Top Opportunities for Flipped Classroom Platform Innovation
Flipping the classroom is a fast-growing trend in education. At Useagility, we believe that the best digital product strategy starts with uncovering unmet user needs and gathering insights that drive innovation.
We recently conducted an independent study to better understand how educators are using technology to flip their classrooms and to explore gaps and unmet needs. Research shows clear opportunities for eLearning companies seeking to improve their platforms and grow business through improved support of flipped learning.
1. Most are not using a single platform, which makes it harder. Teachers are darn resourceful. On average instructors are using at least three separate (often free) tools to create flipped lesson assignments and to deliver them for students to use. It’s not seamless and not integrated with other systems.
2. Lack of feedback loop to inform instructors. One of the biggest gaps for instructors is not knowing which students actually watched the lessons. Instructors want more insight into what students do or don’t understand before they come to class.
3. Student-side experience can be difficult. In most cases, there isn’t a centralized place for students to find lessons and homework for different classes. This creates a burden for parents and lowers student completion. In addition, video lessons are usually accompanied by a note worksheet or sample problems. Student need multiple technologies - which are not currently integrated - to complete the work.
This presentation includes the full research findings and product design recommendations.
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
This three day online training program provides facilitator skills training. Penny Valentine will serve as the instructor over the asynchronous course. The training will cover establishing an online presence, communication skills, learning theories, and tools for online teaching. Trainees will participate in discussions, assignments, and a final assessment. The goal is to help new online facilitators develop the skills needed to manage an online classroom and engage distance learners.
1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school.
2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices.
3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
This document is Michael Kelly's electronic portfolio for his EDUC 537 course on designing web-based learning. The portfolio contains Michael's reflections on the four units of the course: theories of learning and multiple intelligences, project-based learning and web design tools, designing web-based learning projects, and online teaching and e-moderating. Michael discusses applying what he learned to his own teaching practices, including using concept maps, webquests, and constructivist approaches. He also reflects on a career-focused webquest project he created with classmates.
- 12 participants responded to the teacher/coordinator survey on the PA eMentoring program
- Respondents felt the program was beneficial for students to meet mentors and could benefit students, but had challenges with implementation
- Challenges included limited mentor pool sizes, lack of mentor responses, and motivating students to complete activities on their own
AMATYC 41st Annual Conferene New Orleans, LA, Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
Top Opportunities for Flipped Classroom Platform Innovation
Flipping the classroom is a fast-growing trend in education. At Useagility, we believe that the best digital product strategy starts with uncovering unmet user needs and gathering insights that drive innovation.
We recently conducted an independent study to better understand how educators are using technology to flip their classrooms and to explore gaps and unmet needs. Research shows clear opportunities for eLearning companies seeking to improve their platforms and grow business through improved support of flipped learning.
1. Most are not using a single platform, which makes it harder. Teachers are darn resourceful. On average instructors are using at least three separate (often free) tools to create flipped lesson assignments and to deliver them for students to use. It’s not seamless and not integrated with other systems.
2. Lack of feedback loop to inform instructors. One of the biggest gaps for instructors is not knowing which students actually watched the lessons. Instructors want more insight into what students do or don’t understand before they come to class.
3. Student-side experience can be difficult. In most cases, there isn’t a centralized place for students to find lessons and homework for different classes. This creates a burden for parents and lowers student completion. In addition, video lessons are usually accompanied by a note worksheet or sample problems. Student need multiple technologies - which are not currently integrated - to complete the work.
This presentation includes the full research findings and product design recommendations.
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
This three day online training program provides facilitator skills training. Penny Valentine will serve as the instructor over the asynchronous course. The training will cover establishing an online presence, communication skills, learning theories, and tools for online teaching. Trainees will participate in discussions, assignments, and a final assessment. The goal is to help new online facilitators develop the skills needed to manage an online classroom and engage distance learners.
1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school.
2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices.
3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
This document is Michael Kelly's electronic portfolio for his EDUC 537 course on designing web-based learning. The portfolio contains Michael's reflections on the four units of the course: theories of learning and multiple intelligences, project-based learning and web design tools, designing web-based learning projects, and online teaching and e-moderating. Michael discusses applying what he learned to his own teaching practices, including using concept maps, webquests, and constructivist approaches. He also reflects on a career-focused webquest project he created with classmates.
- 12 participants responded to the teacher/coordinator survey on the PA eMentoring program
- Respondents felt the program was beneficial for students to meet mentors and could benefit students, but had challenges with implementation
- Challenges included limited mentor pool sizes, lack of mentor responses, and motivating students to complete activities on their own
AMATYC 41st Annual Conferene New Orleans, LA, Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
- Teachers need to prepare for the changing role of technology in education by becoming active digital learners themselves in order to understand how students learn with technology.
- Educators must get familiar with both asynchronous tools like blogs and email as well as synchronous tools like Skype to effectively teach with technology.
- Professional development is an ongoing process, as new technologies emerge, and teachers need to be open to learning new skills to stay current and help their students.
Professional Learning Teams Powerpoint 1aKim Wedman
The document discusses the evolution of professional learning teams (PLTs) at Lochearn school over three years from an "add-on" to a "way of being". It began with one hour per week focused on questions from Dufour but grew to include deeper conversations around best practices. Administration took on a coaching role to focus discussions on improving student learning. PLT meetings now align with school and grade goals and include discussion of student achievement data and differentiation strategies. Teachers comment that the collaborative time allows them to enhance their teaching practices.
The document discusses ways to make online teaching and learning more effective and engaging. It identifies challenges of virtual classrooms like maintaining student attention and discipline. It recommends using tools like learning apps, eBooks, YouTube, wikis, and games to make learning fun. It also provides 13 tips for teachers on how to make online classes fun, such as picking the right online platform, sending clear instructions, showing your face, setting ground rules, providing interactive activities and assignments, and seeking feedback from students.
This document discusses effective use of PowerPoint for instruction. It outlines advantages like engaging multiple learning styles, but also challenges like presentations being teacher-centered or lacking student feedback. Different approaches are described, such as text-heavy slides, image-heavy slides, or using slides as worksheets. The document provides examples of incorporating activities, case studies, student response systems, and narrated downloads to make presentations more interactive.
The document discusses the flipped classroom model, where typical lecture and homework elements are reversed - short video lectures are viewed at home by students before class, while in-class time is used for exercises, projects, and discussions. It notes some common misconceptions, such as that it is easy for teachers or that teachers are replaced by computers. Best practices for the flipped classroom model include using videos for students to learn concepts at home, then applying those concepts in class through activities where teachers can better identify errors and provide support. The goal is to put more responsibility on students while giving them more control over their learning.
Sloan_Conference Presentation_Course Redesign_2012Jun Yang
This document summarizes a presentation given by Dr. Susan White and Jun Yang at the University of Maryland about their experience redesigning a business finance course into a blended format. It provides details about their university, the blended learning initiative, and the process of transitioning the BMGT 340 course from a large lecture to smaller blended sections. It describes the pre-class, in-class, and post-class components and discusses survey results from students about their expectations and experiences in the blended format. Both positive student feedback about the flexibility and resources, as well as concerns about workload and understanding content online, are highlighted.
The mobile learning revolution is alive and growing in popularity every day. When schools move toward mobile learning in the classroom, they can take advantage of electronic devices such as tablets and cell phones that offer portability and ease of use. Mobile learning technologies can offer teachers a flexible approach to learning with their students in a variety of locations, and encourage this learning to continue at home.
More and more teachers are finding success with using mobile devices in the classroom. As a new teacher, you will want to investigate the policy and attitudes of your school and administration regarding the use of mobile devices for learning. What is the written policy? What is the spoken policy? Are there other teachers, coaches or administrators in your school who are doing this? Find like-minded teachers and begin a discussion.
Success doesn't just happen. It takes strategic planning and putting the right building blocks in place for success. This means doing things like informing parents, teaching responsible use, updating classroom management techniques, carefully planning activities and including students, and teaching students about safety and etiquette
Just in Time Teaching - A 21st Century Learning Technique - COLTT 2013Jeff Loats
This document provides an overview of Just in Time Teaching (JiTT), an evidence-based instructional strategy that uses online pre-class assignments to actively engage students with course material before class. The strategy aims to improve student preparation and in-class participation by having instructors modify lesson plans based on students' pre-class responses. Research shows JiTT can increase content knowledge, improve time management skills, and make students more engaged both before and during class. The document outlines the basic JiTT process, reviews supporting evidence from multiple disciplines, and addresses potential barriers to implementation.
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
Feedback 2.0: Using Tech to improve feedbackInClassNow
This document discusses using technology to improve feedback for students. The author notes that traditional feedback methods were often too late and did not help students improve. The author now focuses feedback during formative assessments using technology like screencasting, pencasting, screensharing, and collaborative documents. This provides timely, specific feedback to help both students and teachers. Students learn expectations and how to improve, while teachers can adjust instruction. Integrating feedback guidelines and applying feedback steps has increased student improvement.
Turning classroom trainers into online facilitatorsDavid Smith
This document provides tips for classroom trainers moving training programs online. It discusses how moving online requires careful planning, preparation of new skills and mindsets for both trainers and learners. Trainers need to refine existing facilitation skills to suit the virtual classroom by keeping learners engaged through frequent interaction using tools like polls, breakout rooms and chat. Success comes from planning engaging activities supporting learning goals, preparing learners and trainers technically, and practicing sessions. Top tips include focusing on learners rather than lecturing, using warm-up activities, engaging learners frequently and utilizing a producer to focus on learning.
Librarians at UNC-Chapel Hill were surveyed about instruction to identify how they approach instruction sessions. Most librarians discuss learning outcomes with instructors and read assignments to identify what students should learn. Sessions are typically split between lecture and hands-on activities. While librarians feel instruction is important, many do not formally evaluate their sessions due to lack of time and uncertainty about effective evaluation methods. Workshops were proposed on topics like learning outcomes, evaluation, and active learning to help librarians improve instruction.
The document discusses the flipped classroom model of education compared to the traditional classroom model. In the flipped classroom model, students learn content at home by watching pre-recorded video lectures. Class time is then used for hands-on activities, exercises, and discussions between students and teachers. While this model has advantages like allowing self-paced learning and freeing up class time, it also has disadvantages such as requiring reliable internet access and extensive preparation from teachers. The document argues that while the flipped classroom model could be implemented in Malaysian universities, it may not be suitable for all levels of education in Malaysia currently due to lack of infrastructure and teacher preparedness.
Scaling up the service and supporting student learningMatt Cornock
A brief summary of the University of York's implementation of lecture capture, focusing on service team partnership, the significance to quality of service of data integrations, and engagement with staff and students. Presentation at the UK HE Lecture Capture Meeting, University of Manchester, 27 June 2016.
Slidecast: Barriers To E-Learning Job Training (with sound)Lisa Ronald
Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount.
This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employees’ struggles to learn on the job.
This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
My top v100 tips for classroom successSusan Pinion
The document provides 100 tips for classroom success. It discusses the importance of previewing lessons before class through flipped learning videos. It also recommends note-taking apps for lectures and using phone apps to take photos of whiteboards. Students are advised to ask instructors questions instead of classmates to avoid disruption. Outside help from sources like Khan Academy is also suggested for reinforcement. Finally, the document stresses the importance of focus, homework, minimizing absences, preparation for assessments, getting enough sleep, and seeking help when needed.
The document discusses three articles about using vodcasting (video podcasting) in education. The first article describes high school chemistry teachers who used vodcasts to allow students to watch lectures after missing class. The second article discusses a college using vodcasts for older returning students. The third was a case study that found most subjects liked vodcasts and some would use them to study independently. Overall, the document suggests vodcasts are a useful educational tool that allow flexibility for students and could improve learning if more widely adopted.
The document discusses using problem-based learning (PBL) for staff development activities. It provides instructions for a sample PBL activity where staff are divided into groups and given a trigger to discuss. The document outlines roles, resources, and technologies to support PBL, including using Twitter and a phone conferencing tool to facilitate group work and presentations. It aims to explore creative teaching approaches and use of technology to support students through different academic roles.
League for Innovation Conference Presentation March 5 2014Randy Malta
Using clickers, or audience response systems, in the classroom can help engage students and assess their understanding of course material. Clickers allow instructors to pose multiple choice or short answer questions to the entire class, with students responding anonymously using individual clicker devices. This interactive approach can increase student participation and focus, provide opportunities for discussion, and give instructors immediate feedback on student comprehension to guide further instruction. While clickers have advantages, instructors should start small with a few basic questions per class and focus on building student trust in the anonymous response system.
Put yourself in the Student's Chair presentation on 2nd International Lean Six Sigma Conference for Higher Education in Arnhem, The Netherlands, organized by HAN University of Applied Sciences
This document provides instructions for a classroom game where students will guess definitions and earn points. Students should raise their hands to guess, read definitions aloud when called on, and the winner will be the student with the most points at the end of the game from correctly guessing words and getting partial points for needing clues.
The National Association of Rural, Ecological and Cultural Tourism in Moldova, is a non-governmental, apolitical, non-profit organization (founded in 2000). ANTREC-Moldova is the first professional rural tourism association in the country, that have created a network of guesthouses. More information you can find at our website http://www.moldova-tourism.md
- Teachers need to prepare for the changing role of technology in education by becoming active digital learners themselves in order to understand how students learn with technology.
- Educators must get familiar with both asynchronous tools like blogs and email as well as synchronous tools like Skype to effectively teach with technology.
- Professional development is an ongoing process, as new technologies emerge, and teachers need to be open to learning new skills to stay current and help their students.
Professional Learning Teams Powerpoint 1aKim Wedman
The document discusses the evolution of professional learning teams (PLTs) at Lochearn school over three years from an "add-on" to a "way of being". It began with one hour per week focused on questions from Dufour but grew to include deeper conversations around best practices. Administration took on a coaching role to focus discussions on improving student learning. PLT meetings now align with school and grade goals and include discussion of student achievement data and differentiation strategies. Teachers comment that the collaborative time allows them to enhance their teaching practices.
The document discusses ways to make online teaching and learning more effective and engaging. It identifies challenges of virtual classrooms like maintaining student attention and discipline. It recommends using tools like learning apps, eBooks, YouTube, wikis, and games to make learning fun. It also provides 13 tips for teachers on how to make online classes fun, such as picking the right online platform, sending clear instructions, showing your face, setting ground rules, providing interactive activities and assignments, and seeking feedback from students.
This document discusses effective use of PowerPoint for instruction. It outlines advantages like engaging multiple learning styles, but also challenges like presentations being teacher-centered or lacking student feedback. Different approaches are described, such as text-heavy slides, image-heavy slides, or using slides as worksheets. The document provides examples of incorporating activities, case studies, student response systems, and narrated downloads to make presentations more interactive.
The document discusses the flipped classroom model, where typical lecture and homework elements are reversed - short video lectures are viewed at home by students before class, while in-class time is used for exercises, projects, and discussions. It notes some common misconceptions, such as that it is easy for teachers or that teachers are replaced by computers. Best practices for the flipped classroom model include using videos for students to learn concepts at home, then applying those concepts in class through activities where teachers can better identify errors and provide support. The goal is to put more responsibility on students while giving them more control over their learning.
Sloan_Conference Presentation_Course Redesign_2012Jun Yang
This document summarizes a presentation given by Dr. Susan White and Jun Yang at the University of Maryland about their experience redesigning a business finance course into a blended format. It provides details about their university, the blended learning initiative, and the process of transitioning the BMGT 340 course from a large lecture to smaller blended sections. It describes the pre-class, in-class, and post-class components and discusses survey results from students about their expectations and experiences in the blended format. Both positive student feedback about the flexibility and resources, as well as concerns about workload and understanding content online, are highlighted.
The mobile learning revolution is alive and growing in popularity every day. When schools move toward mobile learning in the classroom, they can take advantage of electronic devices such as tablets and cell phones that offer portability and ease of use. Mobile learning technologies can offer teachers a flexible approach to learning with their students in a variety of locations, and encourage this learning to continue at home.
More and more teachers are finding success with using mobile devices in the classroom. As a new teacher, you will want to investigate the policy and attitudes of your school and administration regarding the use of mobile devices for learning. What is the written policy? What is the spoken policy? Are there other teachers, coaches or administrators in your school who are doing this? Find like-minded teachers and begin a discussion.
Success doesn't just happen. It takes strategic planning and putting the right building blocks in place for success. This means doing things like informing parents, teaching responsible use, updating classroom management techniques, carefully planning activities and including students, and teaching students about safety and etiquette
Just in Time Teaching - A 21st Century Learning Technique - COLTT 2013Jeff Loats
This document provides an overview of Just in Time Teaching (JiTT), an evidence-based instructional strategy that uses online pre-class assignments to actively engage students with course material before class. The strategy aims to improve student preparation and in-class participation by having instructors modify lesson plans based on students' pre-class responses. Research shows JiTT can increase content knowledge, improve time management skills, and make students more engaged both before and during class. The document outlines the basic JiTT process, reviews supporting evidence from multiple disciplines, and addresses potential barriers to implementation.
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
Feedback 2.0: Using Tech to improve feedbackInClassNow
This document discusses using technology to improve feedback for students. The author notes that traditional feedback methods were often too late and did not help students improve. The author now focuses feedback during formative assessments using technology like screencasting, pencasting, screensharing, and collaborative documents. This provides timely, specific feedback to help both students and teachers. Students learn expectations and how to improve, while teachers can adjust instruction. Integrating feedback guidelines and applying feedback steps has increased student improvement.
Turning classroom trainers into online facilitatorsDavid Smith
This document provides tips for classroom trainers moving training programs online. It discusses how moving online requires careful planning, preparation of new skills and mindsets for both trainers and learners. Trainers need to refine existing facilitation skills to suit the virtual classroom by keeping learners engaged through frequent interaction using tools like polls, breakout rooms and chat. Success comes from planning engaging activities supporting learning goals, preparing learners and trainers technically, and practicing sessions. Top tips include focusing on learners rather than lecturing, using warm-up activities, engaging learners frequently and utilizing a producer to focus on learning.
Librarians at UNC-Chapel Hill were surveyed about instruction to identify how they approach instruction sessions. Most librarians discuss learning outcomes with instructors and read assignments to identify what students should learn. Sessions are typically split between lecture and hands-on activities. While librarians feel instruction is important, many do not formally evaluate their sessions due to lack of time and uncertainty about effective evaluation methods. Workshops were proposed on topics like learning outcomes, evaluation, and active learning to help librarians improve instruction.
The document discusses the flipped classroom model of education compared to the traditional classroom model. In the flipped classroom model, students learn content at home by watching pre-recorded video lectures. Class time is then used for hands-on activities, exercises, and discussions between students and teachers. While this model has advantages like allowing self-paced learning and freeing up class time, it also has disadvantages such as requiring reliable internet access and extensive preparation from teachers. The document argues that while the flipped classroom model could be implemented in Malaysian universities, it may not be suitable for all levels of education in Malaysia currently due to lack of infrastructure and teacher preparedness.
Scaling up the service and supporting student learningMatt Cornock
A brief summary of the University of York's implementation of lecture capture, focusing on service team partnership, the significance to quality of service of data integrations, and engagement with staff and students. Presentation at the UK HE Lecture Capture Meeting, University of Manchester, 27 June 2016.
Slidecast: Barriers To E-Learning Job Training (with sound)Lisa Ronald
Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount.
This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employees’ struggles to learn on the job.
This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
My top v100 tips for classroom successSusan Pinion
The document provides 100 tips for classroom success. It discusses the importance of previewing lessons before class through flipped learning videos. It also recommends note-taking apps for lectures and using phone apps to take photos of whiteboards. Students are advised to ask instructors questions instead of classmates to avoid disruption. Outside help from sources like Khan Academy is also suggested for reinforcement. Finally, the document stresses the importance of focus, homework, minimizing absences, preparation for assessments, getting enough sleep, and seeking help when needed.
The document discusses three articles about using vodcasting (video podcasting) in education. The first article describes high school chemistry teachers who used vodcasts to allow students to watch lectures after missing class. The second article discusses a college using vodcasts for older returning students. The third was a case study that found most subjects liked vodcasts and some would use them to study independently. Overall, the document suggests vodcasts are a useful educational tool that allow flexibility for students and could improve learning if more widely adopted.
The document discusses using problem-based learning (PBL) for staff development activities. It provides instructions for a sample PBL activity where staff are divided into groups and given a trigger to discuss. The document outlines roles, resources, and technologies to support PBL, including using Twitter and a phone conferencing tool to facilitate group work and presentations. It aims to explore creative teaching approaches and use of technology to support students through different academic roles.
League for Innovation Conference Presentation March 5 2014Randy Malta
Using clickers, or audience response systems, in the classroom can help engage students and assess their understanding of course material. Clickers allow instructors to pose multiple choice or short answer questions to the entire class, with students responding anonymously using individual clicker devices. This interactive approach can increase student participation and focus, provide opportunities for discussion, and give instructors immediate feedback on student comprehension to guide further instruction. While clickers have advantages, instructors should start small with a few basic questions per class and focus on building student trust in the anonymous response system.
Put yourself in the Student's Chair presentation on 2nd International Lean Six Sigma Conference for Higher Education in Arnhem, The Netherlands, organized by HAN University of Applied Sciences
This document provides instructions for a classroom game where students will guess definitions and earn points. Students should raise their hands to guess, read definitions aloud when called on, and the winner will be the student with the most points at the end of the game from correctly guessing words and getting partial points for needing clues.
The National Association of Rural, Ecological and Cultural Tourism in Moldova, is a non-governmental, apolitical, non-profit organization (founded in 2000). ANTREC-Moldova is the first professional rural tourism association in the country, that have created a network of guesthouses. More information you can find at our website http://www.moldova-tourism.md
This document introduces the 9th grade class from Gymnasium nr. 2 in Drochia, Moldova. It provides information about the teacher, Dorina Vacari, and lists the class favorites such as music groups, authors, TV programs, foods, school subjects, sports, video games, and websites. It also describes the hobbies of class members and provides details about the school such as its name, address, number of students, size, computer equipment, history, and school calendar. Finally, it introduces the local community of Drochia where it is located, provides its founding date, area, and population.
The document discusses a lesson about Moldovan Codrii forests. The objectives are to talk about Codrii as the country's most precious national treasure, understand an informative text on this topic, and name the types of trees that grow in Codrii. The text then describes Codrii as forested hills and valleys covered with ancient oak trees. It notes the wildlife that used to live there and says our duty is to protect Codrii for future generations.
This document provides a teacher's guide for a mathematics activity called "cross-NUMBERS" for young learners. The activity aims to enhance students' skills in addition and subtraction within 1000 by having them solve 10 challenging math problems and fill in the boxes of a crossword-style worksheet. The guide outlines preparing students by explaining the activity, distributing worksheets, and showing an example. Students then work individually or in groups to solve the problems while the teacher monitors and discusses answers.
Moldova has a total area of 33,843 square km, with 33,371 square km being land and 472 square km being water. Moldova has a temperate continental climate with long, hot summers where temperatures average above 20°C and cold, dry winters where average January temperatures are around -4°C.
This document discusses Moldova, its flag, capital city of Chisinau, and some of its landmarks like the Nativity Cathedral and Chisinau County Council. While details are sparse, the document touches on Moldova's flag, capital, and a few sites within the capital city.
This document outlines a biology lesson plan about blood typing taught by Miss Bhanumas Boonsamon. The 2-period lesson aims to help students understand what determines blood type and why blood can be transfused between some people. Students will learn through questions, group work, and a worksheet. They will discuss antigens, antibodies, blood typing processes, blood donation compatibility, and potential transfusion reactions.
The document provides information about tourism in Moldova. It summarizes that Moldova is located in Eastern Europe between Ukraine and Romania, and has a population of around 3.5 million people. It then gives an overview of Moldova's capital Chisinau and highlights some of the country's top tourist attractions which include historical sites, churches, museums, fortresses, monasteries, caves and reserves. It also describes the various types of tourism available such as wine tourism, cultural events, rural tourism, gastronomy, ecotourism and balneotherapy.
This project aims to teach 22 kindergarten-aged children English over the course of 4 months in Drochia, Moldova. Lessons will use games, videos, songs and worksheets to spark the children's interest and help them gain basic skills in greetings, numbers, colors, family members, parts of the body, fruits, vegetables, animals, and parts of a house. Key personnel will implement 11 lessons and activities while evaluating the impact and disseminating results to parents and educators.
The document describes The Stirling Consulting Group, a consulting firm based in Fair Oaks, California that provides sales, marketing, public relations, and relationship management services for high-net-worth financial professionals. It outlines the company's services, team of consultants with extensive experience, and current campaigns being implemented for clients.
Презентація серії документів ISACA з впровадження Європейської Моделі Кібербе...Alexey Yankovski
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-- Висновки для України
This document provides details on proposed renovations for Scorecards Unlimited, a business located at 6334 Huntley Road in Worthington, Ohio. The proposed changes include painting the building white or light gray, adding a new entry feature with accent paint colors, installing planters and plantings, and potentially replacing windows, landscaping, or the awning. Sketches and specifications are provided for the design of the new entryway, including dimensions and required paint areas and colors.
The document proposes interior and exterior renovations for a salon called Glamour Girls located on Mt Vernon Ave. Interior renovations include installing shelving, wall dividers, and salon equipment. Exterior renovations include a new continuous awning with the business name, modern glass details on doors and windows, and new street numbers and facade paint details. Renderings and specifications are provided for the interior design scheme, wall layout, awning, and signage.
A group of 14 Roosevelt IMC students participated in a faculty-led trip to Ireland from January 8-15, 2010 as part of an International IMC course. The trip involved classroom sessions at University College Cork and University College Dublin, as well as tours of cultural and business sites. Students visited locations like Blarney Castle, the Midleton Distillery, and Cobh Harbour. In Dublin, the group met with the Lord Mayor and tourism officials, and toured the Guinness Storehouse. The purpose of the trip was to expose students to marketing and communications in Ireland by gathering data on local businesses and brands to incorporate into a case study.
This document provides an overview of online teaching and learning. It discusses key elements of online instruction including course design, student engagement, and assessment. The document outlines best practices for online teaching such as making learning active, using a variety of resources, having a visible instructor presence, and applying andragogical principles. It also discusses common course design problems like endless content, unintuitive navigation, unclear directions, low accessibility, and broken links. The goal is to build foundational knowledge for instructors new to online teaching on creating effective online courses and student-centered online learning experiences.
Global Classroom VUC - Phd-Project so far Winter 2013CharlotteLarke
The document summarizes research from a PhD project studying an innovative video-mediated teaching model called Global Classroom at VUC Storstrøm, an adult education center in Denmark. Key findings include:
1) Students found the model motivating due to flexibility but faced technological and pedagogical issues. Teachers struggled with attention divides, assessing participation, and a lack of innovative teaching models.
2) The transition challenged the organization and teachers, who lacked influence and saw difficulties where project owners did not.
3) Moving forward, developing innovative pedagogical elements through workshops and design research, as well as providing safe spaces for teachers to practice new designs, could help realize new opportunities in Global Class
Training & Development - Traditional trainning methodsRaja Manzar
Hands-on training methods have several advantages over traditional lecture-based training:
1) They keep trainees actively engaged in learning by involving them in activities like role-plays, simulations, demonstrations, and practicing skills. This helps trainees better retain the information compared to passive lecture formats.
2) Hands-on methods allow trainees to immediately apply their new skills and behaviors to realistic work-related situations. Being able to practice in a safe environment helps trainees transfer their learning back to the job.
3) Trainers can provide immediate feedback to trainees on their performance of key skills. This feedback helps trainees identify areas for improvement and correctly learn the behaviors demonstrated by trainers.
While hands-on training is
Instructor Lens on Opening Access via Multi-Access LearningValerie Irvine
Presentation at #oer15 conference in Cardiff, UK reporting on study on instructor responses to the idea of giving access to open learners to their existing multi-access courses.
Microteaching is a technique used to train teachers. It involves teaching short lessons (5-7 minutes) to small groups of students (10-15) while focusing on one teaching skill at a time. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, and re-teaching. Microteaching aims to help teachers develop and improve skills like introducing lessons, asking probing questions, explaining concepts, stimulating students, using the blackboard, integrating technology, and concluding lessons. It allows teachers to practice skills in a controlled environment and receive immediate feedback to enhance their teaching abilities.
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
Rebooting and retooling toward a system of 21st century teacher professional ...Petra Wiyakti Bodrogini
This presentation was delivered at 13th UNESCO-APEID International Conference and
World Bank-KERIS High Level Seminar on ICT in Education in Hangzhou, 15-17 November 2010
Lesson Observation for Quality Control and Continuous Professional Developmen...eaquals
This document discusses strategies for effective lesson observation and continuous professional development. It suggests starting with softer observation approaches like using online video examples for self-reflection. Peer observation and mentorship programs are recommended where teachers observe each other and provide feedback. Video recording lessons allows for deeper self-reflection and more authentic peer observations without disrupting class flow. The goal is to help teachers see observation as beneficial for improving teaching quality and student learning outcomes.
1. Effective modeling in the classroom involves showing students small parts of tasks with an emphasis on quality, not just completion. This brings students' attention to excellence.
2. Models make explicit the qualities of excellent work and help link work to success criteria. Teachers can use differentiated models to show a range of quality levels.
3. Technology allows teachers to easily capture and share student models to promote assessment and learning. Scanning work creates resources like screencasts that can be widely viewed.
I-HE2020 The European Maturity Model for Blended EducationEADTU
The document describes the development of the European Maturity Model for Blended Education (EMBED). It was created through a strategic partnership to provide a reference model for developing and implementing blended learning at higher education institutions. The model considers blended learning at the course, program, and institutional levels. It was developed through a literature review and interviews with experts. A conceptual framework was created containing dimensions and indicators to assess maturity. The model was validated through a Delphi study with experts achieving over 75% consensus. Next steps include creating a self-assessment tool and implementation guidelines.
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
[OOFHEC2018] Inger-Marie Christensen, Pernille Hansen & Christopher Kjaer: Ca...EADTU
This document summarizes an online, self-paced course designed to provide teachers with skills for implementing learning technologies. The course addressed limitations of face-to-face training like fixed schedules and travel costs. It utilized an active, hands-on approach combining learning and work tasks. Teachers experienced flexibility in a structured design using e-tivities, badges, and exemplars. Feedback indicated the course helped achieve digital literacy and inspired teachers to develop their practices, though challenges included balancing structure and flexibility in online, self-paced learning.
The training methodology deals with the methods aimed to design and implement training. It must be separated from the “method” because it can be defined as a body of practices, procedures and rules used by those who work following a “discipline”.
'The VLE Usage Survey Five Years in: overview of findings & future directions'. Robert Cosgrave, Angelica Risquez, Damien Raftery, Eamon Costello, Theresa Logan-Phelan, Nuala Harding, Marion Palmer, Claire McAvinia, Tom Farrelly
This document summarizes a presentation about taking a program-level approach to assessment through the TESTA framework. It discusses some of the key issues with assessment such as having too many summative assessments and not enough formative. It then describes the TESTA audit process and some typical patterns they found. Some strategies for improving assessment are presented such as balancing summative and formative, linking the two, and using more authentic and collaborative formative tasks. The importance of feedback and making it more dialogic is also discussed. Overall it promotes assessing at the program level and involving the whole team in the change process.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
Pigs might fly: changing the assessment narrative through TESTATansy Jessop
This document summarizes a presentation about taking a program-wide approach to assessment called TESTA (Transforming the Experience of Students Through Assessment). The presentation discusses issues with current assessment approaches like high summative workloads and disconnected feedback. It then describes the TESTA program, which aims to address these issues through conducting program audits, using student questionnaires, and holding focus groups. Key goals of TESTA include increasing formative assessment and improving feedback cycles. The presentation provides case studies of programs that have successfully implemented TESTA and shares lessons about facilitating educational change.
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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 ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Shaping the future of learning
1. GAJAH ANNUAL REPORT 2015 | ‹#›
STUDENT VOICE:
SHAPING THE FUTURE OF LEARNING USING
THE STUDENT VOICE. WE ARE LISTENING
BUT ARE WE HEARING CLEARLY?
@katessoper
@cjmeadows
5. WRAPPING
INSTITUTION
LEARNING INNOVATION 2015 | 5
FEEDS
past
exams,
digitisation
resource
lists
and
digital
email
deadlines
and
marks
timetablesmoodle.mmu.ac.uk
my.mmu.ac.uk
mymmu-‐mobile
personalised
info
enrolments
sso
links
personalised
info
university
systems
PERSONALISED
INFO
7. QA & QE
PROCESSES
LEARNING INNOVATION 2015 | 7
INTERNAL STUDENT SURVEY
Tri-annual
Last iteration - 47,000 free text comments
Best thing about my course is?
Things I would most like improved on my course
are?
8. QA & QE
PROCESSES
LEARNING INNOVATION 2015 | 8
AUTOMATED MOODLE AUDIT
Assesses 12,000 + Program and Unit
areas
Minimum Threshold Standards
9. QA & QE
PROCESSES
LEARNING INNOVATION 2015 | 9
CONTNUOUS MONITORING &
IMPROVEMENT PLATFORM
Dashboard - visible to all staff
Mainly quantitative data
30,000 active users
12,000 unit areas
29,000 MMU App users
50 Million + Hits on Moodle since 2011
No auto-analysis of text comments
ISS comments available
19. THEMES
LEARNING INNOVATION 2015 | 19
Themes
Informed
practice
Fear
Next
steps
Staff
interviewed
around
themes
that
emerged
from
student
voice
analysis
Effective
communications
Moodle
well-‐organised Interactive
lectures
Audio
Visual
Use
20. OUTCOMES
LEARNING INNOVATION 2015 | 20
Themes
Informed
practice
Fear
Next
steps
Mismatches
/
Misconceptions
Fear
-‐
failure
/
colleagues
Redundancy
Approach
to
Training
21. COMMUNICATION
LEARNING INNOVATION 2015 | 21
“The support from the tutors. 90% of the
tutors have said to me do not email
me??? !! We pay for their advice and
support”
“Moodle space for communicating with
the cohort is especially cherished as it
keeps support and contact with the uni
during placements"
“Consistency needs to be there but people are responding
at different times and I’m guilty….but I just think I’ll get
that done…but then that creates an expectation on
colleagues to do this as well.”
“I think their expectation, again if we are talking about
fee-paying students, is for a very quick accurate
response, that can solve my problem, and off I go”
"they expect 24/7 [communication]"
“…when you go on to moodle you can say, well I did, and
you can see the announcements that I sent out and if you go
back to Moodle you can see the information that was sent
out that all the other students got, so..its good for covering
yourself as well”
22. AUDIOVISUAL
LEARNING INNOVATION 2015 | 22
The business lectures are too long (3 hours). Some of the
lectures i dont think have been very useful e.g. alot of
youtube videos. We could have been given the links and
then we could have the choice to watch them in our spare
time. The business plan should have been briefed alot
earlier instead of showing us rather pointless videos.
“He is attentive to the needs of the students with
podcasts that allow us to listen to our lecture again to
gain a full understanding of the topic (which is
necessary in some instances) as well as ensuring that
there is an overall good teaching standard in all the
tutorials.”
“like when you go and see a play and in the first
few minutes if its well acted then you buy into
it. If for the first few minutes the lecturer is
presenting this narrative, is stuck, if the student
has to say ‘Sir you don’t do it that way, you only
have to press CTRL+Enter’ , it changes the
dynamic, you have to regain your dignity
unfortunately”
“they won’t come to lectures anymore even
though I know it doesn’t necessarily happen
because at a private college I’ve done them and
they do still come”
[re Podcasting] “such and such does it why don't
you do it? It has to be consistent..you have to
have an agreement that all of you are going to
do it or none of you are going to do it”
23. INTERACTIVE
LEARNING INNOVATION 2015 | 23
“I know this may be difficult within this subject
but I would prefer more interaction within
seminar/lectures. Despite loving this area I find it
hard to concentrate when the lecturer is
simply reading from the board. Makes lecture
very hard to concentrate.”
“I feel that in the lecture we are able to engage
more verbally in class through the texting app
which helps create discussion about the topic
rather than just reading from a board and feel
this technique helps us understand each unit
better.”
“ I’d have liked to have been able to use, not mobile
technology but other things for them to use in the class,
but that’s the thing after they have found that bit of
information, you don’t know that they are looking at, so
that’s scary. My fear is impacting in them I think, I’ve
lost them then I need to try and get them back in”
“Whats really difficult is when….you’ve got a course
thats technologically driven or uses technology as
part and parcel of what they do …then its really easy
for the students to expect that……Whats very
difficult then for other members of staff is where
that’s not their normal practice to live up to that
expectation”
“it becomes "come on entertain me", it does need to
entertain, but it's not a West End show”
24. MOODLEUSE
LEARNING INNOVATION 2015 | 24
“I struggle to find things on moodle menus all over
the place secondary page? pedagogy page? subject
page? and there is no decent search facility......or even
a way to view resources in date order would help.”
“It would be good if the student and staff attitudes to
Moodle could be brought into line. Staff use it while
students dont necessarily know they have to.”
“Information that is uploaded to Moodle is sometimes
not explained or even mentioned in class..…although
this is good extra reading its hard to understand
when its out of context”
“ there is a temptation to put loads on there and
almost provide lots, because there is that expectation
that you only see them for 3 hours per week and that
they can carry on their own private learning……But
then, is that when they start to think that it’s
unorganised and not relevant to the exam?”
“when you’re putting together your Moodle area, it
makes sense to you, but not necessaraily to
them.”
“I try and really use that [Moodle] student view, I'm
still trying to move stuff off, because I'm looking at
what it looks like to them. I want to make my life
easier, so that they can find things"
25. APPROACH
LEARNING INNOVATION 2015 | 25
Themes
Informed
practice
Fear
Next
steps
• Template
• Aligned
with
CELT
Learning
Teaching
and
Assessment
Strategy
• Re-‐thinking
our
role
“I think there’s a need for it to be
seen not as technology training
but it needs to be about
developing pedagogic practice .”
28. RECOGNISED
RECOMMENDED
ARRANGED
VLE(Moodle)
CORE+ MMU
LEARNING INNOVATION 2015 | 28
RECOGNISED
We encourage tutors to experiment with
these but no critical mass to research and
prescribe integration and training. No
MMU account creation or management
RECOMMENDED
We develop training and support materials
to facilitate bringing these seamlessly into
the core. No expectation all staff will utilise
in their practice
ARRANGED
We create accounts, ensures access,
provide full support and training.
Expectation the majority of staff will be
able to utilise within their practice
Facebook
Flickr
Wordpress
Ning GDocs
Dropbox
Screenr
Flashback
Grademark
Mahara
Pebblepad
Audacity
Twitter
Adobe
Connect
Talis
Aspire
Equella
Turnitin Kaltura
EndNote