Tips For Staying Young
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
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Put The Glass Down
A professor holds up a glass of water in class and asks students to guess its weight, which they do. He then asks what would happen if he held it up for minutes, hours, or days. The students say his arm would ache and become numb. Though the glass's weight did not change, the professor explains that problems are like the glass - they seem manageable at first but can paralyze us if dwelled on for too long. The lesson is to think about challenges during the day but to "put the glass down" by not stressing over problems before sleeping, so one can face new issues fresh each day.
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...Université de Sherbrooke
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013). However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation.
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In September 2010, the University of Montreal decided that the institutional platform would be Moodle 2.0. In January 2011, around 15 courses with groups of 20 to 60 students are given and a course site is automatically created for each teacher in charge of a section during the session. This represents more than 2000 course sites. The idea is to give the opportunity to all the teachers who wish it to explore Moodle 2.0, to learn and to begin creating their first courses. This big scale opening’s intention is to generate enthusiasm among users and a strong adhesion of the teaching community. During this conference we will present what we have put in place to achieve this challenge, the resources produced, the discoveries made, the problems met and the observations done.
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The eagle faces a difficult choice in its 40s, as its talons and beak become unusable for hunting and its heavy feathers make flying difficult. It can either die or undergo a painful months-long process of regeneration, knocking out its beak and talons and plucking its old feathers to be reborn with new ones and live another 30 years. This process of change is sometimes necessary for survival, as old habits and traditions must be shed to take advantage of present opportunities.
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Put The Glass Down
A professor holds up a glass of water in class and asks students to guess its weight, which they do. He then asks what would happen if he held it up for minutes, hours, or days. The students say his arm would ache and become numb. Though the glass's weight did not change, the professor explains that problems are like the glass - they seem manageable at first but can paralyze us if dwelled on for too long. The lesson is to think about challenges during the day but to "put the glass down" by not stressing over problems before sleeping, so one can face new issues fresh each day.
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...Université de Sherbrooke
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013). However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation.
Florian Meyer & Isabelle Nizet (Univ. de Sherbrooke)90 10 Principle
Wonderful explaination by \'Self Development Guru\' Steven Kovey about how to react to situation and manage the outcomes.
Moodle 2.0 in 4 months at UMontreal
In September 2010, the University of Montreal decided that the institutional platform would be Moodle 2.0. In January 2011, around 15 courses with groups of 20 to 60 students are given and a course site is automatically created for each teacher in charge of a section during the session. This represents more than 2000 course sites. The idea is to give the opportunity to all the teachers who wish it to explore Moodle 2.0, to learn and to begin creating their first courses. This big scale opening’s intention is to generate enthusiasm among users and a strong adhesion of the teaching community. During this conference we will present what we have put in place to achieve this challenge, the resources produced, the discoveries made, the problems met and the observations done.
Rebirth of the Eagle
The eagle faces a difficult choice in its 40s, as its talons and beak become unusable for hunting and its heavy feathers make flying difficult. It can either die or undergo a painful months-long process of regeneration, knocking out its beak and talons and plucking its old feathers to be reborn with new ones and live another 30 years. This process of change is sometimes necessary for survival, as old habits and traditions must be shed to take advantage of present opportunities.
How to capabilities academic and education
The document discusses emerging trends in management institute development and faculty development programs. It recommends creating faculty development initiatives focused on case studies and new learning. It also suggests tapping social media to understand students, encouraging faculty to do webinars and business blogging, and using case-based exercises and storytelling in management education. The document promotes using the HOW TO blog for designing faculty and management development programs.
HOW TO capabilities
HOW TO is a new search concept that aims to simplify web searches and guide users to accurate information. It provides guidelines for all types of search needs, whether users need information for project reports, business plans, or starting a new business. HOW TO helps users efficiently find what they need online and can be their ultimate search partner for both simple and complex information queries on the web.
How to capabilities
HOW TO is a new search concept that aims to simplify web searches and guide users to accurate information. It provides guidelines for all types of search needs, whether users need information for project reports, business plans, or becoming entrepreneurs. HOW TO helps users efficiently find what they need online and wants to be people's ultimate search partner on the web to help solve both simple and complex search problems.
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Be Deaf Positive Attitude
A group of tiny frogs held a climbing competition to reach the top of a tall tower. As the frogs began climbing, the crowd doubted they could succeed and said it was too difficult. Many frogs grew tired and gave up. However, one frog continued climbing higher and higher until it reached the top, while all the others had given up. It was revealed that the winning frog was deaf, so it could not hear the negative comments from the crowd doubting it would succeed.
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Pour ce faire, nous menons un projet de recherche orientée par la conception (Sanchez et Monod-Ansaldi, 2015) intitulé TOPIC (Téléprésence comme OPportunité d'Innovation dans la Conception en contexte de formation). Misant sur une collaboration étroite entre chercheurs et formateurs, TOPIC vise l’élaboration de formations à l’usage pédagogique de ces équipements s’appuyant la recherche. Il vise aussi une contribution au développement de connaissances nouvelles dans ce domaine. Nous questionnerons dans quelle mesure une telle recherche représente une voie pour soutenir le développement professionnel des conseillers pédagogiques.Cases of teacher trainers using examples of teaching practices on video in a ...
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We have conducted a first small investigation that revealed that in the context of distance learning training programs given at the University of Sherbrooke (Québec, Canada), some videos taken out of the platform called "Zoom sur l’expertise pédagogique" (http://zoom.animare.org) as well as videos taken out of other platforms are used. However, the proportion of trainers who use them is very low and pedagogical approaches vary widely and are generally based on intuition. Pedagogical intentions nevertheless seem to cluster according to three distinct categories identified by Janík, Janíková, Knecht, Kubiatko, Najvar, Najvarová & Šebestová (2009): A- Illustrate good practice, B- Develop reflective practice and C- Guide and support teaching practice.
To conduct this research, of which we would like to present here some aspects of the preliminary results, we chose to observe a few trainers whose intentions and educational uses are part of the category B of Janík and colleagues’ (2009) and do not tend to show good example to follow but rather tend to lead students to develop an ability to analyze teaching practices to reach a better understanding and greater learning.
Given the complexity of the role of the online trainer to support interactions between in training teachers (Santiago, Leh and Nakayama, 2011) by introducing various types of interactions (Dumont, 2007) and given that learning occurs through various cognitive processes that are influenced by the environment and the social context in which a person is, the practice of reference, the observations he or she can do, the models that are proposed, the mediation offered by a trainer or a more experimented peer, his or her conceptions or expectations expressed (Cross, 1981; Bruner, 1996; Wang and Kang, 2007), we chose to implement this research with the overall objective that is to understand the evolution of the abilities of in training teachers to analyze classroom examples, according to peer and trainer’s interventions, to contextual elements or to the characteristics of the pedagogical design.
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The document uses the metaphor of a bank that credits your account each morning with 86,400 seconds (representing the number of seconds in a day) to represent time. Each night, any unused time is written off and lost, with no ability to draw from tomorrow's deposit of time. It encourages investing today's time deposit for health, happiness, and success. It emphasizes realizing the value of even small amounts of time by asking people who have missed opportunities due to losing time. It concludes by emphasizing the importance of treasuring every moment and spending time with people who are special.
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Be Deaf Positive Attitude
A group of tiny frogs held a climbing competition to reach the top of a tall tower. As the frogs began climbing, the crowd doubted they could succeed and said it was too difficult. Many frogs grew tired and gave up. However, one frog continued climbing higher and higher until it reached the top, while all the others had given up. It was revealed that the winning frog was deaf, so it could not hear the negative comments from the crowd doubting it would succeed.
La recherche orientée par la conception, une voie pour soutenir le développe...
La recherche orientée par la conception, une voie pour soutenir le développe...Université de Sherbrooke
Florian MEYER Université de Sherbrooke,
Geneviève Lameul Université Rennes 2,
Matthieu PETIT Université de Sherbrooke,
Sonia PROUST Université Bretagne Loire,
Denis Bédard Université de Sherbrooke,
Carole NOCÉRA-PICAND, Université Bretagne Loire
De plus en plus d’établissements d’enseignement supérieur disposent d’équipements de visioconférence et de téléprésence immersive permettant de donner le sentiment aux utilisateurs d’être présents autour d’une même table de manière synchrone, et ce grâce à une grande qualité sonore et visuelle. Ces équipements ne sont toutefois pas adaptés aux besoins de l’enseignement et les enseignants, les conseillers pédagogiques et les chercheurs ont besoin de clés de compréhension permettant de faire évoluer leurs dispositifs de formation (Lameul et Loisy, 2014). Dans ce cadre, il est crucial de bâtir un répertoire de connaissances rigoureuses et critiques autour des approches pédagogiques adaptées, des effets de ces dispositifs sur l’apprentissage des étudiants (Albero, 2011) ou encore des innovations pédagogiques émergentes (Bédard et Béchard, 2009).
Pour ce faire, nous menons un projet de recherche orientée par la conception (Sanchez et Monod-Ansaldi, 2015) intitulé TOPIC (Téléprésence comme OPportunité d'Innovation dans la Conception en contexte de formation). Misant sur une collaboration étroite entre chercheurs et formateurs, TOPIC vise l’élaboration de formations à l’usage pédagogique de ces équipements s’appuyant la recherche. Il vise aussi une contribution au développement de connaissances nouvelles dans ce domaine. Nous questionnerons dans quelle mesure une telle recherche représente une voie pour soutenir le développement professionnel des conseillers pédagogiques.Cases of teacher trainers using examples of teaching practices on video in a ...
Cases of teacher trainers using examples of teaching practices on video in a ...Université de Sherbrooke
Although many research on preservice or inservice teacher training programs using examples of teaching practices on video are implemented (Bloomberg, Renkl, Sherin, Borko & Seidel, 2013 ; Gaudin & Chalies, 2012 ; Baecher & Kung, 2011 ; Santagata & Guarino, 2011), teacher learning in such contexts is still little explored, particularly in Quebec and in distance teacher education contexts. This implies that online teacher trainers rely primarily on their pedagogical intuitions and their experience to support their use of examples of practice on video.
We have conducted a first small investigation that revealed that in the context of distance learning training programs given at the University of Sherbrooke (Québec, Canada), some videos taken out of the platform called "Zoom sur l’expertise pédagogique" (http://zoom.animare.org) as well as videos taken out of other platforms are used. However, the proportion of trainers who use them is very low and pedagogical approaches vary widely and are generally based on intuition. Pedagogical intentions nevertheless seem to cluster according to three distinct categories identified by Janík, Janíková, Knecht, Kubiatko, Najvar, Najvarová & Šebestová (2009): A- Illustrate good practice, B- Develop reflective practice and C- Guide and support teaching practice.
To conduct this research, of which we would like to present here some aspects of the preliminary results, we chose to observe a few trainers whose intentions and educational uses are part of the category B of Janík and colleagues’ (2009) and do not tend to show good example to follow but rather tend to lead students to develop an ability to analyze teaching practices to reach a better understanding and greater learning.
Given the complexity of the role of the online trainer to support interactions between in training teachers (Santiago, Leh and Nakayama, 2011) by introducing various types of interactions (Dumont, 2007) and given that learning occurs through various cognitive processes that are influenced by the environment and the social context in which a person is, the practice of reference, the observations he or she can do, the models that are proposed, the mediation offered by a trainer or a more experimented peer, his or her conceptions or expectations expressed (Cross, 1981; Bruner, 1996; Wang and Kang, 2007), we chose to implement this research with the overall objective that is to understand the evolution of the abilities of in training teachers to analyze classroom examples, according to peer and trainer’s interventions, to contextual elements or to the characteristics of the pedagogical design.
In the context of this symposium, we would like to present some preliminary results of the first phase of this research, in particular the characteristics of the pedagogical design implemented by the trainers participating in this research and their specific uses of the videos of practice in their online distance training context. Bank Account Of Life
The document uses the metaphor of a bank that credits your account each morning with 86,400 seconds (representing the number of seconds in a day) to represent time. Each night, any unused time is written off and lost, with no ability to draw from tomorrow's deposit of time. It encourages investing today's time deposit for health, happiness, and success. It emphasizes realizing the value of even small amounts of time by asking people who have missed opportunities due to losing time. It concludes by emphasizing the importance of treasuring every moment and spending time with people who are special.
Effects of an Online Teacher Training Course Entailing Examples of Practice o...
Effects of an Online Teacher Training Course Entailing Examples of Practice o...Université de Sherbrooke
This document describes a study that evaluated the effects of an online teacher training course featuring video examples of teaching practice. The study aimed to 1) describe how the training impacted teachers' knowledge of competencies outlined in the course, 2) describe how it impacted teachers' intentions to change their practice, and 3) provide recommendations to improve the online training platform. The study used an interpretive research approach to understand each teacher's individual experience and perspective on the training.RDS SWIPE Summit 2016
This document discusses micro conversions and how focusing on small steps along the customer journey can help drive macro conversions (sales or leads). It explains that for fast purchase processes, the focus should be on macro conversions through traffic sources like PPC. But for slow, complex processes involving emotions or high costs, the focus needs to be on traffic and micro conversions through content that answers customer questions. Various content types, email automation, retargeting, and call tracking are described as ways to encourage micro conversions and move customers through the sales funnel.
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This document provides an overview of search engine optimization (SEO) best practices and common errors. It discusses the importance of optimizing title tags, avoiding duplicate content, managing URL indexing, improving page load times, analyzing links, and creating high-quality niche content to help earn natural links. The goal of SEO is to obtain relevant links and traffic by producing evergreen content that builds a brand and moves a site toward the first page of search results over time.
How TO sample campaign
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La recherche orientée par la conception, une voie pour soutenir le développe...
La recherche orientée par la conception, une voie pour soutenir le développe...
Cases of teacher trainers using examples of teaching practices on video in a ...
Cases of teacher trainers using examples of teaching practices on video in a ...
Effects of an Online Teacher Training Course Entailing Examples of Practice o...
Effects of an Online Teacher Training Course Entailing Examples of Practice o...