This document provides an outline and discussion for a workshop on using iPads in the classroom. It covers considerations for how many iPads to use, instructional delivery methods, setting up the iPads, classroom management, and exploring apps. The document emphasizes giving students independence in their learning with iPads and setting up rules for their appropriate use. It also discusses using iPads to make learning more relevant and engaging for students.
Jing is a free tool that allows users to easily capture and share images and videos. It has a user-friendly interface and automatically uploads captures to a screencast account. In the classroom, teachers can use Jing to create instructional videos, record audio to accompany images, and make videos of student work and presentations. Students benefit by getting quick feedback from teachers, creating their own videos and images to teach others, and sharing their work with classmates.
This document describes a TeachMeet International presentation about a science teacher who created a school news broadcast project using technology to enhance communication. The teacher films a 5-minute news broadcast weekly using a digital video camera and tripod, uploads it to the school network, and has all classes view it on their computers. The project has positively impacted pupils, teachers, school leadership, and the overall school through a simple, low-tech way to enhance communication and build relationships.
This document discusses using iPads in the classroom. It begins by outlining some initial questions teachers should ask themselves, such as whether their classroom has WiFi and how many iPads they will have access to. It then addresses how to set up the iPads, including how to connect them to WiFi and iTunes accounts. It provides guidance on classroom policies for iPad use, storage, and charging. It also discusses built-in iPad features and apps that can be used for educational purposes without adding additional apps. Overall, the document provides an overview of key considerations for implementing iPads in the classroom.
21st century teaching and learning with iPadDonna Spear
The document describes a workshop for teaching 21st century skills using iPads. The workshop covers getting connected to the school network, essential iPad tips, and demoing various educational apps. The morning session is divided into three parts: setting up the iPads, exploring educational apps like Nearpod and Socrative, and using apps like Stage and Skype. The document provides links to resources and example apps to help teachers integrate iPads into classroom instruction.
Integrating iPads into the special ed classroomSpectronics
This document provides an overview of iPad gestures and tips for organizing apps. It includes gestures for closing apps with a five finger pinch, switching between apps with a four finger swipe up, and moving left and right between apps with four finger swipes. Tips are provided for holding and jiggling apps to rearrange on the home screen, putting apps into folders, renaming folders, and deleting apps. The document also discusses using accessories to access the iPad and considerations for selecting educational apps, including curriculum connection, authenticity, feedback, differentiation, and user friendliness.
The document provides practical ideas for teaching in a 1:1 classroom setting where each student has a laptop. It discusses using technology as a tool to drive the curriculum through project-based learning and authentic assessments. The teacher should incorporate communication, collaboration, creativity, and community as outlined by ISTE standards. Clear expectations and lesson planning are important to avoid excuses from students about technology issues. Practical tips include having laptops charged and using classroom management software.
Multimedia learning materials for scholars at a distancetbirdcymru
I presented this to delegates from the Open University of China on 4th June, 2013, at University of Leicester. The OU China has 3 million students, so even finding a stable VLE or LMS is a challenge.
This document provides an outline and discussion for a workshop on using iPads in the classroom. It covers considerations for how many iPads to use, instructional delivery methods, setting up the iPads, classroom management, and exploring apps. The document emphasizes giving students independence in their learning with iPads and setting up rules for their appropriate use. It also discusses using iPads to make learning more relevant and engaging for students.
Jing is a free tool that allows users to easily capture and share images and videos. It has a user-friendly interface and automatically uploads captures to a screencast account. In the classroom, teachers can use Jing to create instructional videos, record audio to accompany images, and make videos of student work and presentations. Students benefit by getting quick feedback from teachers, creating their own videos and images to teach others, and sharing their work with classmates.
This document describes a TeachMeet International presentation about a science teacher who created a school news broadcast project using technology to enhance communication. The teacher films a 5-minute news broadcast weekly using a digital video camera and tripod, uploads it to the school network, and has all classes view it on their computers. The project has positively impacted pupils, teachers, school leadership, and the overall school through a simple, low-tech way to enhance communication and build relationships.
This document discusses using iPads in the classroom. It begins by outlining some initial questions teachers should ask themselves, such as whether their classroom has WiFi and how many iPads they will have access to. It then addresses how to set up the iPads, including how to connect them to WiFi and iTunes accounts. It provides guidance on classroom policies for iPad use, storage, and charging. It also discusses built-in iPad features and apps that can be used for educational purposes without adding additional apps. Overall, the document provides an overview of key considerations for implementing iPads in the classroom.
21st century teaching and learning with iPadDonna Spear
The document describes a workshop for teaching 21st century skills using iPads. The workshop covers getting connected to the school network, essential iPad tips, and demoing various educational apps. The morning session is divided into three parts: setting up the iPads, exploring educational apps like Nearpod and Socrative, and using apps like Stage and Skype. The document provides links to resources and example apps to help teachers integrate iPads into classroom instruction.
Integrating iPads into the special ed classroomSpectronics
This document provides an overview of iPad gestures and tips for organizing apps. It includes gestures for closing apps with a five finger pinch, switching between apps with a four finger swipe up, and moving left and right between apps with four finger swipes. Tips are provided for holding and jiggling apps to rearrange on the home screen, putting apps into folders, renaming folders, and deleting apps. The document also discusses using accessories to access the iPad and considerations for selecting educational apps, including curriculum connection, authenticity, feedback, differentiation, and user friendliness.
The document provides practical ideas for teaching in a 1:1 classroom setting where each student has a laptop. It discusses using technology as a tool to drive the curriculum through project-based learning and authentic assessments. The teacher should incorporate communication, collaboration, creativity, and community as outlined by ISTE standards. Clear expectations and lesson planning are important to avoid excuses from students about technology issues. Practical tips include having laptops charged and using classroom management software.
Multimedia learning materials for scholars at a distancetbirdcymru
I presented this to delegates from the Open University of China on 4th June, 2013, at University of Leicester. The OU China has 3 million students, so even finding a stable VLE or LMS is a challenge.
This document lists three apps - Educreations, Nearpod, and Lino - that can be loaded on an iPad while waiting. It then provides an overview of an iPad training session, including introducing the presenter, polling attendees, demonstrating tips and apps for using iPads in the classroom, and discussing accessories.
Includes details of challenges faced with allowing the use of cell phones in the classroom, establishing guidelines for appropriate use, how to monitor inappropriate use, etc.
VSS 2011 Top 10 Tech Tools to Try TomorrowSarah Weston
This document summarizes 10 tech tools for teachers and students to use: Sliderocket, Flash Interactives, Survey Monkey, Google Docs, Glogster, Jing, Vimeo, Voicethread, Chat Badges, and Twitter. For each tool, it provides a brief description, examples of how they are used at the Open High School of Utah, and benefits of using the tools. The document aims to encourage teachers and students to try incorporating these tools into their teaching and learning.
Slide show about the use of iPads in the classroom. Created for a 5 day technology integration workshop for ESL mentor teachers in Ipoh, Malaysia, May 1-5, 2014.
This document provides an overview of how iPads can be used in early childhood education. It discusses the Australian Curriculum's focus on information and communication technology skills and suggests iPads help embed this content across learning areas. Several apps are recommended for teachers, including Flick for sharing content between devices, Pic Collage and Screenchomp for creating and annotating videos and photos, and Book Creator and Creative Book Builder for making interactive books. The document aims to help teachers at various stages of integrating iPads into their practice select useful apps.
Evaluating the use of iPads by first-year Medicstbirdcymru
This presentation, for the EFQUEL EIFLINQ2014 Conference in Crete, discusses the University of Leicester School of Medicine programme of giving first-year students an iPad, and the ongoing evaluation of how students use the iPads in learning. By Mark Hamilton, Grainne Conole, and Terese Bird
Mobile Apps Study Guide H818 conference - Open Star Badge AwardDenise McDonough
Open University's Annual Networked Practitioner Conference 2018. Presented Live over 3 days via Adobe Connect, to an audience of OU Staff, Alumni and current cohort. This presentation was awarded an Open Star Badge for one of the best presentations of 2018. Theme: Innovation - Format: Multimedia.
A link to the Mobile App Study Guide created using Microsoft Sway is provided in the presentation slides. Licensed as an OER CC BY SA 4.0
The H818 cohort work for months researching and creating an education project under 3 Themes: Innovation, Inclusion and Implementation. We are tasked to create them in one of these Formats: Multimedia, Workshop or Paper.
The principal goals are to cultivate an open practice, create our work through peer review inside and outside the module and become Networked Practitioners ourselves and to create a Personal Learning Network for a lifetime.
Everyone provided an interesting and thought provoking project and I proud to have worked with all of my colleagues in this module.
The document summarizes the University of Northampton's approach to supporting mobile access to its virtual learning environment (VLE) and other systems. It discusses drivers for going mobile, challenges around inclusion and accessibility, and choosing a supplier that can meet current and future needs across different audiences and platforms. The university launched a mobile app in 2011 and has seen over 22,000 logins to date. Feedback from users has been positive, citing benefits like access to schedules and course materials anytime from their phones.
This document discusses rules for internet safety and provides tips for creating creative presentations online. It notes that using templates and animation can make power points more interesting. However, one must be careful about plagiarism and properly cite sources. While cloud storage helps back up files, personal information could be misused if shared online. The document emphasizes internet netiquette and concludes by hoping the reader learned important lessons about safe internet use.
Michael Abel has received several awards for his outstanding use of technology in further education, including being named a runner up in the NIACE Digital Practitioner Awards in 2013. The document provides examples of the types of technology and interactive resources Abel has used in his teaching, such as animated gifs, embedded videos, interactive books, and apps. It also includes several quotes about the importance of student engagement and active learning when using technology in the classroom.
This document discusses flipping the classroom for career and technical education (CTE) teachers. It defines a flipped classroom as delivering instruction through online media instead of lectures, allowing classroom time to be devoted to practicing skills. It notes that CTE classrooms are already more flipped than core classrooms. It encourages teachers to create their own instructional videos and find platforms to host them, like websites or cloud drives. While time-consuming, it cites that most teens now have smartphones and access the internet on mobile devices, making online instruction accessible. It provides recommendations on cameras, editing software, and hosting services to get started flipping the classroom.
Cloud-based service for eBooks using EPUB under the Aspect of Learning Analy...Martin Ebner
The document proposes a cloud-based service for creating interactive eBooks using the EPUB format and learning analytics. Teachers would create eBooks in the cloud with various embedded exercises. Learners could then download the eBook to their device, complete the exercises, and have their results stored in the cloud. This would allow teachers to analyze learning patterns and improve the learning process through individualization. A prototype of the system was demonstrated, showing how teachers could build eBooks and view aggregate student results. The system aims to leverage the potential of interactive textbooks and big data through this approach.
i3-Technologies is promoting i3LEARNHUB, a collaborative learning software developed for teachers and students. The software provides an intuitive interface that allows teachers to create engaging lessons and share them online. It also enables students to access and collaborate on lessons remotely. Teachers report that i3LEARNHUB saves them time and inspires new teaching methods compared to traditional whiteboards. Students also find the software fun and easy to use to practice and present their work.
This document discusses the use of computers and the internet for online and offline education. It provides information on word processors like MS Word and presentation software like PowerPoint. It also discusses uploading and downloading materials using digital cameras and their use in classrooms. Tips are provided on using ICT tools like websites, multimedia, email and video conferencing for teaching. The concepts of mobile learning (m-learning) and its advantages are also introduced.
A digital technologist helps make technology work better and faster by solving problems like large file sizes causing email bounce backs. They provide workshops, one-on-one support, and troubleshooting. For example, a digital technologist can help get key learning documents on Blackboard by providing templates that are easy to customize and guidance on using the platform.
The document describes an activity called "Swap Shop" where participants will be divided into two teams, discuss potential solutions to various prompts using smart devices and apps, post their solutions to Twitter tagged with "#MELSIG" along with the prompt number and team, and view each other's responses in a Twitterfall display. The goal is to generate ideas for how smart device learning could help different scenarios and encourage the consideration and sharing of existing practices using technology.
This document outlines the schedule and goals for an ESL Mentor Training workshop held from May 1-5, 2014 in Ipoh, Malaysia. The workshop aims to provide better understanding of effective technology integration, help participants begin developing an online professional reputation, and leave with lessons and resources that can be implemented. The schedule includes introductions, reviewing workshop goals, an overview of the learning management system Schoology, discussions of eportfolios and their purposes, examples of eportfolios, an assignment, and a session on professional blogging.
This document discusses resources for using iPads in a 1-to-1 classroom for VCE Psychology at Sacre Coeur school. It includes a description of the school's iPad program and infrastructure. Several apps and tools are proposed for creating interactive eBooks, facilitating flipped learning, conducting experiments, creating flashcards, presentations, and sharing files between students and teachers. The goal is to foster a more visual and participatory approach to learning that extends beyond the classroom.
This document provides an overview and instructions for using the eLive online learning platform. The session will cover: [1] Understanding how to access and use the eLive interface tools; [2] Fostering student engagement using discussion tools, emoticons, and the whiteboard; and [3] Planning structured and engaging eLive sessions using PowerPoint and activities. The document outlines the eLive interface, accessibility features, appropriate uses of eLive, how to welcome and orient participants, and tips for effective online facilitation and student interaction.
This document discusses how kindergarten teachers can incorporate technology into their classrooms. It provides examples of centers that students can run independently using programs like Starfall and TumbleBooks. It also describes creating paperless assessments by taking photos of student work and recording students responding to prompts. Students can create their own stories and books using apps like StoryKit on iPads. The document offers tips for teachers such as modeling computer use, building skills gradually, and finding online resources for lessons.
This document lists three apps - Educreations, Nearpod, and Lino - that can be loaded on an iPad while waiting. It then provides an overview of an iPad training session, including introducing the presenter, polling attendees, demonstrating tips and apps for using iPads in the classroom, and discussing accessories.
Includes details of challenges faced with allowing the use of cell phones in the classroom, establishing guidelines for appropriate use, how to monitor inappropriate use, etc.
VSS 2011 Top 10 Tech Tools to Try TomorrowSarah Weston
This document summarizes 10 tech tools for teachers and students to use: Sliderocket, Flash Interactives, Survey Monkey, Google Docs, Glogster, Jing, Vimeo, Voicethread, Chat Badges, and Twitter. For each tool, it provides a brief description, examples of how they are used at the Open High School of Utah, and benefits of using the tools. The document aims to encourage teachers and students to try incorporating these tools into their teaching and learning.
Slide show about the use of iPads in the classroom. Created for a 5 day technology integration workshop for ESL mentor teachers in Ipoh, Malaysia, May 1-5, 2014.
This document provides an overview of how iPads can be used in early childhood education. It discusses the Australian Curriculum's focus on information and communication technology skills and suggests iPads help embed this content across learning areas. Several apps are recommended for teachers, including Flick for sharing content between devices, Pic Collage and Screenchomp for creating and annotating videos and photos, and Book Creator and Creative Book Builder for making interactive books. The document aims to help teachers at various stages of integrating iPads into their practice select useful apps.
Evaluating the use of iPads by first-year Medicstbirdcymru
This presentation, for the EFQUEL EIFLINQ2014 Conference in Crete, discusses the University of Leicester School of Medicine programme of giving first-year students an iPad, and the ongoing evaluation of how students use the iPads in learning. By Mark Hamilton, Grainne Conole, and Terese Bird
Mobile Apps Study Guide H818 conference - Open Star Badge AwardDenise McDonough
Open University's Annual Networked Practitioner Conference 2018. Presented Live over 3 days via Adobe Connect, to an audience of OU Staff, Alumni and current cohort. This presentation was awarded an Open Star Badge for one of the best presentations of 2018. Theme: Innovation - Format: Multimedia.
A link to the Mobile App Study Guide created using Microsoft Sway is provided in the presentation slides. Licensed as an OER CC BY SA 4.0
The H818 cohort work for months researching and creating an education project under 3 Themes: Innovation, Inclusion and Implementation. We are tasked to create them in one of these Formats: Multimedia, Workshop or Paper.
The principal goals are to cultivate an open practice, create our work through peer review inside and outside the module and become Networked Practitioners ourselves and to create a Personal Learning Network for a lifetime.
Everyone provided an interesting and thought provoking project and I proud to have worked with all of my colleagues in this module.
The document summarizes the University of Northampton's approach to supporting mobile access to its virtual learning environment (VLE) and other systems. It discusses drivers for going mobile, challenges around inclusion and accessibility, and choosing a supplier that can meet current and future needs across different audiences and platforms. The university launched a mobile app in 2011 and has seen over 22,000 logins to date. Feedback from users has been positive, citing benefits like access to schedules and course materials anytime from their phones.
This document discusses rules for internet safety and provides tips for creating creative presentations online. It notes that using templates and animation can make power points more interesting. However, one must be careful about plagiarism and properly cite sources. While cloud storage helps back up files, personal information could be misused if shared online. The document emphasizes internet netiquette and concludes by hoping the reader learned important lessons about safe internet use.
Michael Abel has received several awards for his outstanding use of technology in further education, including being named a runner up in the NIACE Digital Practitioner Awards in 2013. The document provides examples of the types of technology and interactive resources Abel has used in his teaching, such as animated gifs, embedded videos, interactive books, and apps. It also includes several quotes about the importance of student engagement and active learning when using technology in the classroom.
This document discusses flipping the classroom for career and technical education (CTE) teachers. It defines a flipped classroom as delivering instruction through online media instead of lectures, allowing classroom time to be devoted to practicing skills. It notes that CTE classrooms are already more flipped than core classrooms. It encourages teachers to create their own instructional videos and find platforms to host them, like websites or cloud drives. While time-consuming, it cites that most teens now have smartphones and access the internet on mobile devices, making online instruction accessible. It provides recommendations on cameras, editing software, and hosting services to get started flipping the classroom.
Cloud-based service for eBooks using EPUB under the Aspect of Learning Analy...Martin Ebner
The document proposes a cloud-based service for creating interactive eBooks using the EPUB format and learning analytics. Teachers would create eBooks in the cloud with various embedded exercises. Learners could then download the eBook to their device, complete the exercises, and have their results stored in the cloud. This would allow teachers to analyze learning patterns and improve the learning process through individualization. A prototype of the system was demonstrated, showing how teachers could build eBooks and view aggregate student results. The system aims to leverage the potential of interactive textbooks and big data through this approach.
i3-Technologies is promoting i3LEARNHUB, a collaborative learning software developed for teachers and students. The software provides an intuitive interface that allows teachers to create engaging lessons and share them online. It also enables students to access and collaborate on lessons remotely. Teachers report that i3LEARNHUB saves them time and inspires new teaching methods compared to traditional whiteboards. Students also find the software fun and easy to use to practice and present their work.
This document discusses the use of computers and the internet for online and offline education. It provides information on word processors like MS Word and presentation software like PowerPoint. It also discusses uploading and downloading materials using digital cameras and their use in classrooms. Tips are provided on using ICT tools like websites, multimedia, email and video conferencing for teaching. The concepts of mobile learning (m-learning) and its advantages are also introduced.
A digital technologist helps make technology work better and faster by solving problems like large file sizes causing email bounce backs. They provide workshops, one-on-one support, and troubleshooting. For example, a digital technologist can help get key learning documents on Blackboard by providing templates that are easy to customize and guidance on using the platform.
The document describes an activity called "Swap Shop" where participants will be divided into two teams, discuss potential solutions to various prompts using smart devices and apps, post their solutions to Twitter tagged with "#MELSIG" along with the prompt number and team, and view each other's responses in a Twitterfall display. The goal is to generate ideas for how smart device learning could help different scenarios and encourage the consideration and sharing of existing practices using technology.
This document outlines the schedule and goals for an ESL Mentor Training workshop held from May 1-5, 2014 in Ipoh, Malaysia. The workshop aims to provide better understanding of effective technology integration, help participants begin developing an online professional reputation, and leave with lessons and resources that can be implemented. The schedule includes introductions, reviewing workshop goals, an overview of the learning management system Schoology, discussions of eportfolios and their purposes, examples of eportfolios, an assignment, and a session on professional blogging.
This document discusses resources for using iPads in a 1-to-1 classroom for VCE Psychology at Sacre Coeur school. It includes a description of the school's iPad program and infrastructure. Several apps and tools are proposed for creating interactive eBooks, facilitating flipped learning, conducting experiments, creating flashcards, presentations, and sharing files between students and teachers. The goal is to foster a more visual and participatory approach to learning that extends beyond the classroom.
This document provides an overview and instructions for using the eLive online learning platform. The session will cover: [1] Understanding how to access and use the eLive interface tools; [2] Fostering student engagement using discussion tools, emoticons, and the whiteboard; and [3] Planning structured and engaging eLive sessions using PowerPoint and activities. The document outlines the eLive interface, accessibility features, appropriate uses of eLive, how to welcome and orient participants, and tips for effective online facilitation and student interaction.
This document discusses how kindergarten teachers can incorporate technology into their classrooms. It provides examples of centers that students can run independently using programs like Starfall and TumbleBooks. It also describes creating paperless assessments by taking photos of student work and recording students responding to prompts. Students can create their own stories and books using apps like StoryKit on iPads. The document offers tips for teachers such as modeling computer use, building skills gradually, and finding online resources for lessons.
This document discusses how to effectively implement digital assignments in a language classroom. It provides tips for teachers including:
1) Starting with the end goal in mind - defining what the final product will be, how it will be delivered, and what constitutes success or failure.
2) Breaking assignments into small, manageable chunks with milestones to keep students on track. Modeling how to use apps and providing outlines to "stepify" projects.
3) Understanding students' technology skills and access before assigning digital work. Most apps have cross-platform equivalents so one device per student may suffice.
The document emphasizes planning for feedback/corrections, celebrating finished work, and reflecting on lessons to improve
This document discusses the benefits of using teamwork and technology in education. It argues that teamwork helps break down walls between students and build support networks important for getting jobs. While some students may want others to do the work, working on teams provides real-world experience and relevance. The document outlines different team activities and technology tools that can be used in the classroom, including games, videos, and presentations. It also addresses managing learning and designing interactive content for mobile devices. Grades improved when mobile technology was incorporated into classwork. The goal is to prepare students for success by starting with simple activities and challenges and working up to more difficult tasks.
This document discusses using PowerPoint in the classroom and provides tips for teachers. It notes that PowerPoint can be an effective tool for teaching when used properly, as it can engage students and accommodate different learning styles. However, overuse of PowerPoint risks boring students. The document also provides resources for teachers to learn PowerPoint and find media to include in their presentations. Teachers are advised to have backup plans for technology failures and to reflect on whether PowerPoint enhances learning.
This document discusses flipped learning and how mobile technology can improve it. Flipped learning involves students learning new material at home through videos or readings and then applying that knowledge in class under a teacher's guidance. Using the FROG platform and tools like Evernote, Google Docs, and Khan Academy videos allows students to access learning resources anywhere and learn at their own pace. The document argues this mobile, flipped approach can develop students' independence while still providing teacher support and feedback to guide learning. Key challenges are ensuring all students have access and support needed to learn independently and balancing individual pacing with curriculum targets.
Mega edtech tool Share - Vicki Davis #iste17Vicki Davis
This presentation covers blended learning tips and then my mega tool share with the hottest tools in my classroom and in classrooms around the world as shared on my 10-Minute Teacher Podcast. This was created for ISTE 2017. Enjoy!
This document discusses tools that can be used to make teaching more efficient. It recommends several tools: Schoology for course management; Remind101 for communicating with students; and Anymeeting for live online classes. The document demonstrates how these tools can be used to post assignments, conduct quizzes/tests, share grades, send reminders to students, and teach live online classes. It also provides some example online physics demonstrations and simulations that can supplement teaching.
This document provides practical guidance for unconfident teachers on integrating e-learning into junior classrooms. It outlines several digital tools and strategies for their use, including:
- Using a digital camera or flip video for student projects and capturing learning moments.
- Recommending software like Comic Life and PhotoStory3 for creating multimedia works from photos.
- Suggesting online resources like Google Images, Google Earth, and educational games to enhance lessons.
- Providing examples of setting up class blogs, wikis, and using YouTube to share student work.
- Detailing tools for student questioning and inquiry like Trevor Bond's questioning levels and online wondering walls.
The contemporary classroom now contains a range of technology such as iPads, desktops, notebooks, interactive whiteboards, wireless connectivity to networks and the internet. Can that technology enhance positive behaviour characteristics and lessen the need for teachers to move into traditional models of behaviour management?
Most teachers at the school are comfortable using technology but want more training, especially on early dismissal days. While classrooms have a range of technology, many teachers want one laptop or iPad for each student to enhance lessons and engage students. A professional development on the school's Promethean boards is planned to help teachers better utilize this technology.
1) The document summarizes the student's experience in their ITEC 299 class at San Francisco State University in Spring 2014.
2) It discusses the student's motivations for taking the class, personal learning preferences, use of various technologies like the iPod and social media, and realization that they did not fully complete the intended "Learning Sage" pathway due to taking on too many classes that semester.
3) Overall, the student felt the class gave them a valuable opportunity to learn about different technologies for learning, but that they would approach things differently in the future to better follow their intended learning pathway.
The survey found that while all teachers have a Promethean board, many only know basic functions and would benefit from more training. The preferred training time was early dismissal days. Teachers expressed a strong interest in having classroom sets of iPads or laptops to enhance student engagement and make technology integration easier.
This document provides an introduction to e-portfolios and discusses why students should create one, what to include, and how to get an e-portfolio online. It explains that an e-portfolio is a digital collection of one's work that can be used for career or educational purposes. It notes that e-portfolios help students link their skills to employer needs, remember their accomplishments, and decide on future goals. The document recommends including samples of one's best work tailored to the purpose of the portfolio. It also describes how e-portfolios can be easily accessed online and showcase technology skills to impress viewers.
The document discusses blended learning, which combines face-to-face instruction with technology-based learning. It describes three models of blended learning and encourages educators to leverage available open educational resources and tools to design blended learning experiences. The goal is to engage students in meaningful, productive learning whenever and wherever possible. Questions are welcomed from those interested in blended learning.
This document provides guidance on creating an e-portfolio by explaining what an e-portfolio is, why it is useful, especially for students, and how to get one online. It notes that an e-portfolio is a collection of one's work that can be used for career or educational purposes. It recommends including samples of one's best work tailored to the purpose of demonstrating abilities or experience. The document also explains that an e-portfolio is valuable because it is accessible online, shows technological skills, and materials won't get lost. It provides examples of what to include such as videos, photos, documents, and websites.
Learn the best practices for adapting blended learning to your classroom. It isn't elearning it isn't really face to face - it is both. You can do this.
Flipping the classroom pd training presentationsdowling24
The document provides an overview of a training on flipping the classroom. It defines flipping the classroom as assigning instructional videos for homework and using class time for interactive activities and application of the material. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom and to experiment with it. Advantages include students learning at their own pace and having more opportunities for engagement and collaboration during class. Potential drawbacks include students not watching videos and teachers spending time creating videos. The document shares results of a student survey that found mixed opinions and provides guidance on how to flip a classroom, including creating instructional videos and using learning management systems.
Elluminating Moments: Enhancing Student Learning & Engagement with Webconfe...Lisa D'Adamo-Weinstein
Elluminating Moments: Enhancing Student Learning & Engagement with Webconferencing in Online Only & Blended Learning Environments
This presentation discusses using the webconferencing tool Elluminate to support online and blended learning. It provides examples of how Elluminate has been used for workshops, study groups, and one-on-one tutoring sessions. Benefits discussed include increased interaction, access for students with scheduling conflicts, and the ability to record sessions. Best practices for moderating Elluminate sessions effectively are also reviewed.
Similar to The Brightspace ePortfolio Lady and Her Lessons Learned (20)
Ask Not What AI Can Do For You - Nov 2023 - Slideshare.pptxD2L Barry
This document discusses the potential roles of artificial intelligence (AI) in education. It begins with a survey asking readers about their role, experience with distance education and AI tools. It then discusses how AI could be used to assist educators by automating certain repetitive tasks like writing quiz questions, lesson plans, letters of reference, and grading assignments. This would allow educators to focus on relationship building and creative thinking. The document also discusses concerns about AI and argues it is best used to enhance rather than replace human roles. It shares D2L's views that learning is a human experience that can be supported by technology.
Designing Competency Structures and Learning ObjectivesD2L Barry
Title: Designing Competency Structures and Learning Objectives.
For a presentation April 21 at Georgia State University.
By Theresa Butori, Univ of North Georgia
This document discusses ChatGPT and other large language models (LLMs). It begins with an agenda that outlines discussing what LLMs are and how they are trained, ways educators can use ChatGPT, and limitations of ChatGPT. It then explains that ChatGPT is not the first chatbot but one of the first widely used. It discusses how LLMs are trained using next-token prediction and masked language modeling. The document considers both optimistic and pessimistic views about the importance of advanced AI. It provides examples of how ChatGPT could be used to help with teaching but also limitations, such as not being good at math, plagiarism detection, or very recent events. It acknowledges other emerging AI systems
Custom Pathways Resources - Kristin Randles.pdfD2L Barry
Presentation by Kristin Randles at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Resources:
Carnegie Mellon: https://www.cmu.edu/teaching/designteach/teach/classroomclimate/strategies/choice.html
Cult of Pedagogy: https://www.cultofpedagogy.com/udl-equity/
Novak Education: https://www.novakeducation.com/hubfs/Resources/UDL_FlowChart.pdf
C-BEN: https://www.cbenetwork.org/
Presentation by Denise Huff of Spartanburg Community College at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Brightspace Creator +, Content Creation Platform for Engaging Interactives an...D2L Barry
Creator+ is a content creation platform that streamlines content creation for engaging educational experiences. It provides templates, interactive elements, and integrated video tools to help educators create courses faster and with less technical skills. Ready-made templates, interactive elements like tabs and accordions, practices for assessing comprehension, and screen recording tools allow anyone to create high-quality content easily. The consistent design features also ensure a unified look across all institutional content.
E-Learning Mythbusters Revisited - ITC 2022.pptxD2L Barry
Original presentation was at ITC's eLearning conference in February 2008.
This presentation takes an updated look at some of those e-learning myths in 2022.
Five Important Things You Won't Find in a Course Quality Rubric - Barry DahlD2L Barry
Currently available course design rubrics can be very valuable tools. However, these rubrics do not address several very important issues related to course quality. We’ll examine five additional areas that should be considered when working to improve the quality of online courses.
Office Documents: Making Word™ and PowerPoint™ Docs AccessibleD2L Barry
The document discusses making Word and PowerPoint documents more accessible. It covers using proper headings, adding alt text to images, and using the accessibility toolbar in Word. For PowerPoint, it recommends using accessible templates, properly structuring data tables, checking the reading order of elements, using unique and descriptive slide titles, and the outline view. The resources provide guidance on evaluating and improving the accessibility of Office documents.
Video Captions and Transcripts Made Easy , or at least easierD2L Barry
The document discusses various methods for creating captions and transcripts for videos. It defines captions and subtitles, and covers finding videos with existing captions on YouTube. Methods are presented for editing automatic captions generated by YouTube, creating transcripts, and using the .vtt file format for captions. Keyboard shortcuts for YouTube captions are also listed. The overall goal is to make video accessibility easier.
Video Captions and Transcripts Made Easy, or at least easierD2L Barry
This document discusses making video captions and transcripts easier. It covers finding videos with good captions on YouTube, editing captions in YouTube, creating video transcripts, keyboard shortcuts for captions, and the .vtt file format for captions. The goal is to provide accessible video content and help people learn how to make their videos more accessible through captions and transcripts.
D2L as a Training Platform for Faculty: Lessons LearnedD2L Barry
Webinar:
Date:Apr 7, 2020
Time:3:00 PM ET
Duration:1 hour
Presenters:
Archie L. Williams, Ph.D., Sharee’ Lawrence, Denise Sutton, Dr. Tamara Payne; all of Fort Valley State University
Handout: YuJa, post to a discussion from a mobile deviceD2L Barry
Handout for presentation by Joan Anderssen, Arapahoe Community College at the D2L Connection: 2020 Colorado Edition.
A day of learning, sharing, and fun at Red Rocks Community College in Arvada, Colorado.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. History
• Pathways Committee formed to look at "All About Me" for K to Grade 6
• D2L makes a presentation on ePortfolio
• Decision is made to use ePortfolio
• Workflow designed to use Teacher-Created Collections
• Presentation to Principals (Portable, Private, and Paperless)
• Decision to fund small group training at schools
• 3 after school workshops for early starters
• 39/40 schools want to be part of the "pilot"
9. Teachers and Tech
• International Computer and Information Literacy Study (ICILS) 2013
Report
• 80% of Ontario students said "Lack of ICT Skills among teachers was an
obstacle to teaching and learning"
43. My solution (works most of the time)
• click the gear
• choose anything under Settings, then Back, and then Back
44. eP Tip #6: Adding an iPad Video Longer than
30 seconds
In Full version of eP, go to My Items
and then:
Choose File Upload, Upload and then
Photo Library