The document discusses using an "e-learning action plan" to guide professional development at EGGS, focusing teacher inquiry on improving specific student learning outcomes through the strategic integration of ICT tools. Teachers will develop action plans within professional learning groups, selecting an area of student development to target and identifying collaborative, differentiated strategies using Moodle, Google Apps, and other technologies. The goals are to establish online classroom environments, encourage use of student devices, and reflect on pedagogy to ensure technology enhances student-centered learning.
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
My Challenge Based Learning preso for the 2010 Cahuilla CUE Mini Tech Fair.
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Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
"Role Based Design" - MoodleMoot 2015 presentation
This presentation describes the Role Based Design (RBD) model which consists of educational design and training strategies that teach Moodle co-design processes to teachers working in teams. The information science behind the Role Based Design model is based on the concept of 'boundary objects'. Boundary objects are abstract cultural or physical artifacts that enable teams to develop a mutual understanding of how they will work cooperatively, communicate and share information in Moodle. This short presentation outlines the various RBD boundary objects which consist of AGILE practices, learning design techniques, templates and training that scaffold teachers' creative and collaborative capacity to co-design courses. The main thesis of the RBD model is that to systemically develop e-Learning design capacity there first needs to be targeted mentoring of 'Team Leaders' and one to one tutoring of 'Teachers as e-Learning Designers'. The presentation also presents feedback on the impact of the RBD training and touches on how the model can be scaled in larger organisations.
Published as...
Parker, S. 2014. 'Role Based Design An evaluation of a 'schediogogical' (ski.dio.gogical) approach for developing systemic eLearning capacity by leading and facilitating agile co-design processes', International Journal of Instructional Technology and Distance Learning, vol. 11, no. 8, pp. 3-28.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
21 st Century Perspectives on Teaching in Higher EdEileen O'Connor
An overview with visuals and examples of how professionally-focused higher education can integrate newer perspectives on content, learners, and technologies.
Using Brightspace Tools to Increase Student Engagement and Instructor PresenceD2L Barry
Using Brightspace Tools to Increase Student Engagement and Instructor Presence, Dan Semi of D2L
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
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The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
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This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
My Challenge Based Learning preso for the 2010 Cahuilla CUE Mini Tech Fair.
Challenge Based Learning video by Alas Media can be seen @ http://www.vimeo.com/14224208
Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
"Role Based Design" - MoodleMoot 2015 presentation
This presentation describes the Role Based Design (RBD) model which consists of educational design and training strategies that teach Moodle co-design processes to teachers working in teams. The information science behind the Role Based Design model is based on the concept of 'boundary objects'. Boundary objects are abstract cultural or physical artifacts that enable teams to develop a mutual understanding of how they will work cooperatively, communicate and share information in Moodle. This short presentation outlines the various RBD boundary objects which consist of AGILE practices, learning design techniques, templates and training that scaffold teachers' creative and collaborative capacity to co-design courses. The main thesis of the RBD model is that to systemically develop e-Learning design capacity there first needs to be targeted mentoring of 'Team Leaders' and one to one tutoring of 'Teachers as e-Learning Designers'. The presentation also presents feedback on the impact of the RBD training and touches on how the model can be scaled in larger organisations.
Published as...
Parker, S. 2014. 'Role Based Design An evaluation of a 'schediogogical' (ski.dio.gogical) approach for developing systemic eLearning capacity by leading and facilitating agile co-design processes', International Journal of Instructional Technology and Distance Learning, vol. 11, no. 8, pp. 3-28.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
21 st Century Perspectives on Teaching in Higher EdEileen O'Connor
An overview with visuals and examples of how professionally-focused higher education can integrate newer perspectives on content, learners, and technologies.
Using Brightspace Tools to Increase Student Engagement and Instructor PresenceD2L Barry
Using Brightspace Tools to Increase Student Engagement and Instructor Presence, Dan Semi of D2L
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning An...Avinash Boroowa
Rienties, B et al 2015 Analytics4Action Evaluation Framework: A Review of Evidence-Based
Learning Analytics Interventions at the Open University UK. Journal of Interactive Media in
Education, X(X): X, pp. 1–11, DOI: http://dx.doi.org/10.5334/jime.az
The Case for Competition: Learning About Evidence-Based Management Through Case Competition
Presentation by Tina Saksida, UPEI
AOM Annual Meeting, 2015, Vancouver
This presentation provides an overview of inquiry as an instructional strategy, the 5E learning cycle, and how elementary teachers can use these to integrate science and literacy instruction.
Research in current learning theory highlights the importance of using the learning process to determine the architecture of courses – rather than the structure of the content driving the architecture. It also demonstrates that there are four main phases in the learning cycle. The four main phases are Review, Learning, Application and Adaptation
Using an Evidence-Based Learning Strategy to Win Hearts and MindsLaura Overton
Ruth Stuart (L&D Research Advisor, CIPD) and Laura Overton (Managing Director, Towards Maturity) look at how L&D leaders can use evidence to win the hearts and minds of business stakeholders, align more effectively with business needs, demonstrate value and improve their own performance.
This was first shared at tthe CIPD L&D Show in May 2015 and a resource pack of useful evidence sources is also available. Contact us if you would like a copy of the evidence resources.
www.towardsmaturity.org/benchmark
www.cipd.co.uk
A roadmapfor implementingblendedlearningcue mar2014iNACOL
iNACOL completed a roadmap for blended learning. These elements include leadership, professional development, teaching, operations/policy, content and technology. Each element is needed in order to have a successful implementation.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
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Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Evaluation of teacher education initiative of CEMCA for three year plan2012 1...Gurumurthy Kasinathan
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Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...CITE
DOHERTY, Iain (eLearning Pedagogical Support Unit, Center for the Enhancement of Teaching and Learning. The University of Hong Kong)
http://citers2012.cite.hku.hk/en/paper_521.htm
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Teaching as Inquiry for Moodle KnowledgeNet Presentation
1. Using teaching as inquiry to ensure your
Moodling focuses on student outcomes
Claire Amos – Director of e-learning
http://www.vln.school.nz/pg/groups/49720/epsom-girls-grammar-school-ict-pd/
am@eggs.school.nz
Part One: E-learning at EGGS 2011 to 2012
Part Two: Creating your e-learning action plan
3. Transitioning from 2010 to 2011
Overarching Programme Goals stayed the
same.
To improve student engagement through the
integration of ICT strategies to enhance:
(a) student centred learning
(b) strong learning relationships between
teachers, students and caregivers
4. 1. Students to become successful
digital citizens
• Staff and student to define and promote
practices that demonstrate behaviours of a
successful digital citizen*
5. 2. Principals to lead the
integration of e-learning in their
schools (strategic and operational)
• The Principal to lead the integration of e-
learning in all areas of the school.
6. 3. Teachers to integrate e-learning
effectively into their practice creating
an innovative and exciting learning
environment for all students
• Learning Areas to establish and/or further develop
online learning environments in all subject areas, and
to further develop effective teaching and learning
strategies that are supported by the use of ICTs.
• Staff to encourage use of student owned Internet
capable devices.
7. 4. Family and whānau to actively
participate in their child’s learning
• SMT, curricular and co-curricular groups will
actively encourage students to add relevant
evidence of learning to their eportfolio which
will enable active participation of their
family, whānau and communities.
8. 5. Sharing online professional
reflections to inform colleagues of the
challenges and opportunities afforded
by e-learning
• Learning Areas to share online professional
reflections and learning stories to inform
colleagues and the wider community about
the challenges and opportunities afforded by
e-learning.
11. E-learning Action Plan
Inquiry Cycle Stage E-learning Action Plan Stage
Focusing Inquiry Selecting a group of students to focus on
and ‘Desired Student Learning
Outcome(s)’
(PLG Focus)
Teaching Inquiry ICT/e-learning strategies that will
support DSLO
Teaching and Learning Who/When (Timeline)
Learning Inquiry Evidence that you will collect to
measure shift in regards to DSLO
12. So how does this work?
• E-mentors are Learning Area based
• PLGs will have been formed within Learning
Areas to suit specific needs of Learning Area
• Learning Areas have produced an ‘E-learning
Action Plan’ led by LADs and e-mentors
• PLGs have developed specific ‘E-learning
Action Plans based on desired student
learning outcomes’
13. and…
• Several sessions a term have been allocated to
PLG sessions to work on their ‘E-learning
Action Plan’ and workshops offered (based on
needs highlighted in the action plans) to
support e-learning needs.
14. Transitioning from 2011 to 2012
Overarching Programme Goals stayed the
same.
To improve student engagement through the
integration of ICT strategies to enhance:
(a) student centred learning
(b) strong learning relationships between
teachers, students and caregivers
15. Transitioning from 2011 to 2012
Three ICT PD foci for 2012
1. Establishing online classroom environments on
Moodle for all classes
2. Encouraging student to bring and use ‘student
owned devices’
3. Completing another cycle of a Teaching as
Inquiry e-learning action plan with a greater
focus on effective pedagogy (to ensure we
continue to reflect and question the effect of
integrating e-learning and ICTs)
16. Student Outcomes to Effective Pedagogy
The focus will change:
• 2011 – Student Outcomes informed the ‘e-
learning action plan’
• 2012 – Effective Pedagogy/Key Competencies
will inform the ‘e-learning action plan’
17. E-learning Action Plan 2012
Inquiry Cycle Stage E-learning Action Plan Stage
Focusing Inquiry Selecting a group of students to focus on
and an area of ‘Thinking’ to focus on
(PLG Focus)
Teaching Inquiry Collaborative/Differentiated/ICT/e-
learning strategies that will support
development of ‘Thinking’
Teaching and Learning Who/When (Timeline)
Learning Inquiry Evidence that you will collect to
measure shift in regards to ‘Thinking’
18. Suggested timeline for 2012
Term One
Weeks 1-5 PD focus on Effective Pedagogy/Student Competencies
not IT
Weeks 6-10 PLGs formed and ‘E-learning Action Plans’ developed
Term Two
ICTPD Workshops and PLG time
Mid-year feedback gathered at end of Term 2
Term Three
ICTPD Workshops and PLG time
Term Four
Sharing and final feedback
19. Moodle, Google and Pedagogy
Do the following online actions and tools support these pedagogical foci?
Moodle Thinking Collaboration Differentiation
Adding document Yes No Yes
Adding a link Yes No Yes
Forums Absolutely Yes Yes
Wiki Yes Absolutely Yes
Google Apps Thinking Collaboration Differentiation
Docs Yes Absolutely Yes
Presentation Yes Absolutely Yes
Forms Yes Could do Yes
Sites Yes Absolutely Absolutely
20. Why this works!
• It is based on effective pedagogy as outlined in the
NZC
• It can be personalised to fit personal professional
needs
• It can be contextualised into any curriculum area
• It provides a plan of action with provides a structure
and a level of accountability
• It puts the focus on the student outcomes, not the
technology!
21. Tips
• Integrate all school initiatives into the one teaching as inquiry
cycle – rather than separating out into disparate topics
• Allow teachers to work in curriculum based professional
learning groups
• Provide a common template
• Provide a clear timeline for completing each part of the
inquiry
• Get them to publish and share their plans – this helps with the
accountability but also provides opportunities for identifying
needs and common foci.
• Offer technical and ICT skills PD based on their plans (consider
creating online tutorials to do this)
22. Creating your own
e-learning action plan
Go to: http://www.claireamos.com/workshop-info
To access more info and templates you can use to create your own e-
learning action plan!
Things to consider:
• What are your school’s strategic goals?
• What are your department’s goals?
• What are your personal/professional goals?
These will determine what you will focus on in your focusing inquiry and
teaching and learning inquiry.