Through Video production students can learn in "extraordinary"
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The document summarizes a Learning Week initiative proposed by an institute to provide students hands-on experience with video techniques. 10 students participated in activities to choose a topic, research the topic, and create a video storyboard and video. The initiative was promoted to local schools and students self-enrolled online or through their school secretary. During the week-long program, students were divided into groups supported by experts and went through the process of researching their topic and drafting a script before creating their video. Feedback was positive, though the compressed 8-hour days were tiring for students after a long school year. Students and organizers reported satisfaction with the program.
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This document outlines revisions to a 7th grade religion class unit on the Corporal Works of Mercy. The current practice involves brief classroom review and a reflection sheet. Many students do not complete the actual works. Proposed modifications integrate technology like videos, Google Apps, wikis, and video chat to facilitate collaborative projects demonstrating completion. Students will set objectives, make plans, work in groups, receive timely feedback, and be recognized for their work using these tools. The modifications aim to increase student accountability, engagement, effort and sense of purpose through service.
Icts based pedagogical porposal
The document outlines an ICT-based pedagogical proposal for an English as a foreign language class. The proposal aims to use tools like blogs, wikis and YouTube videos to encourage students' interest in learning English and reinforce new education strategies. Over multiple classes, students will learn about and use different ICT tools to create and share content like videos and reports in English. The goal is to enhance students' English skills through interactive virtual learning environments that promote self-esteem and confidence.
Re-using OERs in UCD’s Research Accelerator for the Social Sciences online mo...
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CONUL Teaching & Learning Annual Seminar 2019
Re-using OER's in UCD's Research Acclerator for the Social Sciences Online Mo...
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Jones (2020) Engaging learners with team-based learning (TBL)
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Meeting and workshop project based learning february 4th 2014 by mr.samir bounab
The document outlines an agenda for a time training session and workshop. It includes an opening session, video presentation, powerpoint presentation, and two workshop sessions. The first workshop involves planning project works for different levels. The second workshop covers project work delivery and discussion. The document then provides information on defining themes, outcomes, structuring, skills, gathering information, analyzing, presenting, and evaluating project work. It describes project work as involving multi-skill activities focused on a theme of interest. Learners work together over several days or weeks both inside and outside the classroom. The document also notes some common reasons why teachers may avoid project work, such as lack of time.
The tv project1
This document outlines the steps for developing an oral language project in Spanish class. The project aims to enhance student autonomy, interaction with authentic materials, and motivation. The 6 steps are: 1) Choosing an area of interest, 2) Specifying communicative objectives, 3) Planning final tasks, 4) Identifying necessary thematic and linguistic components, 5) Planning enabling and communicative tasks with recycling of prior content, and 6) Incorporating evaluation throughout the process and upon completion of the final project simulation. Examples are provided for developing a quiz show, weather forecast, or talk show project. Reflections note emphasizing different learning aspects, more advance planning, and increased student involvement.
Argentina International Conference2008
The document discusses incorporating technology and project-based learning into the language classroom. It proposes a new approach involving internet-based projects to promote autonomous learning. The approach includes analyzing current attitudes towards language learning, exploring the use of internet-based project learning, and discussing possible lesson plan implementations. Project-based learning principles are outlined, including integrating language skills, collaborative work, and incorporating self and peer evaluation. Developing an internet-based project in the classroom is a multi-step process involving agreeing on a theme, determining outcomes, structuring the project, and presenting and evaluating the final product.
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Uiit item 1
This document outlines a 3-stage project-based learning proposal on festivals for a Form 1 English class. In stage 1, students research festivals online and choose a topic in groups. Stage 2 has students design and conduct a survey on their topic using tools like Delicious and iGoogle. They analyze the data and create a presentation. Stage 3 has students further analyze the data, create a chart and report, and provide peer and self-evaluations. The best work will be posted online. The goal is for students to develop study, communication, IT, and critical thinking skills through this independent and collaborative project.
STUDENT EXPERIENCES IN A COURSE BLENDED LEARNING
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
Creating videos for Edutubeplus
The document describes a project where students in a Greek language course create an educational video for visitors to Athens. The project has several stages and objectives, including effectively illustrating concepts learned and using technology to present ideas. Students work in groups to plan, film, and edit a 3-minute video. The video is graded based on content mastery, entertainment value, production quality, and inclusion of sources. The goals of the project are to have students synthesize information, apply technology skills, and work collaboratively.
Step by step online learning for students
This was presented in a webinar with demonstrations on some tools and how to build an online course based on Stage 3 (Years 5 and 6) History unit - Australia as a Nation. Using online delivery can enhance or enable student learning. There are a range of pathways for online learning for students, whether it is totally online, blended or standalone activities.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Chapter 5
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Chapter 6
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