Presentation at 2008 U-Learn ICT Teachers Conference in Christchurch New Zealand. Topic is: "How can student interactivity be enhanced through a blended learning approach?"
The document discusses feedback on student assessments and examines student attitudes towards feedback. It presents survey results that show over half of students feel feedback motivates them to study, but under 60% feel it makes clear how to improve. Most students receive written feedback or comments after 1-4 weeks. While written feedback is common, many students say face-to-face feedback would be most useful. The document examines perceptions of students as consumers or co-producers of their education and how this impacts expectations of feedback.
Join us for an in-depth discussion on blended learning led by two experienced practitioners, Amy Hance (Collier County Public Schools) and Pam Willingham (Volusia County Schools). Hear about the many teaching and learning objectives they are meeting through the implementation of a blended learning program. Also learn how the two districts have grown the level of adoption by their faculty over time by championing accomplishments of the program.
The document discusses blended learning and its benefits. It defines blended learning as combining face-to-face learning with online learning. Blended learning provides benefits such as improved education through interactive learning, increased access and flexibility, and cost efficiency. It also discusses different levels of blending from the activity to the institutional level. The optimal blended learning approach intersects the best aspects of in-person and online learning.
Blended learning approach prepared by christianBSEPhySci14
Blended learning combines traditional in-person classroom learning with online learning. It allows maximum use of available technologies and resources to provide an optimal learning experience. A blended approach eliminates restrictions of time and space, giving students flexibility, while maintaining important face-to-face interaction and feedback from instructors. Effective implementation requires defining clear academic goals, supporting all students' needs, anticipating challenges to change, and adapting through continuous evaluation.
A Blended Approach to Effective LearningAims Digital
In this webinar A Blended Approach to Effective Learning we will examine Blended Learning and how it is implemented in today's complex learning world. We are fortunate to work in an environment where there are many choices for learning.
This document discusses reflective practice for teachers. It defines reflective practice as examining one's own teaching methods and practices to improve effectiveness. It describes techniques for reflection like keeping a learning diary and asking self-reflective questions. The benefits of reflective practice include improved teaching skills, problem-solving abilities, and student outcomes. Reflective practice allows teachers to learn from experience and continuously enhance their practices.
The document discusses feedback on student assessments and examines student attitudes towards feedback. It presents survey results that show over half of students feel feedback motivates them to study, but under 60% feel it makes clear how to improve. Most students receive written feedback or comments after 1-4 weeks. While written feedback is common, many students say face-to-face feedback would be most useful. The document examines perceptions of students as consumers or co-producers of their education and how this impacts expectations of feedback.
Join us for an in-depth discussion on blended learning led by two experienced practitioners, Amy Hance (Collier County Public Schools) and Pam Willingham (Volusia County Schools). Hear about the many teaching and learning objectives they are meeting through the implementation of a blended learning program. Also learn how the two districts have grown the level of adoption by their faculty over time by championing accomplishments of the program.
The document discusses blended learning and its benefits. It defines blended learning as combining face-to-face learning with online learning. Blended learning provides benefits such as improved education through interactive learning, increased access and flexibility, and cost efficiency. It also discusses different levels of blending from the activity to the institutional level. The optimal blended learning approach intersects the best aspects of in-person and online learning.
Blended learning approach prepared by christianBSEPhySci14
Blended learning combines traditional in-person classroom learning with online learning. It allows maximum use of available technologies and resources to provide an optimal learning experience. A blended approach eliminates restrictions of time and space, giving students flexibility, while maintaining important face-to-face interaction and feedback from instructors. Effective implementation requires defining clear academic goals, supporting all students' needs, anticipating challenges to change, and adapting through continuous evaluation.
A Blended Approach to Effective LearningAims Digital
In this webinar A Blended Approach to Effective Learning we will examine Blended Learning and how it is implemented in today's complex learning world. We are fortunate to work in an environment where there are many choices for learning.
This document discusses reflective practice for teachers. It defines reflective practice as examining one's own teaching methods and practices to improve effectiveness. It describes techniques for reflection like keeping a learning diary and asking self-reflective questions. The benefits of reflective practice include improved teaching skills, problem-solving abilities, and student outcomes. Reflective practice allows teachers to learn from experience and continuously enhance their practices.
Blended learning combines online digital media and tools with traditional in-person classes to allow students more control over their learning and provide a customized experience. It provides flexibility in scheduling, additional course options, and opportunities for personalized and differentiated instruction. Common blended learning models include station rotation, flipped classroom, and flexible models. Elements like group work, discussions, and differentiation are important. The key is using blended learning to enable personalized learning focused on each student's needs. Best practices include building relationships, communication, collaboration, consistency, and celebrating successes. Teachers must be confident, reflective, willing to collaborate and take risks to coach students and become learners themselves.
The document discusses reflective practice and different models for how professionals can engage in reflection. It describes Donald Schön's model of reflection-in-action and reflection-on-action, where professionals reflect on their knowledge and actions. Another model by Greenaway involves planning, reviewing, and doing an activity. The document applies these models to teaching, discussing how teachers can reflect during and after lesson implementation to improve student learning.
Reflective teaching is a cyclical process that involves teachers reflecting on their observations, knowledge, and experience in order to effectively guide students. It involves self-observation, evaluation, and using reflections to plan future lessons. Key aspects of reflective teaching include taking time for reflection, encouraging students to recount their experiences, and using tools like journals, portfolios, and student feedback to guide reflections. Reflective teaching distinguishes teachers as educated professionals who can thoughtfully problem-solve and foster student learning.
The document discusses blended learning, which combines face-to-face and online learning. It provides tips for implementing blended learning in the classroom, such as starting with one digital tool and using technology to make tasks easier. Examples are given of ways to blend learning, including flipped classrooms, digital storytelling, and simulations. The document argues that blended learning prepares students for the future by allowing them to learn skills through the tools they will use.
Reflective teaching involves critically examining one's own teaching practices and experiences in the classroom. Teachers collect data on their teaching through methods like keeping journals, conducting observations, collecting student feedback, and recording lessons. They then analyze the data to identify patterns and underlying beliefs, evaluate different perspectives, and reflect on how to improve. The goal is ongoing professional development and ensuring students maximize their learning.
An assignment that I did for a PhD course. It introduces basics of reflective teaching. The forms indicated here were taken from Town High School District 214 website, and you can retrieve them from and reach more information on these techniques at http://www.d214.org/human_resources/observation_techniques_and_forms1.aspx
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
This document summarizes the results of a survey of 41 students from Estonia, Iceland, and Denmark about international collaboration projects. Some key findings include:
- The majority of students (44%) in the survey were from Denmark. Iceland had the second most respondents at 37% and Estonia had 19%.
- When asked about their activity levels during a normal classroom vs. an international collaboration, 40% of students said they were more active during collaboration.
- The aspects of project-based learning and working with an exciting subject that engaged over 80% of students. Using social media engaged around 45% of students.
- Over 75% of Estonian students reported working on the collaboration project voluntarily
1. The document discusses the CATfeed model for designing effective web-based learning. The CATfeed model focuses on context, affordances, tasks, and providing feedforward and feedback.
2. It provides examples of how simulations, discussion forums, and email can be used within the CATfeed model to enhance learning.
3. The document evaluates the SIMPLE simulation platform and finds it improved students' professional skills, heightened awareness of client care, and led to better assessment results over time. Students and staff had positive experiences but wanted more support.
Viewing assessment through different coloured glasses: Authentic, collaborati...Charles Darwin University
ankey, M. 2022. Viewing assessment through different coloured glasses: Authentic, collaborative and active. inspirED 2022: Evidence-based practices for the new era of student-centered learning. Virtual Conference. 24-25 May.
The Road to Redesign: Applying UX Strategies to Handle Skeptical Speed-bumpsMeghan Hatalla
This UxPA-MN presentation guided viewers through the redesign of Metropolitan State's online student orientation. The year-long project provided opportunities for user research and testing and lessons for gaining support from a skeptical constituency.
The online orientation redesign involved coordination of resources across departments, a challenge in itself, and proved to be a sensitive point for many of the subject matter experts involved. I used information gained from surveys, job shadowing, and usability testing to inform responsive design, content strategy, pathway, and also to prove to a skeptical and emotionally invested constituency that the five-year-old website needed to be updated.
Advancing Hybrid Delivery: Viewing Lessons From the Past ButSeeing Them Thro...Charles Darwin University
A presentation at the 3rd APAC Virtual Campus Forum on July 26th-28th, 2022.
This presentation: The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
Academic integrity, cheating vs authentic assessment
Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again.
Sankey, M. 2022. Rethinking Assessment post-COVID: Authentic, collaborative and active. Keynote Address. Perspectives in Teaching, Learning and Assessment During COVID-19 Pandemic. MIER College of Education (Autonomous), B.C. Road Jammu. 19-20 May.
The Road to Redesign: Meeting the Needs of Nontraditional Students via Online...Meghan Hatalla
The document discusses designing an online new student orientation for nontraditional students at Century College. It notes that the target audience for the orientation includes students who are on average 32 years old, have transferred in 32 credits, and work 32 hours per week. To design the orientation, the author conducted student shadowing, surveys, and usability testing using a paper prototype. The results showed students can navigate websites but may have trouble with tasks like opening file formats, and the orientation was helpful for contacting advisors. The author emphasizes understanding the audience's needs and expectations in order to design an effective orientation experience.
The Manaiakalani Project aims to provide 1:1 access to digital devices for students in the Tamaki region of New Zealand. It began in 2007 with 7 schools and has expanded over time to include 11 schools serving over 3,000 students aged 5 to 18 years old. The project works to accelerate student learning outcomes through the combined use of eLearning and traditional schooling methods. Key goals include students becoming creators rather than just consumers of content and improving student achievement, engagement, and employability.
Portfolios in Higher Education: Capitalizing on the Digital and Interactive dcambrid
The document discusses the use of digital portfolios in higher education. It provides examples of portfolio models used at various universities that capitalize on the capabilities of digital portfolios. These capabilities include easing portfolio management, offering rapid feedback, scaffolding the learning process, documenting lifelong learning, and enabling multimedia reflection. The models demonstrate how portfolios can be used for assessment, retention, student engagement, and developing student identity. The presentation calls on educators to reflect on how these digital portfolio approaches and concepts could be applied in their own teaching.
Global Classroom Stories & Launch (#GlobalEd12)Michael Graffin
The Global Classroom Project officially launched its 2012-13 program. The presentation provided an overview of the project's origins and community spaces for connecting international teachers. Teachers from several countries showcased their projects involving Skype calls, Twitter chats, and cultural exchanges between students. The goals for the coming year include better engaging teachers from diverse regions and backgrounds in global collaboration activities.
This document provides an editorial introduction to the May 2020 issue of REALIZE magazine, which focuses on e-learning and online learning. It discusses the various terms used for different forms of distance and online education over time, from correspondence courses to modern virtual classrooms using video conferencing tools like Zoom. With the COVID-19 pandemic forcing millions to learn remotely, the editorial examines how to make virtual learning effective by engaging learners through varied activities, multimedia, breaks, and optimizing timing and attention spans. It recommends an article on improving webinar delivery and emphasizes the importance of pacing for self-directed online courses.
Student Learning with Reusable Learning Objectsdgatenby
Reusable learning objects (RLOs) are self-contained, web-based units that can be reused for teaching content. This document discusses how the University of Massachusetts Dartmouth is using RLOs to provide students anytime access to course content and assessments to improve information literacy skills. Library staff and instructional designers have collaborated to develop several tutorial RLOs on topics such as primary vs. secondary sources and citation skills. Student surveys found that the majority of students found the RLOs useful and that their research assignments improved as a result. However, developing high-quality RLOs is a time-intensive process and faculty need guidance on integrating them effectively.
This document contains information about an outdoor education program for grade 6 students, including:
1) A schedule of dates for different schools to participate in the program from May 28th to June 15th, with a total of 168 students participating.
2) A draft letter for parent chaperones, explaining the program and asking for volunteers to accompany classes, which will require completing a criminal background check.
3) General information about the program being fully funded by the school division and partners, with no additional costs for students beyond personal items.
Advancing knowledge by learning from the past, but by seeing this through TEL...Charles Darwin University
This was a presentation at the Exploring Boundaries of Global Citizenship conference being run by Swinburne Vietnam.
In this presentation I look at:
The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
1) Academic integrity, cheating vs authentic assessment
2) Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again
Blended learning combines online digital media and tools with traditional in-person classes to allow students more control over their learning and provide a customized experience. It provides flexibility in scheduling, additional course options, and opportunities for personalized and differentiated instruction. Common blended learning models include station rotation, flipped classroom, and flexible models. Elements like group work, discussions, and differentiation are important. The key is using blended learning to enable personalized learning focused on each student's needs. Best practices include building relationships, communication, collaboration, consistency, and celebrating successes. Teachers must be confident, reflective, willing to collaborate and take risks to coach students and become learners themselves.
The document discusses reflective practice and different models for how professionals can engage in reflection. It describes Donald Schön's model of reflection-in-action and reflection-on-action, where professionals reflect on their knowledge and actions. Another model by Greenaway involves planning, reviewing, and doing an activity. The document applies these models to teaching, discussing how teachers can reflect during and after lesson implementation to improve student learning.
Reflective teaching is a cyclical process that involves teachers reflecting on their observations, knowledge, and experience in order to effectively guide students. It involves self-observation, evaluation, and using reflections to plan future lessons. Key aspects of reflective teaching include taking time for reflection, encouraging students to recount their experiences, and using tools like journals, portfolios, and student feedback to guide reflections. Reflective teaching distinguishes teachers as educated professionals who can thoughtfully problem-solve and foster student learning.
The document discusses blended learning, which combines face-to-face and online learning. It provides tips for implementing blended learning in the classroom, such as starting with one digital tool and using technology to make tasks easier. Examples are given of ways to blend learning, including flipped classrooms, digital storytelling, and simulations. The document argues that blended learning prepares students for the future by allowing them to learn skills through the tools they will use.
Reflective teaching involves critically examining one's own teaching practices and experiences in the classroom. Teachers collect data on their teaching through methods like keeping journals, conducting observations, collecting student feedback, and recording lessons. They then analyze the data to identify patterns and underlying beliefs, evaluate different perspectives, and reflect on how to improve. The goal is ongoing professional development and ensuring students maximize their learning.
An assignment that I did for a PhD course. It introduces basics of reflective teaching. The forms indicated here were taken from Town High School District 214 website, and you can retrieve them from and reach more information on these techniques at http://www.d214.org/human_resources/observation_techniques_and_forms1.aspx
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
This document summarizes the results of a survey of 41 students from Estonia, Iceland, and Denmark about international collaboration projects. Some key findings include:
- The majority of students (44%) in the survey were from Denmark. Iceland had the second most respondents at 37% and Estonia had 19%.
- When asked about their activity levels during a normal classroom vs. an international collaboration, 40% of students said they were more active during collaboration.
- The aspects of project-based learning and working with an exciting subject that engaged over 80% of students. Using social media engaged around 45% of students.
- Over 75% of Estonian students reported working on the collaboration project voluntarily
1. The document discusses the CATfeed model for designing effective web-based learning. The CATfeed model focuses on context, affordances, tasks, and providing feedforward and feedback.
2. It provides examples of how simulations, discussion forums, and email can be used within the CATfeed model to enhance learning.
3. The document evaluates the SIMPLE simulation platform and finds it improved students' professional skills, heightened awareness of client care, and led to better assessment results over time. Students and staff had positive experiences but wanted more support.
Viewing assessment through different coloured glasses: Authentic, collaborati...Charles Darwin University
ankey, M. 2022. Viewing assessment through different coloured glasses: Authentic, collaborative and active. inspirED 2022: Evidence-based practices for the new era of student-centered learning. Virtual Conference. 24-25 May.
The Road to Redesign: Applying UX Strategies to Handle Skeptical Speed-bumpsMeghan Hatalla
This UxPA-MN presentation guided viewers through the redesign of Metropolitan State's online student orientation. The year-long project provided opportunities for user research and testing and lessons for gaining support from a skeptical constituency.
The online orientation redesign involved coordination of resources across departments, a challenge in itself, and proved to be a sensitive point for many of the subject matter experts involved. I used information gained from surveys, job shadowing, and usability testing to inform responsive design, content strategy, pathway, and also to prove to a skeptical and emotionally invested constituency that the five-year-old website needed to be updated.
Advancing Hybrid Delivery: Viewing Lessons From the Past ButSeeing Them Thro...Charles Darwin University
A presentation at the 3rd APAC Virtual Campus Forum on July 26th-28th, 2022.
This presentation: The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
Academic integrity, cheating vs authentic assessment
Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again.
Sankey, M. 2022. Rethinking Assessment post-COVID: Authentic, collaborative and active. Keynote Address. Perspectives in Teaching, Learning and Assessment During COVID-19 Pandemic. MIER College of Education (Autonomous), B.C. Road Jammu. 19-20 May.
The Road to Redesign: Meeting the Needs of Nontraditional Students via Online...Meghan Hatalla
The document discusses designing an online new student orientation for nontraditional students at Century College. It notes that the target audience for the orientation includes students who are on average 32 years old, have transferred in 32 credits, and work 32 hours per week. To design the orientation, the author conducted student shadowing, surveys, and usability testing using a paper prototype. The results showed students can navigate websites but may have trouble with tasks like opening file formats, and the orientation was helpful for contacting advisors. The author emphasizes understanding the audience's needs and expectations in order to design an effective orientation experience.
The Manaiakalani Project aims to provide 1:1 access to digital devices for students in the Tamaki region of New Zealand. It began in 2007 with 7 schools and has expanded over time to include 11 schools serving over 3,000 students aged 5 to 18 years old. The project works to accelerate student learning outcomes through the combined use of eLearning and traditional schooling methods. Key goals include students becoming creators rather than just consumers of content and improving student achievement, engagement, and employability.
Portfolios in Higher Education: Capitalizing on the Digital and Interactive dcambrid
The document discusses the use of digital portfolios in higher education. It provides examples of portfolio models used at various universities that capitalize on the capabilities of digital portfolios. These capabilities include easing portfolio management, offering rapid feedback, scaffolding the learning process, documenting lifelong learning, and enabling multimedia reflection. The models demonstrate how portfolios can be used for assessment, retention, student engagement, and developing student identity. The presentation calls on educators to reflect on how these digital portfolio approaches and concepts could be applied in their own teaching.
Global Classroom Stories & Launch (#GlobalEd12)Michael Graffin
The Global Classroom Project officially launched its 2012-13 program. The presentation provided an overview of the project's origins and community spaces for connecting international teachers. Teachers from several countries showcased their projects involving Skype calls, Twitter chats, and cultural exchanges between students. The goals for the coming year include better engaging teachers from diverse regions and backgrounds in global collaboration activities.
This document provides an editorial introduction to the May 2020 issue of REALIZE magazine, which focuses on e-learning and online learning. It discusses the various terms used for different forms of distance and online education over time, from correspondence courses to modern virtual classrooms using video conferencing tools like Zoom. With the COVID-19 pandemic forcing millions to learn remotely, the editorial examines how to make virtual learning effective by engaging learners through varied activities, multimedia, breaks, and optimizing timing and attention spans. It recommends an article on improving webinar delivery and emphasizes the importance of pacing for self-directed online courses.
Student Learning with Reusable Learning Objectsdgatenby
Reusable learning objects (RLOs) are self-contained, web-based units that can be reused for teaching content. This document discusses how the University of Massachusetts Dartmouth is using RLOs to provide students anytime access to course content and assessments to improve information literacy skills. Library staff and instructional designers have collaborated to develop several tutorial RLOs on topics such as primary vs. secondary sources and citation skills. Student surveys found that the majority of students found the RLOs useful and that their research assignments improved as a result. However, developing high-quality RLOs is a time-intensive process and faculty need guidance on integrating them effectively.
This document contains information about an outdoor education program for grade 6 students, including:
1) A schedule of dates for different schools to participate in the program from May 28th to June 15th, with a total of 168 students participating.
2) A draft letter for parent chaperones, explaining the program and asking for volunteers to accompany classes, which will require completing a criminal background check.
3) General information about the program being fully funded by the school division and partners, with no additional costs for students beyond personal items.
Advancing knowledge by learning from the past, but by seeing this through TEL...Charles Darwin University
This was a presentation at the Exploring Boundaries of Global Citizenship conference being run by Swinburne Vietnam.
In this presentation I look at:
The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
1) Academic integrity, cheating vs authentic assessment
2) Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again
The document discusses trends in the future of learning based on research with learning and development professionals. It finds that learning will be continuous, blending just-in-time and just-in-case approaches. Learning will be customized to organizations and personalized to individuals, drawing on technology. It will also need to be flexible to overcome time constraints. There will be demands for learning support to help navigate information overload. Learning will need to be packaged to support work challenges and delivered in bite-sized chunks to match shorter attention spans. A mix of formal and informal learning will be needed.
The document discusses implementing the SCALE-UP model of collaborative learning in a virtual classroom setting. In SCALE-UP, students work in groups on applied projects, with an emphasis on peer interaction over lectures. The authors attempted to emulate this model with online sections by having students progress through themes in groups, sharing resources and building presentations. However, they found it difficult to replicate the collaborative aspects of SCALE-UP virtually. While individual work was possible online, large group collaboration proved challenging. The authors determined the online version could emulate some SCALE-UP elements like information sharing, but not the fully collaborative nature of the in-person model.
This document summarizes the results of a formative evaluation of eJump courses conducted with an online questionnaire. 56 participants out of 129 responded. The evaluation examined participants' background, experiences with online learning and Web 2.0 tools, their attitudes towards e-learning, and ratings of the online learning environment, learning resources, assignments, assessment and feedback, and pedagogical design of the courses. Overall feedback was positive, with high levels of satisfaction towards the online learning environment and learning resources provided.
1. The document discusses eLearning initiatives for schools, focusing on bicycles (flexible projects) vs. tricycles (more stable projects).
2. It proposes measuring student and parent readiness for eLearning through frameworks and surveys, and providing training courses to help parents support their children's eLearning.
3. Services are outlined that provide schools infrastructure, content, and professional development support for 1-to-1 eLearning programs utilizing mobile apps to engage students and communicate with parents.
Work Ready Skills and Planning Your Career is a new subject taught online to 110 second year undergraduate students across four faculties and five campuses. The subject content was published in the LMS, with additional technologies being employed to further engage students, such as building a webfolio in PebblePad and the use of Blackboard Collaborate to hold fortnightly webinars. Students were encouraged to approach the subject as a self-paced one, with assessment tasks and webinars scheduled in such a way as to provide structure to enable completion of the learning activities on time. In this presentation, we will describe the design of the subject and reflect on the effectiveness of the teaching and learning activities and technologies used. We will also discuss the preliminary results of a pilot study measuring the Career Decision Self-Efficacy (CDSE) of students at the start and end of semester. Career Decision Self-Efficacy has been used in previous studies as a measure of the effectiveness of career development interventions.
Building Blocks of eLearning: Engaging the Online LearnerTonia A. Dousay
The document summarizes a presentation about engaging online learners. It discusses:
1) Welcoming remarks from Joy Hall Bryant of the Texas Department of Information Resources and Joachim Strenk of the E-Learning Council.
2) The presentation will be given by Tonia Dousay and will discuss preparing learners, using exercise and repetition, providing feedback, and positive reinforcement to engage online learners.
3) The presentation concludes with contact information for Tonia Dousay and a reminder that questions are welcome.
This document provides questions to analyze 18 political cartoons related to New Zealand's foreign policy and security issues from various time periods. The cartoons touch on topics like New Zealand's relationship with Australia, the US, France and other countries; nuclear issues and disarmament; and New Zealand's stance on international conflicts and alliances over time. Students are prompted to identify figures, symbols, locations, events, and messages in each cartoon to understand the perspectives and issues being commented on.
The document discusses the Unionist opposition to Irish Home Rule in the early 20th century. It outlines that Protestants in Ulster province feared being subjected to a Catholic-majority parliament in Dublin. Unionists organized under leaders like Edward Carson and James Craig. They established a private paramilitary force, the Ulster Volunteer Force (UVF), and obtained guns from Germany. The British army experienced a mutiny when ordered to potentially confront the UVF. Facing civil war, the British proposed temporarily excluding six counties of Ulster from Home Rule, but Unionists refused any partition plan.
The Roman army was organized into legions of 5,000 men commanded by a legate. Each legion was divided into 10 cohorts made up of centuries of around 100 men each, commanded by centurions. Centurions were important leaders responsible for training soldiers. Each century had its own standard carried by an experienced standard bearer. Roman citizens between 18-20 years old who were at least 1.6 meters tall could join the legion for 25 years of service. Training included long marches while carrying heavy equipment and drilling maneuvers. Auxiliaries from conquered lands also fought for Rome, including cavalry and archers who were considered second-class soldiers.
Moodle is an online learning environment that allows teachers to have total control over their courses. They can add and organize content, use interactive activities, and track student activity. The document outlines training opportunities for teachers at Wellington College to learn how to use Moodle and create online courses. It also lists example courses already created in Moodle for different subject areas.
The document provides background information about New Zealand's involvement in World War 1, including statistics on the number of troops who served and casualties. It discusses why the author will be studying history this term, focusing on understanding the past and present, asking questions, and learning about people and events in a fun way. Specifically, the author wants to understand why students from their school wanted to fight in WWI and why New Zealand remembers its war dead on ANZAC Day. The document also includes vocabulary definitions for the main causes of war: militarism, alliances, imperialism, and nationalism.
1 Introduction To Wgtn Col In Wwi 1233384290877603 2Mark Callagher
- Wellington College rugby team had a successful season in 1909, defeating several local teams. Several players from this team, including Jimmy Stainton, Harry Childs, and Alex McColl would later serve in World War I.
- The class of 1909 from Wellington College suffered heavy losses in WWI, with 25 killed and 32 wounded. The average age was 24.
- Alex McColl was mentioned in dispatches for his service and later killed in action at Armentieres in July 1916 while leading a raiding party, as described in a letter to his mother written the day before.
What Were The Important Events And People In Nz 1900Mark Callagher
By the early 20th century, several important developments had shaped New Zealand society, including the growth of farming which reinforced a masculine pioneer culture, the introduction of refrigerated shipping to export goods, and women gaining the right to vote. Rugby also emerged as a symbol of national identity. The indigenous Maori population declined over this period and generally had lower living standards than the European settlers. Significant industrial unrest also began with the 1913 watersiders strike.
Wellington College in the UK memorialized the alumni who fought and died in World War 1. Over 50 alumni received the Military Cross for bravery and 13 received the Distinguished Service Order. The memorial hall opened in 1928 to honor those who served. Brigadier General Bernard Freyberg VC won numerous honors including the Victoria Cross despite losing his right arm in the war. Brothers Oscar and Victor Gallie also distinguished themselves, with Oscar receiving the Distinguished Service Order and Military Cross before being killed in 1917. His brother Victor did not survive the war either.
Wellington College supported the war effort in several ways. The school suffered deaths on the Western Front as old boys fought. Teachers like JP Firth wrote letters to old students and the school newspaper covered the war. Students also helped with fundraising, welcoming back soldiers, and cadets guarded wharves. Certificates were even given for bayonet practice at the school.
This document provides information and research topics about New Zealand's involvement in World War 1 for a student to develop, including a timeline of key events from 1914 to 1918 when New Zealand troops were involved in Samoa, Egypt, Gallipoli, France, and Belgium. It also lists further research topics for the student such as the nature of warfare, the war at home, why they fought, Maori involvement, conscription, casualties, and notable figures like Ettie Rout.
Wellington College had strong ties to the British Empire in the early 20th century, as seen through its cadet program in 1910 and a visit from the British navy ship HMS New Zealand in 1913. The school aimed to instill patriotism and support for the military through activities like its barracks week for cadets.
Wellington College and the First World War document discusses Wellington College before World War 1 and how it was affected during the war. The document includes a photo of the Wellington College Shooting Team from 1910 and references a cricket photo from someone named Hemi, though no other context is provided about the photos or their relevance to the topic.
This document provides an introduction to XHTML, the evolution of HTML, and the origins of the Internet. It explains that XHTML uses tags to provide structure and layout for web pages. The document also outlines some of the key events and technologies in the development of the Internet and World Wide Web, including the creation of HTML, early web browsers like Netscape Navigator, the establishment of URLs and HTTP, and the move to stricter standards like XHTML 1.0 in 2000.
This document discusses the shift towards using mobile tools and online collaboration in education. It notes that collaboration webs saw adoption within 1 year, while mobile tools were predicted to see adoption within 2-3 years. The current problem is that schools do not have enough computers or reliable infrastructure. A possible solution presented is facilitating a shift to students using their own mobile devices and accessing the internet during class, along with providing mobile tools, improving infrastructure, and offering teacher professional development. This could help schools explore new ways of learning through e-learning, such as connecting students across barriers, facilitating shared learning communities, and enhancing learning opportunities.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
U-Learn 08 Blended Learning
1. How can
student interactivity
be enhanced
through the use of a
blended learning approach?
Mark Callagher
MOE E‐Learning Fellow,
Wellington College
2. Outline
1) Online Survey [Questionnaire]
2) About the Project
3) Experiencing Moodle
4) Moodle Admin Tools
5) Research findings
6) What does the future hold?
7) Discussion & Questions
8) Action Plan – Where to start
9) Online Survey [Evaluation]
Handout: notes & links to all sites/resources
2
3. Online Survey
Go to http://markcallagher.com
Click on U‐Learn 08 tab
Follow link to complete & submit questionnaire
3
5. What is Blended Learning
…What is e‐Learning…
Increasing the availability of
Enables the sharing of learning: anytime, anyplace
ideas and learning
Allows student to
think about what they Opening students up
are learning in their to a whole new world of
own time and space information
Provides the opportunity to communicate
5
outside the classroom walls and contact time
6. Wellington College
State Boys School
Decile 10
1500 students
Good ICT Facilities
Y11 History Course History Department
NZ’s Search for Security Option for Years 9‐13
Origins of WW2 Year 11 History
Ireland 110 students = 4 classes
Palestine/Israel Trial class = 28 students
6
7. Blended Learning using
Content Organisation
Highly Interactive
Many Features
Highly Intuitive
Very Robust
7
8. How has student learning been
enhanced?
1.
Engagement
5.
2.
Richer
Information
Sources
4. 3.
Reflective Interactions
8
9. 1. Increase in and an equalisation of
ENGAGEMENT
10
83% Quiz Students Average Quiz Results
9
completion 8
7
Frequency 6
80% average quiz 5
result 4
3
2
1
0
41‐50 51‐60 61‐70 71‐80 81‐90 91‐100
Average % Score
9
10. In Class Engagement Increased
Analysis showed that over half of students contributed
to discussion in each class
More students seemed to understand what was being
discussed
In particular lower ability student engagement
increased
Yeah like I was quite surprised cause when I did the
online work for once I come to class and like, I think you
Ah well I guess since you’re already probably would have noticed it like….I said stuff when I
coming prepared to class you sort of didn’t really ever do that in Year 9 & 10 or
know about the topic and sort of um anything…and then say if you got it right or whatever
there was definitely more discussion like you would, you would participate correctly and
going on um yeah it's...it’s good. everyone would like yeah that’s right, it would motivate
you.
We interacted more with the teacher.
Oh I interacted more. Like I got used
to doing it every day, in History.
10
11. Online Forums
10
Total Number of Forum Entries per Student
Frequency (Number of Students)
9
8
7
6
5
4
3
2
1
0
0‐2 3‐5 6‐8 9‐11 12‐14 15‐17 18‐20 21‐23
Nr of Forum Entries
Average 9 entries per student
Average (median) Forum size was 61 words
The number of students involved in the forums grew
from 43% (Forum 4) to two thirds of the class.
11
12. 2. More INFORMATION absorbed
30%
Breakdown of Forum Entries by Day of Posting
25%
Percentage of Entries
20%
15%
10%
5%
0%
1 2 3 4 5 6 7 8 9 10 11 12
Day of Posting
Take their time
Different learning styles catered for
Discussion not lost
12 Enter discussion when feel informed & prepared
13. Parent Feedback
One parent said that:
The online learning seemed very effective in capturing [my son’s] attention
and enthusiasm.
He spent a great many hours watching podcasts and reading online ‐ we
often had trouble pulling him away from it!
The historical footage undoubtedly made the subject more real for him as
well as being more interesting than reading a lot of text on its own.
From what I observed, there was a lot of flexibility in that he could choose
from a considerable range of options and spend as long on different
aspects as he wished ‐ so he could follow up what seemed most interesting
to him in greater detail, and he was often drawn from one thing into
another.
13
14. 3. More meaningful learning INTERACTIONS
More diverse views
Students participated in
the construction of
knowledge and meaning
Average 28 pieces of
new
information/evidence
introduced by students
in each of the Four
forums analysed
Over a third of student
responses were to other
students
14
15. 4. More REFLECTIVE thinking
Promotes self‐reflective dialogue & dialogue Made you think about it more
and learn from what other
with others people write
SOLO Taxonomy:
At least 80% of forum entries were at a Multi‐
structural Level
Significant number at Relational Level and some
at Extended abstract level
Because it helped me to see different
viewpoints and to understand
different reasons for certain events
It was useful in a sense that it helped
you develop your own viewpoint, and
take the time to think about the topic of
the forum
One parent said that:
I was interested in the online forum. I read a good
number of the questions and comments and was It helped me learn because
impressed by the improvement in understanding we had to give our own views
on the topic which made us
15 displayed by students over the weeks. think about it more
16. 5. Access made to wider and much RICHER
SOURCES of information
As educators we need to be challenging our students to consider
new evidence otherwise we run the danger of perpetuating
historical myths.
The ability to organise and link information into the online course
site threw up great opportunities and enormous potential.
We are spoilt for choice if we can move students beyond the tatty
textbook and confined classroom space and into the online
environment.
16
20. Action Plan
Where to Start?
More About Moodle & Benefits to Secondary Schools
Video (YouTube) – “How Moodle Changed a School”
Moodle Moot – Annual Conference in October Hols – Happening now in Napier (3 days)
Technical Support & Hosting
HRDNZ – www.learning.ac.nz
Catalyst IT – School Moodle Hosting & Installation specialists
Moodle.org – Free downloads & Support
Training
MoodleBites Course – 12 weeks (be a student & a course writer)
CeLDD – Certificate in Elearning Design & Development (Northtec)
Moodle School site – free learn how to courses
MoodleMan Playpen – Modules and Plugins Demo
20
21. Summary
In this workshop we have:
Looked at one possible model of Blended Learning
Experienced Moodle LMS – tools and potential
Looked at how this can benefit student learning
Looked at other interactive tools including online apps
Had a glimpse of what the future might hold
21
22. Thank you to
I would like to thank the following for supporting my research
project:
History Department & Y11 History Class
22 Full Research Report from http://www.efellows.org.nz early next year