackboard, working with select teachers to create assessments, and compiling results on student exam scores and survey feedback to determine the impact of proctored versus un-proctored exams. The goal is to complete the research and provide a solution on the most effective online assessment model based on the collected data.
This document outlines an action plan for implementing Professional Learning Communities (PLCs) at C.K. Bender Elementary School to promote teacher collaboration, facilitate CSCOPE implementation, and increase math achievement. Key actions include attending CSCOPE trainings, conducting teacher surveys, holding regular PLC meetings to focus on topics like vertical alignment and best practices, conducting classroom observations, analyzing student benchmark data, and reflecting on PLC effectiveness throughout the year. The goal is to improve instructional rigor and relevance to increase the number of students earning commended math performance.
This document provides information about an online graduate course called EDTECH 597: Social Network Learning. It includes the following:
1) Contact information for the two instructors, Lisa Dawley and Glori Hinck.
2) A description of the course goals, which involve identifying learning theories related to social networks, analyzing various social media tools, participating in personal, organizational and global networks, and demonstrating leadership within social networks.
3) An outline of the course modules and assignments, which will involve using and contributing to personal, organizational, and global social networks using different media over the course of the semester.
4) A list of recommended software for the course.
This document discusses adding distance education programs to adult basic education and English as a second language programs. It provides an overview of the history and growth of distance learning in ABE/ESL in the U.S. Common distance delivery models include pure distance education, blended/supplemental, and partnerships between programs. Common curricula used include GED Online and SkillsTutor for ABE and Crossroads Cafe and English for All for ESL. The document also outlines best practices for implementing a distance program, including intake processes, teacher roles, and increasing enrollment over time. Ohio is presented as an example of a statewide distance program that has grown enrollment while maintaining student outcomes comparable to classroom programs.
The literature review table summarizes research on the use of interactive whiteboards in K-12 classrooms. It includes 15 sources categorized by themes of theoretical frameworks, technological pedagogical content knowledge, and interactive whiteboards. The interactive whiteboard section includes subcategories of what they are, challenges, and implementation. The sources describe benefits of interactive whiteboards for student engagement, as well as challenges like teacher training needs and technical difficulties.
This document outlines an action plan for C.K. Bender Elementary's math professional learning community. The plan's goals are to promote collaboration, implement CSCOPE curriculum, and increase the percentage of students earning commended performance on math TAKS. Key actions include attending CSCOPE trainings, surveying teachers, holding PLC meetings on CSCOPE and vertical alignment, and using the Delphi method to improve collaboration. The plan's timeline is from July 2010 to June 2012 and resources needed include CSCOPE materials, surveys, and meeting materials. Progress will be evaluated using CSCOPE and PLC rubrics along with teacher surveys.
This document discusses programmatic approaches to integrating e-portfolios across university programs. It describes a process for identifying pilot programs, mapping program and course structures to find opportunities for e-portfolio use, developing support materials, and implementing e-portfolios. Examples are provided of how e-portfolios have been integrated into specific courses in programs like property management and occupational therapy. Lessons learned emphasize selecting programs carefully, managing expectations of time and resources needed, and gaining support from academic leaders.
This document provides an overview of program theory and the theory-driven approach to evaluation. It discusses key concepts in program theory including the process and impact models. The document also examines how to use program theory to design evaluations, including theory-driven process, outcome, and integrated process-outcome evaluations. References are provided for further reading on program theory and theory-driven evaluation.
1) An educational institution and software company are collaborating on a project where a video of a design discussion is shared with students and posted online.
2) Feedback is received from multiple stakeholders and incorporated into the project. Students analyze the information and provide conclusions to the software team.
3) The software team makes a final decision incorporating industry practices and feedback, and all contributors are acknowledged. Students and professionals gain valuable experience through this collaborative process.
This document discusses supporting students in developing skills for collaborative group work. It emphasizes establishing structured processes, providing guidance and feedback, and intentionally forming diverse and accountable groups. Key aspects of effective group work include positive interdependence, face-to-face interaction, individual accountability, interpersonal skills, and group processing. Teachers should clearly define objectives, monitor groups, and evaluate individual contributions to develop students' collaboration abilities.
The document provides an example of an improved entry document for a student project on creating games to be played on the moon. The revised entry document provides more direction for students by including key phrases about Newton's laws of motion and differences between conditions on Earth and the moon. This is intended to help students generate a more informative need-to-know list to guide their work in developing a moon-based game.
This document provides instructions for students to create a review Glogster poster for Spanish 1 chapters 1-4. Students must first draft their poster on paper before creating the digital version. The poster needs to include at least 2 YouTube videos, 2 pictures explaining a concept, 10 sentences using the concept, and 4 review games. Directions and examples will be posted on the teacher's Edmodo class page. Students should sign up for Glogster and follow the steps provided to complete their review poster.
The document provides an overview of the key steps and considerations for designing a project-based learning (PBL) unit, using the example of a unit on Great American Authors of the 1950s. It outlines the 5 steps as: 1) begin with the end in mind by defining the essential learning outcomes; 2) craft a driving question; 3) plan assessments; 4) map out the project; and 5) manage the process. Sample activities, assessments, and resources are presented for each step to illustrate what a PBL unit following this framework may include.
This document is a master's thesis that examines how teachers can become proficient in project-based learning (PBL) and one-to-one computing. The thesis proposes creating a digital guidebook/website to document the process for teachers beginning their PBL and one-to-one computing journey. The website will contain trainings, insights on planning, sample projects, and technology tips to help new teachers become PBL proficient. The thesis will study teachers undergoing this process and produce a resource for other educators, with the limitation that long-term effects cannot be examined within the timeline of a master's program.
This document provides guidance on creating effective rubrics to assess student end products for projects. It recommends that rubrics focus on assessing the final product and connect criteria to learning standards. A 4-step process is outlined: 1) Identify standards and objectives, 2) Determine final product format, 3) Identify criteria, and 4) Write the rubric. Additional tips include having students use the rubric to guide their work through activities like peer reviews and journal prompts that reference the rubric. The goal is to craft specific, objective rubrics that assess student mastery of key skills and content.
1) The document discusses research on implementing a personal learning environment (PLE) using Web 2.0 tools in a secondary school context.
2) Students used tools like iGoogle, MindMeister, Google Docs, and blogs/websites to collaborate on a project to design a digital travel guide for Egypt.
3) Results showed that students employed technology to support collaborative learning and higher-order thinking skills, taking more control over their learning. However, some students focused more on surface aspects than content quality.
4) Both students and teachers saw benefits like improved collaboration, but shifting to a more student-centered approach required changes to roles and conceptions of learning. More student involvement in activity design
This document discusses a study on the evolution of final year pedagogy students' personal learning environments (PLEs) at Universitat de les Illes Balears. Semi-structured interviews were conducted with 18 students to map their PLEs before and after taking a course on designing virtual learning environments. The maps showed that students' PLEs became more complex over time, incorporating more tools, functions, and mobile access. Enrollment in the course likely contributed to the increased sophistication of the students' PLEs and prepared them for future professional needs.
This poster was presented by Sheila Webber at the CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences) summer fair, on 14th June 2010. It presents an intervention using Second Life, the virtual world, in a core module (Information Literacy) in the BSc Information Management, and identifies the modes of IBL used.
Project based learning involves engaging students in authentic projects to solve problems and answer questions mirroring real world work, while project based activities only involve applying already learned skills without difficulty. Project based learning develops skills like critical thinking, collaboration, and communication as students take responsibility for their self-directed learning, with teachers acting as facilitators rather than instructors. Examples of math-based project based learning include statistical analysis projects and workplace simulation projects.
This week's module focuses on project-based learning (PBL). Students will learn the basic components of a PBL unit and begin designing a mini-project for their benchmark unit. They will also synthesize critical thinking around a real-world problem. The module provides videos and readings on PBL design and implementation. Assignments include participating in a discussion forum on embedding math and ELA skills in PBL, creating a video showcasing last week's dinner project, and developing a PBL project blocking plan.
The document describes a web-based groupware called iPBL that was introduced to support project-based learning. iPBL provides both a content management system and project management system. It allows students to easily share documents and helps project managers track project schedules and tasks. Based on qualitative evaluations, iPBL was found to effectively support collaborative work among students and help teachers monitor student activities and outputs. While some improvements are still needed, iPBL provides an effective online environment for project-based learning.
Pune university e maharashtra contest finalradha2013
1. The University of Pune partnered with Intel to implement the Intel Teach program to train teacher educators and student teachers in integrating technology into teaching.
2. As part of this partnership, Pune University integrated the Intel Teach Essentials Course Version 10.1 as a compulsory component of the B.Ed ICT practical syllabus.
3. Over the years, the partnership helped train over 75,000 student teachers in 114 affiliated colleges on using technology for student-centered learning and project-based approaches.
This document provides information about an online graduate course called EDTECH 597: Social Network Learning. It includes the following:
1) Contact information for the two instructors, Lisa Dawley and Glori Hinck.
2) A description of the course goals, which involve identifying learning theories related to social networks, analyzing various social media tools, participating in personal, organizational and global networks, and demonstrating leadership within social networks.
3) An outline of the course modules and assignments, which will involve using and contributing to personal, organizational, and global social networks using different media over the course of the semester.
4) A list of recommended software for the course.
This document discusses adding distance education programs to adult basic education and English as a second language programs. It provides an overview of the history and growth of distance learning in ABE/ESL in the U.S. Common distance delivery models include pure distance education, blended/supplemental, and partnerships between programs. Common curricula used include GED Online and SkillsTutor for ABE and Crossroads Cafe and English for All for ESL. The document also outlines best practices for implementing a distance program, including intake processes, teacher roles, and increasing enrollment over time. Ohio is presented as an example of a statewide distance program that has grown enrollment while maintaining student outcomes comparable to classroom programs.
The literature review table summarizes research on the use of interactive whiteboards in K-12 classrooms. It includes 15 sources categorized by themes of theoretical frameworks, technological pedagogical content knowledge, and interactive whiteboards. The interactive whiteboard section includes subcategories of what they are, challenges, and implementation. The sources describe benefits of interactive whiteboards for student engagement, as well as challenges like teacher training needs and technical difficulties.
This document outlines an action plan for C.K. Bender Elementary's math professional learning community. The plan's goals are to promote collaboration, implement CSCOPE curriculum, and increase the percentage of students earning commended performance on math TAKS. Key actions include attending CSCOPE trainings, surveying teachers, holding PLC meetings on CSCOPE and vertical alignment, and using the Delphi method to improve collaboration. The plan's timeline is from July 2010 to June 2012 and resources needed include CSCOPE materials, surveys, and meeting materials. Progress will be evaluated using CSCOPE and PLC rubrics along with teacher surveys.
This document discusses programmatic approaches to integrating e-portfolios across university programs. It describes a process for identifying pilot programs, mapping program and course structures to find opportunities for e-portfolio use, developing support materials, and implementing e-portfolios. Examples are provided of how e-portfolios have been integrated into specific courses in programs like property management and occupational therapy. Lessons learned emphasize selecting programs carefully, managing expectations of time and resources needed, and gaining support from academic leaders.
This document provides an overview of program theory and the theory-driven approach to evaluation. It discusses key concepts in program theory including the process and impact models. The document also examines how to use program theory to design evaluations, including theory-driven process, outcome, and integrated process-outcome evaluations. References are provided for further reading on program theory and theory-driven evaluation.
1) An educational institution and software company are collaborating on a project where a video of a design discussion is shared with students and posted online.
2) Feedback is received from multiple stakeholders and incorporated into the project. Students analyze the information and provide conclusions to the software team.
3) The software team makes a final decision incorporating industry practices and feedback, and all contributors are acknowledged. Students and professionals gain valuable experience through this collaborative process.
This document discusses supporting students in developing skills for collaborative group work. It emphasizes establishing structured processes, providing guidance and feedback, and intentionally forming diverse and accountable groups. Key aspects of effective group work include positive interdependence, face-to-face interaction, individual accountability, interpersonal skills, and group processing. Teachers should clearly define objectives, monitor groups, and evaluate individual contributions to develop students' collaboration abilities.
The document provides an example of an improved entry document for a student project on creating games to be played on the moon. The revised entry document provides more direction for students by including key phrases about Newton's laws of motion and differences between conditions on Earth and the moon. This is intended to help students generate a more informative need-to-know list to guide their work in developing a moon-based game.
This document provides instructions for students to create a review Glogster poster for Spanish 1 chapters 1-4. Students must first draft their poster on paper before creating the digital version. The poster needs to include at least 2 YouTube videos, 2 pictures explaining a concept, 10 sentences using the concept, and 4 review games. Directions and examples will be posted on the teacher's Edmodo class page. Students should sign up for Glogster and follow the steps provided to complete their review poster.
The document provides an overview of the key steps and considerations for designing a project-based learning (PBL) unit, using the example of a unit on Great American Authors of the 1950s. It outlines the 5 steps as: 1) begin with the end in mind by defining the essential learning outcomes; 2) craft a driving question; 3) plan assessments; 4) map out the project; and 5) manage the process. Sample activities, assessments, and resources are presented for each step to illustrate what a PBL unit following this framework may include.
This document is a master's thesis that examines how teachers can become proficient in project-based learning (PBL) and one-to-one computing. The thesis proposes creating a digital guidebook/website to document the process for teachers beginning their PBL and one-to-one computing journey. The website will contain trainings, insights on planning, sample projects, and technology tips to help new teachers become PBL proficient. The thesis will study teachers undergoing this process and produce a resource for other educators, with the limitation that long-term effects cannot be examined within the timeline of a master's program.
This document provides guidance on creating effective rubrics to assess student end products for projects. It recommends that rubrics focus on assessing the final product and connect criteria to learning standards. A 4-step process is outlined: 1) Identify standards and objectives, 2) Determine final product format, 3) Identify criteria, and 4) Write the rubric. Additional tips include having students use the rubric to guide their work through activities like peer reviews and journal prompts that reference the rubric. The goal is to craft specific, objective rubrics that assess student mastery of key skills and content.
1) The document discusses research on implementing a personal learning environment (PLE) using Web 2.0 tools in a secondary school context.
2) Students used tools like iGoogle, MindMeister, Google Docs, and blogs/websites to collaborate on a project to design a digital travel guide for Egypt.
3) Results showed that students employed technology to support collaborative learning and higher-order thinking skills, taking more control over their learning. However, some students focused more on surface aspects than content quality.
4) Both students and teachers saw benefits like improved collaboration, but shifting to a more student-centered approach required changes to roles and conceptions of learning. More student involvement in activity design
This document discusses a study on the evolution of final year pedagogy students' personal learning environments (PLEs) at Universitat de les Illes Balears. Semi-structured interviews were conducted with 18 students to map their PLEs before and after taking a course on designing virtual learning environments. The maps showed that students' PLEs became more complex over time, incorporating more tools, functions, and mobile access. Enrollment in the course likely contributed to the increased sophistication of the students' PLEs and prepared them for future professional needs.
This poster was presented by Sheila Webber at the CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences) summer fair, on 14th June 2010. It presents an intervention using Second Life, the virtual world, in a core module (Information Literacy) in the BSc Information Management, and identifies the modes of IBL used.
Project based learning involves engaging students in authentic projects to solve problems and answer questions mirroring real world work, while project based activities only involve applying already learned skills without difficulty. Project based learning develops skills like critical thinking, collaboration, and communication as students take responsibility for their self-directed learning, with teachers acting as facilitators rather than instructors. Examples of math-based project based learning include statistical analysis projects and workplace simulation projects.
This week's module focuses on project-based learning (PBL). Students will learn the basic components of a PBL unit and begin designing a mini-project for their benchmark unit. They will also synthesize critical thinking around a real-world problem. The module provides videos and readings on PBL design and implementation. Assignments include participating in a discussion forum on embedding math and ELA skills in PBL, creating a video showcasing last week's dinner project, and developing a PBL project blocking plan.
The document describes a web-based groupware called iPBL that was introduced to support project-based learning. iPBL provides both a content management system and project management system. It allows students to easily share documents and helps project managers track project schedules and tasks. Based on qualitative evaluations, iPBL was found to effectively support collaborative work among students and help teachers monitor student activities and outputs. While some improvements are still needed, iPBL provides an effective online environment for project-based learning.
Pune university e maharashtra contest finalradha2013
1. The University of Pune partnered with Intel to implement the Intel Teach program to train teacher educators and student teachers in integrating technology into teaching.
2. As part of this partnership, Pune University integrated the Intel Teach Essentials Course Version 10.1 as a compulsory component of the B.Ed ICT practical syllabus.
3. Over the years, the partnership helped train over 75,000 student teachers in 114 affiliated colleges on using technology for student-centered learning and project-based approaches.
This is an introduction about a 3 year experience using “Facebook groups” to complete the communication with Audiovisual Communication students. We cover the concepts and tasks of the teacher as a Community Manager for the communication through graduated and post-graduated students. We discuss the uses of this social networking service as a tool for teaching and promoting students participation.
A working environment for Problem Based Learning facilitatorsArunangsu Chatterjee
The document describes an EU project that aimed to train teachers on Problem-Based Learning (PBL) pedagogy. It involved 10 partner organizations across several European countries. The project created an online course, virtual facilitator, and PBL repository to help educators implement PBL. The online course used Salmon's e-tivity model and covered theoretical and practical PBL concepts and case studies. The virtual facilitator and repository provided guidance and resources for designing PBL scenarios. The overall goal was to promote PBL as a learner-centered teaching approach.
This document discusses how modern teaching methods focus on producing employable graduates through active learning. It provides the example of the University of Western Sydney, which identifies learning objectives before content to emphasize application skills. Their assessments evaluate continuous learning through practical work rather than only testing theoretical knowledge via exams. This process allows graduates to directly apply their skills in employment without additional training.
Project based learning is a dynamic teaching approach where students explore real-world problems. It involves complex tasks based on challenging questions that require students to engage in design, problem-solving and decision making. Well-crafted projects should build on student interests, provide authentic contexts for learning, allow student-led decisions and result in products presented to audiences. Benefits include deeper knowledge through active learning, developing lifelong skills like problem solving, and engaging otherwise disinterested students.
There is a difference between project based learning and project based activities. Project based learning is an instructional approach that uses authentic real-world projects to engage students and help them learn. It is designed to answer a question or solve a problem similar to what people do outside the classroom. Project based activities on the other hand are simple exercises that students can complete using skills they already have. Project based learning requires students to take responsibility for their own learning and work cooperatively to develop critical thinking and problem solving skills.
The rubric evaluates project design based on whether it incorporates best practices of project-based learning. It assesses features such as the driving question, student voice, collaboration, critical thinking, formative assessment, and duration. A well-designed project according to the rubric has an academically rigorous inquiry, authentic work, opportunities for student choice and independence, targeted 21st century skill development, aligned assessments, and an appropriate timeframe.
roject-based learning (PBL) has a positive impact on student motivation,
students’ perceived learning, and performance. However, many teachers are
reluctant to adopt PBL. This mixed-methods study examined in-service
teachers’ learning experiences of planning and implementing PBL situated in
a graduate level PBL course and sought insight into the challenges and ways
to overcome the challenges in implementing PBL in practice. Results
indicate that teachers’ confidence about their ability to plan and implement a
PBL project improved upon completion of the course. Nevertheless, teachers
cited various obstacles, such as a lack of mentoring, planning time and
implementation experiences, which had prevented them from complete
implementation of PBL in teaching. Possible ways to overcome the
challenges in adopting PBL include school support, opportunities for
experience and practice with PBL, and peer collaboration. The study also
showed that a semester-long course focused on designing and developing a
PBL project of teachers’ choice was effective in helping increase their
confidence and experience in potential implementation of PBL in classroom
practice. This study contributes to the implementation of PBL in classrooms
and teacher education as well as teacher professional development on the
PBL approach.
1. Project-based learning involves students shaping projects to fit their interests, conducting research from multiple sources, and presenting their results.
2. It requires critical thinking, collaboration, and communication across disciplines over an extended period of time.
3. Effective project-based learning starts with a real-world problem or question, allows active student investigation using various representation methods, and involves collaboration within a learning community.
This document discusses project-based learning (PBL), an approach to teaching where students drive their own learning through inquiry-based projects. The key points are:
1) PBL teaches 21st century skills like collaboration, communication, and problem solving as students research topics and create projects to share their knowledge. Studies show PBL students outperform traditionally taught peers on tests and demonstrate deeper understanding.
2) In PBL, students pursue knowledge by asking questions and guiding their own research with teacher facilitation. They develop projects to demonstrate their learning. This motivates students and improves skills like time management and accountability.
3) PBL promotes social learning as students collaborate in groups, sharing ideas and negotiating solutions.
This document summarizes future state designs for several New York City schools participating in the iZone360 program. It outlines plans for six schools to transition to more personalized, competency-based models with flexible schedules, project-based learning, and increased use of technology. Key elements proposed include adopting mastery-based assessment platforms, redesigning schedules to support individual student needs, implementing project-based and inquiry-based learning, and developing digital portfolios and transparent learning communities. The goal is to better engage and challenge each student through personalized education.
Beyond the e-portfolio: Personalised and collaborative learningePortfolios Australia
This presentation demonstrates how e-portfolios can incorporate teaching, learning, and assessment strategies to add a personally transformative dimension to lifelong learning. The presentation discusses how educational designers at La Trobe University work with faculty to design multi-modal learning experiences centered around students' personal learning spaces in PebblePad. Students are guided through an active reflection process and create work such as microteaching reflections, professional registration preparations, and subject-specific assignments through integrated e-portfolios.
This document provides an overview of project-based learning (PBL), outlining several key elements:
- PBL involves structuring learning around an authentic driving question or "big idea" that creates a need for students to research and problem solve in teams.
- Effective PBL gives students choice in their work, such as the content or presentation format, and produces tangible outputs for real audiences.
- Teachers provide support through clear structures, timelines, and communication tools while allowing flexibility for student-driven processes.
- Elements like draft critiques and peer assessment are important for providing meaningful feedback without compromising risky learning.
Students will create Glogster posters to review topics they have learned in Spanish 1 over the past semester. Over the course of a week, students will choose a topic, create a mind map, work on their poster using Glogster, and view at least 10 other student posters. The goal is for students to teach and review essential concepts with their peers before finals. This project allows for differentiation based on student abilities and needs.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Revised brecheisen poster ppt
1. How to Become Project Based Learning and One-to-One Computing Proficient
Jessica Brecheisen
Graduate School of Education, Touro University – California
Field Project and Data Conclusions
Introduction Literature Review on PBL and One- This project provided a digital guide to help other teachers in the
How many hours of professional process of PBL and on- to-one computer integration. This
to-One Computing What is your current level of development have you had in PBL? project, especially the first survey, revealed that development may vary
I. Background and Need knowledge about Project Based from teacher to teacher. Although a useful website or collection of the
A. New 21st Century Skills emerging I. Literature Review Overview process of becoming PBL proficient was created, this was a starting point
Learning?
B. PBL model emerging A. First focused on the history of PBL and one to one computing. but not a solution for every problem that a teacher encounters when
John Dewey-Constructivism 5 14%
Buck Institute
# of Teachers
5 None beginning the PBL and one-to-one computing journey. The researcher
New Technology Models Marzano-essential standards and PBL 14% hypothesized that they would encounter teachers that were afraid of the
B. One To One Computing- Constructivism 1-5 Hours
57% change to PBL learning. This was true as the study revealed that some
C. Previous Research 1 15% 6-10 Hours teachers were fearful and the workshops together did settle some of their
Donovan and Green conducted a study on teachers fears in 0 1 fears. PBL proficiency may look different for everyone; specifically among
regard to PBL and 1:1 computing 0 0 More than 10
Hours different content areas.
D. Times are Changing but teachers aren’t necessarily ready As for world languages it became evident that becoming PBL and
only 2 new teachers out of 116 one-to-one computing proficient will take different amounts of time. First
B. Then it focused on struggles that teachers encounter during the teachers need to explore PBL and technology together during
II. Statement of The Problem journey. What is your plan for implementing PBL collaboration time together. Second of all, teachers will brainstorm small
1. Donovan and Green- Teacher fears and concerns. Also, this year or in the future? projects on their own. Lastly, whole departments will work together
Times are changing in the 21st Century and Students need to learn to collaborate, how technology is set up really matters. Specifically the combination collaboratively to create larger projecs. Overall the process of becoming
of using PBL , one to one computing an good classroom Current Level of Knowledge or PBL
think critically, communicate well with others and be creative to meet the new 6
PBL and one-to-one computing proficient will take time and will vary from
demands in the workforce. The answer: PBL and one to one computing allow management skills= success. teacher to teacher.
5
teachers and students to meet these 21st Century goals. Where do you feel you are in regard to
# of Teachers
integrating 1:1 computing or technology 4
However, something is preventing teachers from beginning the process of
becoming PBL and 1:1 computing proficient. Therefore there is a need to document
into your classroom? 3
2
3 Literature cited in this poster
ACOT: Changing the conversation about teaching, learning, and technology: A report on 10
Stages of Integrating Techology
the process of becoming PBL and 1:1 computing proficient so that the mystery is Stage 4: Appropriation- You 2
1 years of ACOT research (Rep. No. 1). (1995).
unraveled and teachers know what to expect in regard to PBL and 1:1 computing. have created multiples files… ACOT 2 : Apple classrooms of tomorrow-today: Learning in the 21st century background
1 1 information (Rep. No. 2). (2008). Retrieved from Apple Inc. website:
Stage 3: Adaption- you have 1 http://ali.apple.com/acot2/.
III. Objectives Purpose of the Study 2. ACOT and ACOT2- stages of technology integration. 1 Donovan, L., & Green, T. (2010). One-to-one computing in teacher education: Faculty concerns
tried it in a few classroom… 0
and implication for teacher educators. Journal of Digital Learning in Teacher Education,
Design a wiki/website that documents the process of becoming PBL and one to Entry Learn the basics of using the new technology. Only if I have to 26(4), (140-148).
Adoption Use new technology to support traditional instruction. Stage 2 : Adoption- you are Donovan, L., Green, T., & Hartley, K. (2010). An examination of one-to-one computing in the
one computing proficient. 3
Adaptation Integrate new technology into traditional classroom practice. ready to take control and try… I will include direct teaching but will ocassionally include student
I will have a few projects with essential elemnets of PBL middle school: Does increased access bring about increased student engagement?
Survey teachers to find what they are interested in and what their concerns or fears How teachers planprojects I will only teach untis using PBL
group work and to implement PBL Journal Educational Computing Research, 42(4), (423-441).
might be in regard to beginning the PBL and one to one computing journey. Here, they often focus on increased student productivity and engagement Stage 1: Entry- Only if I have Engel, G., & Green, T. (2011, March/April). Cell phones in the classroom: Are we dialing up
2 disaster? TechTrends, 55(2), (39-45).
by using word processors, spreadsheets ,and graphics tools. to will I use it and you are… Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for
Appropriation Focus on cooperative, project-based, and interdisciplinary technology integration. Educational Technology, Research and Development, 47(4), (47-
0 61).
work—incorporating the technology as needed and as one of many tools. 2 Ertmer, P. A., Glazewski, K. D., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins, K., &
Invention Discover new uses for technology tools, for example, 4
6 After exploring a Web 2.0 Kocaman, A. (2009). Facilitating technology-enhanced problem-based learning(PBL) in
the middle school classroom: An examination of how and why teachers adapt. Journal of
IV. Research Method developing spreadsheet macros for teaching algebra or designing projects # of Teachers website today, would you use the Interactive Learning and Research, 20(1), (35-54).
1.Approach – qualitative: follow the researcher’s process of becoming PBL and that combine multiple technologies one you explored in your Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher, technology change: How knowledge,
confidence, beliefs and culture Intersect. Journal of Research on Technology in
1:1 computing proficient. Presented in the form of a wiki guidebook. C. Ways to avoid barriers and implement PBL and one to one classroom? Education, 42(3), (255-284).
What would you find to be most helpful to T
2. Sampling strategy- quantitative: surveys using survey monkey or Google docs. computing successfully. Ertmer, P. A., & Simons, K. D. (2006, Spring). Jumping the PBL implementation
you on a website designed to support your e 6 hurdle: Supporting the efforts of k-12 teachers. The Interdisciplinary
Survey of 7 teachers ( the whole world language department.) To focus the study 1. Jason Ravitz- Online guide to PBL and thee buck institute
2. Peggy Ertmer- 1st and 2nd order barriers to one to one PBL and one-to- one computing journey? Journal of Problem-based Learning, 1(1).
on relevant concerns or question in regard to PBL or 1:1 computing. 6 6 # a 4 Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria,
computing “ block busting strategies”.
8
6
6 6 7 7 Viriginia USA: Association for Supervision and Curriculum Development.
3. Timeframe-1st half of the school year, 3 workshops with teachers; introduction to 6 c
# of Teachers
i. Hurdles to implementing PBL 4 3 2 Ravitz, J., Mergendoller, J.,& Beryl Buck Inst. for Education, N.A. ( 2002). Teaching with
PBL, exploration and feedback of the website, a day exploring Web 2.0 websites to 2 o h Technology: A Statewide Professional Development Program. Evaluation Report.
ii. Case study of five teachers using PBL 0 Retrieved from EBSCOhost.
use with students. f e 0 Ravitz, J., Mergendoller, J., Markham, T., Thorsen, C., Rice, K., Snelson, C., & ... Beryl
Buck Inst. for Education, N. A. (2004). Online Professional Development for
r Yes Project Based Learning: Pathways to Systematic Improvement. Beryl Buck
Triangulation s No Institute for Education. Retrieved from EBSCOhost.
- Build off landmark studies Ravitz, J. (2010). Beyond changing culture in small high schools: Reform models and changing
- Use survey data to focus study, All the ways that you are instruction with project-based learning. Peabody Journal of Education, 85, (290-312).
Schmoker, M., & Marzano, R. J. (1999). Realizing the Promise of Standards-Based Education.
What teachers would like to see included in the currently using technology in Educational Leadership, 56(6), 17. Retrieved from EBSCOhost.
website… Schuck, S., Aubusson, P., & Kearney, M. (2010). Web 2.0 in the classroom? Dilemmas and
Ethical Issues your classroom? opportunities inherent in adolescent web 2.0 engagement. Contemporary Issues in
D. Implications- This study will not only help teachers at the Technology and Teacher Education, 10(2), (234-246).
1. Privacy- of teachers. Other 3
researchers site but help teachers all over the nation and world
Ways teachers are using technology
2. Confidentiality- of participant teachers within the department using survey trying to implement PBL and one to one computing in their own LadyBug/ Elmo… 7
monkey or Google docs classrooms. Smartboard-… 2
Acknowledgments
You tube I would like to thank the world language department for participating in the
7
Limitations workshops and giving their input. Pamela Redmond and Susan Craig for all their
II. Gaps: 1.Ravitz- created an online website/guidebook with advice Social media-… 3 support during the writing process of this paper. As well as my Napa cohort members
1. Time- study will not be longitudinal. for PBL and 1:1 computing but suggested content specific Have a website… 1 for support and ideas. I would also like to thank Napa Learns for supporting my
2. Sample Size- only the world language department of examples EDMODO- To… 2 research.
7 people, however reflective of the whole school 2. Ertmer- More studies need to be done in regard to Power… 6
3. Self Reported Data teachers in the beginning stages of the process. LCD Projector 7
3. ACOT2- more testimonies and content DVD/ VHS 7
specific examples of the process of 1:1 computing. Take attendance 7
For further information
To check email Please contact jessica.bloom@.edu. More information on this and related projects
7
can be obtained at http://jbrecheisen.pbworks.com/w/page/46264918/FrontPage
III. Importance and Justifications: There is not enough studies done on the
early process of becoming PBL and one to one computing proficient, or in 0 2 4 6 8
specific content areas. # of Teachers