Presentation at National Congress on Rural Education in Saskatoon, SK. March 30 - April 1, 2014. Based on qualitative research for a Ph.D. dissertation.
Presentation at the Manitoba Teachers' Society conference "Awakening Possibilities" held in Winnipeg, MB on April 16-17, 2014. Report on my PhD research.
Presentation at the Manitoba Teachers' Society conference "Awakening Possibilities" held in Winnipeg, MB on April 16-17, 2014. Report on my PhD research.
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This is the presentation that I gave at the HELTASA conference in Johannesburg on 27 November, 2009.
I discuss social media in general, and wikis in particular, as well as their role and application in higher education.
I go on to discuss the results of a wiki-based assignment that I gave to a class of fourth year physiotherapy students, and their experiences with the wiki.
Bringing the World to Your Classroom, and Your Classroom to the Worldkpritcha
Given at SIM University Faculty Learning Day (July 25 - 28, 2012)
With globalization, the rapid proliferation of online information, and increasing complexity of problems, the development of collaborative learning skills is essential. Former models of group work, based on traditional assignment design such as papers and presentations, are limited in their effectiveness. Technology is changing the face of collaboration and enabling far more creative, engaging and effective learning opportunities for students and faculty. This presentation shares methods to create authentic learning experiences using widely available software and tools tailored to the classroom.
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Collaborative knowledge construction with wikisMichael Rowe
This is the presentation that I gave at the HELTASA conference in Johannesburg on 27 November, 2009.
I discuss social media in general, and wikis in particular, as well as their role and application in higher education.
I go on to discuss the results of a wiki-based assignment that I gave to a class of fourth year physiotherapy students, and their experiences with the wiki.
Bringing the World to Your Classroom, and Your Classroom to the Worldkpritcha
Given at SIM University Faculty Learning Day (July 25 - 28, 2012)
With globalization, the rapid proliferation of online information, and increasing complexity of problems, the development of collaborative learning skills is essential. Former models of group work, based on traditional assignment design such as papers and presentations, are limited in their effectiveness. Technology is changing the face of collaboration and enabling far more creative, engaging and effective learning opportunities for students and faculty. This presentation shares methods to create authentic learning experiences using widely available software and tools tailored to the classroom.
Teaching electronic resources to students with computer anxietyAurélie Gandour
The principles and techniques I use to teach my computer anxious students how to use electronic resources. Presented at the LILAC conference on 21/03/2016.
This was a (kind of) Ignite style presentation we presented at the wrap up event for the VOICE project in Lakeshore School Division. Held in June 2017.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Teaching with Social Media
1. Teaching With Social Media
Mike Nantais
Ph.D. candidate, University of Manitoba, advisor: Dr. O. Cap
Assistant Professor (BU)
March 30 - April 1, 2014!
Saskatoon, SK
4. Research Purpose
Social Media in Teaching
How?
Why?
Results?
Supports?
Barriers/Challenges?
Change?
from the teachers’ perspective.
5. ★ Think - Pair -Share !
What is Social Media?
Tecc licensed ( BY NC SA ) flickr photo by dkuropatwa: http://flickr.com/photos/dkuropatwa/3862101829/xt
6. “Social Media . . . a moving target”
(Hogan & Quan-Haase, 2010)
7. I just think about a person using the computer to
communicate with somebody else. So to me, social media is
different from technology in a sense that it’s communicating
with another person or with another human being. !
(Nancy)
It would be communicating on a mass scale. So, traditionally
when we would email somebody or you would send a letter,
it’s a one to one kind of thing. But social media is . . . you are
reaching out to a large group of people for a larger audience.
(Joseph)
Social Media?
I think of Facebook, Twitter, about connecting, instant access to things like
news, information – not just local “our town” – but now global. !
(Anthony)
. . . is just . . . communication is what it is, a different form of communication. (Frank)
8. Social Media!
“a group of Internet-based
applications that build on the
ideological and technological
foundations of Web 2.0, and that
allow the creation and exchange of
user generated content”!
(Kaplan and Haenlein, 2010, p. 61)
9. • Qualitative multiple case study
• Interpretivist - contextual
• Social constructivist
• Purposeful & convenience
sampling procedure
The Study
10. The Study
• Nine cases (teachers) in Rural
Manitoba
• Grades 7 -12
• Several interviews over 6 months.
• Documents & social media
interactions
• Thematic analysis
12. The Participants
Name
Years
teaching
Self-rating
in social media
Main social media used in teaching
Ann 35 “beginner” Blogging – main project
Student use of Facebook, Twitter etc.
Nancy 32 “pretty low”
Blogging – main project
Use of Facebook, Twitter etc. by
Anthony 30 “novice” Google docs among many more
Joseph 26 “not that
knowledgeable”
Facebook page
(has used many others in the past)
Frank 22 “average … 6/10” Twitter, YouTube (also texting)
John 14 “needs to get better” Blogging
Mary 14 “above very good” Facebook pages
(has used social ‘trivia’ sites)
Sally 13 “beginner” Google docs, wiki, YouTube
James 7 “very comfortable . . .
use it often”
Google docs, Twitter (also texting)
Summary of Participants: Years of Experience and Social Media Use
14. Why use it?
“I can see that's where the kids are at,
they want to be using those tools” (Ann)
“They are tethered to them. . . . They’re
connected. They are wired differently and we
have to accept it, so why not teach them
more about it?” (James)
“It’s part of the life of our students in our
school . . . you are relating to kids in their
own lingo.” (Joseph)
15.
16. Ethical & Appropriate Use
cc licensed ( BY NC SA ) flickr photo by darrendraper: http://flickr.com/photos/darrendraper/3199912725/
18. Supports, Barriers, Challenges …
Technology: “If it doesn’t work, you kind of forget about it . . .
I would say that’s my biggest beef with technology.” (John)
19. Supports, Barriers, Challenges …
Technology: “If it doesn’t work, you kind of forget about it . . .
I would say that’s my biggest beef with technology.” (John)
Time: “I just haven’t got time now.” (Frank)!!
“. . . time to learn all this and keep up with all your [other]school stuff.” (Sally)
20. Supports, Barriers, Challenges …
Technology: “If it doesn’t work, you kind of forget about it . . .
I would say that’s my biggest beef with technology.” (John)
“No matter what tools we use in the classroom, there are
always going to be plusses and minuses . . . it’s just one
more thing, one more trade-off.” (Mary)
Time: “I just haven’t got time now.” (Frank)!!
“. . . time to learn all this and keep up with all your [other]school stuff.” (Sally)
31. Change?
“No fundamental changes . . . who I am is who I am.” (Ann)
“It’s just incorporated something else” (Joseph)
https://www.flickr.com/photos/23208360@N07/4497654605/
32. Change?
“No fundamental changes . . . who I am is who I am.” (Ann)
“It’s just incorporated something else” (Joseph)
Oh I think so, I think very much so.” (Anthony)
https://www.flickr.com/photos/23208360@N07/4497654605/
33. Change?
“No fundamental changes . . . who I am is who I am.” (Ann)
“It’s just incorporated something else” (Joseph)
“It’s made me take more chances . . . I am not afraid to use it
anymore” (John)!
Oh I think so, I think very much so.” (Anthony)
https://www.flickr.com/photos/23208360@N07/4497654605/
34. Change?
“No fundamental changes . . . who I am is who I am.” (Ann)
“It’s just incorporated something else” (Joseph)
“It’s made me take more chances . . . I am not afraid to use it
anymore” (John)!
“I have really gone to a more flexible schedule with the kids . . .
social media certainly has helped that.” (Mary)!
Oh I think so, I think very much so.” (Anthony)
https://www.flickr.com/photos/23208360@N07/4497654605/
36. I think it gives them [students] a
“sense of empowerment” (John)Change?
37. I think it gives them [students] a
“sense of empowerment” (John)
I think the kids are more informed with social media . . .they are more connected with each of their
subjects.” (Anthony)
Change?
38. I think it gives them [students] a
“sense of empowerment” (John)
I think the kids are more informed with social media . . .they are more connected with each of their
subjects.” (Anthony)
Change?
“What’s been gained is, believe it or not, you connect more
with the kids.” (Frank)
39. I think it gives them [students] a
“sense of empowerment” (John)
I think the kids are more informed with social media . . .they are more connected with each of their
subjects.” (Anthony)
Change?
“What’s been gained is, believe it or not, you connect more
with the kids.” (Frank)
“I think before there was this tension, there was this us versusthem mentality where the kids where trying to hide and pull oneover on the teacher and you don’t see that anymore. You seethe kids being comfy in . . . communicating on a different levelwith teachers now.” (John)
43. Participant’s Advice
“Use it, try it, get comfortable with it yourself”!
(James)
“Learn about it first”!
(Sally)
“Set aside time time to plan for the use of it, and always know
how it links to curricular outcomes.”!
(Ann)
44. Participant’s Advice
“Use it, try it, get comfortable with it yourself”!
(James)
“Learn about it first”!
(Sally)
“Set aside time time to plan for the use of it, and always know
how it links to curricular outcomes.”!
(Ann)
“[Don’t use it just] for the
sake of using social
media.”!
(Joseph)
45. Participant’s Advice
“Use it, try it, get comfortable with it yourself”!
(James)
“Learn about it first”!
(Sally)
“Set aside time time to plan for the use of it, and always know
how it links to curricular outcomes.”!
(Ann)
“[Don’t use it just] for the
sake of using social
media.”!
(Joseph)
“Embrace it. Let the kids
roll with it. Give them
some control . . .”!
(Anthony)
50. (Some) Conclusions
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
Utilizing social media effectively in teaching would benefit from!
!
~ a particular purpose, with a well-thought out plan.!
~ professional learning opportunities.!
~ time - for exploration & planning
The use of social media has the potential to lead to:
~ pedagogical change, ranging from additional strategies to the
potential for transformative change.
51. (Some) Conclusions
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
Utilizing social media effectively in teaching would benefit from!
!
~ a particular purpose, with a well-thought out plan.!
~ professional learning opportunities.!
~ time - for exploration & planning
The use of social media has the potential to lead to:
~ pedagogical change, ranging from additional strategies to the
potential for transformative change.
~ enhance a school environment based on trust, responsibility,
communication & student empowerment.
52. (Some) Conclusions
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
Utilizing social media effectively in teaching would benefit from!
!
~ a particular purpose, with a well-thought out plan.!
~ professional learning opportunities.!
~ time - for exploration & planning
The use of social media has the potential to lead to:
~ pedagogical change, ranging from additional strategies to the
potential for transformative change.
~ enhance a school environment based on trust, responsibility,
communication & student empowerment.
There is a need for research into the use of social media for
learning/teaching.