This document discusses the use of social media platforms LinkedIn, Twitter, and Facebook in a professional context for lecturers. It provides an overview of each platform, including how they work, their potential uses for professional networking and development, and relevance for communicating with students. LinkedIn is described as formal and focused on career advancement, while Twitter allows informal "in the moment" updates and Facebook is very informal but the most popular platform among students. Ground rules for using Facebook to communicate with students are recommended.
My presentation for the CY O'Connor Institute Innovation workshop on our National Vocational E-Learning Strategy funded project - Extraordinary Learning For A Digital Age (ELFADA)
The document discusses descriptive writing and provides examples of how to use sensory details of sight, sound, taste, touch, and smell to vividly describe a scene. It explains that descriptive text is found in literature, poetry, advertising, and other types of writing. Examples of descriptive details are also given, such as from a passage describing a fire and a Haiku poem describing the sky, sun, and trees.
This document outlines a story project from 2012 funded by the National VET E-Learning Strategy. It discusses planning a story making project by considering characters, setting, plot, solution and provides templates for planning, monitoring and evaluating the project. Students are encouraged to create an online or printable story and receive feedback and support from lecturers and peers.
Twitter - A Personal Learning Network for Professional DevelopmentJo Hart
This document discusses using Twitter for professional development as part of a personal learning network for educators. It describes Twitter as a social networking and microblogging platform where users can post and read short 140-character messages. The document provides suggestions for how lecturers can use Twitter to gain just-in-time learning on teaching ideas and applications, access experts, and engage in discussions to clarify ideas. It recommends starting with following a few suggested Twitter users and participating in the network by posting at least once daily.
An action plan for an e-learning project sets a timeline, clarifies deliverables and milestones, and helps the team stay coordinated. It should include more than just a timeline, addressing risk management, systems and resources needed. An action plan is a dynamic document that helps keep the project on track while allowing flexibility to change.
This document discusses planning for learning and goal setting. It was originally created as part of a project funded in 2012 by Australia's National VET E-Learning Strategy. The document provides guidance on setting long term, medium term, and short term goals using the ABCDE method of making goals achievable, believable, conceivable, and desirable. It also discusses common barriers to planning and goal setting as well as strategies for overcoming barriers and monitoring progress toward goals.
This document discusses the use of social media platforms LinkedIn, Twitter, and Facebook in a professional context for lecturers. It provides an overview of each platform, including how they work, their potential uses for professional networking and development, and relevance for communicating with students. LinkedIn is described as formal and focused on career advancement, while Twitter allows informal "in the moment" updates and Facebook is very informal but the most popular platform among students. Ground rules for using Facebook to communicate with students are recommended.
My presentation for the CY O'Connor Institute Innovation workshop on our National Vocational E-Learning Strategy funded project - Extraordinary Learning For A Digital Age (ELFADA)
The document discusses descriptive writing and provides examples of how to use sensory details of sight, sound, taste, touch, and smell to vividly describe a scene. It explains that descriptive text is found in literature, poetry, advertising, and other types of writing. Examples of descriptive details are also given, such as from a passage describing a fire and a Haiku poem describing the sky, sun, and trees.
This document outlines a story project from 2012 funded by the National VET E-Learning Strategy. It discusses planning a story making project by considering characters, setting, plot, solution and provides templates for planning, monitoring and evaluating the project. Students are encouraged to create an online or printable story and receive feedback and support from lecturers and peers.
Twitter - A Personal Learning Network for Professional DevelopmentJo Hart
This document discusses using Twitter for professional development as part of a personal learning network for educators. It describes Twitter as a social networking and microblogging platform where users can post and read short 140-character messages. The document provides suggestions for how lecturers can use Twitter to gain just-in-time learning on teaching ideas and applications, access experts, and engage in discussions to clarify ideas. It recommends starting with following a few suggested Twitter users and participating in the network by posting at least once daily.
An action plan for an e-learning project sets a timeline, clarifies deliverables and milestones, and helps the team stay coordinated. It should include more than just a timeline, addressing risk management, systems and resources needed. An action plan is a dynamic document that helps keep the project on track while allowing flexibility to change.
This document discusses planning for learning and goal setting. It was originally created as part of a project funded in 2012 by Australia's National VET E-Learning Strategy. The document provides guidance on setting long term, medium term, and short term goals using the ABCDE method of making goals achievable, believable, conceivable, and desirable. It also discusses common barriers to planning and goal setting as well as strategies for overcoming barriers and monitoring progress toward goals.
The document discusses a videoconference called "TWINBUS" TTA that took place on December 17, 2012. It provided a meeting via videoconference to discuss an unspecified topic related to "TWINBUS" and "TTA" on that date.
The document discusses a videoconference called "TWINBUS" TTA that took place on December 17, 2012. It provided a meeting via videoconference to discuss an unspecified topic related to "TWINBUS" and "TTA" on that date.