Your guide to using the biology of fat-burning to lose weight. These ppt explain what makes high-intensity exercise, plant-based, protein-rich diets and hydration so effective, and provide you with health hacks that you can start applying right away.
How to Network Effectively Using LinkedIn and BYUI ConnectSteve Davis
This is the presentation we give to various groups associated with BYU-Idaho, teaching them how to network effectively using LinkedIn and BYUI Connect.
Your guide to using the biology of fat-burning to lose weight. These ppt explain what makes high-intensity exercise, plant-based, protein-rich diets and hydration so effective, and provide you with health hacks that you can start applying right away.
How to Network Effectively Using LinkedIn and BYUI ConnectSteve Davis
This is the presentation we give to various groups associated with BYU-Idaho, teaching them how to network effectively using LinkedIn and BYUI Connect.
The Expanding Role of Telecommunications in Enabling Customers to Achieve the...Turlough Guerin
Telstra has shown the possibility for its business to deliver emissions reductions across the economy. We are now using our own products and services to help our customers reduce their own emissions. And we are using these solutions ourselves and quantifying the environmental benefits.
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...Université de Sherbrooke
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013). However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation.
Florian Meyer & Isabelle Nizet (Univ. de Sherbrooke)
