There has been a shift in how students use technology in learning, and how teachers use technology in their teaching strategies via blended and flipped classrooms. But how much similar technology do teachers use to communicate and collaborate with each other?
In these slides, Linda Butler and Jubilee Nicodemus go ‘beyond email’ to explore the possibilities of collaborative teaching using Google Docs, Whatsapp and image/video sharing.
Other technologies that participants are using include Microsoft Teams, Moodle Forums, Zoom, Google Hangouts, Slack and Asana.
The presentation was given on the workshop for the orientation BED111A. B.Ed. syllabus of Savitribai Phule Pune University, Pune. It is a personal document, for official information please see SPPU B.Ed. syllabus.
The presentation was given on the workshop for the orientation BED111A. B.Ed. syllabus of Savitribai Phule Pune University, Pune. It is a personal document, for official information please see SPPU B.Ed. syllabus.
Highlights from the MnSCU Captioning Assessment ProjectD2L Barry
Highlights from the MnSCU Captioning Assessment Project, Lesley Blicker – Minneapolis Community and Technical College, Maran Wolston – Minneapolis Community and Technical College, and Rita Resendiz-Abfalter – Anoka Ramsey Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of PlatformAmber D. Marcu, Ph.D.
This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
A presentation for the Learning 2.008 conference in Shanghai in September 2008. Focuses on how to bring a 21st century learning perspective to K-12 schools.
LINQ 2015: A Teacher Cohort Model for Supporting Literacy Across DisciplinesISKME
This slide deck was created for an interactive workshop at LINQ 2015, and walks participants through ISKME’s OER model that supports cohorts of teachers in collaboratively creating cross-curricular lessons focused on building students’ literacy skills
TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
Description: Once your institution has decided to make a shift towards (more) online examinations, these are the most important aspects that have to been taken in consideration before 'shaping' the Digital Examination Platform:
-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
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
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
Highlights from the MnSCU Captioning Assessment ProjectD2L Barry
Highlights from the MnSCU Captioning Assessment Project, Lesley Blicker – Minneapolis Community and Technical College, Maran Wolston – Minneapolis Community and Technical College, and Rita Resendiz-Abfalter – Anoka Ramsey Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of PlatformAmber D. Marcu, Ph.D.
This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
A presentation for the Learning 2.008 conference in Shanghai in September 2008. Focuses on how to bring a 21st century learning perspective to K-12 schools.
LINQ 2015: A Teacher Cohort Model for Supporting Literacy Across DisciplinesISKME
This slide deck was created for an interactive workshop at LINQ 2015, and walks participants through ISKME’s OER model that supports cohorts of teachers in collaboratively creating cross-curricular lessons focused on building students’ literacy skills
TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
Description: Once your institution has decided to make a shift towards (more) online examinations, these are the most important aspects that have to been taken in consideration before 'shaping' the Digital Examination Platform:
-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
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
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
Development of a multidisciplinary assignment - a first year engineering pilo...LearningandTeaching
Multidisciplinary teaching is a contemporary education strategy implemented by various tertiary institutions to stimulate students’ critical thinking, develop inter-disciplinary understanding, and enhance students’ problem solving skills. In this presentation, Dr Saad Odeh and Dr Muhammad Qureshi summarise the steps taken, as well as findings from a pilot study that investigated the development and implementation of a combined assignment from two first year units in the Engineering curriculum: “Foundation Mathematics” and “Introduction to Programming”.
The suggested assignment aimed to help students understand the link between these two disciplines. Case studies from the mechanical and civil engineering industry were selected to develop the pilot assignments. The mathematical rules applied in this assignment were introduced in brief in the assignment information sheet to give students guidelines to carry out further online research. The preliminary statistical results show improvement in students’ multi-disciplinary knowledge in the different units and enhancement in their industrial experience.
Wondering where you belong on the spectrum between a technophobe and technophile? Curious as to how this affects your teaching? More tech-savvy generations of learners are entering our classrooms bringing not only their rich cultural contexts, but also new preferences of learning and engaging both with each other, and their educators. However, incorporating ed-tech strategies effectively into teaching can seem daunting to many educators.
Our experience shows that the development of digital capabilities in educators is highly dependent upon empowering, developing and enhancing the educators’ mindset. This presentation presents theoretical considerations for developing an educator’s digital capabilities and reviews examples of ed-tech professional development models to support and empower educators to successfully implement technology-enhanced teaching practices.
Do you ever feel out of your depth or overwhelmed with trying to manage students who come to you emotionally distressed? Does this affect your own stress levels?
Whether you are a teacher or support staff, it is essential for your own health and well-being and the well-being of your students that you feel resourced with strategies to manage these situations effectively.
In this presentation, Jane Daisley-Snow will help you recognize the signs of mental health issues; respond appropriately with ‘mental health first aid’; and refer students on to receive the professional support they need.
ANZAC perspectives: Strategies, leading indicators and busting international ...LearningandTeaching
This webinar is a unique collaboration between agencies that promote New Zealand and Australian international education – Education New Zealand and Austrade. Kadi Taylor also throws into the mix the perspective of an education provider that straddles both sides of the Tasman, Navitas.
The presenters bring together disparate data sets from both destinations to illuminate the lead indicator data trends, compare these trends and provide qualitative context to how these played out in these major international education destinations.
Raise your voice: Creating community for international studentsLearningandTeaching
Singing together is powerful. It helps us express our emotions, teaches us to harmonise our differences, and makes us feel part of a community. It also provides an opportunity for language learners to improve pronunciation, fluency, vocabulary and confidence in speaking. For international students living in Australia, a choir can become a family, and a home away from home. It’s a safe place to make friends, improve English, and explore a range of feelings.
In 2018, the first annual Raise Your Voice choir festival for international students was held in Brisbane. In these slides, Vicki Bos and Donna Cook share some of the goals, benefits and outcomes of the 2018 festival, and let you know all about the upcoming 2019 festival. Tune in to the recording if you’re interested in singing with your students, setting up a choir at your language school, or getting involved in the 2019 festival (and beyond).
Providing effective feedback for students can be a time-consuming and often frustrating experience for both student and teacher. In an attempt to identify a method for providing feedback that is both engaging for students and time-efficient for staff, a study comparing audio with written feedback was carried out at Curtin College.
Analysis of students' results indicates that while different types of feedback did not result in any significant difference in grades, the evidence from the study's survey indicates an overwhelmingly positive response by most staff and students to audio feedback.
In these slides, Gemma Clarke shares the results of her study and highlights some of the advantages and disadvantages of using audio feedback with a particular focus on Audacity.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
Assessment can have a profound influence on student learning. Some students only seek to engage with that which is to be assessed. In other cases, assessment approaches can inhibit learning by assessing inappropriate things. Authentic assessments provide the means for teachers to influence learning in all the right ways and provide learning experiences that connect students with practical applications of the course materials. These type of assessments also involve active learning where students are motivated to make decisions and judgments and to learn by doing.
In these slides, Ron Oliver discusses how teachers can design and use authentic assessments in their classroom settings. He demonstrates various forms of authentic assessment that can be applied to develop and assess differing levels of learning outcomes.
Lead indicators for international education: What are the latest trends telli...LearningandTeaching
In these slides, Kadi Taylor and Darragh Murray take you through a snapshot of what the latest international education lead indicators are currently showing for the Australian international education sector, including analysis of offshore student visa grants and international student commencements.They examine sector and market trends, highlight emerging differences and give views around what these trends may mean for the medium-term outlook for international education in Australia. Throughout the webinar they provide data-driven answers to questions such as:How are offshore international student visa grants performing in the first half of FY19?How are our major source markets are performing and where might there be growth?What are the implications for any shifting trends in Australian international education?There will be an opportunity to ask questions and engage with the data.
In these slides, Anselm will unravel the mysteries of active learning. Bloom’s Taxonomy and ‘flipped learning’ are presented as theoretical lenses through which active learning may be better understood. Specifically, he argues that active learning consists of two components: ‘active’ and ‘learning’. In designing for engaging and meaningful student learning experiences, there should be an equal emphasis placed on both elements.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
A shift in mindset: How to embrace students' growing use of mobile devicesLearningandTeaching
Students’ mobile devices have become a prevalent sight in the classroom which will not soon abate. The presence of mobile devices has long been the cause of much frustration for teachers due to the necessity of repeating instructions and an overall drop in classroom participation.
In these slides, Paul Gregory shares his reflections on how a shift in mindset helped improve his attitude towards students and their non-academic use of mobile devices in the classroom.
By putting his theory to the test over an entire semester, Paul found that shifting the blame from the students empowered the instructor to incorporate change and made for a more productive and cohesive classroom experience.
In their shoes: Understanding the international student perspective LearningandTeaching
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In these slides, Jason Cormick-Dockery and Abraham Punnen discuss barriers to learning faced by international students and make recommendations for institutions and educators, including having subjects that promote intercultural differences.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
1. Technology for collaborative
teaching
Linda Butler (ILC Teacher)
Jubilee Nicodemus (ELICOS Academic
Coordinator)
La Trobe Melbourne
(now known as La Trobe College
Australia)
2. Outline
Part 1 – Mini workshop
Part 2 – Tech used at LTM for
What technologies are in play
Why use these platforms
How do they work
Part 3 – Possibilities and Pitfalls
3. LTM
What technologies are being used by teachers at your centre to
communicate and collaborate with each other?
Discuss in pairs and share your ideas with us – 10 minutes
Mini Workshop
5. What is Google Sheets?
• Free, web-based spreadsheet
• Combined with Google Docs, &
Google Slides form Google Drive
• Google Drive is cloud storage
service
• Accessed from desktop, tablet
or smartphone
https://phandroid.com/2014/10/29/google-drive-docs-slides-and-
sheets-all-updated-with-material-design/
Communication: Record of lessons
6. How do we use Google Sheets
for Teacher communication?
• Created Record of Lessons
spreadsheet
• teacher writes lesson details
• Leaves notes for co-teacher
• Record of work covered for 10 week
courses
Communication: Record of lessons
8. Why introduce the ‘Record of Lessons’ Spreadsheet?
• Move towards paper-less, inline with other centres
• Not relying on admin class folder
• Folders misplaced, go missing
• Teacher communication not restricted by location
• Emergency teachers can quickly access & complete
lesson details
• Greater transparency and syllabus consistency across
classes
Communication: Record of lessons
9. Process of developing the Record of Lessons Spreadsheet
• Teacher collaboration workshop during non-teaching week
in April 2018
• Used Google Docs to share ideas, what sort of
information needed on spreadsheet
• Group of teachers ‘designed’ the look of the Record of
Lessons
• Teachers shown a sample before start of term
• Record of Lessons introduced Term 4 (30th April)
Communication: Record of lessons
10. The Google Docs used
for teacher
collaboration
Communication: Record of lessons
11. Comparison of two classes
using the Record of Lessons
• Same course/level/week
• Different amount of detail
• Details vague/incomplete
• Assuming co-teacher knows focus & aim
of previous lessons
Communication: Record of lessons
12. Class 1 using the Record of Lessons
Communication: Record of lessons
13. Class 2 using the Record of Lessons
Communication: Record of lessons
14. Benefits
access from anywhere
can check what co-
teacher has taught
not reliant on admin folder
Greater transparency of
work covered for staff &
management
Drawbacks
× incomplete/unclear lesson
details
× teachers prefer to see hard copy
of worksheets
× teachers still prefer email to
communicate
× teachers not ‘having time’ or not
checking spreadsheet
Communication: Record of lessons
Good morning everyone! Thank you for being here today. I’m Jubilee and this is Linda. We’re from La Trobe Melbourne, ELICOS
Our presentation today is about the use of technology to enhance collaborative and communicative teaching.
Ok , lets get going….
In recent times, there’s has been a shift in how students use technology and how as teachers, we are using several new teaching strategies via blended and flipped classrooms. However, how much do teachers use similar technology to communicate and collaborate with each other?
Before we start, we’d like to mention that time is short, so we’ll address questions and comments at the end please.
La Trobe Melbourne has undergone significant digital transformation of lessons and curricula in the past year, and the focus is now moving towards paperless and seamless communication between colleagues, co-teachers and within focused groups.
So today we’ll be showcasing two strategies – which we call “going beyond e-mails”– that we’re presently trialling at LTM.
We’ll start with a warmer, where you share with us what methods are being used at your colleges to create “virtual staffrooms”
Then we’ll show you two of our brainwaves (maybe not) – looking at why we chose these two platforms, how they’re being utilized, with examples, and then evaluating their functionality.
As mentioned before, LTM is moving to digitally transformed classrooms and possibly, staffrooms.
Before we dive into what we’re doing, lets get an idea of what’s happening in your world, in term of this transformation. So what are your colleges doing to communicate and collaborate beyond e-mails.
We’d like you to share your discussion and ideas with us on a Padlet Wall. The link is coming up.
Thank you for that robust discussion and for sharing your gems with us.
Coming back to LTM, the first platform we’re using is digital communication via Google Sheets and the second is using WhatsApp in closed groups to collaborate.
I’ll now hand you over to Linda, who will get into greater detail about Communication via Google Sheets.
Hi everyone,
Let’s begin by talking about ‘What is Google Sheets?’
Google Sheets is a spreadsheet that is accessible from the internet and is free
It is a part of a range of apps, such as Google Docs, Google Slides which are stored in Google Drive.
Google Drive is a free cloud storage service, similar to Drop box.
Google Sheets and all the other apps in Google Drive are accessible from your desktop, table (iPad) and smartphone. When you use Google Sheets, all your changes get saved immediately.
Let’s look at how LTM is using Google Sheets for teacher communication:
As part of teacher compliance, all ELICOS teachers are required to keep a record of the work covered in class. Up until recently this was done on paper with a page for each week and stored in an admin folder.
Using Google Sheets, LTM has created the Record of Lessons, where teachers write down the lesson details and where there is also room for teachers to leaves notes to each other regarding the lesson or homework.
The Record of Lessons covers the 10 weeks of the course.
Here is the link where I’ll show you what the Record of Lessons looks like.
The first page is the ‘Welcome Page’ with instructions on how to use the Record of Lessons and with an example.
At the bottom of the page there are tabs for each class. The teacher just needs to click on their class tab and then go to the relevant week/day/session and fill in the lesson details and any notes for their co-teacher.
Each week has been a different colour to easily distinguish between the weeks.
Here is a picture of a completed Record of Lessons for weeks one and two.
Let’s look more closely at why the Record Of Lessons spreadsheet was introduced:
The main reason was to go paper-less and be more in step with other centres. By going paperless there is less reliance on the class folder which can be easily misplaced, go missing or sometimes even taken home by teachers. This can be an issue especially when there is an emergency teacher taking the class.
Teacher communication is not restricted by location, whether the teacher is on excursion or teaching on another class. Any teacher can access the spreadsheet from any location and this can save time with preparing for a class.
Another reason is that the spreadsheet provides greater transparency and syllabus consistency. It is very easy for a coordinator to see what has been taught and what materials have been used.
Let’s look at how the Record of Lessons came about:
The process of developing the Record of Lessons was over a period of a couple of months.
In April 2018, we had a workshop where using a Google Doc, teachers were able to share ideas and what sort of information was essential/ what sort of prompts were needed to help teachers fill in the lesson details.
The ‘design’ of the spreadsheet was created by a small group of teachers, including Jubilee.
About a week or so before the start of term, teachers were shown a ‘sample’ so as to prepare them for the new ‘technology.
The Record of Lessons was introduced on April 30th (Day 1 of Term 4)
Here is the Google Doc used for the PD workshop in the non-teaching week at the start of April
The Google Doc was shared with teachers and then each teacher answered the question ‘What details would you like to see on your weekly record of lessons?’
Then the responses were discussed and the most important details were highlighted in bold.
Here is the link to the Google Doc used in the collaborative process between teachers.
Let’s move on to comparing two classes using the Record of Lessons:
Both classes are the same course/level and week. I’ve chosen the advanced Academic Class which is preparing students for the Masters Course.
Here is the link to the Record of Lessons.
Here is the first class (6aEFS 1) and we’ll focus on week 2. Each lesson has a number, W2.1 (Week 2, lesson 1). You’ll notice in this class that the details are minimal. The teacher assumes that the other teacher knows the focus and aim of the lesson. This can be difficult to follow as it doesn’t give an overview of the tasks (for example whether it was a writing task assessment)
Here is the second class (6aEFS 2). More details is given. You can see which days covered writing skills.
Class 1 wrote the minimal amount of information. For an emergency teacher covering this may be problematic as it doesn’t clearly state the skills covered. There is no evidence of communication between teachers.
Class 2 has more information. The type of writing skills covered are mentioned. Also chapters from the textbook are given and homework tasks are written down.
While there are no notes between teachers, this weekly record gives an overview of what has been covered.
Near the end of the 10 weeks, the teachers were surveyed using Google Forms to gauge their response to using Google Sheets as a method of recording weekly lessons
There have been a number of benefits to using Google Sheets for the Record of Lessons.
Lesson details can be recorded anywhere and can be checked by the other teacher from any location, even from their smartphone. This can save preparation time.
Teachers can check what their co teacher has covered and thus save preparation time and avoid teaching the same materials.
There is less reliance on the admin folder, so if it gets misplaced it is not such an emergency.
However, there have been some hiccups using the Record Of Lessons.
As seen before, the lesson details may be unclear/incomplete and therefor can make it harder to know what has been covered
In the survey, some teachers still prefer to see a hard copy of the materials taught by the other teacher, maybe not fully ‘trusting’ or relying on what has been written down. Some teachers have a habit of completing the spreadsheet before they have taught, but if they change their lesson or don’t complete it then the other teacher doesn’t know exactly what has been covered.
Some teacher still prefer to email each other to communicate rather than write notes in the spreadsheet.
Lastly some teachers feel that it is an extra step and they don’t have time to log into a computer to write down details, or they haven't got into the habit of checking the spreadsheet before class to see what has been covered or what notes have been left by the co-teacher.
Overall, the trial has been a bit of a mixed bag. On the one hand, if used correctly can be an easy and transparent way for teachers to complete lesson records and communicate with each other, but there is still some resistance to using this technology in their daily preparation.
I’ll now hand you over to Jubilee, who will discuss Teacher Collaboration via WhatsApp.
Moving on now to the second platform, which is Collaboration via WhatsApp, Jubilee will take you through this.
Thanks Linda!
We already use several social media platforms for enhancing student learning, FB groups, Padlet pages and so on, So what's the purpose of having WhatsApp groups for teachers?
The aim is to enhance teaching practices using WhatsApp as a sharing platform and opening the doors to conversations of teaching practices
It’s also about sharing and supporting, rather then feedback on lesson plans and lectures. We have other formal spreadsheets and registers for that purpose. This is more informal and also voluntary.
For instance, if one teacher stumbles upon a classroom strategy or teaching method that worked well for a certain cohort, they could immediately share that with a co-teacher
Or if you find a new resource, a book in your travels, take a photo and share it with the group. “Hey, check this out”
Or suppose there’s a question you’d like to ask your co-teacher or the group about a lesson. Eg. “When is the report due?”
Think of it is as a form of continuous sharing and teaching and learning among colleagues in small groups.
I’ll go over three quick examples of how this group used WhatsApp to collaborate. I’ve blanked out names for privacy. This is a Level 4 EFS group, and consisted of 4 teachers. Being coordinator, I set up the group and invited members, also being careful to set some group rules, namely – business hours and muting notifications.
In the first case, one teacher was taking over a class while another was on leave and shouted out to the group while they were away from the office. They got an instant update from the co-teacher the evening before about some general info about the class and where they needed to pick up lessons from OR when someone wanted clarification on an assignment (go over both examples)
In our timetable setting, the two teachers were scheduled on different shifts, so they normally wouldn't even see other. Yes, there are e-mails to communicate and collaborate, but as this example shows, this is quick and easy and at your finger tips.
In the second instance is of sharing ideas. I had an idea to improve the classroom behaviour in the same class which was using too much L1 and quickly shared it with the team. Sure, we do address matter like this in staff meeting, but those are held once a week or sometimes once a fortnight.
This was immediate and I got the message across directly to the respective teacher. They didn’t have to wait to come into work, open laptops and read e-mails and get that information half way through the next day. I also sent them a short voice message, as you can see, with corresponding picture of the posters that we’ve recently put up around the building. They used this to set the tone for the three strike policy.
The last example is of supporting teachers in the classroom.
So this teacher was in the classroom, and realized they couldn’t access a certain document. They sent out a message to me and I immediately sent them the link while they were in class. Of course we need to be careful again of how we use our phones in the class while teaching.
Finally, what are some opportunities and threats with using this type of group sharing? We’ll first look at the pitfalls… get the bad new out of the and end on a positive.
The biggest issue I think would be privacy, like sharing your phone number. One staff member declined to participate as they felt the expectation of constant sharing was invasive to their time. That’s a valid point of course.
However I did set group rules to share only during business hours, to mute notifications and also “solemnly” promised to delete the group members at the end of the term.
Boundaries could pose another problem. It’s easy for the line to get blurred. meaning to what extent should teachers be messaging while in class OR then, one might start depending on this form of communication for immediate responses and feedback, which is not realistic.
Then there’s clutter and too much posting. For example, it could become the playground where teachers post everything.. whole paragraphs on feedback on lesson plans instead of using the formal spreadsheets, review registers etc. and this could become the area for all information sharing.
So it’s imperative that it’s used with discretion, keeping in mind that it is ONLY an informal sharing tool, for all the “little in-betweens.”
Next the possibilities.. Honestly.. Endless! Depending on how you choose to use it and who is willing to participate in the group. But, it can’t be forced as a policy or a formal method of communicating and collaboration within a college.
Finally we’d like to thank teachers for wholeheartedly participating in the WhatsApp trial and the entire LTM Teaching Staff for giving us valuable feedback on the use of Record of Lessons.