Engage your students and increase their depth of understanding by adding blended learning, flipped classroom, and project-based learning to your classroom repertoire.
The document discusses the flipped classroom concept where direct instruction is done at home via screencast videos and homework is done in class through hands-on activities and projects, allowing teachers to better engage with students individually and in groups. It provides reasons for flipping including catering to different learning styles and increasing interaction, and offers tips for creating effective instructional videos and structuring classroom time.
The document discusses personalized professional development for educators. It provides 4 ways for educators to personalize their professional development: 1) Join Twitter to connect with other educators, 2) Watch webinars, 3) Attend EdCamp conferences, and 4) Collaborate with colleagues in their building. It also lists 5 favorite social media networks and tools for educators. Finally, it provides templates for educators to create a professional learning plan and establish a personal learning environment to guide their own lifelong learning.
The Wolrd Has Changed - What About the Teacher?Hanna Teräs
The document discusses how the world has changed with the rise of social media, lifelong learning, globalization, and distributed expertise. This represents a paradigm shift that requires teachers to fundamentally change their ways of thinking and approach to teaching. Specifically, teaching needs to move beyond traditional content delivery and involve students creating and authorizing content using familiar tools and methods. While some students felt no change was needed, most recognized that technical and social changes are relevant to education and that teaching methods and learning environments must be evaluated and updated to engage today's learners. The study module addressed in the document helped facilitate this discussion and received positive feedback, indicating further discussion is needed on how to better prepare teachers for these changes.
The document discusses the flipped classroom model of instruction. It defines the flipped classroom as delivering lectures as homework by using online videos, and using classroom time for hands-on learning activities and teacher-student interaction. Some benefits mentioned are active learning, self-paced instruction, catering to multiple learning styles, and preparing students for 21st century skills. The document provides tips for creating online video lessons and recommends screencasting software. It also discusses collaborative in-class activities in a flipped setting.
Peer Assisted Learning Conference at Bournemouth University - 5 Nov 2016 16 v09David Biggins
Views Technology Enhanced Learning (TEL) tools from the perspective of student engagement and uses the structure of the ABC model (Absorb, Blend and Co-create) to explain the component parts of engagement.
Tools covered include Facebook, Twitter, Hootsuite, Periscope, Padlet, Mentimeter, Peerwise, Talis Aspire, Mahara, Panopto, Blackboard Collaborate and uGrade.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Engaging students in the curriuclum: Students as producers of learningNatalie Lafferty
This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.
The document discusses the flipped classroom concept where direct instruction is done at home via screencast videos and homework is done in class through hands-on activities and projects, allowing teachers to better engage with students individually and in groups. It provides reasons for flipping including catering to different learning styles and increasing interaction, and offers tips for creating effective instructional videos and structuring classroom time.
The document discusses personalized professional development for educators. It provides 4 ways for educators to personalize their professional development: 1) Join Twitter to connect with other educators, 2) Watch webinars, 3) Attend EdCamp conferences, and 4) Collaborate with colleagues in their building. It also lists 5 favorite social media networks and tools for educators. Finally, it provides templates for educators to create a professional learning plan and establish a personal learning environment to guide their own lifelong learning.
The Wolrd Has Changed - What About the Teacher?Hanna Teräs
The document discusses how the world has changed with the rise of social media, lifelong learning, globalization, and distributed expertise. This represents a paradigm shift that requires teachers to fundamentally change their ways of thinking and approach to teaching. Specifically, teaching needs to move beyond traditional content delivery and involve students creating and authorizing content using familiar tools and methods. While some students felt no change was needed, most recognized that technical and social changes are relevant to education and that teaching methods and learning environments must be evaluated and updated to engage today's learners. The study module addressed in the document helped facilitate this discussion and received positive feedback, indicating further discussion is needed on how to better prepare teachers for these changes.
The document discusses the flipped classroom model of instruction. It defines the flipped classroom as delivering lectures as homework by using online videos, and using classroom time for hands-on learning activities and teacher-student interaction. Some benefits mentioned are active learning, self-paced instruction, catering to multiple learning styles, and preparing students for 21st century skills. The document provides tips for creating online video lessons and recommends screencasting software. It also discusses collaborative in-class activities in a flipped setting.
Peer Assisted Learning Conference at Bournemouth University - 5 Nov 2016 16 v09David Biggins
Views Technology Enhanced Learning (TEL) tools from the perspective of student engagement and uses the structure of the ABC model (Absorb, Blend and Co-create) to explain the component parts of engagement.
Tools covered include Facebook, Twitter, Hootsuite, Periscope, Padlet, Mentimeter, Peerwise, Talis Aspire, Mahara, Panopto, Blackboard Collaborate and uGrade.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Engaging students in the curriuclum: Students as producers of learningNatalie Lafferty
This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.
The document discusses using technology like TeacherTube and YouTube in the classroom. TeacherTube is a website for educators to share educational videos, organized into categories like elementary school, high school, and college. YouTube can also be used in the classroom by teachers creating their own instructional videos or having students make videos. Creating a 21st century classroom incorporates technology, global literacy, computer skills, problem solving, creativity, and project-based assignments to engage students and teach important modern skills.
The document discusses developing 21st century literacy skills in students. It defines 21st century literacy as students who are effective learners, collaborators, and creators. It provides examples of how to develop these skills through technology tools like blogs, wikis, social networks and voice over internet protocol. The goal is to help students learn anytime, anywhere by developing global personal learning networks.
This document discusses the flipped classroom model. It begins by clarifying what a flipped classroom is not, such as only being about videos or replacing teachers. It then describes what a flipped classroom is, including using videos and interactive learning activities to free up class time for personalized instruction, collaboration, and engagement. Examples are given of different learning strategies that can be used during class such as tutorials, centers, and small group work. The role of technology in the flipped model is also addressed. Best practices are outlined, including the need for engaging models, effective use of technology, reflection, and structuring time and place for instruction. Teachers are prompted to consider how flipping could work best in their own classrooms to maximize instructional time.
TED-Ed is a website that allows teachers to create lessons around YouTube videos. Teachers can select YouTube videos and add questions to create lessons. The site also tracks how many students answer questions and view lessons. TED-Ed tutorials demonstrate how to create video lessons on the site. Research articles discuss how TED-Ed lessons can be used to flip classrooms and support blended instruction models in higher education.
This document discusses rethinking teaching approaches for the 21st century. It suggests that teaching should focus on facilitating student-centered, project-based, and adaptive learning. Teachers should utilize technology as a tool to support an inquiry-driven curriculum and connect students to real-world audiences through authentic assessments. Successfully integrating technology in the classroom requires changing one's mindset rather than just acquiring new skills. The next step is for educators to implement these revised teaching strategies.
This document provides instructions for schools to sign up and submit materials for Digital Learning Day 2015. It outlines important dates like the Hour of Code from December 8-14, 2014 and Digital Learning Day on March 13, 2015. Schools should submit up to 10 photos and 2 minutes of video footage by February 1, 2015 to the PA Digital Learning Day Schoology Group, following the specified naming conventions and content suggestions. Directions are provided for accessing the Schoology group and posting submissions.
This document outlines how to create an educational blog. It begins by defining what a blog is - an online page with periodic posts displayed in reverse chronological order that allows readers to comment. It then discusses the benefits of educational blogs for teachers, students, and classes. Steps are provided for setting up a blog on Blogger, including choosing a name, URL, and publishing posts. Features of blogs and how they can facilitate student engagement through reflection, communication, and continuous learning are also described.
A Glog is an online multimedia poster that allows users to creatively express their knowledge and skills. It offers features like text, images, photos, audio, and video that can engage students in interactive activities and increase motivation for learning. Glogs foster creativity, challenge students, and allow for exploration in a private and safe learning environment that can enhance formative and summative assessments.
A Glog is an online multimedia poster that allows users to creatively express their knowledge and skills. It offers features like text, images, photos, audio, and video that can engage students in interactive activities and increase motivation for learning. Glogs foster creativity, challenge students, and allow for exploration in a private and safe learning environment that can enhance formative and summative assessments.
A Glog is an online multimedia poster that allows users to creatively express their knowledge and skills. It offers features like text, images, photos, audio, and video that can engage students in interactive activities and increase motivation for learning. Using Glogs can foster creativity, challenge students, and provide opportunities for differentiated instruction and formative/summative assessments.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
New Media Education.The positive side of Social Networking Sites.Future of Education. Modern Day Education, Make full use of the ITC revolution in education. Let them also learn at their home comfort.Making the difference in education with technology
Engaging Learners With Powerpoint Games-Animated Videos-E-learning Modules-SHORTBarbara O'Neill
This document discusses Barbara O'Neill's experience using interactive PowerPoint games, animated videos, and e-learning modules to engage communities in financial education. It provides examples of how these tools can be used to review content, assess knowledge, deliver trainings, and promote programs like America Saves. Specific templates, websites and video examples are referenced to illustrate how to create games and videos for teaching concepts, conducting staff trainings, and outreach. The document encourages using these interactive tools to make financial education content more engaging.
Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Reso...Michael Paskevicius
In 2015, the right combination of factors came together for us to build a Lightboard at Vancouver Island University based on the open hardware specification originally designed at Northwestern University.
The Lightboard provides a familiar whiteboard like environment for faculty to use while creating educational videos. Aside from the novelty, what makes the Lightboard a useful tool and what does it really take to build one?
We’ll share our Centre's history with supporting educational video and explain why and how we built our Lightboard. We'll show you pictures, examples we created with the lightboard and some pedagogically appropriate integrations into teaching and learning experiences.
We’d also like to hear from you. How have you supported educational video on your campus and what other supports for creating video have you used?
Presenters
Michael Paskevicius, Learning Technologies Application Developer, Vancouver Island University
Carl Butterworth, Manager, Learning Technologies, Vancouver Island University
Stephanie Boychuk, Learning Technologies Support Specialist, Vancouver Island University
- Francesco Group has been using Moodle to create a blended learning environment for their hairdressing apprentices, combining classroom and online learning. They have developed courses that mirror the units taught in the classroom and allow learners to work at their own pace. Learners are rewarded with badges for completing elements and courses. Moodle allows for collaboration, instant feedback and 24/7 access to expand learners' skills and knowledge. Francesco Group plans to continue expanding their use of Moodle to include additional courses and more interactive content.
This document provides an introduction to using WordPress to create student ePortfolios. It defines ePortfolios as selective online documents that showcase a student's academic development. WordPress is introduced as a flexible, open-source platform for building websites and ePortfolios. The document guides students through setting up a WordPress site for their ePortfolio, including choosing a URL, title, and privacy settings. It also provides tips on creating pages and posts, uploading media, using themes, and referencing sources. The goal is to help students structure their ePortfolio to showcase accomplishments, activities, and future goals.
This document discusses project based learning and compares two approaches. It explores project based learning from the perspectives of a teacher, instructional designer and student. Key aspects of project based learning discussed include using an essential driving question, incorporating hands-on authentic experiences, and emphasizing reflection and assessment. The Buck Institute and Galileo Educational Network models of project based learning are examined and found to commonly focus on inquiry, building knowledge and 21st century skills.
The document outlines 5 steps for using a flipped classroom approach: 1) determine what topics are best suited, 2) engage students in applying concepts during class, 3) clarify connections between in-class and out-of-class work, 4) adapt materials for students to acquire content before class, and 5) extend learning beyond class through individual and group practice. It also lists pros such as helping absent students keep up and allowing multiple explanations to be accessed, and cons such as the digital divide and upfront work needed to create instructional videos.
Break out of the lecture-then-programming-assignment rut in your Computer Science classes. Engage your students and increase their understanding by adding blended learning, flipped classroom, project-based learning, and recorded verbal feedback to your classroom repertoire.
Cultivating Information Literacy Among Students: Lessons Learned from UCF’s I...Kelvin Thompson
This document summarizes Dr. Kelvin Thompson's presentation on information literacy modules developed at the University of Central Florida. The modules are short, self-contained online lessons that teach information literacy skills and can be assigned by instructors or completed voluntarily by students. Over the past 8 years, over 200,000 assessments have been completed by 37,000+ students across 15 module topics. UCF piloted "badging" completed modules to recognize student achievement, with over 40,000 badges issued so far. While funding cuts have paused new development, the existing modules continue to be maintained and updated annually.
The document discusses using technology like TeacherTube and YouTube in the classroom. TeacherTube is a website for educators to share educational videos, organized into categories like elementary school, high school, and college. YouTube can also be used in the classroom by teachers creating their own instructional videos or having students make videos. Creating a 21st century classroom incorporates technology, global literacy, computer skills, problem solving, creativity, and project-based assignments to engage students and teach important modern skills.
The document discusses developing 21st century literacy skills in students. It defines 21st century literacy as students who are effective learners, collaborators, and creators. It provides examples of how to develop these skills through technology tools like blogs, wikis, social networks and voice over internet protocol. The goal is to help students learn anytime, anywhere by developing global personal learning networks.
This document discusses the flipped classroom model. It begins by clarifying what a flipped classroom is not, such as only being about videos or replacing teachers. It then describes what a flipped classroom is, including using videos and interactive learning activities to free up class time for personalized instruction, collaboration, and engagement. Examples are given of different learning strategies that can be used during class such as tutorials, centers, and small group work. The role of technology in the flipped model is also addressed. Best practices are outlined, including the need for engaging models, effective use of technology, reflection, and structuring time and place for instruction. Teachers are prompted to consider how flipping could work best in their own classrooms to maximize instructional time.
TED-Ed is a website that allows teachers to create lessons around YouTube videos. Teachers can select YouTube videos and add questions to create lessons. The site also tracks how many students answer questions and view lessons. TED-Ed tutorials demonstrate how to create video lessons on the site. Research articles discuss how TED-Ed lessons can be used to flip classrooms and support blended instruction models in higher education.
This document discusses rethinking teaching approaches for the 21st century. It suggests that teaching should focus on facilitating student-centered, project-based, and adaptive learning. Teachers should utilize technology as a tool to support an inquiry-driven curriculum and connect students to real-world audiences through authentic assessments. Successfully integrating technology in the classroom requires changing one's mindset rather than just acquiring new skills. The next step is for educators to implement these revised teaching strategies.
This document provides instructions for schools to sign up and submit materials for Digital Learning Day 2015. It outlines important dates like the Hour of Code from December 8-14, 2014 and Digital Learning Day on March 13, 2015. Schools should submit up to 10 photos and 2 minutes of video footage by February 1, 2015 to the PA Digital Learning Day Schoology Group, following the specified naming conventions and content suggestions. Directions are provided for accessing the Schoology group and posting submissions.
This document outlines how to create an educational blog. It begins by defining what a blog is - an online page with periodic posts displayed in reverse chronological order that allows readers to comment. It then discusses the benefits of educational blogs for teachers, students, and classes. Steps are provided for setting up a blog on Blogger, including choosing a name, URL, and publishing posts. Features of blogs and how they can facilitate student engagement through reflection, communication, and continuous learning are also described.
A Glog is an online multimedia poster that allows users to creatively express their knowledge and skills. It offers features like text, images, photos, audio, and video that can engage students in interactive activities and increase motivation for learning. Glogs foster creativity, challenge students, and allow for exploration in a private and safe learning environment that can enhance formative and summative assessments.
A Glog is an online multimedia poster that allows users to creatively express their knowledge and skills. It offers features like text, images, photos, audio, and video that can engage students in interactive activities and increase motivation for learning. Glogs foster creativity, challenge students, and allow for exploration in a private and safe learning environment that can enhance formative and summative assessments.
A Glog is an online multimedia poster that allows users to creatively express their knowledge and skills. It offers features like text, images, photos, audio, and video that can engage students in interactive activities and increase motivation for learning. Using Glogs can foster creativity, challenge students, and provide opportunities for differentiated instruction and formative/summative assessments.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
New Media Education.The positive side of Social Networking Sites.Future of Education. Modern Day Education, Make full use of the ITC revolution in education. Let them also learn at their home comfort.Making the difference in education with technology
Engaging Learners With Powerpoint Games-Animated Videos-E-learning Modules-SHORTBarbara O'Neill
This document discusses Barbara O'Neill's experience using interactive PowerPoint games, animated videos, and e-learning modules to engage communities in financial education. It provides examples of how these tools can be used to review content, assess knowledge, deliver trainings, and promote programs like America Saves. Specific templates, websites and video examples are referenced to illustrate how to create games and videos for teaching concepts, conducting staff trainings, and outreach. The document encourages using these interactive tools to make financial education content more engaging.
Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Reso...Michael Paskevicius
In 2015, the right combination of factors came together for us to build a Lightboard at Vancouver Island University based on the open hardware specification originally designed at Northwestern University.
The Lightboard provides a familiar whiteboard like environment for faculty to use while creating educational videos. Aside from the novelty, what makes the Lightboard a useful tool and what does it really take to build one?
We’ll share our Centre's history with supporting educational video and explain why and how we built our Lightboard. We'll show you pictures, examples we created with the lightboard and some pedagogically appropriate integrations into teaching and learning experiences.
We’d also like to hear from you. How have you supported educational video on your campus and what other supports for creating video have you used?
Presenters
Michael Paskevicius, Learning Technologies Application Developer, Vancouver Island University
Carl Butterworth, Manager, Learning Technologies, Vancouver Island University
Stephanie Boychuk, Learning Technologies Support Specialist, Vancouver Island University
- Francesco Group has been using Moodle to create a blended learning environment for their hairdressing apprentices, combining classroom and online learning. They have developed courses that mirror the units taught in the classroom and allow learners to work at their own pace. Learners are rewarded with badges for completing elements and courses. Moodle allows for collaboration, instant feedback and 24/7 access to expand learners' skills and knowledge. Francesco Group plans to continue expanding their use of Moodle to include additional courses and more interactive content.
This document provides an introduction to using WordPress to create student ePortfolios. It defines ePortfolios as selective online documents that showcase a student's academic development. WordPress is introduced as a flexible, open-source platform for building websites and ePortfolios. The document guides students through setting up a WordPress site for their ePortfolio, including choosing a URL, title, and privacy settings. It also provides tips on creating pages and posts, uploading media, using themes, and referencing sources. The goal is to help students structure their ePortfolio to showcase accomplishments, activities, and future goals.
This document discusses project based learning and compares two approaches. It explores project based learning from the perspectives of a teacher, instructional designer and student. Key aspects of project based learning discussed include using an essential driving question, incorporating hands-on authentic experiences, and emphasizing reflection and assessment. The Buck Institute and Galileo Educational Network models of project based learning are examined and found to commonly focus on inquiry, building knowledge and 21st century skills.
The document outlines 5 steps for using a flipped classroom approach: 1) determine what topics are best suited, 2) engage students in applying concepts during class, 3) clarify connections between in-class and out-of-class work, 4) adapt materials for students to acquire content before class, and 5) extend learning beyond class through individual and group practice. It also lists pros such as helping absent students keep up and allowing multiple explanations to be accessed, and cons such as the digital divide and upfront work needed to create instructional videos.
Break out of the lecture-then-programming-assignment rut in your Computer Science classes. Engage your students and increase their understanding by adding blended learning, flipped classroom, project-based learning, and recorded verbal feedback to your classroom repertoire.
Cultivating Information Literacy Among Students: Lessons Learned from UCF’s I...Kelvin Thompson
This document summarizes Dr. Kelvin Thompson's presentation on information literacy modules developed at the University of Central Florida. The modules are short, self-contained online lessons that teach information literacy skills and can be assigned by instructors or completed voluntarily by students. Over the past 8 years, over 200,000 assessments have been completed by 37,000+ students across 15 module topics. UCF piloted "badging" completed modules to recognize student achievement, with over 40,000 badges issued so far. While funding cuts have paused new development, the existing modules continue to be maintained and updated annually.
The flipped classroom model reverses traditional teaching by having students gain initial content exposure outside of class, often via online lectures, and using class time for hands-on activities. It aims to increase engagement and empower students. Key aspects include short online videos, in-class application of knowledge, and communication between teachers and students. While requiring preparation, proponents argue it can improve grades and better support varied pacing.
The document proposes a variation on the flipped classroom model where students take a more active role in preparing lesson materials and asking questions. In the variation, students are divided into teams to prepare instructional videos and activities that their peers complete as homework. In class, the teacher supports student teams and answers questions prepared by students. This allows the teacher to focus on individual support while developing student expertise and engagement through peer teaching and questioning. The approach aims to improve learning outcomes over traditional passive lectures.
This document discusses flipped learning and how to implement it in the classroom. It defines flipped learning as moving content delivery outside of class time through online videos and activities, and using class time for discussion and application of the material. Case studies show benefits like decreased failure rates. The document discusses delivering content through videos, audio, documents and considering tools like YouTube. It suggests activities for the classroom like discussion, group work and applying knowledge. It also addresses implementing flipped learning online through synchronous and asynchronous tools and strategies. Lastly, it discusses making classes more student-centered and conducting a SWOT analysis of flipped learning.
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
Maximizing Your Time with Students - Maximizing Teachable MomentsStaci Trekles
Today, there are many technologies available to help us do all sorts of things both within and beyond the classroom walls. In fact, there are so many, it can be overwhelming to explore them all, and in the meantime, your time for your students can suffer. This presentation will help you maximize your classroom time by featuring technologies that can help you: "flip" your classroom to engage students in more meaningful face-to-face activities beyond your lecture, extend learning into the online realm for blended and online instruction, and
help keep you organized all along the way!
When you select the right tools for the job, there's no end to the benefit you and your students can get from technologies like LiveBinder, Camtasia, Jing, EdModo, Google Drive, and more. This presentation will introduce you to
an accessible toolkit of tools and practices that will help you enhance learning both in and out of school for your students.
The document provides tips for increasing student engagement, including using engaging assessments that give choices and relate to students' lives, flipping the classroom to have students gain knowledge outside of class, using social media and pre-created content for learning, and providing visual and verbal feedback through tools like Google Docs. Gamification and interactive learning activities are also recommended to motivate students and keep them engaged.
This document outlines an agenda and objectives for a seminar on flipping the classroom for science teachers. The agenda covers topics such as the essentials of flipping, creating accountability, starting with online videos, and creating digital resources. Objectives include explaining how to get started with a flipped classroom, identifying effective apps and tools, and designing rigorous science lessons aligned with standards. The document also provides examples of video lessons, software for creating videos, and models for implementing a flipped classroom approach.
Designing effective assessments with MaharaSam Taylor
My slides from my presentation at Mahara UK 2013.
This was an opportunity for me to share our experiences at Solent. Over the last 3 years we have seen support requests from lecturers skyrocket! This meant that we had to rethink our strategy and come up with a new process to help our lecturers.
This document provides ideas and resources for incorporating technology into a mathematics unit on polygons. It begins with a rationale for integrating technology and math since students are increasingly technology-dependent. It then provides several examples of online videos, podcasts, blogs and websites that teachers can use to engage students in learning about polygons through virtual interactions and visualizations. Specific resources highlighted include YouTube videos, podcasts, blogs, websites from organizations like MAA and Khan Academy, and tools for creating teaching materials and assessments.
Foundation Phase teachers are increasingly using technology in their classrooms. Teachers in South Africa now have access to free online courses, webinars, and social media platforms like Twitter and Pinterest to connect with other educators. Young students are also starting to use technology at earlier ages. Kindergarten and Grade 1 teachers highlighted use social media, blogs, Skype, and digital portfolios to collaborate globally and enhance learning. While classrooms were once isolated, technology now allows easy connections between classrooms worldwide. The conclusion is that technology, used appropriately, can support good teaching by allowing students to learn in ways that align with their digital interests and skills.
This document outlines the course overview, model, and learning approach for a class on creative teaching techniques and multimedia utilization. It will use a modified project-based learning model where students will explore resources and applications, complete independent blog posts and lesson revisions, and develop a working knowledge of technology's role in education. The document discusses how project-based learning engages students in problem-solving, decision-making, and designing through long-term, cross-curricular learning activities that incorporate feedback and result in public presentations. Technology is presented as a way to foster critical thinking and support memorization through various tools, games and online resources.
This presentation was designed to go with the session entitled "Flipping the Math Classroom with Edusmart Math". While the use of Edusmart for video content will be modeled, the information in this presentation is applicable to any teacher interested in getting started with Flipped Instruction.
This document provides guidance and tips for tutors on integrating e-learning and instructional technology (ILT) into their teaching. It encourages tutors to adopt digital technologies like online learning communities, social media, and mobile devices to facilitate collaboration, support students outside of class, and track learner progress. Specific tools are demonstrated like PowerPoint, Prezi, polling apps, Google Docs, and learning management systems to enhance lessons with interactivity, multimedia, and opportunities for peer learning and assessment. Tutors are advised to receive training on the college's e-learning resources and systems like Moodle and e-Tracker to fully utilize digital technologies for teaching and learner support.
This document provides an overview of HyFlex teaching and learning at Middlesex Community College. It discusses preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and HyFlex classroom technology. The document outlines the three modes of HyFlex instruction - face-to-face, synchronous online, and asynchronous online. It also provides tips for structuring a HyFlex course in Blackboard and setting student expectations for the classroom environment. Faculty support resources are highlighted, including instructional design support and technology support. HyFlex teaching scenarios are demonstrated, such as sharing slides, videos, annotations, and facilitating class discussions. An overview of the classroom technology concludes the document.
Top Opportunities for Flipped Classroom Platform Innovation
Flipping the classroom is a fast-growing trend in education. At Useagility, we believe that the best digital product strategy starts with uncovering unmet user needs and gathering insights that drive innovation.
We recently conducted an independent study to better understand how educators are using technology to flip their classrooms and to explore gaps and unmet needs. Research shows clear opportunities for eLearning companies seeking to improve their platforms and grow business through improved support of flipped learning.
1. Most are not using a single platform, which makes it harder. Teachers are darn resourceful. On average instructors are using at least three separate (often free) tools to create flipped lesson assignments and to deliver them for students to use. It’s not seamless and not integrated with other systems.
2. Lack of feedback loop to inform instructors. One of the biggest gaps for instructors is not knowing which students actually watched the lessons. Instructors want more insight into what students do or don’t understand before they come to class.
3. Student-side experience can be difficult. In most cases, there isn’t a centralized place for students to find lessons and homework for different classes. This creates a burden for parents and lowers student completion. In addition, video lessons are usually accompanied by a note worksheet or sample problems. Student need multiple technologies - which are not currently integrated - to complete the work.
This presentation includes the full research findings and product design recommendations.
Similar to Student Engagement Strategies in STEM Classes (20)
Resources for Computer Science Teachers - TCEA 2016kimarnold28
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Are girls missing from your school's computer science program? Learn why girls might be avoiding computer science, easy ways to encourage girls to participate, and hear why diversity is important in your computer science classroom and in the workplace.
Encouraging Diversity In Your STEM Classeskimarnold28
Are girls or minorities missing from your school's STEM or Computer Science program? Learn reasons why girls might be avoiding STEM or computer science and easy ways you can encourage or recruit a diverse group of student to join or stay in your STEM or computer science program.
What's Happening in K-12 Educational Technology - October 2014kimarnold28
The document discusses mobile learning and edtech initiatives at Georgetown ISD. It describes the district's 1:1 iPad program for teachers and administrators, as well as a BYOD program for students in grades 6-12. The district uses these devices and digital resources like online textbooks to support blended learning models. The document also provides tips for students on developing a positive digital footprint through blogging, social media, and online organizing tools.
Hour of Code: TCEA Lunch & Learn Webinar, October 1, 2014kimarnold28
The Hour of Code is a one-hour introduction to computer science and coding hosted worldwide each December. It aims to demystify computer programming and ensure all students have the opportunity to learn these skills. The Hour of Code features short tutorials and hands-on activities that can be completed in an hour or less with minimal preparation. A variety of coding platforms appropriate for different grade levels and subjects are available to participate.
Hour of Code: A New Angle on PreK-12 Mathkimarnold28
Math comes to life when students apply their skills using computer programming! Students learn problem-solving skills and make concrete connections using angles, variables, and more. Learn free and easy apps you and your students can explore in an hour and use all year!
Includes: Hopscotch, Kodable, Scratch, and Alice
Apply Math Concepts PreK - 12 with an Hour of Codekimarnold28
TCEA 2014 Presentation: Math comes to life when students apply their skills using computer programming. Students learn problem-solving skills and make concrete connections using angles, variables, functions, and more. Learn about free and easy apps and websites you and your students can explore in an hour and use all year.
Encouraging Girls to Participate in Computer Sciencekimarnold28
This presentation was used for a TCEA Technology Applications & Computer Science Special Interest (TA/CS-SIG) webinar entitled "Encouraging Girls to Participate in Computer Science". View a recording of the webinar held January 9, 2014 at: http://tcea.adobeconnect.com/p260ure38il/
Description: Are girls in your high school missing from your Computer Science program? High school and college Computer Science programs traditionally have fewer girls than boys, which translates into fewer women pursuing careers in computer science. This webinar will share reasons why girls might be avoiding computer science, easy ways you can encourage girls to join or stay in your computer science program, and reasons why diversity is important in your computer science classroom and in the workplace.
What's Happening in K-12 Educational Technology - October 2013kimarnold28
This document provides an overview of a presentation on mobile learning and educational technology. It discusses bringing your own device (BYOD) programs in Georgetown ISD where students can use their own smartphones and tablets in class. It also covers the SAMR model for technology integration and online tools for collaboration like Padlet. The document encourages connecting on social media to continue learning about educational technology.
This document discusses the SAMR model, a framework for classifying educational technology integration into four tiers: substitution, augmentation, modification, and redefinition. It provides examples of each tier, such as typing a report instead of writing it by hand for substitution or creating an animation for redefinition. Resources for learning more about the SAMR model are also listed, including video tutorials and the developer's website.
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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2. Presenter: Kim Garcia
• TCEA’s Technology Applications &
Computer Science Special Interest
Group (TA/CS-SIG) President
• Educational Technology
Coordinator, Georgetown ISD,
Georgetown, Texas
• Former High School Computer
Science and Webmastering Teacher
4. Flipped Classroom
Outside of Class
1. Students watch a video that
demonstrates/explains a concept
• Teacher may create video or select video
by someone else
2. Students respond to questions
posed by the teacher about the
content
• Helps teacher understand what topics are
still not clear to students
5. Flipped Classroom
In Class
1. Teacher clarifies points the students
did not understand from the video
and/or engages students in
discussion and interaction about the
topic of the video
2. Students work on an assignment
related to the topic
3. Teacher provides additional help to
students who need one-on-one
assistance
6. Flipped Classroom
From a Student’s Perspective
1. Go to www.schoology.com
2. Click the Sign Up button
3. Select Instructor
4. Create your Schoology account
5. Click Courses > Join
6. Enter Access Code GZV8V-RBH4F
7. Click Join
8. In TCEA 2015: Computer Science II class, complete
two assignments
7. How to Design a Flipped
Classroom (from RIT)
Rochester Institute of Technology http://www.rit.edu/academicaffairs/tls/course-design/flipped-classroom/models-infographics
8. Flipped Classroom
Tips
• You do not need to completely flip your
classroom!
• Keep the length of each video under 5 minutes
• If you use videos from YouTube, you can use
TubeChop to select just a portion of the video
for students to watch
• Ask students to respond to 2 to 6
questions after watching a video
• Keep in mind how much time you are
asking students to spend outside of class
Turn to Your Neighbor blog http://blog.peerinstruction.net/2013/06/20/two-magical-tools-to-get-your-students-to-do-and-learn-
from-pre-class-work-in-a-flipped-classroom/
10. Flipped Classroom
Learn More
• TCEA Community’s Flipped Classroom Group
http://tcea.mymemberfuse.com
• Flipped Classrooms 101: A Self-Paced Course
http://blog.peerinstruction.net/2013/06/27/flipped-
classrooms-101-a-self-paced-short-course/
• The Teacher’s Guide to Flipped Classrooms, by
Edudemic http://www.edudemic.com/guides/flipped-
classrooms-guide/
• Flipped Classroom Resources from Rochester Institute
of Technology
https://www.rit.edu/academicaffairs/tls/course-
design/flipped-classroom
• Flipped Learning Network http://flippedclassroom.org/
11. Blended Learning
• Some class activities or
discussions take place in
an online learning
environment or learning
management system
12. Blended Learning
Lesson Example
1. Find a real world example of
repetition that is similar to a
loop in computer science
2. Online: Post and describe your
real world example of a loop. Respond to
classmates’ posts, stating whether you think
example is for loop, while loop, do…while loop.
3. Write a computer program simulating your example
4. Online: Post your program and explain why you
selected this type of loop
13. Blended Learning
From a Student’s Perspective
1. Go to www.schoology.com
2. Click the Sign Up button
3. Select Instructor
4. Create your Schoology account
5. Click Courses > Join
6. Enter Access Code GZV8V-RBH4F
7. Click Join
8. In TCEA 2015: Computer Science II class, complete
the discussion
14. Blended vs Flipped
(from RIT)
Rochester Institute of Technology http://www.rit.edu/academicaffairs/tls/course-design/flipped-classroom/models-infographics
15. Blended vs Flipped
(from RIT)
Rochester Institute of Technology http://www.rit.edu/academicaffairs/tls/course-design/flipped-classroom/models-infographics
16. Project-Based Learning
(PBL)
• Helps students deepen
their understanding of
STEM content while
working collaboratively
on a complex real-world
question
• Project-based learning (PBL) is different
from completing a project
18. Project-Based Learning
About & How to Begin
• Edutopia PBL Resources
http://www.edutopia.org/video/five-keys-rigorous-
project-based-learning
• What’s the Difference Between Doing Projects and
Project-Based Learning?
http://www.friedtechnology.com/2012/11/whats-
difference-between-doing-projects.html
• Buck Institute for Education PBL Documents
http://bie.org/objects/documents
• Buck Institute for Education PBL Online Planner
http://bie.org/project_planner/login_register
19. Project-Based Learning
Project Ideas & Databases
• PBLU http://pblu.org/
• Buck Institute for Education Project Search
http://bie.org/project_search
• Edutopia: A World of Project (PBL) Ideas You Can Steal
http://www.edutopia.org/blog/a-world-of-project-ideas-
to-steal-suzie-boss
• Global Digital Citizen: A Better List of Ideas for PBL
https://globaldigitalcitizen.org/a-better-list-of-ideas-for-
project-based-learning/
20. Project-Based Learning
Learn More
• TCEA Community’s PBL Group http://tcea.mymemberfuse.com
• PBLU http://pblu.org/
• All The PBL Terms You Should Know https://globaldigitalcitizen.org/all-
the-project-based-learning-terms-you-should-know/
• Edutopia: PBL Research Review: Introduction
http://www.edutopia.org/pbl-research-learning-outcomes
• Edutopia: PBL Research Review: Evidence-Based Components of
Success http://www.edutopia.org/pbl-research-evidence-based-
components
• Buck Institute for Education: The Main Course, Not Dessert: How Are
Students Reaching 21st Century Goals? With 21st Century Project Based
Learning http://bie.org/object/document/main_course_not_dessert
• Edutopia: What Makes PBL a Success? Video featuring Manor (Texas)
New Tech High School http://www.edutopia.org/stw-project-based-
learning-best-practices-new-tech-video
21. Questions & Discussion
+ Connect with Kim
• Questions & Discussion
• Connect with Kim Garcia
– Twitter @DigitalLearners
– Website http://texascomputerscience.weebly.com
– Pinterest http://www.pinterest.com/digitallearners
– Diigo https://www.diigo.com/user/digitallearners
22. Session Evaluation
from the TCEA App
Session
# 151273
If you have not scheduled
sessions, tap: Events
1.Tap Browse by Day or
Browse by Track
2.Select date using the
forward and back arrows
3.Locate your session (tap)
4.Tap the Actions tab
5.Tap Rate Session
If you have scheduled
sessions, tap: My Schedule
1.Select date using the
forward and back arrows
2.Locate your session (tap)
3.Tap the Actions tab
4.Tap Rate Session