Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
This slideshow displays examination of the role of on-line Community of Practice (COP) in order to enhance professional development of ELT teachers. It argues the effectiveness of social virtual collaboration to meet the emerging educational challenges presented by new technologies. It was presented at IATEFL 2013 Liverpool
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
This slideshow displays examination of the role of on-line Community of Practice (COP) in order to enhance professional development of ELT teachers. It argues the effectiveness of social virtual collaboration to meet the emerging educational challenges presented by new technologies. It was presented at IATEFL 2013 Liverpool
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
This is the pdf of my talk at D-Media London March 2011 see http://www.d-media.co.uk/D-Media_conference_2011 "Monetising Content - the Future" Gerd Leonhard, The Futures Agency
When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011miravogel
Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.
N.b. there are speakers notes on each slide, which you'll see if you download.
Creative Commons attribution-share-alike.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
Defining Purposes for Using Web 2.0 ToolsRichard Beach
This presentation to the 2009 Minnesota Council of Teachers of English argues that learning Web 2.0 tools requires an understanding of the purposes for using these tools.
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
Information literacy 2.0: experts or expats?Pru Mitchell
This presentation (rescued from the archives) was presented at the 2007 School Library Association of New Zealand Aotearoa Conference. It challenges library staff to reconsider their role in information literacy and how to ensure students and teachers are equipped to navigate the new information landscape. It asks for experts in contemporary information literacy issues, such as online identity, digital rights, social networking, personalisation and collaborative content, rather then expatriates continuing to do things as they did in ‘the old country’?
We look briefly at examples of robotics work in schools, and explore the use of Lego kit to provide children with an introduction to control technology. You video one another working with the robotics kit used, adding an interview or narration.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Professional Development Y3 ssp 12 13 l14Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support.
We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development.
I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
Mobile app development 12 13 y1 ict ssp l17 revMiles Berry
We look at some examples of mobile phone use within the curriculum. We consider issues raised by pupils’ access to personal technology. You experiment with Google’s App Inventor toolkit, creating a simple game for an Android handset.
Resources and Support - Y3 ssp 12 13 l13Miles Berry
Whilst school budgets are not likely to fall within your remit in the early stages of your career, specifying and choosing resources may well fall onto your shoulders. At a time when all public sector funding is squeezed, ensuring best value in ICT procurement is essential, as is making the best possible use of the resources currently available. Some sort of technical support for ICT in schools is now common, and the management of this may well form part of your role.
You reflect on the range and quality of technology available in the schools visited during your placements, making comparisons with national statistics. We consider a range of approaches to ICT hardware provision and consider some more economical approaches to ICT resourcing.
We discuss criteria for selecting ICT resources and for obtaining best value.
We look at approaches to supporting ICT in schools, and consider the role of the school network manager.
READING
Becta (2007). Quality principles for digital learning resources. Coventry: Becta.
Becta (2009). Harnessing technology review 2009: The role of technology in education and skills. Coventry: Becta.
Berry, M. (2010) An ‘open source manifesto’ to counter the ICT cuts.
Fleming, R. (2010) Saving Money with ICT. Reading: Microsoft
Ofsted (2011). ICT 2008-11. London: Ofsted.
Media and Design. Y3 Teaching and Learning L2Miles Berry
The session looks at some tools for working with media on the web and how media can be incorporated effectively in your site.
We review some of the developments in web design and draw together a number of principles for effective design.
Working with virtual worlds: y1 ict ssp l16Miles Berry
Building on Papert and others’ use of the microworld with Logo, I will discuss some aspects of virtual worlds today, focussing on their applications in education with relevant case studies. Practical work explores Google Sketchup as a tool for creating representations of 3-D objects.
Developing ideas with video - Y1 ICT Specialists, Lecture 15.Miles Berry
We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software.
FOLLOW-UP
• Post your screen cast and interview to your blog.
• Make a start on creating your video essay, perhaps incorporating sections of your screencast.
• Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay.
• Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980)
ADDITIONAL RESOURCES
• Chapter 3 of Pritchard (2008)
• Counts (2004)
Toys, play and games : Y1 ICT, Lecture 5Miles Berry
• ICT Capability
• Exploratory play with ICT
• Programmable toys
• Game based learning
SESSION TASK
• Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment.
• Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology.
FOLLOW-UP ACTIVITY
• Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education.
• You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing.
• Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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 Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
4. Outcomes…
At the end of this course you will be able to:
demonstrate a sound understanding of the web and its potential
benefits for teaching and learning in the primary school;
review critically UK government online initiatives in education;
demonstrate an understanding of pedagogical approaches suited to
e-learning;
reflect on approaches to support pupils’ safe and responsible use of
the internet;
develop and evaluate a Course inside a VLE to support a sequence of
lessons, using a variety of the tools available;
integrate externally produced resources and activities and resources
and activities developed by you.
5. Outline
1. The web as a resource for learning
Linking and uploading
2. Effective web design
Creating resources and labels
3. E-learning
Quizzes, assignments, hot potatoes
4. Web 2.0 – blog, podcasts etc.
Audio and video filters
5. Web 2.0 – wikis, forums, mashups
Wikis and forums
6. E-Safety and digital literacy
Chat, AUPs, peer review
8. Plowden
1967
‘At the heart of the educational process lies the
child’
‘Until a child is ready to take a particular step
forward it is a waste of time to try to teach him to
take it’
‘One of the main educational tasks of the primary
school is to build on and strengthen children's
intrinsic interest in learning and lead them to learn
for themselves’
9. Rose
2009
Primary children relish learning independently and
co-operatively; they love to be challenged and
engaged in practical activities; they delight in the
wealth of opportunities for understanding more
about the world; and they readily empathise with
others
The touchstone of an excellent curriculum is that it
instils in children a love of learning for its own sake.
10.
11. HTML by hand
<html>
<head>
<title>My first web page</title>
</head>
<body>
<h1>This is my first web page</h1>
<p>Hello World!</p>
</body>
</html>
12. Design Principles
Content is king
Intuitive navigation
The pages belong to the site
Layout
Golden ratio
Rule of thirds
Symmetry
Balance
13. Design Principles
Unity
Proximity
Repetition
Colour and style
Emphasis
Placement
Isolation
Contrast
Form follows function
14. In education?
Audience
Readability
Engagement
Interactivity
Dumbing down?
Pedagogy
Investigation
Play
Social constructivist
Behaviourism
E-Safety
15. Behaviourism
Practice should take the form of question - answer frames
which expose the student to the subject in gradual steps
Require that the learner make a response for every frame
and receive immediate feedback
Try to arrange the difficulty of the questions so the
response is always correct and hence a positive
reinforcement
Ensure that good performance in the lesson is paired with
secondary reinforcers such as verbal praise, prizes and good
grades.
16. Thorndike 1912
If, by a miracle of mechanical ingenuity, a
book could be so arranged that only to him
who had done what was directed on page one
would page two become visible, and so on,
much that now requires personal instruction
could be managed by print.
18. Ivan Illich 1971
Ivan Illich describes computer-based "learning webs" in
his book Deschooling Society. Among the features of his
proposed system are
• Reference Services to Educational Objects
• Skill Exchanges
• Peer-Matching
• Reference Services to Educators-at-Large
19. Web 2.0
Web 0.1 Web 1.0 Web 2.0
Media Text Media rich Text +
Authors Academics The Industry User community
Content Self publishing Professional Collaborative peer
production
Aims Linking Readers Community
Peer review Customers Esteem
Business Model Subsidy Premium content Advertising
advertising
Premium features
Open Source
20. How can blogs help
learning?
Creating not just consuming
Writing for pleasure
Informal learning
Personalisation – choice and voice
Self esteem
Shared blogs
Reflection and review
21. How can podcasts
help learning?
Multimodal literacy
Speaking and listening!
Engagement
Accessibility
Lesson recording
E-Portfolios
24. Dewey (1859-1952)
Engaging with experience
Enlarging experience
Interaction and environments
The importance of reflection
Education for all
Project based learning
http://www.infed.org/thinkers/et-dewey.htm
26. Social Constructivism
Learners involved in a joint enterprise with
one another and their teacher in creating new
meaning
ATHERTON J S (2009) Learning and Teaching; Constructivism in learning
Pollard: Reflective Teaching; http://www.rtweb.info/content/view/361/42/
27. Vygotsky (1896-1934)
The centrality of social interaction
The more knowledgeable other
The zone of proximal development
http://www.learning-theories.com/vygotskys-social-learning-theory.html
Scaffolding (Bruner)
28. Papert (1928- )
Constructivist learning
happens best when
‘constructing a public entity’
“Constructionism boils down
to demanding that everything
be understood by being
constructed”
“Concrete” materials rather
than abstract propositions
“Soap-sculpture math”
http://www.papert.org/articles/SituatingConstructionism.html
29. Connectivism
CC by-sa Hijod.Huskona CC by jean-louis zimmermann
CC by-nc-sa Mr Ush
http://www.connectivism.ca/
31. Discussion Forums
Pros Cons
Learner voice Moderation
Irrelevant
Audience Inappropriate
Social Constructivism etc Offensive
Any time, anywhere Perception
Evidence of learning Plagiarism
32. Salmon on e-Moderating
Access and motivation
Online socialization
Information exchange
Knowledge construction
Development
33. How can wikis help
learning?
• Writing for an audience
• Proofreading, fact checking
• Awareness of different perspectives
• Evaluation and Discernment – issues of trust,
ownership and authority
• Social construction
• Policy documents
37. I've watched this with interest. At the risk of over simplifying, consider an event x
with probability of 1 in 1 million. How should:
A parent with responsibility for 2 children
A teacher with responsibility for 30 children
A school with responsibility for 800 children
An LA with responsibility for 10 000 children
A secretary of state with responsibility for 6 000 000 children
respond?
Risks that are manageable at the every day level for individuals become
unmanageable when aggregated to system level.
That's the issue that needs to be resolved before we can have a rational debate about
this. Only by actively embracing the risk at a local level can we shift the debate away
from over prescription in order to manage the risk at a regional/national level.
Sorry if this does not help the flow, but it's always worth spending a little time
working out why something that is nonsensical form one perspective is rational
from another.
Excuse thumb typing.
Niel Mclean (Becta) via NaaceTalk, 10/12/2008
40. Cyberbullying
A significant problem
Beatbullying asked almost 2,500 young people about cyberbullying to find
out what's going on. >
50% said they'd been cyberbullied
29% told no-one about being cyberbullied
73% said they knew who was sending them bullying messages
11% admitted to being a cyberbully
‘Don’t be mean on the screen’
CyberMentors >
Teachers can be bullied too >
43. What went well?
Participatory iterative design
Planning and development
Reflection on practice
Peer review
Blogging
Assessment
44. Could do better?
Comments on the blog
The blog engine
User testing
Embedding vs linking or uploading
Subject linking
Wider participation
45. Would this work
outside of ITT?
As in-school CPD?
Across schools?
As accredited CPD?
Adapted as an M-level module?
Or isn’t hands on practical training
enough?
46. Getting in touch…
mberry@bcs.org
@mberry
milesberry.net
www.roehampton.ac.uk
opensourceschools.org.uk