These slides are the "outline" for a talk given to education undergraduates who are taking an Instructional Technology course and who have questions and doubts about the need to and the possibilities of integrating technology in Lebanese classes
The Resultsof Web2.0 11 12 09 Slideshareguest576a2ab
This version of the Web 2.0 case study presentation was presentated at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
The Resultsof Web2.0 11 12 09 Slideshareguest576a2ab
This version of the Web 2.0 case study presentation was presentated at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
PETE&C 2/24/10 - The Results of Web 2.0 in the ClassroomAndy Petroski
In the summers of 2008 and 2009 Harrisburg University conducted an educator’s graduate clinic, “Web 2.0 in the Classroom.” Participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations, including benefits, obstacles and positive results.
The Social Learning Network Presentation at TechStartupJobs Fair London 2014TechMeetups
The Social Learning Network is the first truly social learning platform to help students engage in learning.TSLN is hiring for ‘UX/UI designer’ and ‘PHP Web Developer with experience of web apps’ at TechStartupJobs Fair London 2014.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
PETE&C 2/24/10 - The Results of Web 2.0 in the ClassroomAndy Petroski
In the summers of 2008 and 2009 Harrisburg University conducted an educator’s graduate clinic, “Web 2.0 in the Classroom.” Participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations, including benefits, obstacles and positive results.
The Social Learning Network Presentation at TechStartupJobs Fair London 2014TechMeetups
The Social Learning Network is the first truly social learning platform to help students engage in learning.TSLN is hiring for ‘UX/UI designer’ and ‘PHP Web Developer with experience of web apps’ at TechStartupJobs Fair London 2014.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
TESOL 2016: Pre-Arrival Assessment and Placement of ELLs using Synchronous an...Candice Marshall
Electronic Village Presentation, April 6, 2016 by Candice Marshall
Balitmore, MD
For handout: http://www.slideshare.net/cjq11983/tesol-2016-electronic-village-prearrival-assessment-and-placement-of-ells-presentation-handout
Three elementary ESL teachers explored ways to enhance their instruction of academic language in inclusion settings in primary grade language arts, social studies, and science classes. They will share the sources and ideas they used and will provide suggestions for supporting elementary ELs' growth in academic language.
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
Portfolio Based Language Assessment (PBLA): Maximizing Assessment for LearningJoanne Pettis
This is an introductory overview of PBLA, which is being implemented in the federal Language Instruction for Newcomers to Canada (LINC) program across Canada. PBLA is referenced to the Canadian Language Benchmarks, Canada's national standard for adult English as a Second Language proficiency and incorporates Assessment for Learning principles and strategies.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
Online PBL: Is this like e-learning with more problems?Nadia Naffi, Ph.D.
Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
The Resultsof Web2.0 11 12 09 SlideshareAndy Petroski
Version of Web 2.0 case study presentation presented at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
Using Social Media for Peer Feedback in a Translation ClassBenoît Guilbaud
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
1. Integrating 21st-Century Skills
in Education
2011 Updates
An Ongoing Experience: Learning
& Monitoring
Rita Abdelnour
Saint Joseph School
Cornet Chehwan, Lebanon
slaveoflight@gmail.com
https://sites.google.com/site/rabdelnourcv/
http://efleducators.wikispaces.com
2. Basics
Does the way you’ve been taught prepare you for these
days’ challenges?
What are the most memorable or positive learning
experience you’ve had?
Authentic practical experiences / situations; problem solving; real
audience
Open-ended outcomes; real risks
Team work
Ongoing learning
Move is inevitable: it’s not “if,” it’s “when”
3. Where Did it All Start?
Professional Development (1): Invitation to
reflect and create the needed interventions
Online Course in 2008:
reading: educators around the world share the same challenges; exchanging
experiences helps
Compare, reflect, and adapt
Act: start by creating interventions with specific objectives that can be
assessed (success or failure) immediately after. For e.g. change instructions,
give more time for oral discussion, give students a chance to choose the
product, etc.
Understand what a discussion forum / thread means: posting once
(overwhelming) vs. interacting
4. Only Connect: Turn Mirrors
into Windows
Professional Development (2): Building Teaching
Skills Through the Interactive Web
Online Course in 2009:
Better web-searching
Blogging: sharing reflections vs. discussion forums
Skill-building websites
Project-based learning; WebQuests
Using PPT effectively (by students)
Life-changing idea of learner autonomy
Web 2.0: wiki, online posters, webquest, ning
5. Ongoing Learning:
Communities
Professional Development (3): Personal
Learning Environments (PLEs)
2009-2011:
Classroom 2.0 (Learning Times; Learn Central; Elluminate; Ed Tech)
Virtual Round Table
TESOL (e-lists + resources) & TESOL EVO (free online sessions)
Education Week
Technology Integration in Education
Training Magazine Network
6. From learning to Application More Learning:
“Try it Yourself” Web 2.0
Web 2.0: the second generation of the web / the read write web
relies on users’ interaction and collaboration
tools considered an excellent means to engage learners and enhance learning
learner at the center; teacher hand in hand with digital natives
A basic 21st-century literacy...but not an obvious fact in most schools in Lebanon
Ethical use and digital etiquette
Try it yourself: Social networking sites (Ning); Wikis (wikispaces; pbworks); Online
surveys (Survey monkey); Twitter; Doodle; Google sites; Blogs (blogger; blogmeister;
edublogs); online quizzes; picture & video sharing (Flickr; youtube; vimeo); sharing
presentations (slideshare); bookmarking (Delicious; Diigo)
Ideas adapted from: LoTI (Levels of Technology Integration): Digital Age Framework
The University of Oregon online course homepage Building Teaching Skills Through the Interactive Web
Reflections collected in a personal blog Only Connect: Turning Mirrors into Windows
7. Becoming a CALL Practitioner
In preparation for TESOL:
TESOL CALL-IS Academic Session 2010 in Boston: invited speaker to
speak on The Emergent Role of Educators in e-learning environments
First Steps in Middle School
Proposal: Targeted Objectives
Shift from addictive social networking to collaborative learning
Enhance learners’ motivation through experiencing authentic
contexts employing their “digital” language
Enhance critical thinking skills through discussion forums
Acquire digital literacy and practice ethical use and digital
etiquette
Encourage students to write reflective pieces
8. Practicing CALL:
One Pilot Class: Multiple Attempts
Grade 7: e-pals (obstacles to matching our
Lebanese students to American students coming
from American parents)
Grade 8: Blog (difficulties in following students
and troubleshooting)
Grade 9: the Ning www.callnewbie.ning.com
It was the result of an authentic need – an unfinished
discussion in class was picked up online!
10. Stage 1: Setting up the
scene
Reactions:
Administration: Supportive but not assertive
Parents: No formal communication!!!
Colleagues: Passively excited & actively resistant
First-step Challenges:
Setting the Ning: friendly interface; setting accounts; encouraging pictures;
creating profiles
Starting interaction: assignment with clear objectives parallel to class; clear
criteria
Ethical use and digital etiquette
Students’ security: private space where membership, comments, and blogs are
monitored
Warning about ads: making students aware that it was a free application and ads
such as match.com have nothing to do with our learning objective!
The Ning was blocked at school along with other social networking sites
March, 2010
11. The Teacher Monitor &
Digital Natives
First discussion forum: rate of interaction; kind of interaction; failure to
monitor
Second discussion forum: more interaction; more tolerance; critical
thinking more activated
Adding widgets: the map
Turning the Ning public: more authentic readership activated learners’
motivation; the blog experience
Conducting a survey: what students enjoyed the most is having a
wider audience and reading comments on their work the most
Setting a guest space for visitors to write comments
March, 2010
12. The Learners’ e-presence
Growing interaction
Better skills at writing emails
More tolerance & Better insight (active critical thinking) in
discussion forums
Learn the value of collaboration: sharing their work and building
on each other’s work
Posting their narratives in blogs to share them with their classmates
and the world
Writing comments on each other’s blogs
March, 2010
13. Revising Strategies &
Prospects
Fine-tune goals: baby steps to have more educators
on board; give chances for a “try it yourself” period /
training
Better planning: contact with parents ; integration within
school’s website ; integrated activities with clear
outcomes ( in-process)
Model and monitor consistently: teacher’s e-presence
( in-process)
March, 2010
Follow up the ticked points on following slides.
18. Development:
SJS CALL Newbie on the school’s website
Formal communication with parents
Upgrading – annual subscription: no longer a free
application / no more ads
Accessible at school
WebQuest
Gradual initiation; more personal space (to avoid
the creepy treehouse effect)
Class Wiki
19. How is it done?
1. Setting objectives + Product (usually
prepared with students)
2. Posting clear prompt + Criteria
3. Setting a timeline
4. Arranging checkpoints
5. Posting & encouraging comments
6. Editing and improving on
20. What matters the most?
Message to Learners
To engage you in a learning space outside the classroom
That way, we prepare you for the technological challenges of the time
where the web is a major platform for interaction, learning, and business
We fix some misconceptions we might have about the uses of the
Internet and we open up our classroom walls to the world; in other
words, we build up an identity on the web, and we post work that we are
proud to share with the world. This enhances both independence and
responsibility.
Moreover - as the description of this community indicates - we aim to
promote the value of communication and collaboration. This includes
digital etiquette (respect, etc.) as well as critical thinking (in your
comments on each others' posts for e.g.) and support (exchange of
information & skills and intellectual generosity).
21. What matters most?
Message to Learners
Most of all, this kind of personalized yet responsible
interaction is meant to be more F.U.N. as more time is
given to everybody and more space to display what
they know best and for others to appreciate that!
I know it's clear to everybody that we haven't achieved
all these objectives, and we might not do so anytime
this year. The degree of achievement is individual, and
the only measure for success is awareness and
consistency i.e. you should know where you’re
heading and keep at it even when the year is done.
What you acquire here should be the base!
22. What is still the problem?
Assessment
Collaboration with other teachers
Resistance: Exhaustion; Fear of change
No training / support (problem of professional
development all over in Lebanon)
School vision
Not enough time