Presentation MOOCs - from hype to opportunity. Estonian Information Technology Foundation for Education conference, Turning point in education, 9-11 April 2014.
Keynote Presentation for the November 27, 2014 Conference of Higher Education Online - MOOCs the European Way (HOME). The conference was also called "Mapping the European MOOC Territory."
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Presentation given at HE Learn Live Arena, at Bett 2017.
This session looks at the co-creation of an inclusive learning experience for Aviation undergraduates that live-linked London and Auckland, and which combined web conferencing software, mobile apps and learning space considerations.
With Dom Pates and Dr Ivan Sikora
This presentation was used as part of the Digital Learning Connects webinar about Blackboard discussion boards. Half way through the presentation I went into a live demo, which you cannot of course see here. I'm sharing the slides more widely in case they are of use.
Presentation MOOCs - from hype to opportunity. Estonian Information Technology Foundation for Education conference, Turning point in education, 9-11 April 2014.
Keynote Presentation for the November 27, 2014 Conference of Higher Education Online - MOOCs the European Way (HOME). The conference was also called "Mapping the European MOOC Territory."
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Presentation given at HE Learn Live Arena, at Bett 2017.
This session looks at the co-creation of an inclusive learning experience for Aviation undergraduates that live-linked London and Auckland, and which combined web conferencing software, mobile apps and learning space considerations.
With Dom Pates and Dr Ivan Sikora
This presentation was used as part of the Digital Learning Connects webinar about Blackboard discussion boards. Half way through the presentation I went into a live demo, which you cannot of course see here. I'm sharing the slides more widely in case they are of use.
It is a powerpoint presentation that discusses about the lesson or topic: Definition and Types of Irony. It also talks about the definition and different types and examples for the topic: Types of Irony.
Digital Learning Design - Australian Catholic UniversityVanguard Visions
‘Digital learning’ is gaining traction in the higher education sector, as more tertiary institutions begin to offer individual units and entire programs in the online space. But what are the characteristics of digital learning that make it good? How does it engage students? And what are the characteristics of digital learning that make it appealing to learners?
DLDA Global Meta-trends Impacting Education & Training -130213Vanguard Visions
Education and training business models are changing around the world. These changes are requiring educators and educational leaders to re-think their approaches to learning and assessment to remain relevant and/or competitive.
This session will provide an overview of the global meta-trends impacting education and training, and highlight how they are effecting the way we should be designing learning in the digital age.
This presentation has been designed as a starting point for anyone thinking about online learning. It's a very brief overview that looks at some of the outcomes and interactions that might be desired, along with a tool that may be used to help achieve this (with careful learning design). It is not supposed to be exhaustive...more of an indication of potential and something that leads to more questions.
TPACK/TPCK - is it the model for designing learning in the digital age?Vanguard Visions
TPACK/TPCK is it the model for designing learning in the digital age.
Webinar to discuss whether TPACK/TPCK - is it the model for designing learning in the digital age?
Sakai & Vula @ UCT
Presentation to eLearning Update held at CPUT, Cape Town, 4 September 2009
Stephen Marquard, stephen.marquard@uct.ac.za, twitter.com/stephenmarquard
CY-BY-SA
Integrating Technology Into Researcher TrainingEmma Gillaspy
Slides from a workshop held at the national Vitae researcher development conference in September 2009. For more details on the conference, see www.vitae.ac.uk/vitaeconference2009
It is a powerpoint presentation that discusses about the lesson or topic: Definition and Types of Irony. It also talks about the definition and different types and examples for the topic: Types of Irony.
Digital Learning Design - Australian Catholic UniversityVanguard Visions
‘Digital learning’ is gaining traction in the higher education sector, as more tertiary institutions begin to offer individual units and entire programs in the online space. But what are the characteristics of digital learning that make it good? How does it engage students? And what are the characteristics of digital learning that make it appealing to learners?
DLDA Global Meta-trends Impacting Education & Training -130213Vanguard Visions
Education and training business models are changing around the world. These changes are requiring educators and educational leaders to re-think their approaches to learning and assessment to remain relevant and/or competitive.
This session will provide an overview of the global meta-trends impacting education and training, and highlight how they are effecting the way we should be designing learning in the digital age.
This presentation has been designed as a starting point for anyone thinking about online learning. It's a very brief overview that looks at some of the outcomes and interactions that might be desired, along with a tool that may be used to help achieve this (with careful learning design). It is not supposed to be exhaustive...more of an indication of potential and something that leads to more questions.
TPACK/TPCK - is it the model for designing learning in the digital age?Vanguard Visions
TPACK/TPCK is it the model for designing learning in the digital age.
Webinar to discuss whether TPACK/TPCK - is it the model for designing learning in the digital age?
Sakai & Vula @ UCT
Presentation to eLearning Update held at CPUT, Cape Town, 4 September 2009
Stephen Marquard, stephen.marquard@uct.ac.za, twitter.com/stephenmarquard
CY-BY-SA
Integrating Technology Into Researcher TrainingEmma Gillaspy
Slides from a workshop held at the national Vitae researcher development conference in September 2009. For more details on the conference, see www.vitae.ac.uk/vitaeconference2009
STLHE 2015 - From Mobile Access to Multi-device Learning Ecologies: A Case StudyPaul Hibbitts
As mobile access is turning into primary access, many universities and organizations find themselves constantly challenged to keep up with student expectations. At the same time, we have moved further into an age of networked information and students have easier access to better quality educational resources outside of university than ever before. Faced with these opportunities, university instructor and software interaction designer Paul Hibbitts has pushed the boundaries of his multi-device course companions in order to improve learner experience and better support an open and ever-evolving learning ecology.
WWW2014: Long Time No See: The Probability of Reusing Tags as a Function of F...Dominik Kowald
WWW2014 - WebScience Track
Long Time No See: The Probability of Reusing Tags as a Function of Frequency and Recency
Dominik Kowald, Paul Seitlinger, Christoph Trattner, Tobias Ley
Having an online social media profile is simply not enough when networking professionally online. You also need to social proof yourself by showcasing who you are without being too “in your face”.
Social proofing yourself is the act of sharing information online which people in your network find useful and interact with. This activity then creates a picture in people’s mind about the type of person (or business) you are which helps you build credibility.
What can I do with my eportfolio after formal education and training?Vanguard Visions
Research shows (Leeson, 2011) that learners are much more likely to engage in the use of an eportfolio to support their formal education and training if they know that they will be able to use their eportfolio for beyond their course. Thinking about how learners will be able to use and access their eportfolio beyond their studies is very important, but it also a difficult issue to solve for many institutions.
This hands-on workshop looked at why learners should be using their eportfolio beyond formal study and what they can do with their eportfolio. It also looked at how they can get their eportfolio out of a formal institution’s system and where they can house it. The workshop was a combination of ideas from the workshop facilitator’s experience, as well as draw on the questions and experiences of the participants in the workshop which will lead to new ideas, solutions and questions.
Choosing the right learning management system (LMS) / virtual learning enviro...Vanguard Visions
The learning management system (LMS) or virtual learning environment (VLE)) has become the default core component of any blended and online learning. While LMSs/VLEs typically share the common purpose of managing and administering learning and assessment activities, their individual features and functions of each platforms can vary widely. With hundreds of different LMSs/VLEs to choose from, selecting the right one requires a clear understanding of what key features and functionalities which are needed by all key stakeholders using the LMS/VLE. This session will outline the processes needed to ensure that you choose the right LMS/VLE. This will be done through a comparison of popular LMSs/VLEs, such as Moodle and Blackboard, together with corporate and integrated LMS/VLE options
Digital technologies and environments such as mobile devices, social media and ‘the Cloud’ are not only changing the way people are interacting with your business but they can also transform the way you run your business. These digital tools can help you work smarter and help you grow your business at the same time.
But which digital tools do what, and how can you easily adopt them without having to be a computer nerd?
Allison Miller, e-Business mentor and consultant, shares the digital tools that she uses to run her home-based business smarter for the Northern Women's Business Network in Adelaide, South Australia
Increase student motivation (and reduce cheating) using Moodle and Mahara Vanguard Visions
Offering education and training online means that people who live outside your geographical area, who are time poor or who cannot get to regular classes, can get a chance to study. Online learning, however, can result in some students feeling isolated. It can also increase the risk of cheating, as it can be harder to get to know your online students in the same way than those you teach face-to-face.
A recent study identified that the best way to reduce cheating is to increase your students’ motivation and interest in their learning (Lang 2013 via Morris, 2014).
Increasing the intrinsic or ‘what’s in it for me (WIIFM)’ value of online learning provides a win-win situation for the online student, through more interaction with other people and a better learning experience as a result. This presentation will share how Mahara can increase the intrinsic motivation in your students and therefore reduce the chances of your students cheating.
Increase student motivation (and reduce cheating) using MaharaVanguard Visions
Offering education and training online means that people who live outside your geographical area, who are time poor or who cannot get to regular classes, can get a chance to study. Online learning, however, can result in some students feeling isolated. It can also increase the risk of cheating, as it can be harder to get to know your online students in the same way than those you teach face-to-face.
A recent study identified that the best way to reduce cheating is to increase your students’ motivation and interest in their learning (Lang 2013 via Morris, 2014). Increasing the intrinsic or ‘what’s in it for me (WIIFM)’ value of online learning provides a win-win situation for the online student, through more interaction with other people and a better learning experience as a result.
This presentation will share how Mahara can increase the intrinsic motivation in your students and therefore reduce the chances of your students cheating.
Top tips and techniques for getting started (or expanding) your flexible trai...Vanguard Visions
Learners are looking for flexible training options that allow them to learn anytime, any where and from any device. Designing and implementing flexible or blended learning programs can be challenging as they require trainers rethink their current training program.
These slides showcase some best practice examples of flexible learning design techniques which will allow you to get started (or benchmark) your existing flexible training program. You will walk away with some useful resources and some solid actions to kick start your flexible training program design process (or which will help you breath some life into your existing implementation).
Managing and measuring your social media activities using Hootsuite - October...Vanguard Visions
Social media sites such as Facebook, LinkedIn and Twitter offer businesses an effective way of promoting their business online through building relationships with their target market and providing good customer service for their existing customers. However, people interact with these social media sites for different purposes, so a well-constructed and executed digital marketing strategy is important to ensure that the right message is posted at the right time. But who has the time to be in all of these spaces all of the time?
Use these slides to learn how you can maximise your time while managing and measuring your social media activities using Hootsuite.
Evidencing compliance of quality training and assessment (SNR 15) through e-l...Vanguard Visions
A vast majority of Australian RTOs are still struggling to demonstrate compliance of quality training and assessment (SNR 15) due to poor program design, trainers and assessors lacking the skills and expertise in conducting training and assessment, as well as ineffective validation and moderation processes (ASQA presentation at Skills Tasmania, Sept 2013). However, taking your training and assessment online often means you can better evidence your audit compliance requirements through the e-learning tools and processes which are used. Join this session to learn how using e-learning tools are enabling RTOs to effectively evidence their compliance of quality training and assessment.
Blogging brings you business - but how? - August 2014Vanguard Visions
Many businesses have their website in set and forget mode hoping this will be a useful digital shop front which will attract new business. Static websites may as well be invisible online, and they do not make the most of an expensive investment in terms of online customer service opportunities.
Blogging or having a ‘latest news’ section on a website means that your business can not only help your website flourish, it can bring their business’s personality alive to attract new business, and maintain existing business relationships.
This presentation demonstrates the power of blogging for your business to support your digital marketing strategies, as well as improve customer service strategies.
Don't let your business become digital road kill - 250614Vanguard Visions
Those businesses which are highly engaged online are twice as likely to be growing their revenue, however only small percentage of Australian small businesses are fully making the most of the internet.
This presentation covers how digital disruption is impacting Australian businesses, and help you understand can do to ensure your business is a digital survivor.
You will be encouraged to set yourself actions to further investigate key digital business strategies which will help you utilise the economic and social benefits of a digital economy to ensure that your business does not end up as digital road kill.
Just because you have a website, and hopefully a social media presence, doesn’t mean that people can easily find your business online. There are millions and millions of websites on the internet so how can website stand out from all of the others to attract customers to it?
You need to be regularly updating your website, undertaking simple steps which will increase your search engine optimisation (SEO), and using other online marketing techniques to be driving people there, but this requires careful consideration and planning.
These slides will help you plan your digital marketing approach to ensure you are driving customers to your website and making the most of your online business opportunities.
Top tips for running your business safely online - 030614Vanguard Visions
You know you should be doing more business online and in ‘the Cloud’ but you’re worried about being cyber-scammed.
This presentation explains why now is a good time to be doing business online, along with the top 10 tips for safely running your business online through a few simple and effective cyber-safety steps.
Creating and managing a WordPress business website - March 2014Vanguard Visions
Having a business website is a key component of a business’s marketing strategy in a digital economy, however, knowing where to get started and how to manage it can be a very daunting task. For a lot of small businesses, outsourcing the creation and management of their website just isn’t a viable option. To overcome this, a number of businesses are using simple to operate website platforms like WordPress.
These slides go through why so many people are using WordPress as a business website, and how to get started creating and setting up your WordPress business website.
Mahara Hui 14 - What to consider when introducing educators to Mahara - 200214Vanguard Visions
Eportfolios offer an excellent way for learners to manage and demonstrate their learning, however, they are not always the natural first choice e-learning tool for a lot of educators. This means introducing eportfolio systems like Mahara can be quite alien to a lot of educators. It requires careful planning and support to ensure educators can confidently and successfully incorporate Mahara into their teaching and assessment program. This presentation explains what you should consider when introducing Mahara to educators.
More and more workplaces are looking for effective ways to train their staff which doesn’t require them to travel long distances or being away from the organisation for long periods of time. Implementing workplace online training (iWOT) is a natural fit to meet this need, but not all training organisations have the knowledge, skills and experiences to make it happen.
This presentation provides an overview of what is required to implement, support and facilitate workplace online training based on case studies and resources already being used to support this type of training.
Top tips for protecting your business online (updated) Feb 14Vanguard Visions
You know you should be using more online business services in ‘the Cloud’ but you’re worried about being cyber-scammed?
This presentation provides you with the top tips of protecting your online business operations through a few simple and effective cyber-safety steps.
E-portfolios: It’s more than filing stuff in a shoebox - 040214Vanguard Visions
An e-portfolio is a learner-driven collection of digital objects demonstrating experiences, achievements and evidence of learning. So is this just a fancy way of saying it is about collecting documentation and evidence….in a shoe-box? In this webinar session, Allison shares her considerable experience with e-portfolios, explaining the basics of what they are, how to capture evidence, media/technology options and the best way to structure them. Find out how to get started on either an e-portfolio for yourself...or perhaps how to set them up for your own students
Managing Cloud Business Solutions Worksheets v2 Nov 13Vanguard Visions
Worksheets to support the "Managing Cloud Business Solutions" Digital Enterprise Workshop - http://www.slideshare.net/vanguardvisions/managing-cloud-business-solutions-updated-nov-13
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
5. Example (Context)
Content
Pedagogy
Technology
Designing Learning in the
Digital Age (DLDA) –
(PD for transforming change
in education and training)
•
Global Education
Meta-trends
Facilitating disruptive
and transformative
change
•
•
Flipped teaching
Peer/Collective
(Tribe/Gang) learning
•
Gdocs, Wikis,
BlackBoard Collaborate,
Twitter, Eportfolio
Group, Email
SA Dept of Education and
Child Development –
(Model for incorporating
technology when delivering
Australian National
Curriculum)
•
•
Australian Curriculum
ICT General Capability
in the Australian
Curriculum
•
Teaching for Effective
Learning Framework
(TfEL)
•
Interactive whiteboards,
personal devices, etc
Flat Classrooms
(Lindsay & Davis, 2012) –
(teaching programs to
incorporate global
citizenship in schools)
•
Framework for 21st
Century Learning
ISTE’s National
Educational
Technology Standards
for Students (NET-S)
Global Citizenship
•
ISTE’s National
Educational
Technology Standards
for Teachers (NET-T)
Problem/Projectbased learning
•
Skype, blogs, wikis,
video
Design of onlinecourses, the design of
educational films, or
the re-design of
existing web-sites
•
Peer/Collective
(Tribe/Gang) learning
Problem/Projectbased learning
•
Various
•
•
•
Learning Technology by
Design –
(for In-service Teacher
Education Program
(Koehler, 2011))
•
•
•
For more info see: http://bit.ly/TPCK-GDoc
7. Delivery models for designing learning in the digital age
Individual Learning Plans
Action/Project based learning
Problem seeking & solving learning (Design thinking)
Work-based/Situated learning
Service learning
Peer/Collective (Tribe/Gang) learning
Professional Learning Communities /PLNs (Circles)
Informal/Just-in-Time/Social/Self-organised learning
Scenario-based learning
Others?
19. SAMR
Image by Tim Klapdor– “SAMR + Hype Cycle - HiRes” - http://www.flickr.com/photos/timklapdor/8448164657/
20. SAMR – Ruben R Puentedura
Source: http://www.hippasus.com/rrpweblog/
21. SAMR – more information
The SAMR Model – an introduction to the
SAMR Model by Mark Glynn – YouTube Video
Source: http://www.youtube.com/watch?v=lYXNGcjbNlc
Digital Discoveries – Intro to SAMR
By Tim Holt – YouTube Video
Source: http://www.youtube.com/watch?v=Jn1nHgFesUs
22. SAMR – more information
The SAMR Model – Tool Set, Skill Set or Mind Set? by Pete Brown – Slides in Dropbox
Source: https://www.dropbox.com/s/20z5czq81p5buif/SAMR%20Tool%20Set%20Skill%20Set%20or%20Mind%20Set.pdf
23. SAMR – more information
The SAMR Ladder – Tool Set, Skill Set or Mind Set? by Pete Brown – Prezi
Source: http://prezi.com/vacgqbnjnmgl/the-samr-ladder/?auth_key=6c7fef9a9c09d9cb3adda2c9be7f585f1f586e2d
26. Social Construction of Technology or
SCOT Theory
Image by Vanguard Visions – “iPads” - http://www.flickr.com/photos/77018488@N03/8396833459/
27. Social Construction of Technology or
SCOT Theory
Image by Vanguard Visions – Traffic Lights - http://www.flickr.com/photos/77018488@N03/
28. Image from Wood, 2011, pg 19 - http://aut.researchgateway.ac.nz/bitstream/handle/10292/4298/WoodYI.pdf?sequence=3
29. Professional Standards for Educators
for the Digital Age
Images from ISTE - http://www.iste.org/standards/nets-for-students - http://www.iste.org/standards/nets-for-teachers
34. Professional Capabilities of TPACK Vocational Self-Efficacy
(Albion, 2010)
Source: http://eprints.usq.edu.au/7351/3/Albion_Jamieson-Proctor_Finger_SITE_2010_AV.pdf
35. Survey of Pre-service Teachers' Knowledge of Teaching and
Technology
(Schmidt, 2009)
Source:
http://mkoehler.educ.msu.edu/unprotected_readings/TPACK_Survey/Schmidt_et_al_Survey_v1.pdf
This session will brieflylook at these topicsIf you have any other information or resources please share them – http://bit.ly/TransformingLearning
Koehler and Mishra have developed a conceptual framework (Brown, 2012 - http://ilearndifferent.com/2012/12/16/why-i-think-tpack-is-important/) called TPACK.http://www.tpck.org/This framework provides a ‘lens’ for integrating and examining the integration of technology in education and training (TPACK Newsletter #13, Dec 2012, pg 3), and for investigating and evaluating an educator’s knowledge (and skills gaps) for integrating technology (TPACK Newsletter #13, Dec 2012, pg 4).
TPACK stands for Technological, Pedagogical and Content Knowledge. TPACK recognises that educators need three domains of knowledge – Content, Pedagogical and Technological - to be able to effectively incorporate technology into teaching and learning.TPACK recognises that an educator needs Pedagogical Content Knowledge, that is, how to present information of their discipline or domain in such a way that learners are about to use and apply this knowledge. Educators also need to have Technological Content knowledge, that is, knowledge of the technology which is used in their discipline or industry. And lastly, they need to understand how technology can support their teaching practice, through their Technological Pedagogical knowledge.Combined together, educators need:specialised content knowledge eg the discipline or industry knowledge they are employed to ‘teach’ others, and the ability to facilitate the learning of, or teaching of, others relevant to their discipline or industry knowledgeto know how to incorporate appropriate technology which supports their desired learning approach or pedagogyAll of this needs to happen within a given context eg understanding learners’ needs, resources available, and learning environment (both cultural-social and physical aspects).TPACK does not offer a single solution for technological integration. It provides a framework to help educators understand how technology could best used to support the pedagogical approaches for the delivery of specific discipline or industry knowledge.Because technology changes everything we do – what we teach and the way that we teach (Mishra, YouTube, 2012), TPACK recognises that online or blended learning requires educators to know how to:Present or curate information effectively online Enable learners to engage with their learning and/or content electronicallyConnect individuals with others so they can learn with and from others using technologyThe TPACK framework should also be incorporated into ALL educator training and development programs as an inclusive component for supporting the development of their Technological Pedagogical and Content Knowledge.
Here are some examples of TPACK:For example, DLDA – Context - PD for supporting educators/educational leaders consider ways of transforming change in education and trainingContent – Understanding the global meta-trends impacting education and training, and how this affects themPedagogy – Using a flipped teaching approach, learners are encouraged to work together to undertake design challenges to develop a change management process, and participate in creative thinking processeshttp://bit.ly/TPCK-GDoc
So what are the pedagogies for a digital age where individuals need to have the skills and knowledge to deal with:Unscripted problemsWork collaboratively with othersBe sensitive to global and cultural differencesRemain ‘employable’ or contribute effectively to a globally competitive world
Here is a list of delivery models which are ‘learning-centred’ to enable people to develop the many and varied skills that need to be life-long and self-directed learners.This list is by no means extensive, but it does focus on active-learning opportunities, and they can all be implemented more easily through the use of technology.How you implement and assess these requires:Networks to be exposed to new ideasTime to explore new ideasEnvironments which support the implementation of new and different ways of doing thingsResources which enable the implementation of new ideasCommunication strategies to positively share how these new or different ways of doing things will benefit everybodyEtc, etc, etc,
To find out more information go to (and subscribe to) my Diigo bookmarks tagged “TPACK” – http://diigo.com/user/theother66/TPACKAnd, if you have any other information or resources please share them – http://bit.ly/TransformingLearning
There are a number of other ‘supporting’ frameworks which can help educators understand the journey they are on in terms of implementing technology.
Just as all educators once started as a novice or beginner with their content and pedagogical knowledge, they will start as a novice or beginner with their technological knowledge when they start to incorporate technology into their teaching/facilitation.This may be difficult for an proficient or expert educator to cope with, and may need many strategies to support them ‘hold face’ in front of their peers and learners until they become more competent and confident.More on continuums of learning and integration later.
Florida Center for Instructional Technology (FCIT) developed the Technology Integration Matrix (TIM) http://fcit.usf.edu/matrix/matrix.php The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative The TIM associates five levels of technology integration with each of the five characteristics of meaningful learning environments. entry, adoption, adaptation, infusion, and transformation Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.However, these meaningful learning experiences can easily be adapted for any discipline or industry.Example lesson outlines for maths, science, social science and language are provided
Florida Center for Instructional Technology (FCIT) has developed an interactive version of the Technology Integration Matrix (TIM) at http://fcit.usf.edu/matrix/matrix.php
Arizona K-12 Center has also developed an online version of the Technology Integration Matrix (TIM) http://www.azk12.org/tim/together with lesson outlines etc.
You can see that the Technology Integration Matrix (TIM) is also a continuum. When placed together with Dreyfus’ model of skill acquisition, it can be inferred that educators will need to have high technological and pedagogical knowledge to be successfully and/or confidently infusion and transform their educational practices when integrating technology into learning activities.
To find out more information go to (and subscribe to) my Diigo bookmarks tagged “TIM” – http://diigo.com/user/theother66/TIMAnd, if you have any other information or resources please share them – http://bit.ly/TransformingLearning
There are a number of other ‘supporting’ frameworks which can help educators understand the journey they are on in terms of implementing technology.
Just as all educators once started as a novice or beginner with their content and pedagogical knowledge, they will start as a novice or beginner with their technological knowledge when they start to incorporate technology into their teaching/facilitation.This may be difficult for an proficient or expert educator to cope with, and may need many strategies to support them ‘hold face’ in front of their peers and learners until they become more competent and confident.More on continuums of learning and integration later.
TheSAMR (Substitution, Augmentation, Modification, Redefinition) Framework helps educators understand how they progress along the TPACK continuum to where technology is transforming learning experiences.Most educators will initially feel most comfortable using technology to enhance their current educational practice by using new technologies to ‘substitute’ or ‘augment’ what they are currently doing For example – Using word processing software to produce a report or write a poem rather than handwriting the report/poem would be using technology as a direct substitute for an existing activity. While augmenting the process would be to use the spell checker and/or include the use of an online thesaurus or synonym finder or embedding photos or hyperlinks. These activities remain teacher-created or controlled.Whereas when the learning activity requires a significant redesign or ‘modification’ eg incorporation of writing a blog or contributing to a online discussion forum or group, or creating an info-graphic. While the redefinition of a learning activity requires learners to use technology to discover, design, and manage their own learning, which they can then share with others. Learners become ‘pro-consumers’, both consumers and producers of information.These activities are then learner-created or controlled.
This image shows theSAMR (Substitution, Augmentation, Modification, Redefinition) Framework mapped against Gartner’s Hype Cycle - http://www.flickr.com/photos/timklapdor/8448164657/sizes/c/in/photostream/ where initial engagement and excitement to incorporate technology is high, followed by a trough of disillusionment when the reality of the limit of incorporating technology emerges, and a whole new ‘re-think’ of their learning design needs to occur. Those willing to take the leap find themselves enlightened and engaged in designing learning for the digital age.
Ruben Puentedura developed SAMR and shares the resources he develops for his SAMR workshops on his blog. This blog also contains other interesting and using information about using technology in education, as Ruben is part of the New Media Consortium (NMC), which produces the Horizon Report - http://www.nmc.org/horizon-project, and the Global Meta-trends impacting education and training.It is recommended that you review his slides from his presentations in Brisbane, Adelaide, Melbourne, Sydney, and Perth, as well as Singapore, Bangkok, and Abu Dhabi in 2012 to get a solid understanding of SAMR: “Building Upon SAMR” - http://www.hippasus.com/rrpweblog/archives/2012/09/03/BuildingUponSAMR.pdf“SAMR: Thoughts for Design” - http://www.hippasus.com/rrpweblog/archives/2012/09/03/SAMR_ThoughtsForDesign.pdf
Videos by Mark Glynn and Tim Holt also provide excellent explanations and useful introductions to the SAMR model.The SAMR Model – an introduction to the SAMR Model by Mark Glynn – YouTube Video Source: http://www.youtube.com/watch?v=lYXNGcjbNlcDigital Discoveries – Intro to SAMR By Tim Holt – YouTube Video - Source: http://www.youtube.com/watch?v=Jn1nHgFesUsBoth presenters also supplement these videos with individual videos which explain each of the stages of the SAMR model in more detail.
Pete Brown SAMR presentation slides contain information from a workshop he has run for South Coast Baptist College, and provide some good examples for each of the four levels of SAMR.The SAMR Model – Tool Set, Skill Set or Mind Set? by Pete Brown – Slides in DropboxSource: https://www.dropbox.com/s/20z5czq81p5buif/SAMR%20Tool%20Set%20Skill%20Set%20or%20Mind%20Set.pdf
Pete Brown second workshop presentation uses Prezi to look at how educators can progress their teaching approaches by changing their learning design using technology by progressing up the four levels of the SAMR model.The SAMR Ladder – Tool Set, Skill Set or Mind Set? by Pete Brown – PreziSource: http://prezi.com/vacgqbnjnmgl/the-samr-ladder/?auth_key=6c7fef9a9c09d9cb3adda2c9be7f585f1f586e2d
To find out more information go to (and subscribe to) my Diigo bookmarks tagged “SAMR” – http://diigo.com/user/theother66/SAMRAnd, if you have any other information or resources please share them – http://bit.ly/TransformingLearning
But what other things are available to support the TPACK model?
SCOT Theory or the ‘social construction of technology’ theory can provide a framework around the ‘context’ in which technology is used in education and training because - "the ways (in which)a technology is used cannot be understood without understanding how that technology is embedded in its social context“ http://en.wikipedia.org/wiki/Social_construction_of_technologySCOT Theory recognises that there is no ‘one way’of using technology, and like all education and training, it is different for different people and the stakeholders who are involved (Wood, 2011, Teachers’ creation of blended learning environments at a campus-based university: A New Zealand case study) - http://aut.researchgateway.ac.nz/bitstream/handle/10292/4298/WoodYI.pdf?sequence=3 SCOT theory also offers an alternative way to conceptualise the relationship between education and technology.
SCOT Theory analysis how groups/stakeholders define or interpretthe use of technology within a given context or environment.This “definition of use” can determine:criteria as to whether incorporating technology within education and training has been ‘successful’which methodology will be used to analyse the success or failure of technology use,iethe steps and principles which will be followedwho will determine whether the implementation has been successful according to that criteria, and which methodology will be used,iethe steps and principles which will be followed to analyse the success or failure of technology use.Given that we live in a world of ‘power plays and relationships’, the person or group involved in defining the use of technology in an educational context is:actually ‘setting the scene’ for how the technology will (or will not) be used eg in a transformative/redefined way or as a ‘substitute’ / augmented wayThey can also be the one who is giving the ‘green light’ or otherwise to the successful implementation of the technologyAll of this could be influenced by culture, values and beliefs, and how we each interpret the work and construct new meaning
There are four stages in the SCOT model:The key stakeholders or ‘Relevant Social Groups or RSG’ of the technology implementation are identified eg: students, IT services, educators, leadership team, employers, parents etcThe different ways in which the technology implementation can occur are explored through the ‘interpretive flexibility stageWhen it is determined which implementation approach will be undertaken, ie how the technology will be used to support learning, to form a shared definition of use, this is considered to the ‘closure stage’Once the technology is implemented and its use accepted or embedded or taken for granted, then the final SCOT theory stage of ‘stabilisation’ has been reachedSCOT Theory can be used to structure a technology implementation process, so to learn more about it go to:Read - Wood, 2011, Teachers’ creation of blended learning environments at a campus-based university: A New Zealand case study) - http://aut.researchgateway.ac.nz/bitstream/handle/10292/4298/WoodYI.pdf?sequence=3 View – Bijker’s 2012 Global education conference entitled “Social Construction of Technology in Elementary Schools: Case Studies from India and the United Kingdom” webinar recording - https://sas.elluminate.com/drtbl?sid=2008350&suid=D.02B241CA0304207AEA310B735ED328
More and more educators are expected to demonstrate their skills, experiences and abilities against ‘professional standards’ or hold mandated qualifications, however, embedding the use of technology is not yet entrenched in all of these.Local and National Professional Standards for school teachers which are embedded technology in education as core requirement in a school teachers’ skills set. Unfortunately, this can not be said for educators involved in VET, ACE or Higher Education, not industry based trainingInternationally, the ‘International Society for Technology in Education’ (ISTE) - https://www.iste.org/ have the ‘National Educational Technology Standards (NETS) http://www.iste.org/standards for:StudentsTeachersAdministrators etcThese recognise the need to advance ‘digital age learning’ and can provide some support in developing a ‘digital age’ teaching and learning strategy.
To find out more information go to (and subscribe to) my Diigo bookmarks tagged “SCOT” – http://diigo.com/user/theother66/SCOTAnd, if you have any other information or resources please share them – http://bit.ly/TransformingLearning
To support the TPACK framework, a number of evaluation tools have been developed to determine whether the
There are a number of tools which can be used to evaluate educators’ TPACK and the environments they are working within, some are ‘self-assessment tools’, and others are performance-based tools. Both measures are highly complementary Performance based measures:Technology integration assessment rubric (Harris, 2010) –http://ites.ncdpi.wikispaces.net/file/view/TPACK%20Integration%20Rubric.pdf/370723208/TPACK%20Integration%20Rubric.pdf Technology Integration Observation Instrument (Harris, 2011) – http://activitytypes.wmwikis.net/file/view/TPACKObservationInstrument.pdf/317400318/TPACKObservationInstrument.pdf
Self-reporting tool = TPACK Confidence Survey (TCS) – (Albion, 2010) evaluates:Interest in and Attitudes toward using ICTConfidence in using ICT with students for teaching and learning Competence inICT ApplicationsDigital Technologieshttp://eprints.usq.edu.au/7351/3/Albion_Jamieson-Proctor_Finger_SITE_2010_AV.pdfPaper summary and alternative formats - http://eprints.usq.edu.au/7351/
Self-reporting tool = Professional Capabilities of TPACK Vocational Self-Efficacy – (Albion, 2010) could also be used to evaluate or construct capability frameworks for the fundamental capabilities of all educators around their professional values, relationships and practice in using technology within their programs.http://eprints.usq.edu.au/7351/3/Albion_Jamieson-Proctor_Finger_SITE_2010_AV.pdfPaper summary and alternative formats - http://eprints.usq.edu.au/7351/
Self-reporting tool = Survey of Pre-service Teachers' Knowledge of Teaching and Technology, (Schmidt, 2009)-This is quite an extensive evaluation tool, which examines the three domains (eg TK, CK, and PK) individually, and then at the TPACK cross over points (eg TCK, PCK, TPK). This tool is also directed at non-specialised school teachers eg covers, maths, social science, science and literacy – so it would need contextualised for different educator groups.http://mkoehler.educ.msu.edu/unprotected_readings/TPACK_Survey/Schmidt_et_al_Survey_v1.pdf
Performance based-measures -Technology Integration Assessment Rubric (Harris, 2010) can be used to ‘assess’ the integration of technology into a teaching program, where the use of technology can be on the continuum of ‘strongly aligned’ to ‘not aligned’ at all or that it ‘supports / doesn’t support’ instructional strategies.This instrument is not designed to assess the knowledge of technology integration but is designed to focus upon the use oftechnology integration knowledge in observable teaching.This could be used as a self-assessment tool or through third-party observation/evaluation- http://activitytypes.wmwikis.net/file/view/TechIntegrationAssessmentRubric.pdf
Performance based-measures -Technology Integration Observation Instrument (Harris, 2011) – is an extension of the ‘Technology Integration Assessment Rubric’ in that it incorporates the additional evaluation categories of ‘instructional use’ and ‘technology logistics’, as well as prompts for additional information to be recorded about the technology integration per se.http://activitytypes.wmwikis.net/file/view/TPACKObservationInstrument.pdf/317400318/TPACKObservationInstrument.pdf
Performance based-measures -Finger et all (2010) synthesis the Queensland College of Teacher’s Professional Standards for Queensland Teachers (2009), Lee and Gaffney’s (ND) characteristics of traditional paper-based and digitally-based paradigms, and Newhouse et al.’s (2005) stages of teacher development, and teacher education programs in this table to present another way of evaluating at what stage of development educators and schools are at, and what elements a pre-service educator PD program should be focussing on to enable a fully integrated and/or transformative learning environment producing digitally capable learners.This evaluation tool emphasis that all existing and future educators need to develop their TPACK.Finger (2010), Beyond pedagogical content knowledge: The importance of TPACK for information preservice teacher education in Australia - http://eprints.usq.edu.au/8740/
To find out more information go to (and subscribe to) my Diigo bookmarks tagged “TPACK” – http://diigo.com/user/theother66/TPACKAnd, if you have any other information or resources please share them – http://bit.ly/TransformingLearning