Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
"Readiness" for an online distance learning communicates with clarity, coherence, completeness, and with consistency the essential requirements to plan-do-check-act the end-result of an agreed learner learning plan.
We share the free to use training presentation on online distance learning "readiness assessment.
We determine and describe the basic "questions of understanding" and "model of capability" that make it simple, easy, and doable to act the learning and teaching tasks with the Internet of education.
Maskwacis Open Education Implementation Casestudy 2016Manisha Khetarpal
This case study explains the process of launching open education practices in a tribal college located on a reservation. Grass approach involved engaging everyone such as administrator, students, instructors, tribal leaders, and open education community (locally, nationally and globally)
"Readiness" for an online distance learning communicates with clarity, coherence, completeness, and with consistency the essential requirements to plan-do-check-act the end-result of an agreed learner learning plan.
We share the free to use training presentation on online distance learning "readiness assessment.
We determine and describe the basic "questions of understanding" and "model of capability" that make it simple, easy, and doable to act the learning and teaching tasks with the Internet of education.
Maskwacis Open Education Implementation Casestudy 2016Manisha Khetarpal
This case study explains the process of launching open education practices in a tribal college located on a reservation. Grass approach involved engaging everyone such as administrator, students, instructors, tribal leaders, and open education community (locally, nationally and globally)
My presentation "Galileo, the European Global Navigation Satellite System: Status and Challenges" at the Space Horizons 2014 Workshop organized by the Brown University.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
4. Districts 24 & 28 = 24 Public + 20 Non-Public District 24 Public District 24 Non-Public District 28 Public District 28 Non-Public IS 5 - Walter Crowley IS Sacred Heart School PS 30 Bnos Malka Academy PS 12 - James B Colgate School Resurecction PS 54 Hillside School Bais Yaakov Academy PS 14 - Fairview School Martin Luther HS JHS 72 Catherine and Count Basie School Tifers Torah Institutes PS 19 - Jeantet School Redeemer Lutheran School PS 144 Col. Jeromus Remsen Machon Academy IS 61 - Leonardo da Vinci Razi School JHS 157 Stesphen A. Halsey Our Lady of Mercy IS 73 - Frank Sansivieri IS St. John's Lutheran School JHS 217 Robert A. Vanwyck School Al-Mamoor School IS 77 St. Raphael School Forest Hills High School Al Iman School PS 89 - Elmhurst School Our Lady of Sorrows Jamaica HS Shaarei Zion Ohel Bracha PS 91 Richard Arkwright St. Adalbert Queens Academy HS Yesheiva Tifereth Moshe IS 93 – Ridgewood Yeshivat Our Haim IS 125 - Thomas McCann Woodside St. Nicholas of Tolentine PS 153 Maspeth Elementary Newtown High School Grover Cleveland HS Queens Vocational HS
15. Professional Development Offerings Session 1 Buck Institute: Project Based Learning – Part 1 Session 2 Buck Institute: Project Based Learning – Part 2 Session 3 Using Google Maps to enhance Social Studies and ELA instruction. Session 4 Using blogs for ELA and Social Studies instruction Session 5 Podcasting: creating a news broadcast for a specific period of time. Session 6 Digital Documentaries: Part 1 Process and Planning Session 7 Digital Documentaries: Part 2 Producing and Publishing Sessions 8-12 Webinars – using online tools and resources to strengthen instructional practices 2 hours Security and Governance for Administrators Only -optional
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26. Contact Info Winnie Bracco, Technology Innovation Manager [email_address] Frances O’Neill Instructional Technology Specialist [email_address] Wayne Demacque, Supervising Technician [email_address] Kin Fung Leung Supervising Technician [email_address]
Editor's Notes
3 main goals: Student achievement b) student technology literacy c) technology integration into instruction
Public - 9 elementary schools, 9 Middle Schools, 6 High Schools Non-Public – 44 schools x 5 = 220 people that will be trained.
This grant is written under the professional development theme – and will provide professional development to teachers. Focus is to use project based learning strategies improve student achievement in ELA – specifically in non-fiction reading and writing and through the content of Social Studies. The title of the program Digital Destinations in History is telling about the project. Students will use Google Earth or Google Maps to demonstrate their knowledge of history by marking locations with dates, written information digital descriptions of the significance of each location.
The project is centered around social studies and writing skills. Students will conduct research and report their findings first through writing, blogs, podcasts and videos. Teachers will attend over 40 hours of professional development. Teachers will be required to share best practices via video and online communities such as blogs and ARIS connect.
Teachers will change
Teachers will collaborate with others by using online environments – Blog, Web portal and Moodle. Videoconferencing when applicable. Video ONE lesson integrating technology to be shared with peers and contribute to body of knowledge.
Teachers with the support of the Instructional Technology Specialists will create a digital project showing their understanding of the Social Studies content. Use MS Office for writing and presenting – brochures, flyers, ppt. Use Internet for research and images. Use collaborative online tools to work in groups – google docs or wikispaces Use blog environment to share projects with students outside the classroom. Learn internet safety, copyright and citations, web literacy etc.