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Week 4 tutorial
This document provides guidance and instructions for teachers regarding the use of multimedia tools such as images, video, and audio in an educational setting. It discusses best practices for using these tools in the curriculum, ensuring student safety and copyright compliance. Teachers are assigned tasks for the week, including improving their blog post, embedding their own examples of using multimedia, and providing curriculum examples of how ICT can be used. They are also given tips for using tools like images, video, and podcasting in pedagogically appropriate ways.
Watering radish seeds
This document describes an experiment investigating the needs of radish seeds, where students will water seeds every day, count seeds to make it a fair test, and predict whether seeds placed in the dark will be happy or sad as well as weigh the seeds before the experiment to study what the seeds need to survive and grow, with one student noting the potting mix will provide food for the seeds.
Watering radish seeds
This document describes an experiment investigating the needs of radish seeds, where students will water seeds every day, count seeds to make it a fair test, and predict whether seeds placed in the dark will be happy or sad as well as weigh the seeds before the experiment to study what the seeds need to survive and grow, with one student noting the potting mix will provide food for the seeds.
Week 2
This document provides instructions and guidance for students on completing blogging assignments for a course. It includes directions on setting up audio tools, checking emails daily, reading other student blogs, correctly naming blog posts, and uploading assignments by certain deadlines. Students are asked to reflect on concepts like 21st century classrooms and pedagogical theories, and apply them to create their own approaches to teaching and learning. Guidance is given on assessing students' first blog posts and how to upload them for grading.
Slide
Andrés Albuja is a 10-year-old student in the 10th grade class "B". The document provides a name and grade level for a single student.
Week 2 managing e learning
This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online practices. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in hands-on projects and collaborate with researchers. The session also discusses productive pedagogies and using ICTs to develop higher-order thinking skills when appropriate for content and age groups.
Week 3 tutorial
The document provides guidance for an online course, including feedback on blog posts and assignments, instructions for using tools like blogs and wikis, and criteria for assessments. It discusses using blogs, wikis and websites for student collaboration and sharing ideas. Guidelines are given for various activities and assignments involving the use of digital tools to support online learning.
Recommended
Week 4 tutorial
This document provides guidance and instructions for teachers regarding the use of multimedia tools such as images, video, and audio in an educational setting. It discusses best practices for using these tools in the curriculum, ensuring student safety and copyright compliance. Teachers are assigned tasks for the week, including improving their blog post, embedding their own examples of using multimedia, and providing curriculum examples of how ICT can be used. They are also given tips for using tools like images, video, and podcasting in pedagogically appropriate ways.
Watering radish seeds
This document describes an experiment investigating the needs of radish seeds, where students will water seeds every day, count seeds to make it a fair test, and predict whether seeds placed in the dark will be happy or sad as well as weigh the seeds before the experiment to study what the seeds need to survive and grow, with one student noting the potting mix will provide food for the seeds.
Watering radish seeds
This document describes an experiment investigating the needs of radish seeds, where students will water seeds every day, count seeds to make it a fair test, and predict whether seeds placed in the dark will be happy or sad as well as weigh the seeds before the experiment to study what the seeds need to survive and grow, with one student noting the potting mix will provide food for the seeds.
Week 2
This document provides instructions and guidance for students on completing blogging assignments for a course. It includes directions on setting up audio tools, checking emails daily, reading other student blogs, correctly naming blog posts, and uploading assignments by certain deadlines. Students are asked to reflect on concepts like 21st century classrooms and pedagogical theories, and apply them to create their own approaches to teaching and learning. Guidance is given on assessing students' first blog posts and how to upload them for grading.
Slide
Andrés Albuja is a 10-year-old student in the 10th grade class "B". The document provides a name and grade level for a single student.
Week 2 managing e learning
This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online practices. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in hands-on projects and collaborate with researchers. The session also discusses productive pedagogies and using ICTs to develop higher-order thinking skills when appropriate for content and age groups.
Week 3 tutorial
The document provides guidance for an online course, including feedback on blog posts and assignments, instructions for using tools like blogs and wikis, and criteria for assessments. It discusses using blogs, wikis and websites for student collaboration and sharing ideas. Guidelines are given for various activities and assignments involving the use of digital tools to support online learning.
Week 3 tutorial
This document provides guidance and instructions for students on various tasks related to using blogs, wikis, and websites. It includes:
- Instructions on setting up a blog and reflecting on the learning potential of blogs and wikis.
- A link to instructions on creating a website using Weebly. Students are asked to reflect on the functionality of websites.
- Announcements of an upcoming online tutorial and collaborative work on sample multiple choice quiz questions in a group wiki.
Week 2 managing e learning
This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online issues. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in real-world problem solving and knowledge creation. Teachers are encouraged to reflect on incorporating ICTs and digital pedagogy approaches into their own subjects and classrooms.
Week 5a
This document discusses the skills and knowledge a learner should develop related to technology and pedagogy. It outlines that the learner understands core learning theory, Bloom's taxonomy, elements of good pedagogy and 21st century pedagogy. The learner recognizes how ICT can transform learning and understands the foundations of TPACK. Technical skills mentioned include creating online accounts, populating spaces with multimedia, identifying appropriate uses of technology, and creating and sharing multimedia online. The document emphasizes that learners need to develop digital skills to avoid disadvantaging themselves and their students in the 21st century. It suggests presenting alternatives to traditional PowerPoint presentations and provides examples of using technology for interactive presentations, games, and digital stories.
Week 4 tutorial
This document provides guidance and instructions for teachers regarding the use of multimedia tools such as images, video, and audio in an educational setting. It discusses best practices for using these tools in the curriculum, keeping student data private and secure, and completing assignment tasks involving embedding multimedia in blog posts. Teachers are encouraged to consider copyright and permissions when using images and ensure multimedia choice aligns with learning objectives. Specific tools like Windows Movie Maker, green screen software, and podcasting are presented as examples.
Week 1
This document provides an overview and guidance for an e-learning course on managing e-learning. It includes instructions to check emails daily, contact the instructor Gary Holmes if needed as he does not have a phone, and review the week 1 to-do list. It then outlines topics to be covered in the course such as learning styles, beliefs about e-learning, and constructing a PMI chart for reflections. Suggestions are also given for blog posts, such as identifying image sources, using various ICT tools, and considering different stakeholder perspectives.
Inspired Adventure
This slideshow of adventure quotes was compiled to help inspire your next adventure. The quotes span generations and include inspiring words of wisdom from George Eliot, Helen Keller, Amelia Earhart and others.
Adventure Strong is a hiking and adventure travel blog. http://www.adventurestrong.com/about
Watering radish seeds
This document describes an experiment investigating the needs of radish seeds, where students will water seeds every day, count seeds to make it a fair test, and predict whether seeds placed in the dark will be happy or sad as well as weigh the seeds before the experiment to study what the seeds need to survive and grow, with one student noting the potting mix will provide food for the seeds.
The 10 Essentials | Adventure Strong
The 10 Essentials are the basics that should be taken on any hiking or camping trip. Learn how to use these items and it can save your life if things go wrong. http://www.adventurestrong.com/hiking/wondering-what-to-take-hiking-get-the-10-essentials
Safety rules
The document discusses observing a colony near Perkins Creek. It mentions the location of the colony but provides no other details about the observations, what was observed, any findings, or conclusions from observing the colony. The summary is limited due to the document only stating the location and topic of observation without any additional context or information.
Safety rules
Safety rules for observing a colony in Perkins Creek advise to not enter the colony and instead use binoculars to observe from a safe distance.
Information p point
The Earth Smart Science program aims to have 1000 Queensland primary schools reduce their ecological footprint and become more environmentally sustainable by 2012. Schools will develop School Environment Management Plans to reduce their water, energy, waste, and improve biodiversity. They will work with regional hubs to implement plans and curriculum supporting sustainability. The program goals are for schools to collectively reduce water by 15%, energy by 30%, and waste by 50% by 2012. Schools will report progress online and through their completed management plans.
Week 5 tutorial
This document provides an agenda and notes for an ICT learning course. It includes:
- A reminder to email about marking requests and read assigned materials.
- An invitation to demonstrate an ICT tool and revisit the course goals.
- Feedback on the previous week's blog posts and exploring example ICT tools.
- Information on using tools like SlideShare, Prezi, and Glogster for presentations.
- Guidance on copyright and selecting a presentation tool for further exploration.
- Overviews of animation/simulation tools and learning objects to support teaching.
- Examples of specific tools like Scribble Maps and Bubblus for concept mapping.
- Suggestions for incorporating
Week 2
This document outlines the topics and schedule for an ICT for Learning Design course over one term. It includes notes on communicating via email, introducing course topics like learning styles and assessment, taking a Moodle tour, developing teaching beliefs and a pedagogical approach, creating blogs, and using tools like Padlet and Bubbl.us for activities. Students are encouraged to ask questions and contact the instructor, Gary Holmes, if they need help with any aspects of the course.
Week 1
This document provides an overview and guidance for an e-learning course on managing e-learning. It includes instructions to check emails daily, contact details for the instructor Gary, and clarifies that weekly sessions can be adapted for students' needs. Students are asked to share what they want from the course and are introduced to concepts like learning styles, the purpose of the course, and assessment. Suggestions are made for blog posts, such as identifying sources, using various formats to engage different learners, and considering different perspectives.
Week 1
This document provides an overview and guidance for an e-learning course on managing e-learning. It includes instructions to check emails daily, contact the instructor Gary Holmes if needed as he does not have a phone, and review the week 1 to-do list. It then outlines topics to be covered in the course like learning styles, beliefs about e-learning, and how to construct blog posts for the course with references and using tools to engage different learner types.
Week 1
This document provides an overview and guidance for an e-learning course on managing e-learning. It includes instructions to check emails daily, contact the instructor Gary Holmes if needed as he does not have a phone, and review the week 1 to-do list. It then outlines topics to be covered in the course such as learning styles, beliefs about e-learning, and constructing a PMI chart for reflections. Suggestions are also given for blog posts, such as identifying image sources, using various ICT tools, and considering different stakeholder perspectives.
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Week 3 tutorial
This document provides guidance and instructions for students on various tasks related to using blogs, wikis, and websites. It includes:
- Instructions on setting up a blog and reflecting on the learning potential of blogs and wikis.
- A link to instructions on creating a website using Weebly. Students are asked to reflect on the functionality of websites.
- Announcements of an upcoming online tutorial and collaborative work on sample multiple choice quiz questions in a group wiki.
Week 2 managing e learning
This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online issues. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in real-world problem solving and knowledge creation. Teachers are encouraged to reflect on incorporating ICTs and digital pedagogy approaches into their own subjects and classrooms.
Week 5a
This document discusses the skills and knowledge a learner should develop related to technology and pedagogy. It outlines that the learner understands core learning theory, Bloom's taxonomy, elements of good pedagogy and 21st century pedagogy. The learner recognizes how ICT can transform learning and understands the foundations of TPACK. Technical skills mentioned include creating online accounts, populating spaces with multimedia, identifying appropriate uses of technology, and creating and sharing multimedia online. The document emphasizes that learners need to develop digital skills to avoid disadvantaging themselves and their students in the 21st century. It suggests presenting alternatives to traditional PowerPoint presentations and provides examples of using technology for interactive presentations, games, and digital stories.
Week 4 tutorial
This document provides guidance and instructions for teachers regarding the use of multimedia tools such as images, video, and audio in an educational setting. It discusses best practices for using these tools in the curriculum, keeping student data private and secure, and completing assignment tasks involving embedding multimedia in blog posts. Teachers are encouraged to consider copyright and permissions when using images and ensure multimedia choice aligns with learning objectives. Specific tools like Windows Movie Maker, green screen software, and podcasting are presented as examples.
Week 1
This document provides an overview and guidance for an e-learning course on managing e-learning. It includes instructions to check emails daily, contact the instructor Gary Holmes if needed as he does not have a phone, and review the week 1 to-do list. It then outlines topics to be covered in the course such as learning styles, beliefs about e-learning, and constructing a PMI chart for reflections. Suggestions are also given for blog posts, such as identifying image sources, using various ICT tools, and considering different stakeholder perspectives.
Inspired Adventure
This slideshow of adventure quotes was compiled to help inspire your next adventure. The quotes span generations and include inspiring words of wisdom from George Eliot, Helen Keller, Amelia Earhart and others.
Adventure Strong is a hiking and adventure travel blog. http://www.adventurestrong.com/about
Watering radish seeds
This document describes an experiment investigating the needs of radish seeds, where students will water seeds every day, count seeds to make it a fair test, and predict whether seeds placed in the dark will be happy or sad as well as weigh the seeds before the experiment to study what the seeds need to survive and grow, with one student noting the potting mix will provide food for the seeds.
The 10 Essentials | Adventure Strong
The 10 Essentials are the basics that should be taken on any hiking or camping trip. Learn how to use these items and it can save your life if things go wrong. http://www.adventurestrong.com/hiking/wondering-what-to-take-hiking-get-the-10-essentials
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Safety rules
The document discusses observing a colony near Perkins Creek. It mentions the location of the colony but provides no other details about the observations, what was observed, any findings, or conclusions from observing the colony. The summary is limited due to the document only stating the location and topic of observation without any additional context or information.
Safety rules
Safety rules for observing a colony in Perkins Creek advise to not enter the colony and instead use binoculars to observe from a safe distance.
Information p point
The Earth Smart Science program aims to have 1000 Queensland primary schools reduce their ecological footprint and become more environmentally sustainable by 2012. Schools will develop School Environment Management Plans to reduce their water, energy, waste, and improve biodiversity. They will work with regional hubs to implement plans and curriculum supporting sustainability. The program goals are for schools to collectively reduce water by 15%, energy by 30%, and waste by 50% by 2012. Schools will report progress online and through their completed management plans.
Week 5 tutorial
This document provides an agenda and notes for an ICT learning course. It includes:
- A reminder to email about marking requests and read assigned materials.
- An invitation to demonstrate an ICT tool and revisit the course goals.
- Feedback on the previous week's blog posts and exploring example ICT tools.
- Information on using tools like SlideShare, Prezi, and Glogster for presentations.
- Guidance on copyright and selecting a presentation tool for further exploration.
- Overviews of animation/simulation tools and learning objects to support teaching.
- Examples of specific tools like Scribble Maps and Bubblus for concept mapping.
- Suggestions for incorporating
Week 2
This document outlines the topics and schedule for an ICT for Learning Design course over one term. It includes notes on communicating via email, introducing course topics like learning styles and assessment, taking a Moodle tour, developing teaching beliefs and a pedagogical approach, creating blogs, and using tools like Padlet and Bubbl.us for activities. Students are encouraged to ask questions and contact the instructor, Gary Holmes, if they need help with any aspects of the course.
Week 1
This document provides an overview and guidance for an e-learning course on managing e-learning. It includes instructions to check emails daily, contact details for the instructor Gary, and clarifies that weekly sessions can be adapted for students' needs. Students are asked to share what they want from the course and are introduced to concepts like learning styles, the purpose of the course, and assessment. Suggestions are made for blog posts, such as identifying sources, using various formats to engage different learners, and considering different perspectives.
Week 1
This document provides an overview and guidance for an e-learning course on managing e-learning. It includes instructions to check emails daily, contact the instructor Gary Holmes if needed as he does not have a phone, and review the week 1 to-do list. It then outlines topics to be covered in the course like learning styles, beliefs about e-learning, and how to construct blog posts for the course with references and using tools to engage different learner types.
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This document provides an overview and guidance for an e-learning course on managing e-learning. It includes instructions to check emails daily, contact the instructor Gary Holmes if needed as he does not have a phone, and review the week 1 to-do list. It then outlines topics to be covered in the course such as learning styles, beliefs about e-learning, and constructing a PMI chart for reflections. Suggestions are also given for blog posts, such as identifying image sources, using various ICT tools, and considering different stakeholder perspectives.
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