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The document proposes using a discussion forum on Facebook and video calls on Messenger to enhance writing and speaking skills. Students would be given topics to respond to in writing on Facebook over four days. They would then have one additional day to verbally respond to 1-2 classmates' posts via video call. This allows students to practice all four language skills of writing, speaking, reading and listening. It enables critical thinking development and sufficient time for formulating responses. Limitations include some students lacking internet access and potential technical issues. Ensuring all students know how to use video calling is also a difficulty.
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Video blogging in EFL/ESL classrooms faces several challenges including students' lack of language proficiency, inability to respond to peers, and lack of sustained interest. Teachers also lack knowledge of how to effectively integrate video blogging and support. To address these challenges, teachers should carefully select vocabulary at students' level, scaffold support, teach commenting etiquette, create an English-only environment, participate in professional development, and utilize low-cost resources.
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Can HungerMiss King's3rd grade class
Students will learn about essential, unit, and context questions during a food drive unit. They will use these skills to plan a "Can Hunger" event for the community where they will demonstrate what they learned. The unit will involve students working independently and collaboratively to create flyers and letters, develop problem solving abilities, and practice presentation skills while helping those in need.
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- The document provides information on a lesson plan for 4th grade students to create digital stories in small groups. It outlines the learning objectives, materials, methods, and evaluation process.
- Students will be divided into groups to write a 2 paragraph story on a given theme. They will take photos to illustrate the story and create a digital story using VoiceThread to narrate and display the story and photos.
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Teachers can share course materials with students on Facebook by uploading resources from sites like SlideShare and YouTube. These applications allow students to easily access online materials posted by teachers on Facebook just by clicking the links. Sharing resources this way gives students convenient access to what teachers have provided via the social media platform.
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The document discusses three resource tools in Moodle - wikis, blogs, and media embedding - for online and blended learning courses. It outlines the potential uses of each tool and challenges instructors may face in implementing them. Wikis can be used for collaborative writing and sharing resources, but navigating the wiki interface may be difficult for newcomers. Blogs encourage reflection among students but require modeling from instructors on how to use them. Media embedding allows adding videos, documents, and widgets, but instructors need training on HTML to properly embed content. The key is for instructors to receive training themselves and provide training to students on using Moodle tools for successful implementation.
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Video blogging in EFL/ESL classrooms faces several challenges including students' lack of language proficiency, inability to respond to peers, and lack of sustained interest. Teachers also lack knowledge of how to effectively integrate video blogging and support. To address these challenges, teachers should carefully select vocabulary at students' level, scaffold support, teach commenting etiquette, create an English-only environment, participate in professional development, and utilize low-cost resources.
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The document outlines 5 elements for developing online English language teaching materials and lessons, which include evaluating websites, identifying online resources, creating technology-enhanced lesson plans, using web 2.0 tools to teach English skills, and developing online teaching and assessment materials. It also provides questions for evaluating websites and lesson plans. Various online tools for educational use such as blogs, wikis, and social networking sites are also listed.
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“Today’s digital natives hunger for new educational approaches. Educators are more willing than ever to teach with technology, if it’s powerful and easy to use.”
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This document outlines a hybrid learning model unit plan that uses both face-to-face and online activities. The unit focuses on developing classroom rules and involves students working in groups to discuss existing rules, research other examples, draft their own rules, and create a multimedia presentation to communicate the rules. Key activities include online discussions, viewing other groups' work, a web conference with another class, and using various apps and tools to design a final presentation. The plan spans 7-8 lessons and aims to engage students through choice of technologies, asynchronous contributions, and opportunities for feedback and reflection on their work and the unit goals.
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1) Communication is essential in online courses as it promotes interaction between students and instructors. This interaction enhances learning through the sharing of diverse perspectives.
2) Instructors should provide clear expectations for discussion participation and give feedback to students. Popular methods of interaction include discussion boards, emails, and video chats.
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1 Discussion Question Rubric 210 Points Total (30 Poin.docx
1
Discussion Question Rubric
210 Points Total (30 Points for each of the 7 Discussion Questions)
Over the course of the quarter, you will be presented with various prompts via Canvas to write
a discussions on. Your responses will need to be at least two paragraphs in length and you will
need to respond to 2 other students’ posts.
General Information:
1. Due Date and Time:
a. Responses to discussion questions and other students’ posts should be posted to Canvas by
11:59pm Sunday evenings. The sooner you post, the sooner others can respond to your post.
b. Responses posted after the due date and time will only be eligible for 79% of the total
grade.
When Answering a Discussion Question:
1. Length (Minimum of TWO Paragraphs) for Each Response to a Discussion Question(s): 17
Points Total:
a. Wrote a minimum of TWO paragraphs. (12pts)
b. Include some personal reflection THAT RELATES to the question you are answering. Be
thoughtful. Include either personal experiences that support your answer or if you aren’t
comfortable sharing something about yourself, share about someone you know or
someone/something you read about. (5pts.)
2. Proper Spelling, Grammar, & Punctuation: 3 Points Total:
a. Used proper spelling, grammar and punctuation in both your answer AND replies. It is
strongly recommended that you write your answers and responses in a Word document, proof
it and then copy and paste it back into CANVAS to avoid any errors. (3pts.)
When Responding to Other Students’ Posts:
1. Responses to Other Students’ Posts: 10 Points Total:
a. Replied to TWO other students’ posts. Please be thoughtful and thorough in your responses
to classmates. Five sentences is the suggested minimum for each reply, although your efforts
should be spent on quality of reply, rather than quantity of words, and will be graded
accordingly. Instead of just saying that you agree or disagree with someone else’s post, be
detailed and intentional in your replies. Remember this is the way to connect with other
students in the class. The more replies there are in the thread, the more fruitful the discussion
and the richer the experience for everyone. (10pts.)
**If you have difficulty writing, you may orally record your answer to the discussion question
and your responses to other students’ posts and upload them to CANVAS.
2
Questions to Ask Yourself to Help You Reply to Your Peers’ Discussion Posts
1: Read another student’s post to the discussion question.
2: Ask yourself the following questions in regards to the post you just read.
1: What is the post about (summary)?
2a: Do I agree or disagree with what was written?
2b: Why do you agree or disagree?
3a: Do I find the post interesting?
3b: Why do I find the post interesting?
4: What does the post make you think about?
5: Is there anything in the post you connect with or identify with?
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The document provides instructions for students to observe a classroom lesson, research online resources that could support teaching that topic, evaluate 5 relevant websites and interactive programs, and reflect on how technology could enhance their teaching skills and the lesson they observed. Students are asked to fill out templates to document the class observation, electronic resources found, and their reflections on using technology in education.
Presentación1 vero
The document outlines 5 elements for developing online English language teaching materials and lessons, which include evaluating websites, identifying online resources, creating technology-enhanced lesson plans, using web 2.0 tools to teach English skills, and developing online teaching and assessment materials. It also provides questions for evaluating websites and lesson plans. Various online tools for educational use such as blogs, wikis, and social networking sites are also listed.
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Video blogging in EFL/ESL classrooms faces several challenges, including students' lack of language proficiency, inability to respond to peers, and lack of sustained interest. Teachers also face challenges with technical knowledge and support. However, video blogging can benefit language learning in many ways if teachers scaffold instruction, create an immersive English environment, and find low-cost technical solutions. With adequate planning and support, video blogging can engage students and enhance their language skills.
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This document outlines a seminar to teach educators how to use rubrics to assess student writing. It will cover comparing rubric results on a sample, explaining the rationale behind rubric categories, and identifying four methods of assessing writing level. The seminar will have attendees practice applying a rubric to a student writing sample and discuss the results. It will also review techniques for determining a student's writing proficiency such as word choice, sentence structure, organization, and comparative or formulaic assessments. The objectives are to explain rubric design, compare rubric evaluations, and list four approaches to evaluating writing level.
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Computer can be used as an interactive tool to facilitate language learning. It allows for interaction with students, enhances language learning through examples and practice, and stimulates conversation. While some studies show mixed effects, computer-based language instruction is seen as better than traditional methods due to computers' flexibility, ability to interact, and potential to encourage learning. However, disadvantages include initial cost and potential for eye strain or slow performance. Student feedback on CALL programs is generally positive when the programs are easy to use, though slow computers are seen negatively.
Blackboard Media Mashup
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Want to add some flare and media directly to your course content? The Blackboard Media Mashup is a tool that will allow you to add and post public media (images, slides, videos) directly to your course without having to leave Blackboard.
This workshop will tackle and show you how to add images directly to your content using Flickr Photo, add slides presentation using SlideShare Presentation, and add videos using YouTube Video.
Field study 3 letter
The document is a letter from Cavite State University requesting permission from the Thomas Aquinas Institute of Learning to conduct pre-service teacher trainings at their school. It explains that the Educational Field Study 3 course aims to provide actual field experiences for pre-service teachers to observe student behavior in classrooms. It includes an attached course content outline and list of 3rd year Bachelor of Secondary Education students majoring in English who will participate. The university is hoping for a favorable response to their request.
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This document outlines a module for preparing non-native English speakers to take the TOEFL exam. The module will use blended classroom instruction with both homework and in-class work. Activities will include videos, readings, quizzes, projects, discussions, and simulated tests. Technology tools like Google Hangouts and forums will be used for synchronous and asynchronous collaboration. The module aims to help students learn TOEFL question types, strategies for answering questions, and achieve good simulated test scores. Differentiation will be provided through additional support materials and alternative activities. Community building will occur through required discussions, videos, and tweets. Students will be assessed through quizzes, projects, participation, and reading comprehension.
Lesson Plan 2 - Using Multimedia
This document provides a lesson plan for a 6th grade social studies class to complete a community profession interview project over 4 weeks. The plan details:
- Characteristics of the 25 student class from diverse backgrounds
- Entry competencies on careers and technology tools to be used
- Objectives of choosing an interview subject, creating a script, recording a video interview, and uploading it to a website
- Methods, media and materials to be used including computers, cameras, and video uploading website
- A week-by-week breakdown of the assignment steps and deadlines
- Rubrics for evaluating student performance, media components, and instructor performance. Feedback from students will also be gathered.
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This document outlines four lesson plans that apply different learning theories:
Lesson 1 uses Gagne's nine events of learning to teach persuasive writing. Lesson 2 applies adult learning theory to train staff on Blackboard. Lesson 3 builds on constructivism to teach Microsoft Word. Lesson 4 utilizes situated cognition by simulating computer repair. The lessons target various ages and skills through hands-on activities using related materials.
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The document discusses how students today have changed in their hobbies, interests, and skills with technology compared to past generations. A study showed that college students heavily rely on technology for tasks like creating documents, research, communication, and accessing course materials. While core teaching philosophies may stay the same, the document argues that teachers should explore new instructional technologies and methods that are more relevant to digital native students in order to better educate them.
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1. The document introduces using the mIRC web application in an English class for Form 4 students over the course of a school term to improve their English usage and participation.
2. The plan is to use mIRC in the English class, with the teacher demonstrating how to use it and having students communicate through chatting groups and sharing files.
3. Students will be evaluated through presentations, monthly tests on mIRC, and a questionnaire at the end to assess if mIRC improved their English and participation.
Nima aminpour blogging and microblogging
Blogging and microblogging can be useful tools for language teaching and learning. Blogs allow teachers to assign homework for students to write about topics, and comments enable discussion. This helps improve students' writing skills through practice and feedback. Microblogs also facilitate communication between students on common issues and interests using hashtags. Both tools motivate students and support collaboration, while giving teachers means to assess writing cohesion, vocabulary, and provide feedback to guide further learning.
Learning Contemporary Techniques In Teaching Practices:Blackboard and Edmodo
Learning Contemporary Techniques In Teaching Practices:Blackboard and EdmodoHamzah Meraj, Faculty of Architecture, Jamia Millia Islamia, New delhi
Learning Contemporary Techniques In Teaching Practices:Blackboard and Edmodo
“Today’s digital natives hunger for new educational approaches. Educators are more willing than ever to teach with technology, if it’s powerful and easy to use.”
Contemporary : happening, existing, living.
Technology : techniques, skills, methods.
Contemporary Technologies
Technologies using in present time
Contemporary Technologies enhance learning effectively?0 hybrid template whole unit
This document outlines a hybrid learning model unit plan that uses both face-to-face and online activities. The unit focuses on developing classroom rules and involves students working in groups to discuss existing rules, research other examples, draft their own rules, and create a multimedia presentation to communicate the rules. Key activities include online discussions, viewing other groups' work, a web conference with another class, and using various apps and tools to design a final presentation. The plan spans 7-8 lessons and aims to engage students through choice of technologies, asynchronous contributions, and opportunities for feedback and reflection on their work and the unit goals.
OFT - pr3_communication
1) Communication is essential in online courses as it promotes interaction between students and instructors. This interaction enhances learning through the sharing of diverse perspectives.
2) Instructors should provide clear expectations for discussion participation and give feedback to students. Popular methods of interaction include discussion boards, emails, and video chats.
3) Relating course content to personal experiences and applying it to daily life helps students make the knowledge their own. Feedback from instructors is also important to guide student learning.
1 Discussion Question Rubric 210 Points Total (30 Poin.docx
1
Discussion Question Rubric
210 Points Total (30 Points for each of the 7 Discussion Questions)
Over the course of the quarter, you will be presented with various prompts via Canvas to write
a discussions on. Your responses will need to be at least two paragraphs in length and you will
need to respond to 2 other students’ posts.
General Information:
1. Due Date and Time:
a. Responses to discussion questions and other students’ posts should be posted to Canvas by
11:59pm Sunday evenings. The sooner you post, the sooner others can respond to your post.
b. Responses posted after the due date and time will only be eligible for 79% of the total
grade.
When Answering a Discussion Question:
1. Length (Minimum of TWO Paragraphs) for Each Response to a Discussion Question(s): 17
Points Total:
a. Wrote a minimum of TWO paragraphs. (12pts)
b. Include some personal reflection THAT RELATES to the question you are answering. Be
thoughtful. Include either personal experiences that support your answer or if you aren’t
comfortable sharing something about yourself, share about someone you know or
someone/something you read about. (5pts.)
2. Proper Spelling, Grammar, & Punctuation: 3 Points Total:
a. Used proper spelling, grammar and punctuation in both your answer AND replies. It is
strongly recommended that you write your answers and responses in a Word document, proof
it and then copy and paste it back into CANVAS to avoid any errors. (3pts.)
When Responding to Other Students’ Posts:
1. Responses to Other Students’ Posts: 10 Points Total:
a. Replied to TWO other students’ posts. Please be thoughtful and thorough in your responses
to classmates. Five sentences is the suggested minimum for each reply, although your efforts
should be spent on quality of reply, rather than quantity of words, and will be graded
accordingly. Instead of just saying that you agree or disagree with someone else’s post, be
detailed and intentional in your replies. Remember this is the way to connect with other
students in the class. The more replies there are in the thread, the more fruitful the discussion
and the richer the experience for everyone. (10pts.)
**If you have difficulty writing, you may orally record your answer to the discussion question
and your responses to other students’ posts and upload them to CANVAS.
2
Questions to Ask Yourself to Help You Reply to Your Peers’ Discussion Posts
1: Read another student’s post to the discussion question.
2: Ask yourself the following questions in regards to the post you just read.
1: What is the post about (summary)?
2a: Do I agree or disagree with what was written?
2b: Why do you agree or disagree?
3a: Do I find the post interesting?
3b: Why do I find the post interesting?
4: What does the post make you think about?
5: Is there anything in the post you connect with or identify with?
Spring 2019 Assessment Prompt
.
The Top 5 Blended And Flipped Classroom Tools
Blended and Flipped Classrooms can give students more control over their learning path. Added to tha...
Implementing A Model Lesson Plan
This document summarizes a lesson plan for evaluating website design that was implemented in a college freshman composition class. The lesson had students: 1) Evaluate the college homepage in groups, discussing likes/dislikes; 2) Learn five elements of effective web design; 3) Re-evaluate the college homepage using those elements; 4) Evaluate another website of their choosing in the same way. The benefits were active learning through hands-on website analysis and collaboration. The main challenge was a technology issue that disrupted guidance between groups. In the future, the teacher will choose the second website and assign personal analysis as homework.
CCC-M F2F meeting_141210
This document outlines an agenda for a workshop on enhancing mathematics teaching and learning through technology and discourse. The workshop includes activities on Edmodo, a discussion of formative assessment, principles of high-quality teaching, and implementing talk moves to encourage mathematical discourse in the classroom. Participants will plan lessons incorporating these strategies and schedule school visits to observe them in practice.
ENHANCING STUDENTS’ LEARNING AND SATISFACTION THROUGH THE USE OF SOCIAL MEDIA
Communication in and out the classroom is an essential component for education. As the technology
emerges, there is a need to adopt to the new technologies to enhance students’ learning experience. Social
media technologies provide informal communication methods that promote student engagement and
satisfaction by removing communication barriers. In this paper, we report our experience in using different
social media technologies to enhance students’ learning experience and satisfaction with the course. We
perform our experiment in software project management course and conduct a survey to assess the
students’ perspective towards using these different social media technologies in enhancing their learning
and satisfaction. Results show that students are satisfied and feel that their learning experience has
improved when using social media for class communication.
Enhancing Student's Learning and Satisfaction Through the Use of Social Media
Communication in and out the classroom is an essential component for education. As the technology emerges, there is a need to adopt to the new technologies to enhance students’ learning experience. Social media technologies provide informal communication methods that promote student engagement and satisfaction by removing communication barriers. In this paper, we report our experience in using different social media technologies to enhance students’ learning experience and satisfaction with the course. We perform our experiment in software project management course and conduct a survey to assess the students’ perspective towards using these different social media technologies in enhancing their learning and satisfaction. Results show that students are satisfied and feel that their learning experience has improved when using social media for class communication.
ENHANCING STUDENTS’ LEARNING AND SATISFACTION THROUGH THE USE OF SOCIAL MEDIA
Communication in and out the classroom is an essential component for education. As the technology emerges, there is a need to adopt to the new technologies to enhance students’ learning experience. Social media technologies provide informal communication methods that promote student engagement and
satisfaction by removing communication barriers. In this paper, we report our experience in using different social media technologies to enhance students’ learning experience and satisfaction with the course. We perform our experiment in software project management course and conduct a survey to assess the students’ perspective towards using these different social media technologies in enhancing their learning
and satisfaction. Results show that students are satisfied and feel that their learning experience has improved when using social media for class communication.
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From tools to pedagogy: extending language learning using the Internet
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Social media education - lesson plans
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Blended learning approach prepared by christian
Blended learning combines traditional in-person classroom learning with online learning. It allows maximum use of available technologies and resources to provide an optimal learning experience. A blended approach eliminates restrictions of time and space, giving students flexibility, while maintaining important face-to-face interaction and feedback from instructors. Effective implementation requires defining clear academic goals, supporting all students' needs, anticipating challenges to change, and adapting through continuous evaluation.
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Interview guide for individual interviews
This interview guide contains questions to gather background information from individual students who took an online course, as well as questions to understand their experience with the online learning materials and format. The background questions ask for the student's name and their reasons for taking the course online. The research questions inquire about any issues navigating the online content, the appropriateness of using PowerPoint, how the materials helped understanding, the impact on learning complex tasks, time to feel comfortable with technologies, visiting relevant websites, the sequence of activities, computer skills, the overall impact on learning, and suggestions for improvement.
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Tecnologia media.
- 1. Discussion Method Discussion through The Web Cam To enhance the discussion method we chose the discussion forum. In order for the discussion forum (facebook) to succeed, first we would post a topic so that the students can write their opinions or what they think about the topic. The students would have four days to write their answer about the topic, and they will have one more day to reply one of their classmates through a web cam (messenger). The teacher would assign a specific hour for the students to reply their classmates.
- 2. The reason why we chose this on-line application is to enhance the students’ skills (writing and speaking). The students would answer the teacher’s topic through the facebook which is the media in which the teacher will post the topic and it will be used for the writing skill. The web cam is the media in which students would reply one or two of their classmates in order to practice their speaking skill.
- 3. ADVENTAGES One of the advantages of using these media is that students will practice the four skills which are writing, speaking, reading and listening. Another advantage of using them is that they will be able to develop their critical thinking. The third advantage is that they will have enough time to think in their answers.
- 4. LIMITATIONS AND DIFICULTIES. One of limitations of using these media is that not all of the students have access to the Internet, and also the Internet could have some technical problems because of the weather or the company. One limitation that we found in using the web cam is that the teacher would not be able to realize whether the students are speaking or not, but as college students they should be responsible of doing their homework. The only difficulty that the students could face is that there may be some students who don’t know how to use the web cam.
- 5. Team members ‘ names: Minerva Diaz Mendoza. Mariela Cuxim Cervantes Andres De Jesus Carrillo.