Helen Chenoby participated in Dr. Nellie's Moodle MOOC 10 course, which taught how to teach online using tools like Moodle, WizIQ, Google Drive, and presentation tools. Participants created videos and courses and learned by sharing with each other. Chenoby found it to be an effective and informative course, and is grateful to Dr. Nellie for the opportunity and to Nives for her support.
The fourth annual Second Life MOOC (SLMOOC17) https://moodle4teachers.org/course/view.php?id=114 will take place from June 1-30, 2017 on Moodle for Teachers (click here to access SLMOOC). The theme of the current MOOC is “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting education and learning through connecting online via web technologies such as Second Life. The MOOC will focus on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, .Minecraft, or OpenSim. The live presentations will include the speakers’ reflective process on teaching and learning in fully online and blended learning formats.
SLMOOC17 is for educators, schools, and public and private businesses that wish to provide training in virtual worlds. Weekly badges and a final certificate of completion will be available for free.
Week 4: Setting Up a Moodle Course in the Course Practice Area
Learn how to develop a Moodle course lesson collaboratively in the Course Practice Area (CPA)
Enable superior experience, live and expert classroom sessions on your Moodle LMS on Moodle for Teachers free online WizIQ training practice: https://moodle4teachers.org/course/view.php?id=207
Click to enrol https://moodle4teachers.org/course/view.php?id=88
his is the 6th annual M4TEVO session. The first M4TEVO session started in 2012. The goal of the M4T EVO 2018 session is to introduce the participants to a learning management system called Moodle. Participants will learn about resources, activities, and blocks available in a Moodle course as students and practice with the role of a teacher and manager. In weeks 4 and 5, they will work collaboratively to design and develop their own Moodle course. Participants will learn to create video tutorials using screencast-o-matic, Screencastify and Hippo with Chrome and SlideSpeech.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
The fourth annual Second Life MOOC (SLMOOC17) https://moodle4teachers.org/course/view.php?id=114 will take place from June 1-30, 2017 on Moodle for Teachers (click here to access SLMOOC). The theme of the current MOOC is “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting education and learning through connecting online via web technologies such as Second Life. The MOOC will focus on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, .Minecraft, or OpenSim. The live presentations will include the speakers’ reflective process on teaching and learning in fully online and blended learning formats.
SLMOOC17 is for educators, schools, and public and private businesses that wish to provide training in virtual worlds. Weekly badges and a final certificate of completion will be available for free.
Week 4: Setting Up a Moodle Course in the Course Practice Area
Learn how to develop a Moodle course lesson collaboratively in the Course Practice Area (CPA)
Enable superior experience, live and expert classroom sessions on your Moodle LMS on Moodle for Teachers free online WizIQ training practice: https://moodle4teachers.org/course/view.php?id=207
Click to enrol https://moodle4teachers.org/course/view.php?id=88
his is the 6th annual M4TEVO session. The first M4TEVO session started in 2012. The goal of the M4T EVO 2018 session is to introduce the participants to a learning management system called Moodle. Participants will learn about resources, activities, and blocks available in a Moodle course as students and practice with the role of a teacher and manager. In weeks 4 and 5, they will work collaboratively to design and develop their own Moodle course. Participants will learn to create video tutorials using screencast-o-matic, Screencastify and Hippo with Chrome and SlideSpeech.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
Creating a PowerPoint Presentation on Google Drive and uploading it on Movenote, PresentMe, SlideSpeech, and using Screencast-o-matic and Plotagon with the notes.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA presentation - Rosanna De Rosa - Piloting MOOCs in a Flipped Classroom -...EUmoocs
During the International MOOC conference that took place on 24-26 September in Naples, Italy, Rosanna de Rosa presented the EMMA project with these slides.
To know more about the EMMA project go to: http://platform.europeanmoocs.eu/
Presentation on VMCOLAB Project Pilot Courses Experiences by Bas Bergervoet (KU Leuven)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Presentation in the Workshop: MOOCs. Development for Tourism and Hospitality Curriculum at ENTER 2014 Conference, 21 to 24 of January, Dublin, Ireland
Oriol Miralbell and the support of Julià Minguillón
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: ...Enna Ayub
How Taylor’s University deployed its MOOC implementation campus-wide.
Share the pedagogy framework contains a plan on developing a sustaining momentum of academic’s participation for MOOCs.
Reflects on the content development process:
1.Training
2.Challenges
3.Best Practices
4.Way Forward
Video files shared are not uploaded.
View the slides for a webinar on the Moodle training available on Moodle MOOC 7 (MM7) and Moodle blocks for further engagement on Moodle 2.9.
Click to access the webinar recording http://www.wiziq.com/online-class/3187846-mm7-moodle-blocks-for-further-learner-engagement
Participants of MM7 will learn about their new roles as managers of a Moodle course and how to claim their weekly badges on MM7. It's not too late to enroll in MM7 free Moodle training for teachers worldwide. Here's the link to MM7: http://moodle4teachers.org/enrol/index.php?id=87
Creating a PowerPoint Presentation on Google Drive and uploading it on Movenote, PresentMe, SlideSpeech, and using Screencast-o-matic and Plotagon with the notes.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA presentation - Rosanna De Rosa - Piloting MOOCs in a Flipped Classroom -...EUmoocs
During the International MOOC conference that took place on 24-26 September in Naples, Italy, Rosanna de Rosa presented the EMMA project with these slides.
To know more about the EMMA project go to: http://platform.europeanmoocs.eu/
Presentation on VMCOLAB Project Pilot Courses Experiences by Bas Bergervoet (KU Leuven)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Presentation in the Workshop: MOOCs. Development for Tourism and Hospitality Curriculum at ENTER 2014 Conference, 21 to 24 of January, Dublin, Ireland
Oriol Miralbell and the support of Julià Minguillón
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: ...Enna Ayub
How Taylor’s University deployed its MOOC implementation campus-wide.
Share the pedagogy framework contains a plan on developing a sustaining momentum of academic’s participation for MOOCs.
Reflects on the content development process:
1.Training
2.Challenges
3.Best Practices
4.Way Forward
Video files shared are not uploaded.
View the slides for a webinar on the Moodle training available on Moodle MOOC 7 (MM7) and Moodle blocks for further engagement on Moodle 2.9.
Click to access the webinar recording http://www.wiziq.com/online-class/3187846-mm7-moodle-blocks-for-further-learner-engagement
Participants of MM7 will learn about their new roles as managers of a Moodle course and how to claim their weekly badges on MM7. It's not too late to enroll in MM7 free Moodle training for teachers worldwide. Here's the link to MM7: http://moodle4teachers.org/enrol/index.php?id=87
Using Panopto for students’ self-submitted lesson observations.
Teachers on postgraduate specialist inclusion courses are required to have
observation of their practice of teaching and assessment. Many of these teachers are
distance learners so it was not practical for a tutor to visit these teachers in person.
The lessons that the teachers undertake are usually one to one specialist lessons and
up to an hour long.
Panopto is available throughout the university, mainly used to record lectures as a tool
to support learning but we decided to explore the use of this in an innovative way. The
aim was to provide a system where students could upload their recorded lessons
securely to the VLE. These could then be viewed by the observation tutor for formative,
then summative feedback.
Students are encouraged to use the recorded lessons to reflect on their own practice
and evaluations on lessons have improved since students have been using this
process. We also decided to use the system as a tool for teaching and learning.
Recorded lessons have been shown in face to face sessions for critical evaluation.
The system is being been used on the Postgraduate Certificate in SpLD (Dyslexia)
and Postgraduate Certificate Education (Dyscalculia). The courses are blended
courses with a required number of face to face teaching sessions and the additional
teaching is online. The teachers on these programmes are nationwide. The courses
have external professional accreditation from the British Dyslexia Association. There
are 60-80 teachers on the Dyslexia course and they need 4 observations each. There
are 15-20 teachers on dyscalculia course who have 3 observations. Observation tutors
give feedback on the lesson observations and there is moderation of these by the
programme leader and external moderation by the British Dyslexia Association and
external examiners.
Panopto has given us the opportunity to streamline the students’ workflow, as well as
provide detailed, swift feedback, secure access for moderators, a valuable reflection
tool for students and a permanent record of assessment for quality assurance.
Anne McLoughlin
Senior Lecturer, Professional Learning
Edge Hill University
Scott Farrow
Content Developer & VLE Support Officer
Edge Hill University
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
The Role of Video in the Flipped ClassroomPaul Richards
This week PTZOptics the professional video camera manufacturer released a free guide for educators creating video for the flipped classroom. The “Flipped Classroom” instructional strategy is being used in school around the world today yet many of the tools educators have always wanted to create unique and engaging video content for flipped classroom teaching are just now becoming commonplace. In a recent video, the PTZOptics live show hosts, Paul Richards and Tess Protesto, explain some of the latest instructional technology available for educators who want to create engaging video content used for the flipped classroom along with a detailed guide.
“Teachers have always wanted to an easy way to create high-quality video content for the online instructional portion of their curriculum.” says Paul Richards, Chief Streaming Officer for PTZOptics. “Today teachers can use a host of easy to use online, cloud-based and even mobile applications to make video creation easier.”
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
Its 4 WEEK MOOC on Cooperative Learning Pedagogy which is developed under online mentoring program of UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning.
Its free of Cost Course. It aims at promoting the use of cooperative learning for quality education at school, college & university level. As we know that Cooperative learning (CL) has been described as one of the most widely investigated educational approaches (Slavin, 1996).
In Modern day teaching learning process, the role of a teacher needs to be as a facilitator of children’s learning. Cooperative learning strategies are also providing structure in which students have an opportunity to raise logical questions, discuss the content with his peer group, and imitate higher order thinking, critical evaluation of idea, etc. in team work.
This project would focus on introduction of cooperative learning as learner centered pedagogy as new approach to quality education. Theoretical concept of cooperative learning, related terms and strategies will be discussed with the learners. Out of various strategies of cooperative learning, two main strategies Jigsaw and STAD (which are used across the world in different subjects) will be discussed with learners along with its various steps of implementation. Advantages of both strategies will also be shared with the learners. After going through the course learners will be able to develop and execute plan for use of these strategies in their classroom. Learned material can be integrated in teaching-learning process and make learning more practical and enjoyable.
More information on OnEdu Learning Environment for business and educational institutions: http://www.matleenalaakso.fi/p/in-english.html and http://www.onedu.fi/en/
Presenters of MMVC18 and their bios https://docs.google.com/presentation/d/1DJso2DGBbZUJQPN-yKIs0sHiVmHnsUbZIan59-UUNfE/edit?usp=sharing
Join us August 3-5 for free on MMVC18 7th annual online event: Sign up for MMVC18 free online conference August 3-5, 2018 http://moodlemoot.integrating-technology.org/course/view.php?id=4
In week 2, participants of Moodle MOOC will explore the activities and resources in a Moodle course with full editing rights as teachers and share their findings using Screencast-o-maric. It's not too late to contribute and collaborate with teachers from around the world https://integrating-technology.org
Learn about collaborating and using technology face-to-face and fully online, teacher development via peer teaching and Moodle skills.
Enrol in MM12 from April 25 - May 3,2018: https://moodle4teachers.org/course/view.php?id=220
Nellie Deutsch will highlight how screencast-o-matic and PoodLL engage teachers in peer teaching and learning by teaching. The presenter will discuss her experiences in moderating two EVO sessions, Moodle for Teachers for the past 6 years and Teaching EFL to Young Learners for the past 4 years.
Recording on Youtube https://youtu.be/5bAR6P6-DaI
Showcasing and reflection on Moodle MOOC 9 on Moodle for Teachers free teacher training on how to teach online using Moodle as a teacher and manager of a course and a manager of a Moodle site. Click to join Moodle MOOCs twice a year in November and May at https://moodle4teachers.org
List your paid or free online events such as courses, webinars, conferences, and MOOCs on Integrating Technology, so others learn about and share them with their colleagues and friends http://integrating-technology.org/wp/
Active listening is a work in progress because listening never ends. It takes ongoing practice to learn to be active listens, but the effort is worthwhile.
The 5th annual MoodleMoot Virtual Conference (MMVC16) for 2016 is a free annual online event that will take place from August 5-7, 2016 on MMVC16 WizIQ and on MoodleMoot Moodle learning environments. Join MMVC16: http://moodlemoot.integrating-technology.org/course/view.php?id=2
Creating Authentic Learning with Moodle (CALM) is a workshop on EdMedia in Vancouver June 28, 2016. CALM focused on the design and implementation of Moodle courses for fully online, blended learning, the flipped classroom, and MOOCs. Participants will learn about socially engaging resources, activities, blocks available in Moodle 2.9. as teachers in the Teacher Practice Area (TPA) and managers in the Manager Practice Area (MPA) of a course. Attendees will engage in authentic learning as they create video tutorials using screencast-o-matic or Slidespeech to document and showcase their work.
The presenter will showcase the participants’ collaborative Moodle Course Lessons (MCL) and announcing the winners of MM8 webinar reflections free giveaways. Join Moodle MOOC 9 on http://moodle4teachers.org
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
11. I’m a secondary high school Teacher in maths and
physics, in Magliano Sabina (Italy).
I created a Moodle Course about the topic:
“The State of Matter”
My main goals are about:
● the exchange of ideas among teachers
● the great pedagogical potentiality from this
kind of approach
● I discovery a very intuitive and complete
platform
● the simplicity and immediacy about the big
amount of material that can be shared
Thank you so much Nellie for the opportunity you
gave us!
Moreno Concezzi (Rieti, Italy)
This is the link to my Course and
the link to my course presentation video
12. I teach English, German and Romanian as a FL at a
private language school in Iasi, Romania.
For my individual course I chose a grammar topic::
“English tenses: a crash course”
The course objectives are:
● To overview the meaning and usage of the
verb tenses in English
● To consolidate students’ understanding of
the tenses
● To encourage reflection and collaboration in
the learning process
● To provide students with a set of useful
resources for individual study
Andreea-Katia Nechifor (Romania)
Available badges: 3 (one for each section)
Course completion: all activities must be marked as
complete
13. Helen Chenoby
I participated in Moodle Mooc 10 which provided training on how to teach online using Moodle, WizIQ,
Google drive & presentation tools that focus on teaching as a way to learn.
Two web sites designed by Dr. Nellie using the latest version of Moodle (3.3) - Moodle for teachers and
Moodle for teaching are a great learning environments, where we learnt “By-doing” and “Sharing” . We
created many videos and learnt how to reflect on the processes, we created our own courses and the final
result of our individual work in the course practice area we added to Padlet “Moodle MOOC 10 Week 5:
Individual Courses” https://padlet.com/nelliemuller/51rxdinjj6j5
It was very effective and informative course. We were instantly supported and guided. Many thanks to
Nives who always was available to help.
Thank you very much to Dr Nellie for providing this opportunity to communicate with people who are
passion about online learning design from all around the word
14. Luisa Petrillo (Naples,Italy)
I’m an English teacher in a low
Secondary School in the South of
Italy. I joined Moodle Mooc 10 to
learn how to teach online using
Moodle. For my individual Course I
chose to talk about Italy, just to
continue what I had started in the
Collaborative Course Design. The
Course is an introduction to Italian
Culture with a special focus on
Italians seen from the outside,
between truth and stereotypes.This
is the link to my course
http://moodle4teaching.org/course/vi
ew.php?id=13
The link to the showcasing video
https://www.youtube.com/watch?v=u
VVXU9zPJTQ
I’m really grateful to Dr Nellie for the positive
learning environment she provided me with: a
really great experience to meet passionate
teachers and learn from each other.
15. Anatoly Chenoby
I participated in Dr Nellie M4T MOOC 10 course where
Dr Nellie lead and nurtured us through following milestones:
- Introducing overall Moodle structure and components;
- Provides with tool for team collaborations
- Detailed investigation for some Moodle features
(profile, frontpage, gradebook, blocks,badge
Management,activities and resources, etc…)
- For everyone she created their own sandboxes where
we can design courses of our choice using latest
Moodle features
- We received constant and prompt response to all our
queries and help
Here is the link to the course I created ->
Thank you for organising the course in great way!
16. I am an ITC professor at the College of
Forestry in Gurghiu and when necessary, trainer
for my fellow teachers (ITC Trainer and
educational management) .
I teach ITC (1 hour/week) at middle school,
high school, vocational school and post-secondary
school.
My course:
WPS Writer
Emilia Dan - RO
17. Introduction ; Video Tutorial Tools and Activities
✓ Learning about each other
✓ Create our team for the collaborative course in the
course practice area (CPA)
My videos:
➢ My Profile
➢ Layout of Moodle MOOC 10
➢ Rich Editor on Moodle My Profile
Emilia Dan - RO
18. Section 1 - Learning and Teaching online
✓ Student Engagement
✓ Authentic Learning
My Videos
➢ PoodLL in the Editor
➢ External Blog (how to add an external blog)
➢ Blogging on Moodle as a Student
➢ Exabis ePortofolio
Section 2 - Course Design with Resources and Activities
✓ Compare Activities and Resources
✓ Role of a teacher in the classroom and in a Moodle
course
✓ Effective Course Design Forum
Teacher Practice Area
My videos:
➢ Resources in the TPA
➢ Activities in the TPA Profile
Emilia Dan - RO
19. Blocks available to a Manager
Blocks on Moodle and the Manager Practice Area
In week 3, participants will have the role of a manager in
the
Manager Practice Area (MPA)
1. What is the role of a manager in a school?
2. What is the role of a manager in a Moodle course?
My videos:
➢ Video Tutorials of Blocks as a Manager
Emilia Dan - RO
20. Collaborative Course Design
Participants will work in teams to design a course . They
will document the steps and reflect on the process and
share the final module of their lesson in the topic section
using screencast-o-matic and publish the recording on
Youtube or Vimeo
My videos:
➢ Videos Capturing the Steps (Submit) of the Team
Course Collaboration
➢ Videos Capturing Individual Reflections on the
Process of Working in the Course Practice Area
❖ 1
❖ 2
Emilia Dan - RO
22. Manager of a Moodle Site
Participants, who receive badges for weeks 1-
3, will be able to continue working on Moodle for Teachers
manager training course for managers of a Moodle site.
My videos:
➢ Create a new course
➢ User and Enrolment Methods
➢ Grades
➢ Create 1 Badge with Criteria
➢ FrontPage
➢ Showcasing Individual Courses from Moodle for
Teaching unread posts
Emilia Dan - RO
25. WEEK 3 and WEEK 4 Collaborative course design
Business English and Cultural Communication
Harshita Kapoor
26. WEEK 3 and WEEK 4 Collaborative course design
Business English and Cultural Communication
Harshita Kapoor
27. Final Course
Countries across the globe-
truly collaborative:
● North India
● South India
● Italy
● Italy
● Romania
● UK
Course Outline:
● Syllabus-Presentation
● Individual Cultures
● Badges
● Certificates
Great Team Work!! Harshita Kapoor
36. My name is Maria Luisa de Cristofaro.
I teach Science in a secondary high school in Naples, Italy.
I think that students have to understand that we live in a global,
universal system, where everything is connected and flows
continuously from a part to another, that everything changes
but it is not destroyed, and subjects such as biology,
chemistry,physics, earth science, math are so related each
other.
I’ve planned a course for science teachers where peer
knowledge is a goal, and an adequate learning design of their
lessons is fundamental.
I’ve tried to work aiding science teachers to build a shared
repository of tools and resources for their lessons, that can be
updated also in their future work.
I think that communication is also important, so I decided to
implement mainly chat rooms and a general forum section.
I’m very grateful to everyone for the support
Thanks
This is the link of my course video presentation on
youtube:https://youtu.be/imlMcCZ8HVg
37. This course has really learned to me what is a Moodle Platform, how to manage it as a
teacher, as a course administrator and a site administrator. Now I’m able to participate
in live online classes and I’ve got the knowledge and skills to navigate a Moodle
course, access resources, activities, and blocks from a student perspective and I’ve
practiced the same Moodle features as teacher and manager of a Moodle course. I’ve
developed a lesson in teams and a course itself on my own.
38.
39. Week 1: Video Tutorial Tools and Activities
● Learning about each other
● Create our team for the collaborative course in the course practice area (CPA)
My videos:
1. My Profile
2. Layout of Moodle MOOC 10
3. Rich Editor on Moodle
Satishkumar D
40. Week 2: Learning and teaching online (section 1)
● Authentic learning
● Student Engagement
● Exabis and Mahara ePortfolios
My Videos:
1. PoodLL in the Editor
2. how to add an external blog
3. how to use the Blog as a student
4. Exabis ePortfolio
5. Mahara
Week 2: Course Design with Resources and Activities (Section 2)
● Compare Activities and Resources
● Role of teacher in classroom & in a moodle course
● Effective course design
● Learning Tools Interoperability
My Videos:
1. Resources in the TPA
2. Activities in TPA
Satishkumar D
41. Week 3: Blocks available to a Manager
● Role of a Manager in a school
● Role of a Manager in a Moodle course
● CPA Team Collaboration
My Video:
1. Blocks in MPA
Satishkumar D
42. Weeks 3 and 4: Collaborative Course Design
My Videos:
Steps of the Team Course Collaboration
Individual reflection I
Individual reflection II
Satishkumar D
43. Week 5: Manager of a Moodle Site
My Videos:
1. Create a New course
2. User and Enrolment methods
3. Grades
4. Create 1 Badge with criteria
5. Front page
Satishkumar D
44. Tiziana Angiolini ( ITALY)
My name is Tiziana Angiolini and I teach English and German in
Upper secondary schools in Italy.
I have been involved in self-development for years and I have done
my second Moodle Mooc thanks to Nellie Deutsch.
I am a lifelong learner and I love teaching.
I chose to do the MOOC late in April as I had to give up MM9 in
November due to the many activities I was involved in.This time I
have been able to finish the MOOC.
I have worked in the five weeks by taking advantage of the great
platform which is Moodle and I have learnt a lot.
My first MOOC was only based on working on Moodle and creating
some activities. I had realized that Moodle has many possibilities
but I would have never imagined it would be such a nice platform for
creating projects and collaborating with other teachers.
This time I have learnt more and I have worked with other teachers
in week 3 and 4 while in week 5 I created my course.
45. Week 1-2
We learnt about blogging , eportfolios, creating a
profile, using PoodLL and working with resources
and activities . I loved learning about PoodLL as I
could record videos and audios. This is one of
the best features of the MOODLE platform!
Week 3
This was a challenging week and I worked on the
MANAGER PRACTICE AREA
Tiziana Angiolini( ITALY)
46. Tiziana Angiolini ( ITALY)
Week 3-4
The key word to define the main activities we created
is COLLABORATION and TOGETHER we can do a
lot.
I was part of a group that worked on the same theme:
We are all in this together.
The topic was sustainability and each member had a
BLOCK or a part in the course.
We had to share a policydocument as regarded the
team work.Everything was online and we planned the
course.
47. Tiziana Angiolini ( ITALY)
Week 3-4
While searching online I found interesting documents which I
shared with my team and I could use some of them in my
session : English Language: Learning about our World and
its Future.
I worked with another teacher of English, HELENA, who
worked on another part of the course and developed a
great course in Week 5. We were two teachers of English
who were exploiting different paths within the same topic.
The other teachers were teachers of nonlinguistic subjects
and made great blocks dealing with the issues .
It was a bit difficult to share ideas online and we also had
to rely on emails. But WE MANAGED TO DO OUR
COURSE.
48. Week 4
I had to reflect on the process of working while
creating a course on the Moodle Platform.
Tiziana Angiolini ( ITALY)
49. Week 5
I created my course. I got back to the idea I had in
mind when I started the MOOC. I wanted to do
something about teaching Literature. It should be
part of my final activities in this MOOC.
And I did it. I managed to start my course. It was
really motivating and engaging.
Tiziana Angiolini ( ITALY)
50. Week 5
I had to work online, bookmark what images and
documents I needed, I looked for materials which should
not be copyrighted. I developed my course by creating
different sections andI created activities and tasks for
my students. I also created badges for the course.
Tiziana Angiolini ( ITALY)
51. My course: it is still work in Progress but I have
managed and now I know what I am required to do when
working on MOODLE.
Thank you Dr NELLIE
and all the teachers who
worked in this great
MOOC. Looking forward
to MM11!
Tiziana Angiolini
Tiziana Angiolini ( ITALY)
52. Hi everyone! I am Maria from Canada. My passions are connecting with people
and building community. I am helping a wonderful woman who is using Moodle to
teach community developers about community building and the empowerment of
citizens. At the top of this slide you see the sections of my own website, which I
will use to develop my own Moodle course in the future.
53. My collaborative group worked on:
We are all in this together
A very applicable theme for sustainable community
development.
The key word was FLOW.
My take on FLOW is that knowledge and skills can be lost
when we don’t pass them onto the next generations and
learn from and share with the newcomers in our countries.
(Maria)
54. Because of everything I have learned in Moodle MOOC 10 I am no
longer hesitant about making a video, posting it on Youtube, and
moving forward. I have also learned which settings to change in the
Moodle course that I am helping with. This will allow us to automate
the grading and show a progress bar - which is very motivating for
participants. I am looking forward to Moodle MOOC 11.
Thank you for all the beautiful resources that we were able to explore and adopt.
Thank you, everyone, for all your input, videos, courses, and encouragements.
It’s inspiring to see so many people passionate about teaching and learning!
Thank you, Nellie Deutsch, for creating this course, for your patience, and for
exposing us all to so much richness! Happy Moodling.
(Maria)
55. Hello everyone! I am Sheryl from USA.
Being curious and interested in other
people helps me enjoy teaching and
sharing ways to learn with my family,
my community, and my professional
cohort.
Participating in Moodle activities
rekindled my love of learning and
teaching. In Moodle MOOC 10, I was
very lucky to work with a wonderful
team of great teachers. Thanks to Dr.
Nellie Deutsch, I’ve come a long way in
my quest to make a place for myself
online. (Sheryl McCoy
56. My collaborative group worked on:
We Are All In This Together
A very applicable theme for sustainable community
development.
The key word was FLOW.
My take on FLOW is the fact that all things have an ending
and a beginning, and that energy is at the core of these
changes. Humans appreciate sustainability and I hope to
share that with others in my classes.
(Sheryl)
57. Often, it’s difficult to put into words the
exceptional experience that is offered here
in the Moodle MOOC10 courses, but I can
assure you that you will be different,
changed in a positive way for sharing with
other teachers all over the world and
learning how to effectively teach online.
SHERYL McCoy
I’m continuing to develop a more
professional course here on Moodle with the
help of Dr. Nellie and her team. Their helpful
attitudes that I could do this have
encouraged me to share what I know with
other teachers, parents, and students.