This document provides an overview of the evolution of e-learning in the Philippines through four generations:
1) First generation used radio broadcasting to educate rural communities.
2) Second generation saw universities offer graduate programs through print-based distance learning.
3) Third generation combined ICT, audio/video, and flexible learning opportunities.
4) Current fourth generation fully integrates technology through e-learning, m-learning, and u-learning in schools.
1. Understanding by Design (UbD) is a framework for designing curriculum and lessons that focuses on developing student understanding. It uses a "backward design" approach where teachers first identify the desired results and assessments before planning lessons and activities.
2. The key principles of UbD include focusing on big ideas, essential questions, and transfer of learning. Lessons are designed to help students make meaning of concepts and apply their knowledge to new situations.
3. The three stages of UbD's backward design process are: (1) identify desired results, (2) determine acceptable evidence, and (3) plan learning experiences and instruction. Teachers clarify learning goals, plan assessments, and then develop lessons to
This document discusses classroom management strategies for the 21st century classroom. It outlines paradigm shifts from teacher-centered approaches to learner-centered ones where the teacher facilitates and students collaborate. Key aspects of modern classroom management include focusing on what students can do rather than memorization, addressing student diversity, using various forms of assessment beyond tests, having high expectations for all students, and developing 21st century skills like critical thinking and communication. The document also provides examples of classroom management challenges and suggests remaining calm, polite, treating students with dignity, and modeling desired behaviors when addressing issues.
This document discusses effective classroom management strategies for 21st century classrooms. It outlines that teaching involves instruction, assessment, classroom management, and professional responsibility. Classroom management consists of addressing student challenges, teachers and students working together successfully, and teachers monitoring students confidently. The document then describes paradigm shifts in classroom management, including a shift from teacher-centered to learner-centered approaches, passive to active learning, isolation to collaboration, low to high expectations, and addressing student diversity. Finally, it recommends developing 21st century skills in students and provides examples of classroom management situations with suggestions for effective responses.
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
The document provides an introduction to curriculum mapping. It discusses that curriculum mapping is a process that aligns assessment, curriculum, and instruction. It helps teachers understand what is taught at different levels, assists in creating interdisciplinary units, and fosters conversations about curriculum and instruction. A curriculum map identifies gaps and repetitions in curriculum, and allows for vertical and horizontal alignment across subjects and grade levels.
The document discusses planning learning activities in Stage 3 of the Understanding by Design framework. It introduces the WHERETO method for designing lesson plans, which considers where the content is headed, how to engage students, opportunities for students to explore and experience the content, revising and reflecting on learning, evaluating student work and progress, tailoring instruction to individual students, and organizing content for optimal effectiveness. It also discusses using the 6 facets of understanding to brainstorm learning activities and considering challenge-based or design-based learning approaches. Finally, it contrasts coverage versus uncoverage of content, with the goal of uncovering true understanding rather than superficial coverage of material.
This document provides information about independent learning including:
1) It defines independent learning as "taking charge of one's own learning" through making choices about learning activities, taking responsibility, and reflecting on effectiveness.
2) Independent learning does not mean working alone, but can involve collaborating with others. Explaining concepts to others helps improve understanding.
3) Independent learning skills are valuable for employers and help students feel more in control of their education by setting goals, organizing, and evaluating progress.
The document discusses different levels of thinking about teaching and learning theories. It describes 3 levels: 1) what the student is, 2) what the teacher does, and 3) what the student does. Level 1 focuses on differences between students and sees poor performance as a student deficiency. Level 2 sees learning as influenced by what the teacher does through transmitting concepts. The document also lists various teaching techniques like questions and answers, exercises for individual students, and providing immediate feedback.
1. Understanding by Design (UbD) is a framework for designing curriculum and lessons that focuses on developing student understanding. It uses a "backward design" approach where teachers first identify the desired results and assessments before planning lessons and activities.
2. The key principles of UbD include focusing on big ideas, essential questions, and transfer of learning. Lessons are designed to help students make meaning of concepts and apply their knowledge to new situations.
3. The three stages of UbD's backward design process are: (1) identify desired results, (2) determine acceptable evidence, and (3) plan learning experiences and instruction. Teachers clarify learning goals, plan assessments, and then develop lessons to
This document discusses classroom management strategies for the 21st century classroom. It outlines paradigm shifts from teacher-centered approaches to learner-centered ones where the teacher facilitates and students collaborate. Key aspects of modern classroom management include focusing on what students can do rather than memorization, addressing student diversity, using various forms of assessment beyond tests, having high expectations for all students, and developing 21st century skills like critical thinking and communication. The document also provides examples of classroom management challenges and suggests remaining calm, polite, treating students with dignity, and modeling desired behaviors when addressing issues.
This document discusses effective classroom management strategies for 21st century classrooms. It outlines that teaching involves instruction, assessment, classroom management, and professional responsibility. Classroom management consists of addressing student challenges, teachers and students working together successfully, and teachers monitoring students confidently. The document then describes paradigm shifts in classroom management, including a shift from teacher-centered to learner-centered approaches, passive to active learning, isolation to collaboration, low to high expectations, and addressing student diversity. Finally, it recommends developing 21st century skills in students and provides examples of classroom management situations with suggestions for effective responses.
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
The document provides an introduction to curriculum mapping. It discusses that curriculum mapping is a process that aligns assessment, curriculum, and instruction. It helps teachers understand what is taught at different levels, assists in creating interdisciplinary units, and fosters conversations about curriculum and instruction. A curriculum map identifies gaps and repetitions in curriculum, and allows for vertical and horizontal alignment across subjects and grade levels.
The document discusses planning learning activities in Stage 3 of the Understanding by Design framework. It introduces the WHERETO method for designing lesson plans, which considers where the content is headed, how to engage students, opportunities for students to explore and experience the content, revising and reflecting on learning, evaluating student work and progress, tailoring instruction to individual students, and organizing content for optimal effectiveness. It also discusses using the 6 facets of understanding to brainstorm learning activities and considering challenge-based or design-based learning approaches. Finally, it contrasts coverage versus uncoverage of content, with the goal of uncovering true understanding rather than superficial coverage of material.
This document provides information about independent learning including:
1) It defines independent learning as "taking charge of one's own learning" through making choices about learning activities, taking responsibility, and reflecting on effectiveness.
2) Independent learning does not mean working alone, but can involve collaborating with others. Explaining concepts to others helps improve understanding.
3) Independent learning skills are valuable for employers and help students feel more in control of their education by setting goals, organizing, and evaluating progress.
The document discusses different levels of thinking about teaching and learning theories. It describes 3 levels: 1) what the student is, 2) what the teacher does, and 3) what the student does. Level 1 focuses on differences between students and sees poor performance as a student deficiency. Level 2 sees learning as influenced by what the teacher does through transmitting concepts. The document also lists various teaching techniques like questions and answers, exercises for individual students, and providing immediate feedback.
The document discusses Charlotte Danielson's framework for teaching. It focuses on Domain 1, which covers planning and preparation. Within Domain 1 there are 6 components: 1a) demonstrating knowledge of content and pedagogy, 1b) demonstrating knowledge of students, 1c) setting instructional outcomes, 1d) demonstrating knowledge of resources, 1e) designing coherent instruction, and 1f) designing student assessments. The document explains each component and provides definitions for the levels of performance - unsatisfactory, basic, proficient/effective, and distinguished/highly effective. It emphasizes the importance of planning and having a deep understanding of content, pedagogy, students and resources.
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
Problem-Based vs. Project Based Learningjessicatark
This presentation discusses project-based learning (PBL) and problem-based learning (PBL) strategies and their benefits for students. Both approaches engage students through open-ended, real-world problems and projects. They develop critical thinking, collaboration skills, and help prepare students for 21st century careers. While similar, problem-based learning focuses on solving complex problems, often related to science or social studies standards. Project-based learning allows student-driven inquiry based on their interests. Both require students to research and develop solutions or products to demonstrate their understanding.
Research ed curriculum as progression model 2021David Didau
The document discusses using the curriculum as a progression model and the challenges with this approach. It argues that specifying curriculum related expectations (CREs) at a granular level can help address issues like: CREs being too vague; assessing content not taught; and lack of clarity on what students have and have not learned. However, CREs need to balance specificity with broadness for different audiences. Numerical data on student performance is only meaningful if comparable, and should not be the sole focus, as it does not help students understand their progress. Overall, the document advocates for clearly specifying the essential knowledge and skills in a curriculum to guide teaching and assessment.
It Matters! Three Ideas to Move from Projects to PBLMelinda Kolk
This document discusses key aspects of project-based learning (PBL). It explains that PBL involves students applying what they know to solve real-world problems in order to build deeper understanding and skills. PBL is more student-centered and interactive compared to traditional instruction, with students taking on more collaborative and expert roles. For projects to truly qualify as PBL, they need to focus on ideas that are meaningful, produce authentic work that has value outside the classroom, and make the learning process meaningful through student choice, control, and collaboration.
The document discusses constructivism and project-based learning as approaches for hands-on learning. Constructivism involves students actively constructing knowledge through experiences facilitated by the teacher. Project-based learning allows students to solve complex, realistic problems through collaboration while developing cross-curricular skills. Rubrics are recommended for assessing student learning in project-based lessons by evaluating various criteria such as content, process, and timeline.
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
This document discusses active learning techniques that can be used in undergraduate engineering courses. It defines active learning as engaging students through activities that promote higher-order thinking skills. Examples of active learning include collaborative problem solving, brainstorming, and case studies. Research shows benefits of active learning include improved attendance, deeper questioning, greater interest, and higher grades. The document provides tips for incorporating active learning, such as starting with simple tasks and activities. It also addresses managing student resistance to active learning.
The document discusses the Understanding by Design (UbD) framework for effective unit design. It provides examples of units designed with and without UbD principles. Key aspects of UbD include designing units backward from the desired understanding or transfer goals rather than focusing on activities or content coverage. Teachers are encouraged to identify the "big ideas" and ensure students can apply their learning to new situations through transfer tasks.
This document discusses using project-based learning to develop independent learning in group work. It provides characteristics that drive engagement and deep learning in projects, including authentic tasks, teamwork, and feedback. It also discusses grouping students heterogeneously, providing clear structure and roles, and establishing individual and group accountability through tasks like journals and essays. Student feedback was mixed, with some feeling it prepared them for independence while others disliked performances or their groups.
This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
Silvana Richardson - Making Learning Visible eaquals
This document discusses making learning visible to students and teachers through various strategies. It begins by introducing the concept of visible learning and its benefits. Then it explores three key strategies: 1) sharing learning intentions with students, which helps clarify the focus and purpose of lessons; 2) developing success criteria to describe what successful achievement looks like; and 3) seeking feedback on learning, which has one of the biggest impacts on learning according to research. Specific examples and advice are provided for implementing each strategy, and common issues teachers face are addressed. Overall, the document advocates a multipronged approach to supporting teachers in making learning visible in their classrooms.
The document discusses developing independent learning in students. It outlines traits of good independent learners, including time management, handling multiple sources of information, reflectiveness, and questioning. It then provides examples of classroom activities to develop these traits across different grade levels. The document also discusses developing student questioning, theories of intelligence, and reactions to failure that influence learning goals versus performance goals.
Strategies for effective lesson planning flipped classroomJames Folkestad
The document provides guidance on lesson planning for a flipped classroom. It defines a flipped classroom as one where typical lecture and homework elements are reversed - students watch video lectures at home and class time is used for exercises, projects, or discussion. The key steps in planning are: 1) Identifying learning objectives for videos and in-class activities using Bloom's Taxonomy; 2) Outlining the lesson plan using the STEPP method; 3) Developing video lectures that engage students; 4) Planning in-class activities to check understanding; and 5) Creating a timeline and being flexible. Reflection after teaching is also recommended.
The document discusses independent learning and its key principles. It notes that independent learning views learners as individuals with individual needs and rights. It emphasizes that independent learning does not mean pupils work alone, but that teachers play a guiding and supporting role. It outlines some key cognitive, affective, and metacognitive activities involved in independent learning, and discusses benefits like developing flexibility and responsibility. Challenges like potential misconceptions are also addressed.
The document discusses the backward design model for planning instruction. It describes the three main stages as: 1) Identifying desired learning outcomes, 2) Determining acceptable evidence of student learning, and 3) Planning learning experiences and instruction. Each stage is then explained in more detail. The document also discusses how to design integrated performance assessments using the three communication modes of interpretive, interpersonal, and presentational.
The document outlines the three phases of a project approach to learning. Phase 1 involves assessing students' prior knowledge through discussion and activities. Phase 2 adds new experiences through fieldwork, experts, and investigations to develop understanding. Phase 3 culminates the project with opportunities to share learning with others and reflect on what was learned. Documentation of the process is displayed and reviewed.
This document discusses various educational methods and instructional techniques. It begins by asking about different instructional methods the reader has been exposed to in high school, college, and non-formal settings. Several analogies are provided that compare teaching to fishing using different lures for different fish, and teaching to music where different instructional methods together become amazing. The document then discusses selecting and using a variety of instructional methods, defining methods of instruction, and factors to consider. A number of teaching methods are identified, such as lecture, case study, group discussion, and field trips. The document provides exercises applying problem-solving techniques and the jigsaw method to integrate reading, speaking, listening and writing skills.
Understanding by Design (UbD) is a backwards design curriculum model created by Grant Wiggins and Jay McTighe. It is a 3 stage process that begins with identifying desired learning outcomes and establishing big ideas and essential questions. It then focuses on developing assessments to check for understanding before planning learning experiences and instruction. The goal is to align assessments and learning activities to curriculum standards while promoting higher-order thinking skills. UbD aims to clarify expectations for students and allow for differentiation of instruction based on learner needs.
Ten Best Practices for Teaching Online. Designing and Teaching Online Learnin...Judith Boettcher
This document outlines 10 best practices for teaching great online courses:
1. Be present at the course site every day to engage with students.
2. Create a supportive online learning community by balancing faculty-led and peer-to-peer dialogue.
3. Develop clear expectations about communication, participation, and time commitments.
4. Design a variety of individual, small group, and large group learning activities to prevent isolation.
5. Include both synchronous and asynchronous learning experiences.
6. Ask for informal feedback early in the course to identify and address problems.
7. Craft discussion posts that encourage critical thinking, exploration, and real-world connections.
8. Design wrap-up discussions to help students
A presentation based on Identity Day at Forest Green School held in 2010. This will become a tradition for our school as it was a wonderful event where students and staff were able to share about themselves.
The document discusses several key points about the future of education and technology:
1) Education will need to focus more on skills like collaboration, assessing information from various sources, and making decisions with incomplete information.
2) Schools will become more dynamic learning environments linked to vast networks of information. Lifelong independent learning will be emphasized.
3) Teachers will shift from being the center of learning to facilitating learning. They will need to be comfortable with technology and promote collaboration.
4) Parents, school leaders, and teachers all have important roles to play in effectively integrating technology into education to promote innovation.
The document discusses Charlotte Danielson's framework for teaching. It focuses on Domain 1, which covers planning and preparation. Within Domain 1 there are 6 components: 1a) demonstrating knowledge of content and pedagogy, 1b) demonstrating knowledge of students, 1c) setting instructional outcomes, 1d) demonstrating knowledge of resources, 1e) designing coherent instruction, and 1f) designing student assessments. The document explains each component and provides definitions for the levels of performance - unsatisfactory, basic, proficient/effective, and distinguished/highly effective. It emphasizes the importance of planning and having a deep understanding of content, pedagogy, students and resources.
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
Problem-Based vs. Project Based Learningjessicatark
This presentation discusses project-based learning (PBL) and problem-based learning (PBL) strategies and their benefits for students. Both approaches engage students through open-ended, real-world problems and projects. They develop critical thinking, collaboration skills, and help prepare students for 21st century careers. While similar, problem-based learning focuses on solving complex problems, often related to science or social studies standards. Project-based learning allows student-driven inquiry based on their interests. Both require students to research and develop solutions or products to demonstrate their understanding.
Research ed curriculum as progression model 2021David Didau
The document discusses using the curriculum as a progression model and the challenges with this approach. It argues that specifying curriculum related expectations (CREs) at a granular level can help address issues like: CREs being too vague; assessing content not taught; and lack of clarity on what students have and have not learned. However, CREs need to balance specificity with broadness for different audiences. Numerical data on student performance is only meaningful if comparable, and should not be the sole focus, as it does not help students understand their progress. Overall, the document advocates for clearly specifying the essential knowledge and skills in a curriculum to guide teaching and assessment.
It Matters! Three Ideas to Move from Projects to PBLMelinda Kolk
This document discusses key aspects of project-based learning (PBL). It explains that PBL involves students applying what they know to solve real-world problems in order to build deeper understanding and skills. PBL is more student-centered and interactive compared to traditional instruction, with students taking on more collaborative and expert roles. For projects to truly qualify as PBL, they need to focus on ideas that are meaningful, produce authentic work that has value outside the classroom, and make the learning process meaningful through student choice, control, and collaboration.
The document discusses constructivism and project-based learning as approaches for hands-on learning. Constructivism involves students actively constructing knowledge through experiences facilitated by the teacher. Project-based learning allows students to solve complex, realistic problems through collaboration while developing cross-curricular skills. Rubrics are recommended for assessing student learning in project-based lessons by evaluating various criteria such as content, process, and timeline.
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
This document discusses active learning techniques that can be used in undergraduate engineering courses. It defines active learning as engaging students through activities that promote higher-order thinking skills. Examples of active learning include collaborative problem solving, brainstorming, and case studies. Research shows benefits of active learning include improved attendance, deeper questioning, greater interest, and higher grades. The document provides tips for incorporating active learning, such as starting with simple tasks and activities. It also addresses managing student resistance to active learning.
The document discusses the Understanding by Design (UbD) framework for effective unit design. It provides examples of units designed with and without UbD principles. Key aspects of UbD include designing units backward from the desired understanding or transfer goals rather than focusing on activities or content coverage. Teachers are encouraged to identify the "big ideas" and ensure students can apply their learning to new situations through transfer tasks.
This document discusses using project-based learning to develop independent learning in group work. It provides characteristics that drive engagement and deep learning in projects, including authentic tasks, teamwork, and feedback. It also discusses grouping students heterogeneously, providing clear structure and roles, and establishing individual and group accountability through tasks like journals and essays. Student feedback was mixed, with some feeling it prepared them for independence while others disliked performances or their groups.
This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
Silvana Richardson - Making Learning Visible eaquals
This document discusses making learning visible to students and teachers through various strategies. It begins by introducing the concept of visible learning and its benefits. Then it explores three key strategies: 1) sharing learning intentions with students, which helps clarify the focus and purpose of lessons; 2) developing success criteria to describe what successful achievement looks like; and 3) seeking feedback on learning, which has one of the biggest impacts on learning according to research. Specific examples and advice are provided for implementing each strategy, and common issues teachers face are addressed. Overall, the document advocates a multipronged approach to supporting teachers in making learning visible in their classrooms.
The document discusses developing independent learning in students. It outlines traits of good independent learners, including time management, handling multiple sources of information, reflectiveness, and questioning. It then provides examples of classroom activities to develop these traits across different grade levels. The document also discusses developing student questioning, theories of intelligence, and reactions to failure that influence learning goals versus performance goals.
Strategies for effective lesson planning flipped classroomJames Folkestad
The document provides guidance on lesson planning for a flipped classroom. It defines a flipped classroom as one where typical lecture and homework elements are reversed - students watch video lectures at home and class time is used for exercises, projects, or discussion. The key steps in planning are: 1) Identifying learning objectives for videos and in-class activities using Bloom's Taxonomy; 2) Outlining the lesson plan using the STEPP method; 3) Developing video lectures that engage students; 4) Planning in-class activities to check understanding; and 5) Creating a timeline and being flexible. Reflection after teaching is also recommended.
The document discusses independent learning and its key principles. It notes that independent learning views learners as individuals with individual needs and rights. It emphasizes that independent learning does not mean pupils work alone, but that teachers play a guiding and supporting role. It outlines some key cognitive, affective, and metacognitive activities involved in independent learning, and discusses benefits like developing flexibility and responsibility. Challenges like potential misconceptions are also addressed.
The document discusses the backward design model for planning instruction. It describes the three main stages as: 1) Identifying desired learning outcomes, 2) Determining acceptable evidence of student learning, and 3) Planning learning experiences and instruction. Each stage is then explained in more detail. The document also discusses how to design integrated performance assessments using the three communication modes of interpretive, interpersonal, and presentational.
The document outlines the three phases of a project approach to learning. Phase 1 involves assessing students' prior knowledge through discussion and activities. Phase 2 adds new experiences through fieldwork, experts, and investigations to develop understanding. Phase 3 culminates the project with opportunities to share learning with others and reflect on what was learned. Documentation of the process is displayed and reviewed.
This document discusses various educational methods and instructional techniques. It begins by asking about different instructional methods the reader has been exposed to in high school, college, and non-formal settings. Several analogies are provided that compare teaching to fishing using different lures for different fish, and teaching to music where different instructional methods together become amazing. The document then discusses selecting and using a variety of instructional methods, defining methods of instruction, and factors to consider. A number of teaching methods are identified, such as lecture, case study, group discussion, and field trips. The document provides exercises applying problem-solving techniques and the jigsaw method to integrate reading, speaking, listening and writing skills.
Understanding by Design (UbD) is a backwards design curriculum model created by Grant Wiggins and Jay McTighe. It is a 3 stage process that begins with identifying desired learning outcomes and establishing big ideas and essential questions. It then focuses on developing assessments to check for understanding before planning learning experiences and instruction. The goal is to align assessments and learning activities to curriculum standards while promoting higher-order thinking skills. UbD aims to clarify expectations for students and allow for differentiation of instruction based on learner needs.
Ten Best Practices for Teaching Online. Designing and Teaching Online Learnin...Judith Boettcher
This document outlines 10 best practices for teaching great online courses:
1. Be present at the course site every day to engage with students.
2. Create a supportive online learning community by balancing faculty-led and peer-to-peer dialogue.
3. Develop clear expectations about communication, participation, and time commitments.
4. Design a variety of individual, small group, and large group learning activities to prevent isolation.
5. Include both synchronous and asynchronous learning experiences.
6. Ask for informal feedback early in the course to identify and address problems.
7. Craft discussion posts that encourage critical thinking, exploration, and real-world connections.
8. Design wrap-up discussions to help students
A presentation based on Identity Day at Forest Green School held in 2010. This will become a tradition for our school as it was a wonderful event where students and staff were able to share about themselves.
The document discusses several key points about the future of education and technology:
1) Education will need to focus more on skills like collaboration, assessing information from various sources, and making decisions with incomplete information.
2) Schools will become more dynamic learning environments linked to vast networks of information. Lifelong independent learning will be emphasized.
3) Teachers will shift from being the center of learning to facilitating learning. They will need to be comfortable with technology and promote collaboration.
4) Parents, school leaders, and teachers all have important roles to play in effectively integrating technology into education to promote innovation.
Topic 2B: Instructional Design to Engage Today's Learnersbgalloway
This document discusses engaging today's learners through instructional design and assessment. It addresses problems in today's classrooms and asks questions about how to engage and motivate learners. The document provides information on instructional strategies like cooperative learning and graphic organizers that can help students construct their own understanding. It emphasizes the importance of honoring students' learning styles and using the best instructional strategies in project-based learning plans.
21st Century World Language Teaching ExperiencePatrickw407
This document discusses moving from a 20th century teaching model to a 21st century teaching model for world language education. The 20th century model focuses on isolated skills, textbook coverage, and teacher-centered instruction, while the 21st century model emphasizes developing students' creativity, critical thinking, communication and collaboration skills. It encourages using technology and real-world projects, differentiating instruction, and assessing what students can do rather than just knowing. The presenter discusses implementing these changes by giving students ownership over their learning and focusing on competency development for an authentic purpose like preparing to move abroad.
Creative and Innovative Lesson Presentation for Meaningful Teaching and Learningrafael_medrano2002
The document discusses different approaches to instructional design including brain-based learning, scaffolding, and inquiry-based learning. Brain-based learning aims to enhance how students process information by providing instructional support. Scaffolding involves providing just enough support to address most student needs and gradually reducing support as skills develop. Inquiry-based learning shifts the focus from finding right answers to seeking resolutions to issues, and uses questions to promote critical thinking rather than just recall. It treats students as knowledge builders rather than just recipients of information.
This document outlines Almira May Estrada Cacal's portfolio on educational technology. It includes an introduction to the author, definitions of educational technology, discussions of how technology can be beneficial or detrimental to learning, and descriptions of concepts like Bloom's taxonomy and the cone of experiences. The roles of technology in learning are explored, such as how it can transform the teacher's role from lecturer to supporter. The document emphasizes that technology should be used properly to enhance education rather than distract or replace human interaction.
Talecia Stephens shares her journey to becoming an effective educator through her experiences teaching pre-K and 3-year-olds. She gained knowledge of subject matter and effective teaching strategies through her academic studies and field experiences. She utilized technology, multiple assessments, and a multicultural perspective in her lessons. She also gained experience teaching special populations. Her reflective practice and positive relationships with students, parents, and colleagues helped strengthen her skills. Her future plans are to continue her education and teaching career.
The document discusses different approaches to developing "Learning to Learn" curricula in schools. It explores concepts like "Building Learning Power" and "Habits of Mind" and how they relate to competency-based curriculums. It provides examples of key skills and attributes that various approaches aim to develop in students, such as resilience, resourcefulness, reasoning abilities, self-reflection skills, collaboration skills, and managing their own learning. It also shares perspectives from students and teachers on implementing these approaches.
Education for All goals talk about all children but who are the all? Teaching and education should not be seen only as a technical exercise within a classroom but every teacher
should make efforts to reach out to all children in the school.
Presentation to teachers on how they learn, how others learn and technology forces learning, unlearning and unlearning. Technology is a part of our culture and can not be ignored. Presentation had teachers discuss many of the topics, open up dialog, share and deepen the professional community among themselves.
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs.
3. Additional questions cover familiarity with teaching and classroom management strategies, the use of ICT, teaching experience, and views on lesson observation.
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs. Additional topics include familiarity with teaching and classroom management strategies as well as the use of ICT and previous teaching experience. The last question discusses the benefits of observation.
The document summarizes key findings from a research study on effective strategies for engaging struggling students. It discusses the need to recognize different learning styles and provide a variety of visual, auditory, and tactile materials. Some effective strategies include ensuring materials have relevant real-world content, teaching textbook navigation skills, using checks for understanding, and emphasizing self-motivated learning through hands-on activities that allow students to construct their own knowledge. Visual learning is particularly important to emphasize as the majority of students are visual learners.
1) The document provides biographical information about Lori Fox, including her educational and professional background as an elementary school teacher obtaining a Master's degree in educational technology.
2) It discusses her interests in reading, music, crafts and family as well as her goals to continue educating others and challenging herself after completing her degree.
3) The document ends by emphasizing that students and educators have the power to positively influence the future through determination, hope and unity.
Conversations oct1 2014 ian gray at htaa confceIan Gray
Are students struggling to have conversations which involve dialogue and not just monologue? Why does this matter in History classrooms? What can we do about it? Can eLearning be part of the solution and not just the problem?
First principles of brilliant teachingTansy Jessop
This document summarizes key principles of brilliant teaching from a conference presentation. It discusses 5 principles: 1) knowing your subject matter, 2) selecting and structuring content, 3) connecting to prior student knowledge, 4) using metaphors and examples, and 5) challenging students with high expectations. Specific techniques are described like formative blogging assignments, connecting course content to students' emotions, and adapting teaching methods across disciplines. The presentation also covered theories of teaching, signature pedagogies of different fields, and myths about innate teaching abilities.
The document discusses the evolution of teaching from the past to present and future. It outlines strict rules teachers had to follow in the past like not socializing or wearing bright colors. It then discusses how education shifted to preparing students for industry. More recently, technology and short attention spans have made students bored in school. The document suggests engaging students through entertainment, fun activities, building trust and connecting lessons to their lives to prepare them for the future.
This document discusses the problem of insufficient usage of materials in education. A group of students conducted research on this topic, including determining the problem, choosing it for study, creating a fishbone diagram to identify causes, distributing a survey to students, and interviewing a teacher. The survey results showed that students find course books unsuitable and use additional materials that impact their budgets. Interviews found suggestions like choosing extra materials based on level and using technology like smart boards. The group's research identified the curriculum as a main cause and their action plan is to arrange the curriculum according to current needs and add extra practice classes.
This document discusses assessment in early childhood education. It explains that assessment should involve evaluating children's personal, interpersonal, and community development through observation. Formative feedback is important as it helps children feel valued and motivated in their learning. Involving children in self-assessment supports their self-awareness and development. Assessment data can be used to shape curriculum, interactions, and provision to better meet children's needs. Strong partnerships with families and cooperation between early childhood professionals are essential to support children's holistic development.
Similar to Teknokids Masters Are You Ready for eLearning (20)
This document outlines a lesson plan to teach students the different parts of the Windows XP environment. The objectives are to identify each part, understand their functions, and become familiar with Windows XP. The methodology will be a discussion and demonstration. The lesson will motivate students by relating the different parts of the Windows XP environment to the different parts of the body. The main content will then identify and explain the desktop, taskbar, start menu, and icons.
This document provides a lesson plan on poetry for grade 2 students. It introduces poetry by defining a poet and poetry. It explains there are different types of poems such as nursery rhymes, rap music, and tongue twisters. The lesson objectives are to define poet and poetry, recognize different types of poems, and appreciate different types of poetry. Students will complete a seatwork activity to evaluate their understanding.
This lesson plan outlines teaching poetry to 3rd grade students. It includes objectives to define poet and poetry, describe different poetry styles, and recite a poem. The lesson will discuss what poetry is through examples in the textbook and a student recitation. Students will then write their own poem as an activity and homework assignment. Their understanding will be evaluated through question recitation.
This document outlines a lesson plan for a 40-minute computer literacy class for grade 2 students about poetry. The objectives are for students to define poetry, poet, and poem. Students will also learn to identify and appreciate different types of poems including nursery rhymes, haiku, tongue twisters, and picture poems. The lesson will present these different poem types and have students answer questions to evaluate their understanding.
This lesson plan outlines teaching a class of grade 3 students about rhyming words in poetry over two class periods. The objectives are for students to identify rhymes, find rhyming words in poems, and recite a rhyming poem. To do this, the teacher will review rhymes, motivate students by reciting a nursery rhyme, discuss what rhymes are, have students identify rhymes in a sample poem, and give students a short quiz evaluation.
This document provides the lesson plan for a Computer Literacy class for Grade 2 students on what a picture poem is. The objectives are to define picture poems, create a picture poem of a cat, and appreciate how MS Word tools can be used to make picture poems. Students will discuss picture poems, complete a seatwork activity, and then create their own picture poem of a cat to assess their understanding.
This document provides instructions for defining a picture poem, inserting clip art of a bunny into a picture poem using text wrap, and having students complete a seatwork activity in their Techno poet textbooks on page 39 to create their own picture poem. It outlines objectives, subject matter, methodology, preparation, and a lesson development section that provides an example picture poem and instructions for adding an image with wrapped text.
This document provides the objectives, subject matter, tools and materials, preparation, and evaluation for a lesson on writing rhyming poems about things that bug students. The lesson teaches rhyming words and has students fill out an unfinished poem template and compose their own poem about things that annoy them using clip art, text wrap, and image controls to illustrate it. An example "What Bugs Me" poem is provided.
The document outlines a PowerPoint presentation to teach students how to print documents using an LCD projector. It will discuss printing options, demonstrate how to print using the print tool, and assess students with a 10 item quiz on tools and icons in Microsoft Word. The presentation aims to teach students how to identify, distinguish, and print documents to work towards academic excellence.
The lesson plan teaches grade 3 students how to open MS Word, appreciate word art designs, and type words to match their meanings. It involves reviewing word art, motivating students by comparing plain and designed text, discussing how design enhances words, and having students practice designing words to reflect their meanings. Students are evaluated by designing additional words and assigned to create a drawing based on a description.
The document provides the lesson plan for a computer literacy class for grade 2 students that teaches them how to create folders on the computer in order to organize files. It outlines the objectives of creating a personal folder and recognizing the importance of organization, as well as demonstrating the step-by-step process for creating folders at multiple levels on the computer. The lesson concludes with an evaluation activity having students create their own folders on their individual workstations.
This lesson plan is for grade 3 students on October 21st and 23rd. It involves using a thesaurus to edit a descriptive poem by replacing words with synonyms. Students will illustrate the edited poem and generate a list of synonyms. The lesson will start with prayer and attendance, review descriptive poetry, and have students apply their knowledge by editing a poem using a thesaurus toolbar. Their work will be evaluated by illustrating the poem. As an assignment, students will compose their own descriptive poem.
This lesson plan outlines objectives for students to create drawings based on descriptions, construct concrete poetry by arranging words or text, and properly perform given activities. It discusses using computers and bond paper to create concrete poetry based on a sample, with creativity as the value focus. Students will pray, have attendance checked, review prior lessons, be motivated by a poetry sample, learn how to create concrete poetry, apply their knowledge by constructing one, and be evaluated on their activity with an assignment to write a rhyming poem.
The document provides instructions for a project where students will create a tongue twister poem using Microsoft Word. It outlines the objectives of having at least 95% of students show creativity and talent using MS Word tools to familiarize themselves with creating tongue twisters. Students will choose their own favorite tongue twister, open MS Word to create the poem inserting pictures and borders while formatting fonts, and save their work to be evaluated on attitude, punctuality, creativity, and neatness.
The document outlines a lesson plan to teach students about the different parts of the MS Word interface. It includes objectives to learn how to open and exit MS Word and identify the various windows and toolbars. The lesson methodology involves discussion and hands-on activities. It prepares students with a song about computer parts and then develops the lesson by defining each part of the MS Word windows and how to open and exit the program. Students are given a seatwork activity to label the MS Word windows and an assignment to define poetry terms and bring art supplies for a poem activity.
The document provides an orientation agenda for pupils on proper computer laboratory rules and regulations. It includes objectives for pupils to follow rules, comply with requirements, and familiarize themselves with Microsoft Word. The orientation covers rules and regulations, requirements, and a Microsoft Word overview through a PowerPoint presentation. Health education and school values of responsibility are correlated. Pupils are assigned homework to read from their Techno Poet book.
The document is a lesson plan on introducing text wrapping in Microsoft Word. It includes objectives to define text wrapping, familiarize students with different wrapping choices, use the choices to format text, and appreciate its use. Tools include the TechnoPoet resource file, flashcards, and Word. The presentation discusses inserting pictures, changing the wrapping style, resizing and relocating images, and saving documents. Students practice by formatting a poem using different wrapping styles.
This lesson plan is for grade 3 students on January 13 and 15, 2009. It aims to teach students how to generate words with the same beginning, compose tongue twisters, and apply text formatting. Students will review tongue twisters, discuss how to compose them, then create their own tongue twisters. Their work will be evaluated and they will be assigned to compose more tongue twisters as homework.
The document outlines a project for students to create a Christmas poem using Microsoft Word. It lists objectives for students to show creativity using Word tools, become familiar with editing tools, and learn to print their work. The methodology involves demonstration and hands-on learning. Students will be motivated to apply their Word skills by changing fonts, sizes, and adding effects to a Christmas poem template. They will then print their completed work.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Teknokids Masters Are You Ready for eLearning
1. & ACTIVE COLLABORATIVE LEARNING IN THE CLASSROOM Complemented with e-Learning Leandre Andres S. Dacanay University of Santo Tomas Philippine eLearning Society
20. We Remember 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 80% of what we see and say 90% of what we say as we do a thing
21. Guiding PrinciplesALAN GLATHORN What is a teacher? - A guide, not a guard. What is learning? - A journey, not a destination. What is discovery? - Questioning the answer.
22. Guiding PrinciplesALAN GLATHORN What is the process? - Discovering ideas, not covering content. What is the goal? - Open minds, not close issues. What is the test? - Being and becoming, not remembering and reviewing. What is a school? - Whatever we choose to make it.
23. Your Powers as Teachers Your Powers as Teachers Legitimate Power Expert Power Reward Power Charismatic Power
24. Anger Fear Disgust Sick Surprise Happiness Sadness Interest Determination In-love I believe you Mahal Kita Galit ako sayo Bahala Ka
35. Imagination List * What shape is a wish? * What does happiness look like? * What color is today? * What does purple taste like? * What does your self-image sound like? * What does a rainbow feel like? * What color is the smell of your favorite perfume? * What is the distance of your life? * What is your favorite sense? * What color is your favorite song? * What texture is your favorite perfume scent ? * What does inspiration taste like? * What is the shape of violin music? * What is the texture of your faculty room? * What is the texture of your dean’s office? * What color is the fragrance of your co-teacher? * What does a cloud sound like? * What is the weight of your anger? * What is the shape of your imagination? * What is educational technology?
36. What is Educational Technology? Not a collection of machines and devices Not a product Not a software Not about learning how to use a hardware and software
37. Educational TechnologyAn evolving definition A combination of the processes and tools involved in addressing educational needs and challenges with emphasis on applying the most current tools: computers, and their related technologies.
74. Spending Your Weekend _____ Washing/Laundry _____ Ironing Clothes _____ Marketing _____ Going to Church _____ Malling _____ Swimming _____ Watching a Movie _____ Surfing the Net _____ Doing Community Service _____ Checking 4 Sets of Testpapers
76. Learning Content: Literary Forms ? Learning Experiences: Lecture Reporting Recitation Pantomime Small-Group Discussion Quiz Demonstration Critiquing Aggrupation & Categorization Game Show Journal Writing
77. Learning Content: Leaf Venation Learning Experiences: ? Illustration/Visual Prompting Graded Recitation Note-Taking Research Visit To The Botanical Garden Classification Via Matrix Construction Experimentation Leaf Tracing & Coloring Album Making Leaf Mounting Making A Terrarium Reporting Quiz
84. Discussion Web Discussion Web Discussion Web Discussion Web Church State Which is sovereign? The Church over the State or the State over the Church?
85. Discussion Web Yes No We appreciate different cultures & their contributions to Mathematics “Why do we need to know this?” Is it true that the youth today enjoy learning Mathematics? We learn how social factors influence the study & dev’t. of Math “Why did these Mathematicians develop this formula?” Real world applications of Mathematics are explored “Was there a purpose for finding the area of a trapezoid?” Many are failing Many are failing according to statistics It Sharpen our minds to think logically Difficult to understand
94. Why Integrate Technology? Technology is everywhere and therefore should be in education Research has shown how and where computer-based methods are effective
102. What is Learning? Learning is the human mechanism of incorporating new knowledge, behaviors, and skills into one’s individual repertoire Understanding learning becomes more complicated when a teacher integrates technology into an instructional event
112. Impact to the Teaching-Learning Process: - understanding the dominant learning styles of the students and then designing components of the instructional event consistent with their styles will make instruction significantly more effective to those learners
115. Intelligence Quotient (IQ) – a quantitative measure of Intelligence, was thought to be a definite way to measure this capability within a specified range
117. Every individual possesses several different and independent capacities for solving problems and creating products
118. Impact to the Teaching-Learning Process:- Understanding the multiple capacities of the students will change the limited assumption of a teacher towards her students’ potentials and capacities. Such reevaluation should change the teacher’s plan for instruction to accommodate these various propensities to maximize student learning.
121. Learning ABOUT Computers Computer Literacy Specific knowledge of computer technology and terminology and using productivity tools isolated to the basic subject areas being taught in schools Application of Computer Literacy: personal, scholarly or professional productivity enhancing current work tasks
122.
123. Use of curriculum-based software (courseware) and other related technology tools to facilitate learning about any subject area such as math, science, social studies or language arts
126. Why e-Learning? The World Wide Web has a vast resource of updated information for learning Student Centered Learning Extended Interaction Beyond the Classroom Higher Level Thinking through Web based activities (Webquests) Computer Based Student Assessment and Analysis of Performance Automatic Correction of exams Online Gradebook
127. e-Learning Requirements An Internet-Ready Computer System Desktop, Laptop/Notebook Web Browser Internet Access Modem, Cable (DSL), Leased Line Local Area Network Web Site with Learning Content Interactivity Digital Drop Box, Discussion Board, Chat, Video Conferencing, Assessment
128. e-Learning Defined General Any learning activity enabled by the use of Information and Communications Technology (ICT) As Applied to e-LeAP Learning Management System (LMS) Account to log-in Online or Web-based Learning Use of the Internet and the World Wide Web in learning activities
131. eLearning in the Philippines First Generation The first generation of DE in the Philippines that was documented was the Farmers’ School on the Air (FSA). The first FSA aired in Iloilo in 1952 over a one-kilowatt radio station with 150 students. The program was entitled Tips on Farming and Community Development that was broadcasted for 6 months. The purpose of this program was to improve the standard of living of Filipino farmers.
132. eLearning in the Philippines First Generation The University of the Philippines Los Banos managed a radio station DZLB as radio for instruction in the schools-on-the-air (SOA) format. Their objective is to educated farmers, out-of-school-youth, and housewives living in the rural areas. Starting 1967, DZLB has aired more that 32 SOA topics and has graduated over 14,000 students in this mode of learning. With this mode of delivery, the power of broadcasting manage to educate people living in rural areas.
133. eLearning in the Philippines Second Generation Seeing the potential of distance education, various professional groups and universities started offering graduate degree programs in distance education mode. Several models were considered as blended learning a combination of print based learning materials with face to face tutorial sessions. However, during the face to face consultation, distance education students simply ask for consultation on clarifications and do not focus on the subject matter or content.
134. eLearning in the Philippines Second Generation The face to face session became a venue for: Formally scheduled consultation between the university and students Place for students to undertake various transactions with the university; and Venue for socialization among DE students
135. eLearning in the Philippines Third Generation With ICT starting to grow in the Philippines, the third generation was the convergence of many factors: 1) growing need for flexible learning anytime, anywhere 2) increased availability and access to new ICT and 3) growing demand of geographically scattered professional seeking access to flexible, lifelong learning opportunities.
136. eLearning in the Philippines Third Generation Alternative educational methods started to flourish on how lessons could be best delivered via distance mode. Audio and video production supplemented the printed learning materials as one way to enhanced learning among DE students.
137. eLearning in the Philippines Fourth Generation This generation is what we have right now as the term e-Learning, in which in general definition that any learning activity enabled by the use of ICT is considered eLearning. Also with the emergence of mobile phones, several professional groups are now working on the delivery of learning materials via mobile phones (m-learning) and not to mention when everything is computerized in school and the birth of ubiquitous learning or u-learning.
138. eLearning in the Philippines Fourth Generation These are the characteristics of the fourth generation of Distance education in the Philippines and so far no one knows of the future of education in the coming years.
139. Philippine Government Agencies involved in eLearning Department of Education (DepEd) Commission on Higher Education (CHED) Technical Educational Skills Development Authority (TESDA) Commission on Information and Communications Technology (CICT) National Computer Center (NCC)
140. Department of Education Mission: “To provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good”.
141. Department of Education The Department of Education supports the integration of information and Communications Technology in the curriculum of basic Education. Just recently, they held a consultation of the Five-Year information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan). With their vision “21st Century Education for All Filipinos, Anytime, Anywhere”. This means an ICT-enabled education system that transforms students into dynamic life long learners and values-centered, productive and responsible citizens.
142. Commission on Higher Education The Commission on Higher Education is the governing body covering both public and private higher education institutions as well as degree-granting programs in all tertiary educational institutions in the Philippines. The CHED was established in May 18, 1994 through Republic Act 7722 or the Higher Education Act of 1994.
143. Commission on Higher Education Pursuant to RA 7722, the CHED is mandated to undertake the following tasks: Promote quality education Take appropriate steps to ensure that education shall be accessible to all Ensure and protect academic freedom for the continuing intellectual growth, the advancement of learning and research, the development of responsible and effective leadership, the education of high level professionals, and the enrichment of historical and cultural heritage.
144. Commission on Higher Education The Commission on Higher Education issued a Memorandum Order on the Updated Policies and Guidelines on Open Learning and Distance Education and define the following terms as part of Article II: Open Learning and Distance Education (OL/DE)are alternative systems of education. They emphasize the opening of opportunities by overcoming barriers that result from geographical isolation, personal or work commitments or conventional course structures which have often prevented people from realizing their educational goals.
145. Commission on Higher Education Open Learning (OL) is a philosophy of learning that is learner-centered and flexible, enabling learners to learn at the time, place and pace which satisfies their circumstances and requirements. Distance Education (DE) is a mode of educational delivery whereby teacher and learner are separated in time and space and instruction is delivered through specially designed materials and methods and supported by organizational and administrative structures and arrangements.
146. Commission on Higher Education Components of Open and Distance Learning : Curriculum Development Materials Development Delivery Mode/Strategies Student Assessment Student Support Services
147. Technical Educational Skills Development Authority (TESDA) TESDA is mandated to Integrate, coordinate and monitor skills development programs Restructure efforts to promote and develop middle-level manpower Approve skills standards and tests Develop an accreditation system for institutions involved in middle-level manpower development Fund programs and projects for technical education and skills development; and Assist trainers training programs.
148. Technical Educational Skills Development Authority (TESDA) Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors.
149. Technical Educational Skills Development Authority (TESDA) Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on manpower development in various areas, industry sectors and institutions.
150. Commission on Information and Communications Technology The CICT shall be the "primary policy, planning, coordinating, implementing, regulating, and administrative entity of the executive branch of Government that will promote, develop, and regulate integrated and strategic ICT systems and reliable and cost-efficient communication facilities and services."
151. Commission on Information and Communications Technology To foster the widespread use and application of emerging ICT To ensure the growth of the ICT industries
152. National Computer Center Today, NCC lends its full support to the administration’s ICT thrust by forging strategic alliances with the private sector, coordinating ICT activities, developing human capital, promoting ICT utilization in all sectors of the society, and advocating Philippine ICT services worldwide. Planning Policies & Standards Development Program Coordination Consultancy Services Education & Research
154. Philippine Society of Distance Learning The goal of the society is "to pursue the spirit of community among distance educators at a higher level of academic discourse." Specific objectives include: to promote the growth and development of distance learning through knowledge exchanges, policy formulation, and advocacy; to promote professionalism in the practice of distance learning in the Philippines;
155. Philippine Society of Distance Learning 3. to stimulate collaboration among local and foreign professionals and practitioners of distance learning; to sponsor scientific meetings and training programs in distance learning on its own or in collaboration with other institutions, including government; to sponsor scientific meetings and training programs in distance learning on its own or in collaboration with other institutions, including government; to publish and disseminate research results, policy papers, and other scientific materials on distance learning in the Philippines.
156. Philippine elearning Society Philippine eLearning Society (PeLS) was founded on July 30, 2003 in Manila with the objective of promoting substantive content, appropriate pedagogy, and appropriate use of technology for eLearning, guided by ongoing research activities. To date, PeLS have a total number 450 members nationwide.
157. Philippine elearning Society PeLS serves as a venue for: Promoting research on the effective use of eLearning, Sharing of eLearning experiences, Developing standards of excellence, Promoting interoperability of eLearning systems, Encouraging collaboration in the development of substantive content, Cooperating with international eLearning groups, and Promoting public awareness and appreciation of the nature and uses of eLearning.
158.
159.
160. 1955 - 1974 - Boomers 1975- 1984 - GEN X - 2009 - GEN Y
161.
162.
163.
164.
165.
166.
167.
168.
169.
170. CHANGES “The illiterates of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn, and relearn” - Alvin Toffler
171.
172.
173.
174.
175.
176.
177.
178.
179.
180.
181.
182.
183. eLearning Development and Implementation Instructional Design Content Development Interactivity Technology Project Management Virtual Learning Communities
186. Content Development What is the added value of developing contents with new media? How can I define the appropriate media format for my course? How should online- and offline contents be structured and designed? How do I tell the technician what the content should look like?
187. Interactivity What possible interactions can be integrated in eLearning and what should you be aware of while planning interaction in an eLearning package? Why is tutoring an important tool of eLearning, and what are the requirements and tasks a tutor needs to fulfill? What are the tools a tutor can use to fulfill these tasks? What are their specific features, and how can they be used?
188. Interactivity What forms of feedback are there, and what rules do tutors need to bear in mind when writing feedback? What are the factors defining a culture, and what are distinguishing features of cultures?
190. Interactivity Asynchronous tools of communication such as e-mail and discussion forums Synchronous tools of communication: chat, virtual classrooms etc.
191. Technology The computer is the central medium of eLearning. It plays an important role, but not the only important one. However, if important elements of computer-related infrastructure are missing, eLearning is possible, only in a very limited manner.Simplifying a little, we could say that eLearning requires at least two computers. One of them is used by the institution that provides the course (here, learning content is drawn up and/or stored as well as transmitted), and one on the receiving end, used by the course participant to access the content.
192. eLearning Project Management clear about the goals and the tasks of the project to structure the project carefully from the very beginning. Continuous reports of all members of the project team on the current status and the respective updating of the original planning make sure that the progress status is evident at any point in time. Keeping the progress transparent does require some extra effort and discipline on the part of all members of the project team, but it greatly helps to make out risks at an early stage.
193. eLearning Project Management clear about the goals and the tasks of the project to structure the project carefully from the very beginning. Continuous reports of all members of the project team on the current status and the respective updating of the original planning make sure that the progress status is evident at any point in time. Keeping the progress transparent does require some extra effort and discipline on the part of all members of the project team, but it greatly helps to make out risks at an early stage.
194. eLearning Project Management GOAL Time: This refers to the period from kick-off to final deadline of the project. Cost: The cost of the project need to be calculated (or estimated) in advance and checked continually during project realization. Quality: This factor indicates what the results of the project should look like. Quality and function of the "end-product" of a project are the most important sub-criteria.
201. Virtual Community groups build wherever people with common interests meet meet in the virtual space of the internet – and not F-to-F communicate by way of computer networks discuss mutual interests, share knowledge and information and get to know each other use various means of communication for the exchange between their members: mailing lists, newsgroups, chat channels and forums open to the public; any interested person may access it and make contributions other spaces are protected: the interested party has to become a member of a community that meets for special purposes, get a password, and only then may enter communication.
202. Virtual Community Learning together, as part of a community, and knowing that other learners face the same challenges and problems increases the motivation of participants in e-learning courses. The participants constitute a group, an online learning community.
203. Virtual Community Through regular use, the learners will get used to this new kind of knowledge assimilation and will start to appreciate the advantages of e-learning such as free time management, independency of place, and self-directed learning.
204. Netiquette “Always remember that there is a human being behind the computer.”You are writing to another person who has his own feelings and thoughts on the topic. Therefore you should write the message in a manner you wouldn’t mind receiving it yourself. Thoughtful! After writing your message, read it at least once before sending it. Think about whether you really expressed your original intention and whether the addressee will understand what you mean. Clear layout! Choose a fitting title that precisely sums up the content of your message.
205. Netiquette Structured! Divide your message into short passages that facilitate reading. Write short and to the point, express your point in simple words. Grammatically correct! As a tutor, you are a role model. You should mind your orthography in messages to learners. However, in e-mail communication, typos and grammatical errors are no rare phenomenon, and you may tolerate them on the part of your participants (see next point!). Tolerance! Be tolerant if other people make mistakes.
206. Netiquette No capitals! CAPITALIZING A MESSAGE is interpreted as SHOUTING and should therefore be avoided. Quoting! If you are answering questions and quoting the message containing the question, be very careful to quote correctly and to relate to the original message. Use the quoting function of your e-mail software and don’t erase passages you might still need. Names! Use your real name, e.g., in chats, and avoid pseudonyms.
207. Communication Guidelines for Tutors Intelligibility! Use simple words and no complicated figures of speech or technical terms. Politeness! Always remain polite in your messages, even if the participant is “torturing” you with the same request for the umpteenth time. Address! When addressing a participant, call him by his name. You can even call the members of a group by their names, if the group is not too big. (At the beginning of a course, you should try to be a little more formal and leave it to the participants to adopt more intimate ways of addressing one another.)
208. Communication Guidelines for Tutors Make sure! If you didn’t quite understand what a participant was asking for or meant to say, don’t hesitate to ask. Paraphrasing! Sometimes, it is a worthwhile method to put the original message in one’s own words and to ask the sender whether he really meant it in that way. This helps avoid misunderstandings and ensuing conflicts. Time limit! Always keep the time limit within which you should answer a message. Try to react as quickly as possible to questions of the learners. If you don’t have any time to answer the question right away, you should at least send a message saying that you received the question and intend to answer it as quickly as possible.
209. Assignments and Exercises The participants are to work on an assignment. How does our tutor break this news?
210. Assignments and Exercises subject: the next assignment Dear participants, Your next task consists in searching the internet for foreign language courses. As soon as you have discovered two offers that you deem interesting, please compare them and post the results in the forum. The objective of this exercise is to find interesting links in individual research. Building on your experience, we will discuss how to compare course offers on the net and what makes them user-friendly. Your deadline is next Friday. Good luck for your mission!
211. Assignments and Exercises Intelligent assignments and practice projects help participants of e-learning courses to develop a better grasp of the courses' contents and to acquire important competencies concerning the learning material as well as the handling of the computer as the learning medium. Always assign sensible exercises that have a concrete and transparent goal. Communicate this goal and the usefulness of the exercise to the learners, so they know what they are working for. Adapt the nature of the assignment to the objective the learners are supposed to reach.
215. COMPOSITION OF THE PROJECT TEAM PROGRAM SPONSORS PROGRAM DIRECTOR PROGRAM MANAGERS TRAINING AND DEVELOPMENT MANAGERS OPERATIONS AND SUPPORT MANAGER QUALITY ASSURANCE MANAGERS TECH. AND INFRA. MANAGER COMMUNITY PORTAL COORDINATORS Educational Technology and e-Learning Applications Coach (ETEACH) Committees PROJECT-BASED DEVELOPERS OPERATIONS AND SUPPORT STAFF
216. “While we cannot guarantee the success of our efforts, we can be certain of the results of doing nothing..... And that is not an option.”