A presentation about the Net Generation and how faculty can balance their expectations with the expectations of their students when it comes to working and learning with digital technologies, including the Internet.
Defining Purposes for Using Web 2.0 ToolsRichard Beach
This presentation to the 2009 Minnesota Council of Teachers of English argues that learning Web 2.0 tools requires an understanding of the purposes for using these tools.
Presentation for The University of Sheffield Study School, Malta, January 2011.
Based partly on book by Davies and Merchant Web 2.0 for Schools and presented by Julia Davies.
Learning and Communicating with the WebStaci Trekles
Empower yourself and your students to take advantage of free tools and resources on the Web for learning and communicating beyond the walls of the classroom
Defining Purposes for Using Web 2.0 ToolsRichard Beach
This presentation to the 2009 Minnesota Council of Teachers of English argues that learning Web 2.0 tools requires an understanding of the purposes for using these tools.
Presentation for The University of Sheffield Study School, Malta, January 2011.
Based partly on book by Davies and Merchant Web 2.0 for Schools and presented by Julia Davies.
Learning and Communicating with the WebStaci Trekles
Empower yourself and your students to take advantage of free tools and resources on the Web for learning and communicating beyond the walls of the classroom
Flipping Learning: the Good, the Bad, and the UglyStaci Trekles
A look at the various options and tools for flipping the classroom, why this approach can work, and how it can backfire on even the best teachers.
Presentation for eVisionary 2013 in Valparaiso, IN
Assessment: Managing Tests, Projects, and Grade CenterStaci Trekles
A Fall 2015 workshop on how to manage tests, projects, and the Grade Center within BlackBoard. Includes tips on how to develop effective tests that measure what they intend to measure.
A workshop about the ins and outs of assessment, including formative vs. summative assessment, and following each of Kirkpatrick's 4 levels, even in education, to produce higher-quality courses and programs that truly measure what they set out to measure.
Learning Materials: Presentations and VideoStaci Trekles
A workshop on designing excellent learning materials, including presentations and video, using various available technology tools. Focusing on QM Standards 4, 6, and 8.
Assessment tools and strategies to help you align your course objectives to assessments in your courses. When you align objectives well, you can truly find out whether students are learning what they need to learn from your course.
A presentation looking at why e-learning is important for our students and an introduction to websites and software that can be used to support the teaching of English and increase student engagement.
Principals' tour: Social networks, social learningKaren Spencer
This presentation gives an overview of:
- what is social learning, using social media/networking tools?
- why should schools think about the opportunities here?
- how might they start.
Originally shared with South Island Secondary Principals on 20 May 2011.
222015 Dewey Goes Online Virtual Teaming on Campus (EDUCAUS.docxeugeniadean34240
2/2/2015 Dewey Goes Online: Virtual Teaming on Campus (EDUCAUSE Quarterly) | EDUCAUSE.edu
http://www.educause.edu/ero/article/deweygoesonlinevirtualteamingcampus 1/5
Dewey Goes Online: Virtual Teaming on
Campus
Published on Tuesday, December 22, 2009 0 Comments
Key Takeaways
John Dewey's ideas on progressive education have become newly relevant with the advent of online
learning.
Collaborative online learning is an important example of Dewey's intellectual legacy.
Virtual teams move instructors off center stage while increasing their students' — and their own —
engagement.
Most campuses already have all the software required to support virtual teamwork.
Nearly a century before the Internet brought online learning to college and university life, American philosopher
and progressive education champion John Dewey recognized that traditional classrooms often stand in the way
of creative learning. Troubled by passive students in regimented rows, Dewey worried that students who
accepted the unquestioned authority of teachers not only undermined engaged learning but also thwarted
democratic practice in the social and political life of the nation. Instead, Dewey called for a "spirit of free
communication, of interchange of ideas,"1 encouraging "active, expressive" learning.2
Taking up ideas suggested by Dewey and others, progressive educators in the 1920s proposed that students
learn best by performing reallife activities in collaboration with others. Experiential learning — learning by doing
— coupled with problem solving and critical thinking, they claimed, is the key to dynamic knowledge acquisition.
Rather than respect for authority, they called for diversity, believing that students must be recognized for their
individual talent, interests, and cultural identity.
Forming Groups in Face-to-Face and Online Learning
Facetoface teaching, the most common style of instruction and, consequently, the practice that seems most
natural to people, is often valorized as the foundation against which all other methods are measured.3 Many
people take for granted that the classroom is the normal place for learning, yet little evidence supports that
assumption. The basic idea is that facetoface students form a cohesive group, participating in discussion,
listening to lectures, and building intellectual and social relationships with teachers and peers inside and outside
class. But as Anthony Picciano pointed out, this is not always the case. Classroom students often feel alienated,
drawing away from others and isolating themselves.4 While facetoface interaction is often thought of as giving
us perfect knowledge of student behavior, in fact, physical presence can often obscure crucial hidden social and
psychological relations.
Today, the unprecedented demands of online learning — specifically, finding ways to engage "invisible" students
— have reclaimed Dewey's ideas. Suddenly, the lessons of progressive education have become relevant, and.
A procrastinator’s paradise? or… a constructive community for the cyberliterate? A look at how social networking can be used in higher education with positive outcomes.
1:1 in the Elementary Setting: One Year LaterStaci Trekles
Going 1:1 can be a rocky road in the elementary setting, with many possible obstacles along the way. In this session, participants will hear the perspectives of elementary teachers through the first to second year of iPad implementation. Successes and challenges will be shared to benefit other schools.
Scholarship of Teaching and Learning - Data AnalysisStaci Trekles
Discussion of methods and tools to use for data analysis in SoTL projects, including available tools like Qualtrics, BlackBoard, and resources for qualitative analysis options.
Using Mnemonics to Engage Students and Improve Recall: The Simersong Story Staci Trekles
A presentation on the creation and use of creative musical mnemonics to improve retention and engagement in difficult subjects such as biology and anatomy. Includes discussion on how videos are created and provided to students, and student reaction.
Testing Tools: Qualtrics, BlackBoard, and RespondusStaci Trekles
A workshop on some of the testing and survey tools available at Purdue, including Qualtrics for anonymous surveys, BlackBoard for classroom testing, and Respondus for importing text documents into BlackBoard as tests.
A workshop on how to work with all students on an equal playing field, including making sure your courses are accessible to students with disabilities.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Net Generation at School: Balancing Student and Faculty Expectations
1. The Net Generation at School : Balancing Student and Faculty Expectations Lynn Zimmerman [email_address] Anastasia Trekles Milligan [email_address] Purdue University Calumet Hammond, Indiana
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Editor's Notes
Bridge between student and professor, informality invokes a sense of friendship, personality that might not be gotten through use of more formal language all the time
Definition and boundaries are essential because the students will not necessarily honor your privacy- we don’t really live in an age where privacy is valued so much anymore, as evidenced by YouTube and MySpace and Twitter… some things that have worked well is online instructors holding synchronous time during the week, say 1 or 2 hours on diffferent days to get students engaged Also, questioning and making it feel like there is always a free exchange of conversation makes you less likely to be considered the sage, and much more the guide or faciliator and in my experience students respond to this online, they like to be masters of their own ideas
Consider the context and be clear throughout the assignments what you want out of students when – you’ll always have some students who have a tough time with rules but making yourself more human really helps and they will honor you more Variety is good and students seem to enjoy it when you have lots of options for them to get their information - multiple learning styles