The document discusses Scootle, an online platform containing thousands of digital curriculum resources. It describes how teachers can create collaborative learning paths by searching for resources aligned to the Australian Curriculum, saving them in a folder, and converting the folder to a collaborative activity for students to access. Students can then use a generic PIN to log in and participate in the teacher-created collaborative learning path.
Delia Browne, National Copyright Director, National Copyright Unit outlines opportunities for the cultural sector to use creative commons licenses for educational resources.
Delia Browne, National Copyright Director, National Copyright Unit outlines opportunities for the cultural sector to use creative commons licenses for educational resources.
Local Teachers in Local Schools
Sue Reaburn, Trish Chisholm, Leeanne Pena
NT Department of Education and Training
Presentation at Yamaiyamarna Paitya | Teachers are deadly! 2012 national MATSITI conference, July 9-11, Tarndanya (Adelaide), 9-11 July.
More Aboriginal and Torres Strait Islander Teachers Initiative.
Using Internet Resources to Promote Content Learning Judie Haynes
Using Internet Resources to Promote Content Learning provides information on resources that teachers can use to help English learners learn content information
Presented by Stacy Hattensen from Education Services Australia (ESA). Information on Scootle and additional services available from ESA and ideas on how to use them in schools and libraries
Blended Learning is being promoted as a “disruptive innovation” in education. Supporters suggest that this model has the potential to reach all learners in new exciting ways. What exactly is blended learning and how might this “look” in the middle level classroom? How can teachers begin to implement blended learning models in their classrooms? Sun West School Division shares the journey and findings of its year-long action based research project aimed at exploring the impact of blended learning on student engagement and comprehension.
Maintaining The Momentum: Transition Pedagogy to sustain Widening Participati...Sally Kift
Seminar presented at NCSEHE 9 May 2018
Maintaining the Momentum:Transition Pedagogy to sustain Widening Participation and Student Success.
In 2018, we know a lot about what works for student learning, success, and retention. And, thanks to widening participation’s years of patient outreach work, which has delivered thousands more under-represented students to our virtual and physical classrooms, our higher education (HE) focus on assuring diverse cohorts’ learning success has also sharpened significantly. However, just as we should be celebrating the zenith of equity group participation in Australian HE, the government’s re-imposition of caps on student places and the enormous pressure on university budgets to do more with less, while pursuing ever more aggressive research agendas, have now seen the first cracks appearing in what had been, for the most part, unwavering commitment to the sector’s social justice and equity agenda.
As Australian HE is challenged to respond to the new normal of finite resourcing, increased competition, endemic disruption, and high turnover of equity, support, and teaching-focussed staff, it will be suggested that Transition Pedagogy, harnessed strategically and holistically across an institution, provides a longer-term and sustainable response to maintaining our transformative HE aspirations. Transition pedagogy (TP) is “a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds the first year learning experience for contemporary heterogeneous cohorts” (Kift, 2009, p. 2). Since its inception over a decade ago, it has been well received, adopted and adapted, both nationally and internationally, across many disciplines, institutions and aspects of the student lifecycle (Kift, 2015). Particularly for the widening participation context, TP focuses on what students have in common—their learning experiences mediated through curriculum—rather than problematising their diversity and difference.
This seminar will discuss TP, and its framing around six First Year Curriculum Principles, and will then facilitate consideration of examples and strategies to promote inclusion and retention of non-traditional students. Attendees will be taken through the distinctive and enabling features of TP’s integrative framework in the equity context, which are suggested to be threefold: first, an intentional and inclusive curriculum focus to mediate the coherence and quality of the student experience equitably over the student lifecycle; secondly, a whole-of-institution and whole-of-student emphasis that delivers coordinated and integrated engagement and just-in-time, just-for-me support; and, thirdly, the enabling capacity of academic and professional staff working together in cross-institutional partnerships to assure the seamlessness of student success as everybody’s business. The seminar will conclude with time for questions and discussion.
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.
Local Teachers in Local Schools
Sue Reaburn, Trish Chisholm, Leeanne Pena
NT Department of Education and Training
Presentation at Yamaiyamarna Paitya | Teachers are deadly! 2012 national MATSITI conference, July 9-11, Tarndanya (Adelaide), 9-11 July.
More Aboriginal and Torres Strait Islander Teachers Initiative.
Using Internet Resources to Promote Content Learning Judie Haynes
Using Internet Resources to Promote Content Learning provides information on resources that teachers can use to help English learners learn content information
Presented by Stacy Hattensen from Education Services Australia (ESA). Information on Scootle and additional services available from ESA and ideas on how to use them in schools and libraries
Blended Learning is being promoted as a “disruptive innovation” in education. Supporters suggest that this model has the potential to reach all learners in new exciting ways. What exactly is blended learning and how might this “look” in the middle level classroom? How can teachers begin to implement blended learning models in their classrooms? Sun West School Division shares the journey and findings of its year-long action based research project aimed at exploring the impact of blended learning on student engagement and comprehension.
Maintaining The Momentum: Transition Pedagogy to sustain Widening Participati...Sally Kift
Seminar presented at NCSEHE 9 May 2018
Maintaining the Momentum:Transition Pedagogy to sustain Widening Participation and Student Success.
In 2018, we know a lot about what works for student learning, success, and retention. And, thanks to widening participation’s years of patient outreach work, which has delivered thousands more under-represented students to our virtual and physical classrooms, our higher education (HE) focus on assuring diverse cohorts’ learning success has also sharpened significantly. However, just as we should be celebrating the zenith of equity group participation in Australian HE, the government’s re-imposition of caps on student places and the enormous pressure on university budgets to do more with less, while pursuing ever more aggressive research agendas, have now seen the first cracks appearing in what had been, for the most part, unwavering commitment to the sector’s social justice and equity agenda.
As Australian HE is challenged to respond to the new normal of finite resourcing, increased competition, endemic disruption, and high turnover of equity, support, and teaching-focussed staff, it will be suggested that Transition Pedagogy, harnessed strategically and holistically across an institution, provides a longer-term and sustainable response to maintaining our transformative HE aspirations. Transition pedagogy (TP) is “a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds the first year learning experience for contemporary heterogeneous cohorts” (Kift, 2009, p. 2). Since its inception over a decade ago, it has been well received, adopted and adapted, both nationally and internationally, across many disciplines, institutions and aspects of the student lifecycle (Kift, 2015). Particularly for the widening participation context, TP focuses on what students have in common—their learning experiences mediated through curriculum—rather than problematising their diversity and difference.
This seminar will discuss TP, and its framing around six First Year Curriculum Principles, and will then facilitate consideration of examples and strategies to promote inclusion and retention of non-traditional students. Attendees will be taken through the distinctive and enabling features of TP’s integrative framework in the equity context, which are suggested to be threefold: first, an intentional and inclusive curriculum focus to mediate the coherence and quality of the student experience equitably over the student lifecycle; secondly, a whole-of-institution and whole-of-student emphasis that delivers coordinated and integrated engagement and just-in-time, just-for-me support; and, thirdly, the enabling capacity of academic and professional staff working together in cross-institutional partnerships to assure the seamlessness of student success as everybody’s business. The seminar will conclude with time for questions and discussion.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Scootle powerpoint presentation
1. Create A
Collaborative Learning Path
In SCOOTLE
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
2. What is Scootle?
Scootle is a shortened form of Schools Online Teaching and Learning
Environment.
It contains a repository of thousands of items of digital curriculum
content from The Le@rning Federation, shared resources, websites
and learning objects.
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
3. Scootle
The SCOOTLE site
http://SCOOTLE.edu.au
The DET SCOOTLE help site
https://portal.ntschools.net/sites/LearningLinks/scootle/Pages/default.aspx
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
4. Resources
Learning objects
digital interactive multimedia materials designed to engage and motivate
student learning, interactive assessments can be used at the start or end of a
unit
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
5. Resources
Digital resources
consist of moving images, audio and video files, historical photographs,
data sets, paintings and maps sourced from cultural institutions and
teacher ideas.
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
6. Resources
Interactive multi-media resources
•These resources combine still and moving images, text, audio and
animation to provide interactive multimedia experiences for students.
•They aim to engage, motivate and support learning of concepts and skills
in a range of curriculum areas in the P-12 years.
•They are based on the most recent research into how children learn and
how teachers can facilitate learning.
•They provide opportunities for multimodal learning not normally possible
in the standard classroom due to complexity, safety, time or cost.
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
9. Find by
Australian Curriculum
Locate resources through Scootle that are aligned to the content
descriptors selected.
http://www.scootle.edu.au/ec/p/home
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
10. Find by
Australian Curriculum
Locate resources through Scootle that are aligned to the content
descriptors selected.
http://www.scootle.edu.au/ec/p/home
Hover cursor over Find
by Australian
Curriculum Tab
Click on the appropriate
subject area
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
11. Save as a learning path
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
12. Learning Paths
• Learning paths are a collection of related resources that you
have found on the Scootle website and saved within the
same folder.
• You can add instructions and design the flow of the learning
experience
• You can add to/edit the Learning Path at will. It cable shared
within your school/region and on the www.
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
13. Learning Paths
Initially we will explore a collaborative learning path
as a student. One has been created for you already.
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
23. Shared Learning Paths
Under shared learning paths,click on 'public'
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
24. Shared Learning Paths
Under 'refine search by' you can choose to filter the
learning path based on year level and learning area
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
25. Shared Learning Paths
Search for a learning path that suits you, find
one that has more than 3 learning objects.
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
26. Shared Learning Paths
Click on 'make a copy'
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
27. Shared Learning Paths
Here you can change the name of the learning
path, and create a folder to keep it in
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
28. Shared Learning Paths
Now go to the folder
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
29. Shared Learning Paths
Click on 'edit' for the appropriate learning path.
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
30. Collaborative Learning Path
Click on ' Convert to collaborative activity'
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
31. Collaborative Learning Path
Save it to a folder. This will save as a collaborative
learning path, so give it a slightly different name.
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
32. Collaborative Learning Path
This is where you can grab your generic student PIN
DEPARTMENT OF EDUCATION AND TRAINING www.det.nt.gov.au
Editor's Notes
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There is a Scootle Support site for Northern Territory Teachers that can be accessed through the DET staff site if you follow the learning links. The web address has been included in this slide. This site gives you the relevant contacts is you need assistance and some information about what Scootle is and how to gain access.\n
There are 8 different icons on your home page – each symbolic for a different form of resource. They fall into the categories of learning objects and digital resources. Digital resources encompass moving images, audio and video files, photographs, data sets, paintings and maps. Learning objects are digital interactive multimedia materials designed to engage and motivate student learning. They can be used as a whole class activity on an interactive smartboard, or by students individually in a computer lab. They are great for visual learners. Many of the learning objects simulate certificates or feedback sheets that can be printed once the students have completed the learning objects. \n
There are 8 different icons on your home page – each symbolic for a different form of resource. They fall into the categories of learning objects and digital resources. Digital resources encompass moving images, audio and video files, photographs, data sets, paintings and maps. Learning objects are digital interactive multimedia materials designed to engage and motivate student learning. They can be used as a whole class activity on an interactive smartboard, or by students individually in a computer lab. They are great for visual learners. Many of the learning objects simulate certificates or feedback sheets that can be printed once the students have completed the learning objects. \n
There are 8 different icons on your home page – each symbolic for a different form of resource. They fall into the categories of learning objects and digital resources. Digital resources encompass moving images, audio and video files, photographs, data sets, paintings and maps. Learning objects are digital interactive multimedia materials designed to engage and motivate student learning. They can be used as a whole class activity on an interactive smartboard, or by students individually in a computer lab. They are great for visual learners. Many of the learning objects simulate certificates or feedback sheets that can be printed once the students have completed the learning objects. \n
This is the Scootle homepage - from here you can access a range of different search filters – from the tabs along the top you can go straight to your dashboard ‘your personal homepage’\nThe home page also has link to other relevant websites and frequently used resources.\nAny updates or additions to the Scootle site will normally be flagged on this page.\n
This is what your Scootle dashboard looks like – you can get here by choosing the ‘my dashboard’ link from the very top of the Scootle homepage after you have logged in. Your dashboard is your personal homepage. From here you can access learning paths created by yourself and others.\nLearning paths are a collection of related resources that you have found on the Scootle website and saved within the same folder due to their relevance. You can also access learning paths made by other teachers. For example, if you were to teach a unit on short story writing, you could search for relevant resources in the Scootle site and save them to a learning path which you would title ‘short stories’. Alternatively you could search to see if another teacher has made an existing learning path with a collection of resources on short story writing.\n
Log onto Scootle with your email account and password.\n\nThis is a new version for Scootle that integrates elements of the Australian Curriculum into Scootle. Go live and Hover over the tabs on the menu bar:\nFind by Australian Curriculum for subject area\nFind in maps\nFind on timeline\nA to Z\nLearning PathsYou can continue to search for resources by learning area and/or topics by using the panel on the left of the homepage. The Advanced search option has also been moved to the top of the homepage next to the search area. Australian Curriculum view option for search results\nWhen you search for a resource, the results that come up can now be viewed according to their relevance to the Australian Curriculum. Click on View by Australian Curriculum on the top of your Search results page to view resources matched to the curriculum.Add content descriptions to your learning paths\nYou can now view elaborations for each content description and also add the content descriptions to your learning paths by clicking the Add content description to learning path button. It works in the same way as adding resources to your learning path. Students viewing a learning path that contains either teacher resources or curriculum content descriptions will not be able to view the teacher resources or content descriptions. These changes will also be reflected within the Collaborative Activity space.Differentiate between classroom resources and teacher resources\nYou can choose to categorise your search results as 'classroom resources' or 'teacher resources'. Classroom resources are resources that can be used with students – such as learning objects, assessment objects and so on – whereas teacher resources include teaching support materials such as units of work and teacher ideas.\nScootle resources are aligned to the Australian Curriculum.\nESA undertaking work in consultation with ACARA to align content to the Australian Curriculum.\n
The next screen to appear is the add to learning path window.\n\nSave to a folder / or Create a new folder\nAdd to an existing learning path or create a new learning path\nMake a Title \nSelect the type either Learning path or Collaborative activity (both can be accessed by student via a pin)\n