Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
Delivered at TELFest Reunion: January 2017
Gareth provides an update on delivering flipped learning (to include changes and developments since year 1), and utilizing Lecture Capture and Google Community, in an undergraduate law module.
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
Delivered at TELFest Reunion: January 2017
Gareth provides an update on delivering flipped learning (to include changes and developments since year 1), and utilizing Lecture Capture and Google Community, in an undergraduate law module.
Identify two important skills for an effective distance learning facilitator. Create a 8-12 slide presentation that includes the following: Explain why you selected these two skills.
Within each skill, do the following: Discuss the development phases the facilitator needed to achieve skill. Identify the forms of training the facilitator has received in support of the skill.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Identify two important skills for an effective distance learning facilitator. Create a 8-12 slide presentation that includes the following: Explain why you selected these two skills.
Within each skill, do the following: Discuss the development phases the facilitator needed to achieve skill. Identify the forms of training the facilitator has received in support of the skill.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Presentation by Miguel Gomez about Youth and New media given at the 9/21/10 amfAR Congressional Briefing, "HIV/AIDS and Youth: Moving Toward an HIV-Free Generation"
"The Effects of Bullying Among Middle School Gifted and Talented Childre...Helen Tsipliareles-Pryor
PAPER - An Independent Learning Project presented by Helen Tsipliareles-Pryor to
James J. Smith, Ed.D. Faculty Advisor in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration - Cambridge College Cambridge, MA Chesapeake, VA Campus January 2011
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
Different ways of organizing work for students using algebra tiles and modeling in mathematics. The worksheets are designed to intentionally connect the model, student thinking (through written explanation), and the mathematical algorithm.
This is an example of a presentation that students can create using iPod Touch App, Keypoint. I am looking at different applications for having students create and share work using the Touch.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Chosen in advance to handle communication between presenter/ collaborator and school(s) Tests connection with site Handles materials preparation Facilitate Interaction- The greater the interaction during the videoconference, the more likely it is that participants will acknowledge that learning occurred. If minimal interaction consistently occurs because of the content covered or the manner in which the content is presented, teachers should consider discontinuing the event or replacing it with another. Helps choose students to ask questions so students can be seen/heard Handles movement of camera Assessment- The value of the videoconference should be separately assessed by everyone involved: the teacher, the near-site students, and the students or content provider at the far-site. Brief surveys or checklists can be used to determine these values. After each IVC event, the facilitator should send a debriefing e-mail to all locations. The e-mail should ask at least three questions related to the overall lesson objectives and how well they were met. All participants should assess their own contribution and the contribution of others. This type of self-assessment will increase interactivity during the next event. Students are more likely to improve their interaction skills if they recognize that there is a need for improvement and that better interaction ultimately benefits them. Teachers will modify and improve their preparation and planning if they know where to focus their efforts. Experts and/or content providers will do the same. The greater the interaction during the videoconference, the more likely it is that participants will acknowledge that learning occurred. If minimal interaction consistently occurs because of the content covered or the manner in which the content is presented, teachers should consider discontinuing the event or replacing it with another.
Identify instructional objectives Students prepare themselves to be able to discuss the content during the presentation Students create/share projects/information online with collaborating class Students prepare short presentation to facilitate sharing during collaboration Students prepare 3–4 questions that they plan on asking during the question/answer period of the videoconference
But as a quick reference, here are some of my initial thoughts on facilitating good multi-site discussion via videoconference: Everything in moderation . Get more than two sites on a videoconference (especially with multiple participants at each site!) with open microphones, and you're asking for trouble. It's important that sites keep their microphones muted unless speaking in order for everyone to hear what is being said. Having a site moderator (someone at individual sites) to direct folks and facilitate participation is a good idea. Often times in an educational videoconference, this can be a teacher. This person is responsible for making sure the person speaking is in front of the microphone and that when a particular site does not have the floor, the microphone is muted. Be careful not to let this person dominate the conversation from their site - - nothing will inhibit student participation more than a teacher or site facilitator that does all the talking for them. Ask open ended questions. Nothing shuts a conversation down faster than asking a yes/no question. In order to elicit thoughtful response, ask questions without having a preconceived answer in mind. For example, asking a student or participant about what they think, their past experiences, their processes, to make predictions or to summarize their understanding will take you a lot further than a question like "did you have fun creating the project?" Use strategies of open dialogue. Your job as the facilitator is not necessarily to evaluate the comments of the participants; it's to engage them in discussion so that they collectively come to an understanding. Therefore, don't place value judgment on responses (try to avoid words like "good" or responses like "you're close but not quite there yet"). Instead, uptake responses (i.e. "So, Sherri thinks that the cow is blue") and invite others into the conversation (i.e. "What do you think about what's been said?"). A particular favorite book of mine on this topic (related to classroom discourse, not necessarily videoconference-based discourse - - although there are definite parallels) is Nystrand's Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom. Promote cross-site dialogue. Getting participants at different sites to talk can be challenging. Explicitly inviting sites to talk to one another will help, even though it might take some time for sites to warm-up to one another. When planning instructional videoconference events, it might be helpful to designate a 'first response school,' especially if students will be sharing work with one another. For example, if School A is presenting, let School C know they are responsible for providing feedback on School A's presentation ahead of time. It's also helpful to provide a framework for feedback (i.e. share something that confused you about the presentation, something you were intrigued by, and a question for the group). Think critically (and plan) for the visual layout of the videoconference. It will be difficult for sites to interact with one another if they can't see one another. Therefore, it's often helpful to use a continuous presence mode on you endpoint or MCU when trying to facilitate discussion. This mode will allow all sites to see one another simultaneously, usually with the speaking site in a large box on the screen and the non-speaking sites in smaller boxes on the screen. As different sites have the 'floor,' the other boxes on the screen will shift. This isn't an ideal mode for presentation (it can be distracting looking at all of the connecting sites when you're supposed to be focusing on a single presenter/presentation) but is great for discussion. As the facilitator, you can instruct sites to raise their hand if they have a comment and call on them -- which will avoid sites doing the mad dash for the unmute button in order to be heard. Plan, Plan, Plan... Although you want to be spontaneous in dialogue facilitation, having a plan is very helpful. When facilitating a multisite event, your participants will be more at ease if they know what to expect. Provide discussion topics, an agenda and preparation materials (even a few website links so folks can familiarize themselves with a topic) at least 48 hours in advance. As facilitator, it's your job to stick to the agenda - - and not to let one site monopolize conversation. Be polite and judicious in your planning and your moderating; make sure that every site has an equal voice.
Agenda Introduction of students (10 mins) Intentionally reach out to other facility by… Activity and/or Presentation (35 mins) Your presentation might take the form of a lecture, a demonstration, a discussion, a staging of materials, or an interactive activity such as a science experiment. The staging should engage students and hold their attention. The entire videoconference should last at least 30 minutes, but no longer than 45 minutes. Separate your presentation into 10-minute segments by incorporating multiple preset camera angles, scheduling activities or adding video clips to break up the lecture. You can switch to discussion mode, have students answer questions, or turn to a hands-on activity. Provide students with written directions and materials prior to the videoconference. The presentation strategies section later in this chapter will provide you with a sample lesson plan that demonstrates how you might integrate interactive presentation strategies with use of the IVC functions. Each class presents prepared content Students take notes, Designed elements to support student note taking Notes break for 45 seconds, Toggle between speaker screen and note taking screen that has image of guided notes on it Question/Answer or Discussion (15 mins) Q & A can be at end or intermittently as pre-determined Expert Presentations Similar Agenda Presentation (35 mins) Content Provider speaks to issues discussed “ provide the expert with a list of key concepts, or talking points, before the videoconference.” Students take notes, Designed elements to support student note taking Must be negotiated with presenter prior to presentation
Use on-site document camera to share writing to a prompt Your presentation might take the form of a lecture, a demonstration, a discussion, a staging of materials, or an interactive activity such as a science experiment. The staging should engage students and hold their attention. The entire videoconference should last at least 30 minutes, but no longer than 45 minutes. Separate your presentation into 10-minute segments by incorporating multiple preset camera angles, scheduling activities or adding video clips to break up the lecture. You can switch to discussion mode, have students answer questions, or turn to a hands-on activity. Provide students with written directions and materials prior to the videoconference. The presentation strategies section later in this chapter will provide you with a sample lesson plan that demonstrates how you might integrate interactive presentation strategies with use of the IVC functions. For large IVC classes or groups, activities or assignments should be identical for each far-site. Design IVC activities that lend themselves to the medium and to distance delivery. IVC may not be suitable for all lesson types. For example, a chemistry class might benefit greatly from speaking with an expert on the chemistry of plastics or viewing a new method for synthesizing them. However, to conduct a lab where students at both sites are working with burners and beakers and are focused on what is in front of them rather than on what is happening at the other site would not very well utilize the interactivity IVC offers Sharing work from one site to another can be facilitated by use of the document camera or the electronic whiteboard, allowing each student at each site to see a clear example of each other’s work.
Option 1- Respond on Wallwisher Option 2- Post a Blog Entry on the Content Literacy Ning