Dan Woodhouse is a home-based learner who became paralyzed from the neck down after a surgery complication. He explores how social software and assistive technology have helped support his education and independence. Dan shares his experiences using tools like Elluminate for virtual classrooms and Skype for communication. He hopes to form an online community to help other home-based learners benefit from these technologies as he has.
The document provides information and strategies for helping parents support communication for children using augmentative and alternative communication (AAC). It discusses presuming competence, an AAC Bill of Rights, and the MMM method of motivating, modeling, and moving out of the way. Tips are given for growing vocabulary, creating communication-rich environments, involving siblings, and ensuring AAC access in various locations. The goal is to give children a powerful voice by providing communication tools and supporting their full participation at home and in the community.
This document discusses the learning preferences and experiences of two students, Belinda Chung and Johnson Cheung, in a multimedia learning class.
Belinda tested as an active, sensing, visual, and sequential learner. She enjoyed using screencasts and digital quizzes to learn visually and sequentially. Johnson preferred learning in groups and hands-on activities. Both students explored screencasting and found it accommodated their learning preferences by combining multiple media types. Going forward, they plan to continue using screencasts and digital quizzes but avoid eBooks and digital textbooks.
This document provides information about using technology tools to support instruction. It discusses how to use Microsoft Office applications like PowerPoint, Word, and Excel to create instructional materials, implement lessons, and assess student work. Google Docs, YouTube, and smartphones/tablets are also covered as ways to incorporate additional digital resources. The document emphasizes how these tools can provide multiple means of representation, engagement, and expression for students with diverse learning needs.
This document reviews the Web 2.0 tools Scoop.It and Blogger and their potential to support online learning communities. Scoop.It allows users to curate topics and share resources. It facilitates collaboration and expanding one's network. Blogger enables easy blogging and linking to other sites. Both tools support anytime learning and discussion to build shared understanding. Examples provided illustrate how blogs in particular can foster online communities for reflection, feedback and knowledge creation among students and educators.
The document discusses a research project examining the experiences of disabled learners in higher education and their use of technology. It presents case studies of several disabled university students that illustrate both barriers they face, such as inaccessible technologies and stigma, as well as ways technologies can promote inclusion through increased independence, literacy, and positive impacts on learning and productivity. The cases demonstrate complex relationships between learners, technologies, and educational experiences.
Daniel took a learning preferences assessment and found he is strongly visually oriented with high scores in visual and sequential learning. He explored using social networking like Twitter to collaborate with classmates, asking questions to TAs. Screencasts also helped him learn new software by tapping into his visual learning. Games surprised him as a learning tool by making memorization fun. Overall, social networking helped the most by facilitating real-time collaboration, and he will continue using social tools that support his visual learning style.
This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
The document provides information and strategies for helping parents support communication for children using augmentative and alternative communication (AAC). It discusses presuming competence, an AAC Bill of Rights, and the MMM method of motivating, modeling, and moving out of the way. Tips are given for growing vocabulary, creating communication-rich environments, involving siblings, and ensuring AAC access in various locations. The goal is to give children a powerful voice by providing communication tools and supporting their full participation at home and in the community.
This document discusses the learning preferences and experiences of two students, Belinda Chung and Johnson Cheung, in a multimedia learning class.
Belinda tested as an active, sensing, visual, and sequential learner. She enjoyed using screencasts and digital quizzes to learn visually and sequentially. Johnson preferred learning in groups and hands-on activities. Both students explored screencasting and found it accommodated their learning preferences by combining multiple media types. Going forward, they plan to continue using screencasts and digital quizzes but avoid eBooks and digital textbooks.
This document provides information about using technology tools to support instruction. It discusses how to use Microsoft Office applications like PowerPoint, Word, and Excel to create instructional materials, implement lessons, and assess student work. Google Docs, YouTube, and smartphones/tablets are also covered as ways to incorporate additional digital resources. The document emphasizes how these tools can provide multiple means of representation, engagement, and expression for students with diverse learning needs.
This document reviews the Web 2.0 tools Scoop.It and Blogger and their potential to support online learning communities. Scoop.It allows users to curate topics and share resources. It facilitates collaboration and expanding one's network. Blogger enables easy blogging and linking to other sites. Both tools support anytime learning and discussion to build shared understanding. Examples provided illustrate how blogs in particular can foster online communities for reflection, feedback and knowledge creation among students and educators.
The document discusses a research project examining the experiences of disabled learners in higher education and their use of technology. It presents case studies of several disabled university students that illustrate both barriers they face, such as inaccessible technologies and stigma, as well as ways technologies can promote inclusion through increased independence, literacy, and positive impacts on learning and productivity. The cases demonstrate complex relationships between learners, technologies, and educational experiences.
Daniel took a learning preferences assessment and found he is strongly visually oriented with high scores in visual and sequential learning. He explored using social networking like Twitter to collaborate with classmates, asking questions to TAs. Screencasts also helped him learn new software by tapping into his visual learning. Games surprised him as a learning tool by making memorization fun. Overall, social networking helped the most by facilitating real-time collaboration, and he will continue using social tools that support his visual learning style.
This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
Non-Linear PowerPoint summarizes the use of three technologies - podcasting, smart boards, and PowerPoint - for educational purposes. Podcasting allows teachers to easily share classroom information with students and parents. Smart boards are beneficial for students with autism as they are visual and motivating. PowerPoint enhances learning for students with developmental delays through its presentation features, accessibility, and ability to provide prompts. The document explores the advantages of each technology and includes reflections on their educational value.
The document discusses the learner's personal learning preferences and experiences using multimedia technologies. The learner prefers active, hands-on learning and visual learning styles. They find that social learning activities like forums and social bookmarking help provide a deeper understanding of course concepts by allowing them to learn from others and do additional research. Mobile technologies like microblogs, iPads, and iPods support the learner's education and focus by enabling communication, research, and relaxation. Tablet computers and interactive eBooks are seen as having great potential to support multimedia learning anywhere. The learner intends to continue using visuals, collaboration, multimedia, and the internet in their future studies and career.
The document discusses Alyssa Bare's learning about multimedia technologies for education. It describes how she initially saw technology as only for entertainment or work, but not learning. Through activities in her class exploring tools like screencasts, podcasts, and multimedia, she found that podcasts best accommodated her learning preferences as a visual, sensory, active learner. After the class, she plans to continue using podcasts for personal learning but not at her job, and will explore other tools like screencasts for information online rather than books.
Interact is a learning management system introduced at Charles Sturt University in 2008. It provides various tools like forums, chat rooms, wikis and blogs to facilitate learning and interaction between students and lecturers. A survey of 59 students found that most found Interact easy to use and that it enhanced their learning by providing a central place for subject materials. However, the chat room was rarely used with students preferring forums for interaction. Improving lecturer participation and training was suggested to help students better utilize all of Interact's features.
The document discusses using ICT in the classroom and strategies for effective classroom management when using computers. It provides tips for starting each day with a digital recording of the children's news. Example templates and software like KidPix and PowerPoint are recommended for creating these recordings. Effective routines and rules for computer use are emphasized, including only working with one group at a time and using visual cues to avoid interruptions.
1) The author initially disliked the idea of e-portfolios after a negative experience creating one for a university course. She found the task overwhelming and confusing.
2) For a subsequent course, the author decided to create an e-portfolio to organize her past work. With familiarity of the tool and a purpose beyond assessment, she had a positive experience.
3) The author now sees the value of e-portfolios for recording learning over time. However, she notes students may have better initial experiences with more guidance and support around reflection, constructing e-portfolios, and using the tools.
The document discusses the results of the author's learning preference survey and their views on how they learn best. According to the survey results, the author's top preferences were reflective, sensual, sequential, and verbal learning. However, based on their own experience, the author believes they learn best visually and verbally. The survey did not change the author's view that these two methods suit them best. Overall, the author does not think surveys alone can determine someone's best learning style.
This document provides information about several online tools for education:
- Today's Meet allows for backchanneling during presentations through online discussions.
- MindMeister is a free mind mapping tool that allows collaborative brainstorming and organizing ideas.
- Prezi is an alternative presentation tool where elements zoom and pan across a canvas rather than using slides.
- Poll Everywhere facilitates instant polling from texts or a website to gather audience feedback in real time.
- SumoPaint is a free and basic image editing program that teaches computer skills through creating graphics.
The student took a learning preference survey that showed they were most reflective, sensual, sequential, and verbal. However, based on their own experience, they felt they learned best visually and verbally. The survey results did not change their view that their top learning preferences were visual and verbal. Overall, the student believes a survey alone cannot determine someone's best learning style and it must be figured out individually.
The student took a learning preference survey that showed they were most reflective, sensual, sequential, and verbal. However, based on their own experience, they felt they learned best visually and verbally. The survey results did not change their view that their top learning preferences were visual and verbal. Overall, the student believes a survey alone cannot determine someone's best learning style and it must be figured out individually.
Pushing Further: using iPad apps to increase AAC Kate Ahern
This document discusses using iPads to increase augmentative and alternative communication (AAC) use and skills. It notes that communicating serves several purposes, including expressing wants and needs, sharing information, fostering social closeness, and practicing social etiquette. It recommends using motivating activities with the iPad, modeling communication behaviors, and giving students time and space to communicate independently. It provides examples of motivating iPad apps in different categories like recording voice, storytelling, guessing games, authoring tools, and more. It stresses that students do not need to physically access the iPad themselves for it to be used as a motivating activity.
Zack March completed a learning preferences survey at the beginning and end of his ITEC 299 class. His scores were in the middle and did not change much by the end. He preferred reflective learning over group work. Throughout the class, he learned about different multimedia tools for learning like podcasts, screencasts, and YouTube videos. Podcasts helped stimulate his audio learning preference, while sharing content online helped his global preference. Screencasts were most helpful for his verbal, sequential, and visual preferences. Going forward, he sees value in using different media like screencasts for presentations to engage audiences with different learning styles.
1. The document provides guidelines for writing reflections on face-to-face or online events attended by the author.
2. It includes 10 questions to address in the reflection, including describing the event, connecting with others, questions that arose, how the content relates to the author, thoughts during the event, feelings, challenges, next steps, and future research topics.
3. The author provides reflections in response to 8 separate events they attended on various topics related to teaching, including using digital tools and online learning.
The document describes the author's journey pursuing a Master's degree in Educational Technology through Michigan State University. She was initially apprehensive about the technology-focused program but was encouraged by her friend Abbie. Through the program, she learned to use technologies like blogs, webquests, and digital videos/images to engage and motivate her k-12 physical education students, helping them improve their writing while speaking their "Web 2.0 language." Pursuing this less traditional path made a positive difference in her teaching practice and role as an educator.
The document discusses the learner's preferences for active and sensory learning styles. They prefer hands-on activities and learning in groups. Social bookmarking and online forums helped the learner gain a deeper understanding of course content by allowing them to ask questions and see others' research. Mobile technologies like iPads and iPods are useful for communication, research, and focus. The learner is interested in tablet computers for interactive textbooks and websites. They will continue using multimedia technologies for education, work, and socializing due to the accessibility of information and ability to collaborate with others.
The document summarizes how a student teacher used various instructional technologies in their classroom placements, including Voki for student introductions, PBS Teacher Tube for finding lesson resources, Skype for cross-cultural communication, Quizlet for flashcards, Jaycut for editing video projects, Buzzword for vocabulary, Twitter for classroom updates, and SlideShare for sharing presentations. The student teacher found the technologies enhanced student creativity, engagement, and learning.
The document discusses Blair Nishio's experience in an ITEC 299 Mobile Learning/Personal Learning guild course. It summarizes their learning preferences as active, intuitive, visual, and sequential. It describes exploring different mobile technologies like iPods, iPads, and microblogs but not completing many activities. Blair found iPods most effective for learning due to familiarity, but sees potential in iPads and microblogs. They hope to learn more by retaking the class and completing activities.
Orientation Webinar LIST 5373 Summer 2016 May 24 6 pm, CSTPeggy Semingson
This document provides information about an optional orientation webinar for an online course. The webinar will take place on May 24, 2016 from 6:00-6:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions for accessing the webinar through a desktop, laptop, or mobile device. It also lists the objectives and agenda for the webinar, which will include reviewing assignments, discussing library databases, and interacting with peers. Contact information is provided for any technical support issues.
The document discusses agile methodologies like Scrum and how they address issues with traditional "Waterfall" project management approaches. It provides an overview of Scrum roles and processes like sprints, daily stand-ups, sprint reviews and retrospectives. While Scrum is effective, the document notes it is just one part of agile and recommends combining it with technical practices like eXtreme Programming, Test Driven Development, and Continuous Integration to fully leverage agile principles.
Non-Linear PowerPoint summarizes the use of three technologies - podcasting, smart boards, and PowerPoint - for educational purposes. Podcasting allows teachers to easily share classroom information with students and parents. Smart boards are beneficial for students with autism as they are visual and motivating. PowerPoint enhances learning for students with developmental delays through its presentation features, accessibility, and ability to provide prompts. The document explores the advantages of each technology and includes reflections on their educational value.
The document discusses the learner's personal learning preferences and experiences using multimedia technologies. The learner prefers active, hands-on learning and visual learning styles. They find that social learning activities like forums and social bookmarking help provide a deeper understanding of course concepts by allowing them to learn from others and do additional research. Mobile technologies like microblogs, iPads, and iPods support the learner's education and focus by enabling communication, research, and relaxation. Tablet computers and interactive eBooks are seen as having great potential to support multimedia learning anywhere. The learner intends to continue using visuals, collaboration, multimedia, and the internet in their future studies and career.
The document discusses Alyssa Bare's learning about multimedia technologies for education. It describes how she initially saw technology as only for entertainment or work, but not learning. Through activities in her class exploring tools like screencasts, podcasts, and multimedia, she found that podcasts best accommodated her learning preferences as a visual, sensory, active learner. After the class, she plans to continue using podcasts for personal learning but not at her job, and will explore other tools like screencasts for information online rather than books.
Interact is a learning management system introduced at Charles Sturt University in 2008. It provides various tools like forums, chat rooms, wikis and blogs to facilitate learning and interaction between students and lecturers. A survey of 59 students found that most found Interact easy to use and that it enhanced their learning by providing a central place for subject materials. However, the chat room was rarely used with students preferring forums for interaction. Improving lecturer participation and training was suggested to help students better utilize all of Interact's features.
The document discusses using ICT in the classroom and strategies for effective classroom management when using computers. It provides tips for starting each day with a digital recording of the children's news. Example templates and software like KidPix and PowerPoint are recommended for creating these recordings. Effective routines and rules for computer use are emphasized, including only working with one group at a time and using visual cues to avoid interruptions.
1) The author initially disliked the idea of e-portfolios after a negative experience creating one for a university course. She found the task overwhelming and confusing.
2) For a subsequent course, the author decided to create an e-portfolio to organize her past work. With familiarity of the tool and a purpose beyond assessment, she had a positive experience.
3) The author now sees the value of e-portfolios for recording learning over time. However, she notes students may have better initial experiences with more guidance and support around reflection, constructing e-portfolios, and using the tools.
The document discusses the results of the author's learning preference survey and their views on how they learn best. According to the survey results, the author's top preferences were reflective, sensual, sequential, and verbal learning. However, based on their own experience, the author believes they learn best visually and verbally. The survey did not change the author's view that these two methods suit them best. Overall, the author does not think surveys alone can determine someone's best learning style.
This document provides information about several online tools for education:
- Today's Meet allows for backchanneling during presentations through online discussions.
- MindMeister is a free mind mapping tool that allows collaborative brainstorming and organizing ideas.
- Prezi is an alternative presentation tool where elements zoom and pan across a canvas rather than using slides.
- Poll Everywhere facilitates instant polling from texts or a website to gather audience feedback in real time.
- SumoPaint is a free and basic image editing program that teaches computer skills through creating graphics.
The student took a learning preference survey that showed they were most reflective, sensual, sequential, and verbal. However, based on their own experience, they felt they learned best visually and verbally. The survey results did not change their view that their top learning preferences were visual and verbal. Overall, the student believes a survey alone cannot determine someone's best learning style and it must be figured out individually.
The student took a learning preference survey that showed they were most reflective, sensual, sequential, and verbal. However, based on their own experience, they felt they learned best visually and verbally. The survey results did not change their view that their top learning preferences were visual and verbal. Overall, the student believes a survey alone cannot determine someone's best learning style and it must be figured out individually.
Pushing Further: using iPad apps to increase AAC Kate Ahern
This document discusses using iPads to increase augmentative and alternative communication (AAC) use and skills. It notes that communicating serves several purposes, including expressing wants and needs, sharing information, fostering social closeness, and practicing social etiquette. It recommends using motivating activities with the iPad, modeling communication behaviors, and giving students time and space to communicate independently. It provides examples of motivating iPad apps in different categories like recording voice, storytelling, guessing games, authoring tools, and more. It stresses that students do not need to physically access the iPad themselves for it to be used as a motivating activity.
Zack March completed a learning preferences survey at the beginning and end of his ITEC 299 class. His scores were in the middle and did not change much by the end. He preferred reflective learning over group work. Throughout the class, he learned about different multimedia tools for learning like podcasts, screencasts, and YouTube videos. Podcasts helped stimulate his audio learning preference, while sharing content online helped his global preference. Screencasts were most helpful for his verbal, sequential, and visual preferences. Going forward, he sees value in using different media like screencasts for presentations to engage audiences with different learning styles.
1. The document provides guidelines for writing reflections on face-to-face or online events attended by the author.
2. It includes 10 questions to address in the reflection, including describing the event, connecting with others, questions that arose, how the content relates to the author, thoughts during the event, feelings, challenges, next steps, and future research topics.
3. The author provides reflections in response to 8 separate events they attended on various topics related to teaching, including using digital tools and online learning.
The document describes the author's journey pursuing a Master's degree in Educational Technology through Michigan State University. She was initially apprehensive about the technology-focused program but was encouraged by her friend Abbie. Through the program, she learned to use technologies like blogs, webquests, and digital videos/images to engage and motivate her k-12 physical education students, helping them improve their writing while speaking their "Web 2.0 language." Pursuing this less traditional path made a positive difference in her teaching practice and role as an educator.
The document discusses the learner's preferences for active and sensory learning styles. They prefer hands-on activities and learning in groups. Social bookmarking and online forums helped the learner gain a deeper understanding of course content by allowing them to ask questions and see others' research. Mobile technologies like iPads and iPods are useful for communication, research, and focus. The learner is interested in tablet computers for interactive textbooks and websites. They will continue using multimedia technologies for education, work, and socializing due to the accessibility of information and ability to collaborate with others.
The document summarizes how a student teacher used various instructional technologies in their classroom placements, including Voki for student introductions, PBS Teacher Tube for finding lesson resources, Skype for cross-cultural communication, Quizlet for flashcards, Jaycut for editing video projects, Buzzword for vocabulary, Twitter for classroom updates, and SlideShare for sharing presentations. The student teacher found the technologies enhanced student creativity, engagement, and learning.
The document discusses Blair Nishio's experience in an ITEC 299 Mobile Learning/Personal Learning guild course. It summarizes their learning preferences as active, intuitive, visual, and sequential. It describes exploring different mobile technologies like iPods, iPads, and microblogs but not completing many activities. Blair found iPods most effective for learning due to familiarity, but sees potential in iPads and microblogs. They hope to learn more by retaking the class and completing activities.
Orientation Webinar LIST 5373 Summer 2016 May 24 6 pm, CSTPeggy Semingson
This document provides information about an optional orientation webinar for an online course. The webinar will take place on May 24, 2016 from 6:00-6:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions for accessing the webinar through a desktop, laptop, or mobile device. It also lists the objectives and agenda for the webinar, which will include reviewing assignments, discussing library databases, and interacting with peers. Contact information is provided for any technical support issues.
The document discusses agile methodologies like Scrum and how they address issues with traditional "Waterfall" project management approaches. It provides an overview of Scrum roles and processes like sprints, daily stand-ups, sprint reviews and retrospectives. While Scrum is effective, the document notes it is just one part of agile and recommends combining it with technical practices like eXtreme Programming, Test Driven Development, and Continuous Integration to fully leverage agile principles.
GrandData is a team of big data analysts who were tasked with creating an interactive visualization of influential Twitter users in the UK. They retrieved unstructured data on topics, influence graphs, statistics, and Twitter info for the top influencers from a peer index. To build a scalable solution, they used a sharded MongoDB database hosted on MongoLab and the Azure cloud platform. Their interactive visualization was built with HTML, CSS, JavaScript, and the D3.js library to ensure it could run across browsers. Their algorithm to analyze relationships between users and topics had linear complexity, making it suitable for big data. They also proposed ways to enhance the system with time-series predictions, collaborative filtering, security features, testing,
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
This document provides an overview of cloud computing and Microsoft's Windows Azure platform. It discusses key cloud concepts like infrastructure as a service (IaaS), platform as a service (PaaS), and software as a service (SaaS). It also covers the different types of roles in Windows Azure, including web roles, worker roles, and virtual machine roles. The document explains the Windows Azure architecture and how roles are deployed and configured using service definition and configuration files.
This document discusses setting up MongoDB on Windows using the .NET framework and C#. It provides an overview of MongoDB and describes how to install and run MongoDB as a service on Windows. It then discusses the MongoDB C# driver, including how to add it to projects using NuGet. It describes the driver's main namespaces and classes for working with BSON documents and connecting to MongoDB databases and collections. The document ends with examples of performing CRUD operations on MongoDB collections from C# code.
This document summarizes Angelina's experience in a mobile learning class. It discusses her learning preferences as reflective, sensing, and visual. Through various class activities using technologies like iPods, podcasts, and microblogging, she found new ways to incorporate her learning styles and expand her skills. Going forward, Angelina plans to continue developing her reflective and active learning approaches while further exploring social networking, bookmarking, and podcasts on mobile devices to enhance her education.
1. The document discusses a student's learning preferences and how they changed over the course of the semester. The student realized they were not solely a visual learner and were able to learn using sensing and global styles as well.
2. The student explored different multimedia technologies like screen casting and podcasting. Screen casting helped broaden their understanding the most as they were able to interact with the content.
3. Going forward, the student plans to continue using screen casting and podcasting for work and personal learning. They found these tools helped them learn better as both a visual and auditory learner.
Jaime found that his learning style preferences included being an active, visual, and sequential learner. He explored various social technologies for learning, including games and MMOs, social networking sites like Facebook and Twitter, and social bookmarking sites. Jaime found social bookmarking especially useful for learning about accounting. After the class, Jaime plans to continue using social interactions and social bookmarking to support his ongoing learning.
Jaime Chavarria describes their experience investigating different mobile technologies for learning. They found that iPods and mp3 players were very useful learning tools, allowing them to listen to lectures they missed and create flashcards for studying. Microblogging also helped with collaborating on a group project, and iPads allowed for creating visual flashcards. Overall, Jaime was surprised by the many ways mobile devices can enhance learning and found iPods best suited their preferences as an active and visual learner. After the class, they plan to blog more and continue using an iPod to study in ways that incorporate pictures, videos and collaboration.
Building Professional Communication SkillsAlex Wills
The document provides information about improving professional communication skills. It discusses the importance of communication skills according to employer surveys. It then outlines an exercise to help participants understand their existing communication strengths and areas for improvement. Specific techniques taught include focused observation, engaged listening, asking open-ended questions, and using affirmations and "I" statements. Participants practice these skills through partner exercises and discussion.
Ms. V teaches a class of 14 students with diverse abilities and challenges. She takes a holistic and learner-centered approach, focusing on each student's strengths rather than weaknesses. To motivate her students and address different learning styles, she uses a variety of technologies and multimedia in the classroom, such as cell phones, instant messaging, and video conferencing. She emphasizes collaboration over independent work, encouraging students to network, share knowledge, and help each other. For a science fair project, Ms. V made the curriculum more relevant and engaging for students by incorporating their technology skills and allowing choices in presentation format. Through her innovative teaching methods, Ms. V helps students feel cared for and succeed by their own abilities.
Motivating Students for Success discusses how to motivate students and ensure their success in online learning. It recommends embracing technology to engage 21st century learners and utilizing various online tools and resources. Some key strategies discussed include setting goals, establishing a study schedule, joining a study group, knowing your learning style, asking questions when you don't understand, and celebrating successes along the way. The overall message is that motivation and these effective strategies are needed to increase students' learning potential.
Motivating Students for Success discusses how motivation and technology integration are key to engaging students and achieving learning goals. It provides suggestions for online learning strategies like setting goals, establishing a study schedule, joining study groups, knowing your learning style, asking questions when you don't understand, and celebrating successes. The document emphasizes that every student has a unique motivation and recommends embracing technology to capture students' attention through tools like internet research, blogging, podcasting and more.
Alaina Moguel Itec 299 Synthesis For Learningalainerrr
Alaina explored different mobile technologies for learning. She found microblogs like Twitter and Tumblr most interesting as they allowed her to learn about others' opinions. Screencasts also worked well for her verbal and visual preferences by allowing her to see and hear information. Going forward, she will use visual, sequential, and verbal approaches along with an iPad and microblogs to continue learning about technology and for school or work. Podcasts were not engaging for her.
The students found that exploring their learning preferences through the class helped them better understand how to apply multimedia tools to enhance their learning. They both benefited from using screencasts which accommodated their different learning styles. Going forward, they plan to continue using interactive games and screencasts for learning new material and job training, but will avoid solely using presentation slides which they feel are outdated.
1) The document discusses the learning preferences and experiences of Belinda Chung and Johnson Cheung using mobile technologies for learning. Both found that their iPhones and iPads helped accommodate their visual learning styles, allowing them to access course materials and study aids anywhere.
2) They explored technologies like microblogs, electronic portfolios, and intelligent tutors during the class. While microblogs surprised them as learning tools, they want to further examine electronic portfolios.
3) Going forward, they plan to continue using their iPhones, iPads, and other smart devices to take notes, keep materials, and study both in school and career. They also see value in others' video logs and
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This document summarizes the learning experiences and preferences of two students, Johnson Cheung and Belinda Chung, in a social learning class. Both students found that their learning preferences did not significantly change over the course of the class. They found social networking tools like Facebook and discussion forums most useful for collaborating with classmates. While games showed potential, it was difficult to identify ones that effectively taught content. Moving forward, the students plan to continue using social networking to connect with others and explore virtual worlds further to enhance their learning.
Synthesis project about social collaborative learningangel9915
This document discusses Angelina's experience in an ITEC299 class that focused on social and collaborative learning. It describes her initial learning preferences survey results, how participating in online forums helped expand her thinking, and how she now recognizes the value of different learning styles. The document also outlines the learning pathway and activities Angelina chose, including exploring social networking, bookmarking, and microblogging tools. She found social bookmarking and iLearn forums most helpful for her reflective and visual learning preferences. Moving forward, Angelina plans to continue utilizing social technologies while also working to develop active learning skills.
Final reflection practice-2-ezpeleta_paulapaulaezpeleta
The student completed their teaching practice during the COVID-19 pandemic, which presented extraordinary challenges. They had to teach online without real students at first. The student explored different online teaching tools and designed engaging lesson plans with interactive activities and games. This allowed the student to develop their creativity and autonomy. Based on their experience, the student learned the central role technology and interactive tools play in online learning. Moving forward, the student plans to further develop their skills with online educational platforms and experiment with different tools and strategies to improve their practice, as mixed online/in-person classes will likely continue.
Mariela Gisela Iannaci reflects on her experience student teaching English to kindergarteners. She learned that lesson planning for young learners requires activities that are meaningful, creative, and keep their attention. While nervous at first, the children's enthusiasm helped her feel more confident over time. This experience confirmed for her that she enjoys working with young learners and will pursue opportunities to teach at the kindergarten level. She also reflects on challenges like limited technology access in rural schools and how the experience has helped her grow as a teacher.
Nadia took the ITEC 299 class to fulfill units needed to graduate. She was initially interested due to the title involving learning with an iPod. Her learning preferences survey showed she learns best when actively participating, with facts over theories, in groups by listening and repeating, and step-by-step. She chose the Learning Warrior pathway to improve her Spanish performance by exploring technologies she already uses like her iPod. The class activities and exploring technologies in-depth helped apply concepts to her personal learning style. Her top three technologies were the iPod for organization, social bookmarking for interaction, and podcasts as a study tool. She believes the class prepares students for high school and college by teaching effective technology use and will continue
Mobile learning and personal learning preferencesNicoleALove
This document contains 6 students' reflections on their learning preferences and how they changed over the course of a class about mobile learning. It also discusses the activities and technologies they found most helpful for understanding mobile technologies.
1. The students found that evaluating their own learning preferences helped them identify the most effective study methods. Activities like microblogging, podcasts, and flashcard apps helped broaden their understanding of using mobile technologies for learning.
2. By sharing experiences using different apps and activities, students helped each other develop study skills and find new ways to make the most of their time and mobile devices for learning.
3. Evaluating learning preferences and exploring different mobile learning technologies provided students with diverse routines
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Social Software Tools Opening Up The Horizons Of A Home Based Learner
1. Opening up Horizons A personal journey of investigation into the potential of social software to support a home-based learner. Dan Woodhouse March 2010
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4. Dan – a home-based learner Never be negative Age: 21 years College: St. Mary’s College, Middlesbrough Favourite Film: The Lord Of The Rings Favourite Sport: Football Football Team: Boro Favourite Song: My Way – Frank Sinatra
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33. Dan Woodhouse Hope my experiences have helped you to move forward Always be positive
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Editor's Notes
Hi I am Dan Woodhouse – I am pleased that I have this opportunity to share my experiences In mid November 2003 I needed a life alternating operation but it changed my life completely after it went wrong. I was left quadriplegic and in need of a ventilator 24 hours a day 365 days a year.
Why should I deliver this presentation here and now; why should I make it available in the public domain? I have embarked on a journey; on an investigation to see if the rapidly developing social software tools can help me, a home-based learner. I want to share my experiences with the hope that I will help other home-based learners. If you want to ask any questions or need to seek clarification, please raise your hand at any time and I will attempt answer your questions
I am a 21 year ols, home-based learner. My Favourite Film: The Lord Of The Rings Favourite Sport: Football Football Team: Boro Favourite Song: My Way – Frank Sinatra
I was born with Morquio’s syndrome – my skeleton grows at a reduced rate while my internal organs to grow at a normal rate I was told on June 3rd 2003, that I needed a operation in order to prolong my life. On November 14th 2003, my life changed dramatically a routine life changing operation went wrong and I was left paralysed from the neck down. When I woke up on the morning of November 13th,2003, I thought it was a normal day but how wrong I was. I wasn’t due to go down to Manchester for another week but because of a cancellation I had to go down then and there. There were times, in hospital, when I and my family thought I would never get home. Despite everyone being considerate and caring, while I was in hospital, all I wanted was to get home and be with my family. I was in hospital for 11 months 6 days, it felt like the nightmare would never end .
How my illness affects my education? I can’t go to school, I can’t have a full time education. I could continue this list but what is the point. The way I look at it is; Why should I let it? I’m still the same man so why should I think differently?
What I consider myself to be and Why? I have always wanted to be an accountant. So why should I let my circumstances change my dreams. People feel that, because I am different from most people, I can only have limited dreams. My question to these people is; Why? Why should I have different dreams? Why should anyone? My question to these people is; Why? Why should I have different dreams? Why should anyone? The only reason I have different dreams is because all my life I have been realistic and that is who I am .
It’s only obvious that my life has changed but I’m still the same man. Alright it’s very difficult for me to plan but I’ll NEVER let being paralysed get in my way. I don’t feel paralysed.
When I was in hospital, despite everyone being nice, I felt like I was in prison. As soon as I heard about electric wheelchairs specially for people like me, I wanted one. This was the beginning of my search for tools and technology that might help me Wheelchair let me …….. Clicker? …. Really opened up communications
Clicker lets me control keyboard and mouse functions by using a cheek operated device The Clicker has 4 switches (NORTH< SOUTH, EAST, west) that I can select and depress using my cheek – normally pillow mounted Makes available a number of control menus from which I can select functions Predictive language Quite slow and frustrating to use A drawback is the lack of compatibility
before the operation I could write, after it I could not – I found Ez Keys, this was the turning point – it became my ‘keyboard’, I could communicate again –- it meant that I could continue my education just like I was at school except woodwork! – I was able to use the word processor, I was able to communicate again, that was really important because at that I was not really able to talk because of my injuries . Also meant that I could use Facebook and play games I was starting to operate independently and was able to communicate with old friends
When I found out I could continue with my education I felt like I was getting my life back. On the 25 th August 2005, after I sat three GCSE Business Studies papers, I felt great because I got a ‘C’ grade. After conquering Business Studies, I turned my attention to Maths and English were I got a ‘B’ and ‘C’ grade. This took me 2 years to complete but I consider them to be 2 years of freedom! That left me thinking about what I could do now…
When in Hospital I felt that I had become trapped in daily routines. I was simply surviving and following someone else's plan. I had very little control over what I did each day. When I first came home I felt free, I could decide what it was that I wanted to do. I wanted to find out what I could still do and what option I really had. I needed to learn. My Gcse courses gave me something positive to focus on, and a goal to work towards.
It kept me busy and gave me less time to focus on the negatives. I found that I became more confident in my outlook and with everything that I did. my self-confidence took a major boost. I realised what I could still do and what opportunities were still available to me. By engaging in the learning process I was forced to practise and develop my communication skills and became an expert in using ‘Clicker’ and a wide range of software packages, as well developing my understanding and interest in Maths, English and Business Studies. Most importantly, I FOUND THAT I enjoyed learning and discovering what was possible for me.
“ That left me thinking about what I could do now…” I enrolled with online virtual academy which looked to offer everything I needed to continue my education. I decided to have a go at A Level ICT as I enjoyed working with Ict, and I had never heard of an accountant who wasn’t qualified in IT. For two years I struggled as I was not able to access or make the most of the available on-line support. I found the working style quite hard and tiring and, at times, I lost a lot of my motivation. But I persevered and completed the course in Jan 2010
Although voice interaction was available I did not use it as I cannot wear a headset due to the fact that I always use hearing-aids and I am always lying in bed I do appreciate being able to study from home otherwise learning would be a bigger issue entirely. Although I was part of a fixed ‘schedule’ I did not feel like had to be there but I wanted to be there so I barely missed a lesson even though I had a good excuse. I like a challenge because it helps me to feel like I have a goal I enjoyed having a ‘Course outline/plan’ to look at because it reminds me I am working to have the assignments finished by a set deadline. It is basically a calendar with deadlines and college holidays on. During my college tenure I felt like I was part of a group and it made me feel good because whenever I got stuck I could ask the other people in the group. Despite St. Mary’s College giving me a computer which I could use in bed unfortunately I did not get a computer which I could use at all times due to the fact that I did not have all of the functions I needed but I was given access to a virtual lab where I could access an up to date Operating System so I could use this to help me complete my work without being at a disadvantage.
Virtual colleges do help students who otherwise would not get an education so they are great but like so many things in life they could make a few improvements. They are not major but it would make the students experience so much better. I will try to describe how they can do this. If they had quicker turnaround of emails particularly during the run up to tests or deadlines for coursework. Personally this would of helped keep my spirits up They could have had more regular virtual tutorials per week which would make a big difference. The lessons could have been easier if there was a camera involved and it would have been nice if there was a meeting between students and tutors this would create a physical connection between them.
The most important thing I learnt from this course is I can achieve an A Level! I did believe this but it helped getting Conformation in March 2010!!!
When working on the coursework I found I needed a tutor to offer me extra help. I needed more than two hours per week. This is where St Mary's College helped because they searched for a tutor who could offer me the help I needed. I can easily guarantee that I would not have passed without Jp and his help because I only got confident I would pass once I received the extra help. Towards the end of the A level course
I was considering Continuing with ICT or even going back to English or Maths and possibly business studies. After looking at these subjects and courses on the ou I decided to take up business studies.
I have looked at this course in greater detail and decided this suits me as I am interested in business.
Speech recognition Tried earlier version 6 yrs ago – was not able to pick voice – my voice is now a lot stronger and speech recognition software has moved on a lot - so decided to look again at speech recognition I bought dragon Naturally speaking 10 – and experimented Had trouble with micro phones [ background noise? Positioning (skeleton stand – 2.5cm from mouth best results) - found the voice training – frustrations (2 hours? – woke Mum up in bedroom – difficulty running EZ Keys and Dragon at the same time - to be continued
I am starting to get the hang of Eluminate and I am also discovering different aspects that Eluminate can do with ease. The different aspects are The ability to talk using a web-cam, microphone or by sending instant messages and the audio set-up is easy to use Being able to share presentations or documentations to help solve queries or problems You can raise your hand if you are stuck or if you have a question
This has probably been my biggest discovery so far because this means I can talk to my friends as if they are in the same room. I also like the fact that I can see who is on line and decide if I want to speak to them.
I couldn’t ask for a better family or friends because all my life I have never felt disabled. In everything that I have done, big or small, my family and friends have always supported me. You would not have had the opportunity to listen to this presentation if I had a different family so if you did not enjoy this then blame them not me!!!
Here is a brief summary of what I will be learning
These 5 bullet points are the main focus during the course.