Exploring student and teacher engagement in learning activities with e-textbooksJANAINA OLIVEIRA
Researchers and educators progressively acknowledge literacy as plural and varied in nature, a process which encompasses the production and understanding of multiple forms of representation, deeply rooted in the social contexts and practices of a given society. The technologies of the digital society offer different potentials for learning. E-books are one of such new technologies. This article presents an exploratory study on the use of e-textbooks in a primary education classroom. It examines student’s meaning making practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered as a multimodal learning space, where virtual, physical and cognitive environments overlap. Students negotiate meaning across multiple contexts and reflect upon it. Our results show that however e-textbooks favour a communicative active style of learning, there still are real challenges to be overcome by e-textbook editorials so that it does not become the next forgotten fad.
Video lectures can create room for interactive and engaging face-to-face timeZac Woolfitt
Presentation at 11th annual International Technology, Education and Development Conference, INTED2017, Valencia, 2017 https://iated.org/inted/
Within the context of a Hogheschool in The Netherlands, research was conducted over seven semesters of a third year tourism course. The traditional course lectures on theory were pre-recorded in a series of forty short studio web lectures (4-6 minute videos with slides/audio). Transferring theory into a digital format enabled students to view content in advance. However, initial viewing figures remained low. After interviews with students, the curriculum was adjusted to constructively align the theory content with the learning goals and assessment.
Advances in computer technology continue to change the
lives of instructors and students. One of the exciting new ways
to use computers in education is in testing. According to Brown
(1997), computer-based tests (CBTs) have been used in second
language testing since the early 80's. This rapid change in mode
of administration of tests is very understandable. As Jamieson
(2005) states, computers have a number of very desirable
functions that considerably eases up the test creation and
assessment task, including item creation and presentation,
answer collection and scoring, statistical analysis, and storage,
transmission, and retrieval of information. Also the literature on
computer-assisted language learning indicates that language
learners have generally positive attitudes towards using
computers in the classroom (Reid, 1986; Neu and Scarcella,
1991; Phinney, 1991).
Computer-based assessment has been used in many
disciplines to give both formative feedback and to offer
summative testing. This is especially so in the sciences. There is
evidence to suggest that formative computer-based assessment
can produce improvement in student learning outcomes
(Clariana, 1993) and that this can lead to a positive attitudes of
students to learning.
Exploring student and teacher engagement in learning activities with e-textbooksJANAINA OLIVEIRA
Researchers and educators progressively acknowledge literacy as plural and varied in nature, a process which encompasses the production and understanding of multiple forms of representation, deeply rooted in the social contexts and practices of a given society. The technologies of the digital society offer different potentials for learning. E-books are one of such new technologies. This article presents an exploratory study on the use of e-textbooks in a primary education classroom. It examines student’s meaning making practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered as a multimodal learning space, where virtual, physical and cognitive environments overlap. Students negotiate meaning across multiple contexts and reflect upon it. Our results show that however e-textbooks favour a communicative active style of learning, there still are real challenges to be overcome by e-textbook editorials so that it does not become the next forgotten fad.
Video lectures can create room for interactive and engaging face-to-face timeZac Woolfitt
Presentation at 11th annual International Technology, Education and Development Conference, INTED2017, Valencia, 2017 https://iated.org/inted/
Within the context of a Hogheschool in The Netherlands, research was conducted over seven semesters of a third year tourism course. The traditional course lectures on theory were pre-recorded in a series of forty short studio web lectures (4-6 minute videos with slides/audio). Transferring theory into a digital format enabled students to view content in advance. However, initial viewing figures remained low. After interviews with students, the curriculum was adjusted to constructively align the theory content with the learning goals and assessment.
Advances in computer technology continue to change the
lives of instructors and students. One of the exciting new ways
to use computers in education is in testing. According to Brown
(1997), computer-based tests (CBTs) have been used in second
language testing since the early 80's. This rapid change in mode
of administration of tests is very understandable. As Jamieson
(2005) states, computers have a number of very desirable
functions that considerably eases up the test creation and
assessment task, including item creation and presentation,
answer collection and scoring, statistical analysis, and storage,
transmission, and retrieval of information. Also the literature on
computer-assisted language learning indicates that language
learners have generally positive attitudes towards using
computers in the classroom (Reid, 1986; Neu and Scarcella,
1991; Phinney, 1991).
Computer-based assessment has been used in many
disciplines to give both formative feedback and to offer
summative testing. This is especially so in the sciences. There is
evidence to suggest that formative computer-based assessment
can produce improvement in student learning outcomes
(Clariana, 1993) and that this can lead to a positive attitudes of
students to learning.
Reinventing the lecture: how student engagement and analytics can transform t...John Couperthwaite
Workshop at City University Learning and Teaching conference, 21st June 2017
This workshop will share best practice from other global practitioners on how the Echo360 system can transform the lecture experience for staff and students. By focusing on how this can improve student satisfaction, retention and outcomes, it also strongly relates to the other theme of ‘supporting student success’
The relevance of the lecture in mainstream education is now under greater scrutiny as institutions seek to make educational programmes more relevant to a new generation of discerning learners (JISC, 2016). When we teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? And how can we engage with learners beyond the classroom to stimulate inquiry, collaboration and feedback in a seamless educational experience?
This workshop will demonstrate how one answer is to reinvent the lecture, by integrating powerful new video, engagement and analytics tools, whilst retaining the valued teacher-learner interaction in teaching spaces. The Echo360 active learning platform empowers learners to engage more fully with teachers and each other before, during and after class. This approach to teaching also equips instructors with vital feedback on how learners are progressing, with powerful engagement metrics giving staff rare insights into the teaching-learning dynamic of a lecture (Rienties & Toetenel, 2016).
Evidence is now emerging that this mode of teaching can have a significant impact on critical learning measures, such as early warning of student failure (Samson, 2016), boosting retention (HEC, 2016), whilst increasing learning gain and exam scores (Montpetit, 2015). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2008; Leadbeater et al, 2013), whilst receiving more immediate feedback on their progress (JISC, 2016).
Together, these flexible pedagogical tools have the potential to transform learning in all modes of teaching and training, both in the class and beyond.
This is a short Power Point presentation to explain how teacher generated Weblogs can solve several problems faced by the teacher in the English classroom.
Reinventing the lecture: how student engagement and analytics can transform t...John Couperthwaite
Workshop at City University Learning and Teaching conference, 21st June 2017
This workshop will share best practice from other global practitioners on how the Echo360 system can transform the lecture experience for staff and students. By focusing on how this can improve student satisfaction, retention and outcomes, it also strongly relates to the other theme of ‘supporting student success’
The relevance of the lecture in mainstream education is now under greater scrutiny as institutions seek to make educational programmes more relevant to a new generation of discerning learners (JISC, 2016). When we teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? And how can we engage with learners beyond the classroom to stimulate inquiry, collaboration and feedback in a seamless educational experience?
This workshop will demonstrate how one answer is to reinvent the lecture, by integrating powerful new video, engagement and analytics tools, whilst retaining the valued teacher-learner interaction in teaching spaces. The Echo360 active learning platform empowers learners to engage more fully with teachers and each other before, during and after class. This approach to teaching also equips instructors with vital feedback on how learners are progressing, with powerful engagement metrics giving staff rare insights into the teaching-learning dynamic of a lecture (Rienties & Toetenel, 2016).
Evidence is now emerging that this mode of teaching can have a significant impact on critical learning measures, such as early warning of student failure (Samson, 2016), boosting retention (HEC, 2016), whilst increasing learning gain and exam scores (Montpetit, 2015). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2008; Leadbeater et al, 2013), whilst receiving more immediate feedback on their progress (JISC, 2016).
Together, these flexible pedagogical tools have the potential to transform learning in all modes of teaching and training, both in the class and beyond.
This is a short Power Point presentation to explain how teacher generated Weblogs can solve several problems faced by the teacher in the English classroom.
Zomerfeest: Onder een Italiaanse zon / Sous le soleil de i'Italie - zaterdag 01 juni 2013 in het centrum van Anderlecht Belgie.
Ambacjtsmarkt, Markt met Italiaanse specialiteiten, Braderie, Rommelmarkt, Reuzenstoet, Italiaanse optredens, Verrassingsact.
Skillshare Review | E-Learning Evolution of Education TechnologySkillshare Review
Education i so important for us and our children and we always worry about, which course is best to learn to achieve success. Skillshare review provides all different types of online courses for their users. E-learning is trending now days. Every one is using smartphone and laptop, so they prefer E-learning.
Whats Possible With Educational Technology With Notes2 Distributed [Autosaved]Andrew Moore
This Presenation was developed to aid PHEA ETI members develop educational strategies for their Higher Education institutions in Africa. It is version 1.
Open SUNY NDLW: Using open source virtual-reality environments for community...Erin Maney
Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
4. So what does this new
environment look like?
An Expanded Environment with:
Place, Time and Partners in learning greatly
increased
5. So what does this new
environment feel like?
Communication is
Central
Collaboration is Key
An Expanded Environment where:
6. Communication is Central
“pocket and under the arm technologies have
become a prevailing and almost indispensable part
of how we work, play and connect to each other.”
You see learning that is fueled by questions.
As students are formulating and asking questions,
they are engaged in conversations… conversing with
classmates, students in other classes, other experts,
the teacher … exchanges with print references .
- David Warlick - from Technology-Transformed Learning
Environments at http://davidwarlick.com/2cents/?p=2294
7. Collaboration is Key
For both Students and Educators
Students
“When we gather to produce, our ideas, talents, and
skills embody our final outcome.”
“Important for students who will have to work with
others in some capacity to be able to problem solve”
“Online collaboration is very different than in person
collaboration mainly because we don’t have nonverbal
cues to support our messages.”
Shelly Terrell - teacherbootcamp.edublogs.org
http://teacherbootcamp.edublogs.org/2010/11/02/educators-as-collaborators-25-
resources/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Teac
herBootCamp+%28TeacherBootCamp%29&utm_content=Google+Feedfetcher
8. Collaboration is Key - continued
For both Students and Educators
Educators – members of learning communities –
pln’s
10. In support of student learning:
Work with faculty to determine the current state
of technology use
Determine the desire for and strategies for using
technology
In the classroom
Through online learning
Working Together
11. Expand opportunities for learning through the use
of technology
Find out the current state of technology use
through conversations: one-on-one and small
group
Survey faculty (and students)
Analyze the data collected
Create a plan based upon conversations and
surveys
Build upon current practices
Survey
Moving Forward
12. Start from Where you Are
Use “early adopter” technology and eLearning
usage as models (and “early adopters” as
resources and promoters)
Remember: “many instructional strategies for
online learning … are currently used in traditional
classrooms … and can be successfully adapted
for online learning.
13. Transitioning Strategies for
Online Learning
Traditional Classroom Strategies such as:
Lecture
Discussion
Small group work
Collaboration
Case Studies
Are supported by the tools within Blackboard itself
as well as a multitude of Web 2.0 tools such as:
Google Tools, Blogs, Wikis, PollEverywhere
14. Enhanced Learning with
Blackboard
Allows for continued conversation (via
discussion boards) and learning after class is
over
Ease of communication with all students
Provides a place to hold all course material in
a very organized way (students like classroom
notes and resources online)
Provides an easy way to add additional
material on the fly
Ease of assignment “collection”
Use of online quiz option allows for automatic
15. Resources Supporting
Transition to Online Learning (or
– no need to start from scratch)
Blackboard Community
Illinois Online Learning
ISTE
Edutopia
Elumination
Nings, Blogs
Larry Ferlazzo’s Websites of the Day
16. Other Thoughts
Podcasts or iTunes U for recorded lectures or
screencast explanations
Increase Student in class Interaction with
Clickers, Polls, Twitter, Back-channels
17. The time is right
Rich in Content
Available any where and any time
Students, educators and community are
active partners
Communication is Central
Collaboration is Key
Learning is personal and meaningful
An Expanded (Technology Infused) Learning Env
18. Credits
Simple Artwork -
http://tell.fll.purdue.edu/JapanProj//FLClipart/Nouns/building/library.gi
f
Microsoft Office Clipart
Shelly Terrell - http://teacherbootcamp.edublogs.org
David Warlick - http://davidwarlick.com/2cents
Michael Wesch – Kansas State University
youtube video link -
http://www.youtube.com/watch?v=dGCJ46vyR9o
Steve Dembo – steve_dembo@discovery.com
ISTE Ning – leadershipbootcamp.ning.com
Illinois Online Network –
ion.uillonois.edu/resources/tutorials/pedagogy/instructionalstrategies
19. Video Summary – A Vision of Students
Today
• If these walls could talk ..
• Students talk through a collaborative Google Doc
• Talk about how they work: read 8 books/year, but 2300
web pages; write 42 pages/semester but 500 emails …
• Activities for the day add up to >24 hours – “we are multi-
taskers”
• “We’re lucky” compared with other people in the world
• Out of college they will probably get a job that doesn’t
exist today
• Some have suggested that technology can save us, but
then site that they often use of technology that isn’t
productive to learning
• Writing on a chalkboard: but what is missing? – photos,