This is a slideshow from a presentation at ICE Conference 2010. This presentation looks at how to integrate technology into the process of creating and using a UbD project.
Understanding By Design - Technology Integrationben.louey
The document provides information on effective instruction including planning, instructional delivery, and assessment. It discusses establishing curricular priorities and identifying desired results including standards, understandings, essential questions, and learning objectives. The document also includes templates for instructional plans with sections for desired results, assessment evidence, and learning activities. Templates are to be used to develop unit plans and daily lesson plans focusing on objectives, assessments, and engaging student activities.
The document discusses preparing students for 21st century skills by integrating those skills into lessons and assessments. It provides examples of 21st century skills like critical thinking, problem solving, and collaboration. It also suggests that teachers upgrade existing curriculum by transforming and replacing elements to focus on big ideas, concepts, and project-based assessments. The document encourages teachers to work with colleagues to develop and reflect on upgraded units of study that incorporate 21st century skills.
National standards for quality online teachingjmariepope
This document outlines an online professional development session focused on standards G and H for quality online teaching. [1] The session uses a "make and take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of effective assessment and ensuring validity, reliability, and security for online assessments. [3] They also consider how to implement authentic assessments, provide continuous feedback, and align assignments and assessments to learning goals using backward design.
Basic Instructional Design Principles - A PrimerMike Kunkle
Training involves planned instructional techniques to achieve learning objectives and transfer knowledge, skills, and attitudes. It is developed through a systematic instructional design process that analyzes learning needs and develops instruction to meet those needs. Models typically specify a method that, if followed, will facilitate knowledge, skill, and attitude transfer. Key figures in the field include Robert Mager, Robert Gagne, and Benjamin Bloom.
This document outlines the steps of the Dynamic Instructional Design (DID) model, which includes knowing your learners, stating clear objectives, establishing an effective learning environment, including varied strategies and appropriate technologies, conducting a summative evaluation, and concluding effectively. It emphasizes starting with the characteristics of the learners, stating objectives in terms of measurable student performance, creating a learning environment that meets all learner needs, incorporating a good variety of strategies and readily available technologies, using valid and reliable evaluation techniques, and ensuring virtual instruction is clear and concise.
The document discusses the importance of instructional planning when incorporating technology into teaching and learning. It outlines the Design-Plan-Act (D-P-A) model for instructional planning, which involves designing lessons using a framework like the Dynamic Instructional Design (DID) model, planning daily lesson plans aligned with the overall design, and taking action to implement the planned lessons. The DID model guides teachers through steps like understanding learners, setting objectives, establishing the learning environment, selecting teaching strategies, identifying supporting technologies, and evaluating and revising the design. Technology should be chosen to enhance what can be done, not as an end in itself.
The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
This document provides 10 tips and a bonus tip for assessing project-based learning. It begins by describing a project presented by 9th grade students to design a model city of the future. It notes that authentic assessment strategies are needed to adequately evaluate real-world learning experiences like this. The tips are organized around the stages of a project: planning, active learning, presentation, and reflection. The first tip emphasizes planning authentic products for students to demonstrate their learning. Subsequent tips provide formative assessment strategies, focusing on teamwork, tracking progress, growing audiences, and professional development around assessment. The document encourages sharing assessment ideas and discusses how project-based assessments align with current reforms.
Understanding By Design - Technology Integrationben.louey
The document provides information on effective instruction including planning, instructional delivery, and assessment. It discusses establishing curricular priorities and identifying desired results including standards, understandings, essential questions, and learning objectives. The document also includes templates for instructional plans with sections for desired results, assessment evidence, and learning activities. Templates are to be used to develop unit plans and daily lesson plans focusing on objectives, assessments, and engaging student activities.
The document discusses preparing students for 21st century skills by integrating those skills into lessons and assessments. It provides examples of 21st century skills like critical thinking, problem solving, and collaboration. It also suggests that teachers upgrade existing curriculum by transforming and replacing elements to focus on big ideas, concepts, and project-based assessments. The document encourages teachers to work with colleagues to develop and reflect on upgraded units of study that incorporate 21st century skills.
National standards for quality online teachingjmariepope
This document outlines an online professional development session focused on standards G and H for quality online teaching. [1] The session uses a "make and take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of effective assessment and ensuring validity, reliability, and security for online assessments. [3] They also consider how to implement authentic assessments, provide continuous feedback, and align assignments and assessments to learning goals using backward design.
Basic Instructional Design Principles - A PrimerMike Kunkle
Training involves planned instructional techniques to achieve learning objectives and transfer knowledge, skills, and attitudes. It is developed through a systematic instructional design process that analyzes learning needs and develops instruction to meet those needs. Models typically specify a method that, if followed, will facilitate knowledge, skill, and attitude transfer. Key figures in the field include Robert Mager, Robert Gagne, and Benjamin Bloom.
This document outlines the steps of the Dynamic Instructional Design (DID) model, which includes knowing your learners, stating clear objectives, establishing an effective learning environment, including varied strategies and appropriate technologies, conducting a summative evaluation, and concluding effectively. It emphasizes starting with the characteristics of the learners, stating objectives in terms of measurable student performance, creating a learning environment that meets all learner needs, incorporating a good variety of strategies and readily available technologies, using valid and reliable evaluation techniques, and ensuring virtual instruction is clear and concise.
The document discusses the importance of instructional planning when incorporating technology into teaching and learning. It outlines the Design-Plan-Act (D-P-A) model for instructional planning, which involves designing lessons using a framework like the Dynamic Instructional Design (DID) model, planning daily lesson plans aligned with the overall design, and taking action to implement the planned lessons. The DID model guides teachers through steps like understanding learners, setting objectives, establishing the learning environment, selecting teaching strategies, identifying supporting technologies, and evaluating and revising the design. Technology should be chosen to enhance what can be done, not as an end in itself.
The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
This document provides 10 tips and a bonus tip for assessing project-based learning. It begins by describing a project presented by 9th grade students to design a model city of the future. It notes that authentic assessment strategies are needed to adequately evaluate real-world learning experiences like this. The tips are organized around the stages of a project: planning, active learning, presentation, and reflection. The first tip emphasizes planning authentic products for students to demonstrate their learning. Subsequent tips provide formative assessment strategies, focusing on teamwork, tracking progress, growing audiences, and professional development around assessment. The document encourages sharing assessment ideas and discusses how project-based assessments align with current reforms.
This document summarizes best practices and frameworks for effective professional development (PD). It notes that while mentoring, peer coaching, hands-on activities, and other strategies show promise, the field has not agreed on what makes PD truly effective. The document discusses frameworks like TPACK that emphasize teachers understanding content, pedagogy and technology, and knowing when each is appropriate. It also contrasts linear one-time PD with cyclical PD that incorporates reflection, collaboration, observation and ongoing evaluation. Finally, it questions how to ensure high fidelity of PD implementation and encourage adoption of innovations.
This document discusses professional development (PD) practices and strategies. It notes that there is no single most effective PD method and that practices are interrelated and must be integrated. It outlines best practices like mentoring, peer coaching, hands-on activities, and setting goals. It also discusses frameworks for evaluating PD, including KASAB, TPACK, and comparing linear vs. cyclical models. Key points are that teachers need time to explore new strategies, PD must be tailored to audience needs, and ongoing evaluation and reflection are important for effective implementation and improvement.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
This document discusses different instructional design models and ranks them according to how well they fit the author's teaching style. The author ranks Gagne's Nine Steps of Instruction as the best model, followed by Keller's ARCS Model of Motivational Design and Rapid Instructional Design. These models fit well with their approach of chunking lessons into short intervals to maintain student attention. While no single model perfectly fits their style, aspects of different models could be combined in their unit plan to provide hands-on learning opportunities and allow more student direction.
There are over 100 instructional design models that help curriculum developers visualize problems and break them down into manageable units to facilitate knowledge transfer. The most common is the ADDIE model, which incorporates five phases: analysis to clarify requirements, design for planning strategies and objectives, development to compile information, implementation to apply the curriculum, and evaluation to review effectiveness through assessments. Other iterative models continually evaluate and improve the design through testing prototypes or additional steps. Effective instructional designers understand cognitive learning processes and motivation to competently design engaging learning resources.
This document discusses instructional design and how it can help improve learning. It describes the ADDIE model of instructional design, which includes analysis, design, development, implementation, and evaluation phases. It also outlines several instructional design principles and models, including Chickering and Gamson's seven principles of good practice in undergraduate education.
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
The document summarizes key instructional design models and theorists including:
- Behaviorist vs constructivist approaches to instructional design
- B.F. Skinner's work on programmed instruction and operant conditioning
- Robert Mager's work on writing objectives that specify desired behaviors, conditions, and standards
- Early instructional design models like Glaser's instructional system and the Dick and Carey model
- The original ADDIE model and its evolution over time
- Constructivism and theorists like Bruner, Piaget, and Vygotsky
- Bloom's taxonomy and its revision
- Papert's constructionism and cognitive apprenticeship models
The ADDIE model is a systematic instructional design model consisting of 5 phases: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, instructional problems are identified and analyzed. In the Design phase, learning objectives and assessments are developed. During the Development phase, materials are created. In the Implementation phase, instruction is delivered. Finally, in the Evaluation phase, the effectiveness of the instruction is evaluated. The ADDIE model provides a framework to systematically design effective instruction.
IT FOR HIGHER THINGKING SKILLS AND CREATIVITYJouaine Ombay
The document discusses using information technology (IT) to develop higher-level thinking skills and creativity in students. It proposes using project-based learning where students work on in-depth, complex, and real-world projects over a sustained period. The process of completing projects is more important than the product or outcome. Some examples of IT-based projects that could be used include resource-based projects, simple creations, guided hyper-media projects, and web-based projects.
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
The document discusses strategies for raising achievement in special education students, including differentiated instruction, understanding by design, and higher-order thinking. The goal is to increase the number of special education students scoring proficient or advanced on math assessments. Differentiated instruction involves modifying lessons based on student needs, interests and styles. Understanding by design uses backwards planning starting with desired outcomes. Higher-order thinking focuses on analysis, evaluation and creation over simple recall of facts.
This document provides an overview of project-based learning (PBL). It defines PBL as a student-centered learning method where students work independently or collaboratively to solve real-world problems through research, skill-building, and developing competencies. The final products are then publicly presented. Benefits of PBL include deeper understanding, higher-order thinking, skill development, increased motivation, and preparing students for future careers. When implementing PBL, teachers act as facilitators while students plan and manage their own work. Successful projects follow steps like defining the topic and outcomes, creating a work plan and schedule, and selecting resources for research.
This a Powerpoint presentation created by Peggy Maki, an AMCOA and education consultant specializing in assessing student learning. "Assessment 101" was presented at the AMCOA 4th Statewide Assessment Conference at the University of Massachusetts Boston on April 23, 2012.
The document discusses different learning theories that could be applied to employee computer training:
- Constructivism and cognitivism theories focus on building new knowledge from experience and incorporating new skills. Behaviorism uses repetition to reinforce skills.
- Gagne's nine events of instruction provide a framework for lesson planning including gaining attention, presenting objectives, stimulating recall of prior knowledge, presenting new material, providing guidance, practice, feedback and assessment.
- The cognitive learning theory and Gagne's events are recommended for the computer training as they provide structure and allow employees to build new skills through demonstration, practice and feedback.
This document discusses how to build a self-organizing team. It recommends giving the team the environment and support to get work done independently while still providing guidance. An exercise is described where participants self-organized into groups in different ways to understand the difference between command-and-control and self-organization. For effective self-organization, a team needs a shared goal, knowledge sharing, some delegated authority, team decision making, and proper metrics. Guidance is provided on establishing these elements step-by-step to transition a team to self-organization.
This document summarizes best practices and frameworks for effective professional development (PD). It notes that while mentoring, peer coaching, hands-on activities, and other strategies show promise, the field has not agreed on what makes PD truly effective. The document discusses frameworks like TPACK that emphasize teachers understanding content, pedagogy and technology, and knowing when each is appropriate. It also contrasts linear one-time PD with cyclical PD that incorporates reflection, collaboration, observation and ongoing evaluation. Finally, it questions how to ensure high fidelity of PD implementation and encourage adoption of innovations.
This document discusses professional development (PD) practices and strategies. It notes that there is no single most effective PD method and that practices are interrelated and must be integrated. It outlines best practices like mentoring, peer coaching, hands-on activities, and setting goals. It also discusses frameworks for evaluating PD, including KASAB, TPACK, and comparing linear vs. cyclical models. Key points are that teachers need time to explore new strategies, PD must be tailored to audience needs, and ongoing evaluation and reflection are important for effective implementation and improvement.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
This document discusses different instructional design models and ranks them according to how well they fit the author's teaching style. The author ranks Gagne's Nine Steps of Instruction as the best model, followed by Keller's ARCS Model of Motivational Design and Rapid Instructional Design. These models fit well with their approach of chunking lessons into short intervals to maintain student attention. While no single model perfectly fits their style, aspects of different models could be combined in their unit plan to provide hands-on learning opportunities and allow more student direction.
There are over 100 instructional design models that help curriculum developers visualize problems and break them down into manageable units to facilitate knowledge transfer. The most common is the ADDIE model, which incorporates five phases: analysis to clarify requirements, design for planning strategies and objectives, development to compile information, implementation to apply the curriculum, and evaluation to review effectiveness through assessments. Other iterative models continually evaluate and improve the design through testing prototypes or additional steps. Effective instructional designers understand cognitive learning processes and motivation to competently design engaging learning resources.
This document discusses instructional design and how it can help improve learning. It describes the ADDIE model of instructional design, which includes analysis, design, development, implementation, and evaluation phases. It also outlines several instructional design principles and models, including Chickering and Gamson's seven principles of good practice in undergraduate education.
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
The document summarizes key instructional design models and theorists including:
- Behaviorist vs constructivist approaches to instructional design
- B.F. Skinner's work on programmed instruction and operant conditioning
- Robert Mager's work on writing objectives that specify desired behaviors, conditions, and standards
- Early instructional design models like Glaser's instructional system and the Dick and Carey model
- The original ADDIE model and its evolution over time
- Constructivism and theorists like Bruner, Piaget, and Vygotsky
- Bloom's taxonomy and its revision
- Papert's constructionism and cognitive apprenticeship models
The ADDIE model is a systematic instructional design model consisting of 5 phases: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, instructional problems are identified and analyzed. In the Design phase, learning objectives and assessments are developed. During the Development phase, materials are created. In the Implementation phase, instruction is delivered. Finally, in the Evaluation phase, the effectiveness of the instruction is evaluated. The ADDIE model provides a framework to systematically design effective instruction.
IT FOR HIGHER THINGKING SKILLS AND CREATIVITYJouaine Ombay
The document discusses using information technology (IT) to develop higher-level thinking skills and creativity in students. It proposes using project-based learning where students work on in-depth, complex, and real-world projects over a sustained period. The process of completing projects is more important than the product or outcome. Some examples of IT-based projects that could be used include resource-based projects, simple creations, guided hyper-media projects, and web-based projects.
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
The document discusses strategies for raising achievement in special education students, including differentiated instruction, understanding by design, and higher-order thinking. The goal is to increase the number of special education students scoring proficient or advanced on math assessments. Differentiated instruction involves modifying lessons based on student needs, interests and styles. Understanding by design uses backwards planning starting with desired outcomes. Higher-order thinking focuses on analysis, evaluation and creation over simple recall of facts.
This document provides an overview of project-based learning (PBL). It defines PBL as a student-centered learning method where students work independently or collaboratively to solve real-world problems through research, skill-building, and developing competencies. The final products are then publicly presented. Benefits of PBL include deeper understanding, higher-order thinking, skill development, increased motivation, and preparing students for future careers. When implementing PBL, teachers act as facilitators while students plan and manage their own work. Successful projects follow steps like defining the topic and outcomes, creating a work plan and schedule, and selecting resources for research.
This a Powerpoint presentation created by Peggy Maki, an AMCOA and education consultant specializing in assessing student learning. "Assessment 101" was presented at the AMCOA 4th Statewide Assessment Conference at the University of Massachusetts Boston on April 23, 2012.
The document discusses different learning theories that could be applied to employee computer training:
- Constructivism and cognitivism theories focus on building new knowledge from experience and incorporating new skills. Behaviorism uses repetition to reinforce skills.
- Gagne's nine events of instruction provide a framework for lesson planning including gaining attention, presenting objectives, stimulating recall of prior knowledge, presenting new material, providing guidance, practice, feedback and assessment.
- The cognitive learning theory and Gagne's events are recommended for the computer training as they provide structure and allow employees to build new skills through demonstration, practice and feedback.
This document discusses how to build a self-organizing team. It recommends giving the team the environment and support to get work done independently while still providing guidance. An exercise is described where participants self-organized into groups in different ways to understand the difference between command-and-control and self-organization. For effective self-organization, a team needs a shared goal, knowledge sharing, some delegated authority, team decision making, and proper metrics. Guidance is provided on establishing these elements step-by-step to transition a team to self-organization.
Management processes include planning, organizing, leading and controlling resources which can be human, financial, technological or natural. There are different management styles such as traditional, team, and servant. Effective managers meet performance and satisfaction goals by building relationships with employees, being humble, sharpening communication skills, providing feedback, and empowering people. Key traits of effective managers are delegating wisely, setting goals, communicating, making time for employees, recognizing achievements, focusing on lasting solutions, and not taking themselves too seriously. Good managers manage performance for results, make change happen, act ethically, take responsibility for self-improvement, and project a positive self-image.
This document compares and contrasts the traditional lesson planning model with the backwards design model. The traditional model focuses on identifying learning objectives and standards, then planning activities, and finally assessment. The backwards design model starts with identifying learning outcomes, then planning assessments to measure those outcomes, and finally developing learning activities. The document provides an example of applying backwards design to plan a lesson on identifying characters, plot, setting, and theme in stories. Key steps include identifying the learning goal aligned to standards, planning assessments like performance tasks and short responses, and developing learning activities like using rubrics and interactive online games.
This document outlines a teaching unit on government using the backward design model. The first section focuses on the unit theme of government and describes the desired learning outcomes which are for students to understand the different types and roles of government in Trinidad and Tobago. Assessment tasks are proposed, including creating an organizational chart of government and debating the necessity of government. The subsequent sections describe additional unit themes on family, landforms, natural resources, and our nation that are not explained in detail. Each unit theme follows the backward design framework of identifying desired results, proposed assessments, and learning plans.
The document discusses planning and organizing business management. It defines strategic planning as long-term planning that provides broad goals and direction, while operational planning focuses on short-term specific activities. Some key planning tools discussed are goals, budgets, schedules, standards, policies and procedures. The document also examines different types of organizational structures like line, line-and-staff, matrix, and team organizations. Characteristics of a good organization include clear responsibility, accountability, unity of command, and span of control.
The document discusses design strategy and its relationship to business strategy. It defines design strategy as deciding what to create with a long term perspective of 3-5 years, taking a systemic view. A design strategist works at the intersection of design, research insights, and business strategy, translating insights into solutions and connecting design efforts to business goals. The key is to scope opportunities, define consumer value, focus on generating real business value, and develop tactics to achieve strategies. Design thinking and strategic design management can be used to innovate and create superior customer experiences that drive business success.
The document discusses managerial competencies and their importance for effective management. It defines competency as a combination of knowledge, skills, behaviors and attitudes that contribute to effectiveness. Managerial competencies are sets of abilities needed to be effective in various positions and organizations. Six core competencies are identified: communication, planning and administration, teamwork, strategic action, multicultural awareness, and self-management. Each competency is then defined and its components or foundations are explained.
This document provides an overview of Understanding by Design (UbD), a framework for designing curriculum units that focuses on designing assessments before lessons in order to ensure students achieve desired learning outcomes. It describes the three stages of backward design: 1) identifying desired results like understandings, essential questions and knowledge/skills; 2) determining appropriate assessments like performance tasks; and 3) planning learning experiences to prepare students for the assessments. The goal is for students to develop a deep understanding of key concepts and be able to transfer their learning to new situations.
Backward Design is a process that focuses on developing lessons by starting with the desired results and assessments before planning activities. It differs from traditional lesson planning which starts with goals/objectives and then plans activities and assessments. The key aspects of Backward Design are to first identify the enduring understandings, essential questions, and standards students should learn. Then determine how student learning will be assessed through evidence. Finally, plan instructional activities that ensure students can demonstrate their learning.
This document summarizes planning and approaches to integrating ICT in primary education. It discusses waterfall and iterative planning models and agile principles for developing software. It also covers using ICT to support learning across subjects, evaluating embedded versus separate ICT approaches, and pedagogical patterns for teaching with technology. Key challenges in secondary ICT like unreliable equipment and classroom management issues are also noted.
The document provides information about Google's Solution Challenge 2024 hackathon. It outlines the timeline and process for the competition, which invites students to develop solutions addressing one of the UN's 17 Sustainable Development Goals using Google technologies over 3 months. Key dates and phases are described, including registration, submissions, judging rounds, and announcement of top 100, 10, and 3 winning teams. Requirements for project submissions and scoring criteria covering problem statement, technical implementation, testing, success metrics, and scalability are also summarized. The document concludes with an agenda for the team finding portion of the event, encouraging participants to brainstorm ideas and find teammates to develop their solutions.
This document provides information about the Google Developer Student Clubs 2024 Solution Challenge. The challenge invites student teams to solve one of the United Nations' 17 Sustainable Development Goals using Google technology. The document outlines the eligibility requirements, timeline, prizes, submission and judging criteria, and resources available. It also includes an agenda for an information session on the challenge and frequently asked questions.
Program Management 101: Best Practices from Optimizely-on-OptimizelyOptimizely
What does it take to run a best-in-class experimentation program? What sets these programs apart isn’t some kind of magic formula; instead, they invested in making experimentation a core practice across the business with a dedicated team in place, best-in-class technology and a practice of evangelizing their impact on the business.
Learn from Optimizely’s own Experimentation Program Manager, Becca Bruggman, and the Product Manager of Optimizely Program Management, Kris McKee, on exactly how they took our own internal Product experimentation program from ad-hoc to a robust Center of Excellence. They will take you through the lifecycle of an idea: from concept, to experiment, results, and then ultimately iterating to the next experiment — all in just 30 minutes!
Challenged Based Learning program designed to engage at risk youth in agile development and design thinking. Inclusion and diversity are the foundations in which we build.
Global Consultants was tasked with studying the organizational structure and behavior of Mount Cedar Technologies to develop a proposal for improving performance. They found that Cedar Tech lacked clear strategic vision and goals, had low employee morale, and did not foster diversity or communication. Their recommendations included establishing a mission statement, shifting to a product division structure, implementing training and rewards programs, developing leadership and decision-making skills, and empowering employees at all levels to improve motivation and organizational effectiveness.
Solution Challenge '24 GDSC Pillai College of EngineeringAnandMenon54
The document provides information about the Google Developer Student Clubs 2024 Solution Challenge. It outlines that the goal is for student teams to build solutions using Google technologies that address one of the UN's 17 Sustainable Development Goals. Teams of 1-4 students can register and will submit their projects by February 2023 for judging. Projects will be evaluated based on their impact, use of technology, and ability to scale. Over 100 teams will be selected to receive mentoring from Google, and top prizes include cash awards and promotion on Google platforms. Sample projects, timelines, and registration details are also included.
Susan Heide seeks a leadership position where she can utilize her diverse skills including leadership, project management, process improvement, and organizational skills. She has over 15 years of experience in the technology field at Nordstrom leading teams and implementing innovative solutions. Her background includes roles in business analysis, operations lead, education and change management, and information technology manager.
The document provides information about the 2023 Google Developer Student Clubs Solution Challenge, which challenges students to solve one of the United Nations' 17 Sustainable Development Goals using Google technology. It outlines the program timeline from January to August 2023, with key dates including a January kickoff event, a March submission deadline, announcements of top teams in May and June, and a final demo day in August. It also provides details on prizes, judging criteria, and tips for developing problem statements and project submissions.
The document discusses proposed changes to the structure and delivery of a graphic design course. Key points:
- The goal is to overhaul the 4-year program into a 3-year course that integrates technology, theory and design principles.
- Blended learning strategies and new technologies were implemented and tested in the first semester to enhance learning.
- Student outcomes, course analytics, and lessons from test units are discussed to identify areas for improvement.
- Creating deliverables like a justification map and community-focused projects are proposed to strengthen the program.
Strengthening Quality Management with High Impact TrainingKarl Kapp
The slides from this webinar examine the evolution of training technology and outlined how implementing the right technology is helping companies support role-based training programs, making learning easier, and delivering training as part of quality processes – while ensuring job and audit readiness.
We shared training best practices and how technology can:
• Align training with corporate goals
• Improve quality management with modern learning techniques
• Enable micro- and in flow learning
• Simplify role-based training
• Measuring learning and training impact
About our presenters:
Karl Kapp, Bloomsburg University of Pennsylvania
An expert in the convergence of learning, technology, and business, Karl Kapp was named to the 2017 "LinkedIn Top Voices in Education" list and has been named a top influencer in the training industry. Author of seven books including “The Gamification of Learning and Instruction” and “Play to Learn,” Karl is a highly sought international, TEDx and industry speaker.
Kent Malmros, Veeva Systems
Kent has spent the majority of his career delivering technology-enabled training solutions to life sciences, holding leadership positions at industry leading companies such as AdMed, ClearPoint (Red Nucleus), UL EduNeering (UL), and now at Veeva Systems.
To watch the full webinar on demand, please register here: http://bitly.com/2Oh2TLc.
Apps for Good is a program that teaches students to design mobile apps to solve real-world problems. It aims to improve students' entrepreneurial and technical skills, increase their confidence, and help them learn about potential careers. Educators are also trained to facilitate app design sessions. In 2011/12, over 1,200 students participated in the program across the UK. Surveys found that the program significantly improved students' skills and confidence. It also helped educators learn new skills and teaching methods. The program connects students with industry professionals who mentor and advise them.
National standards for quality online teachingjmariepope
This document outlines an online professional development session on Standards G and H for quality online teaching. [1] The session uses a "make-and-take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of each standard, watching videos and designing assessments and evaluations that ensure validity, reliability, and security. [3] Backward design is discussed as a framework for aligning assessments and learning goals.
The Google Developer Student Clubs 2024 Solution Challenge mission is to solve for one of the United Nations’ 17 Sustainable Development Goals using Google technology.
Created by the United Nations in 2015 to be achieved by 2030, the 17 Sustainable Development Goals (SDGs) agreed upon by all 193 United Nations Member States aim to end poverty, ensure prosperity, and protect the planet.
We invite all of you to join the competition and and transform ideas into reality.
How EDF Energy are extending the classroom experience with learner-generated ...LearnerLab
Find out how EDF Energy is pioneering user-generated mobile video to increase engagement with its leadership programme. Presentation slides from Learning Technologies 2019. Speakers: Carl Lovett, Digital Learning Manager at EDF Energy and Carl Hodler, Co-Founder StoryTagger.
For more info see: https://www.storytagger.com/learningtechnologies/
This document provides an introduction and overview of Google Developer Student Clubs (GDSC). It discusses that GDSCs are university-based communities for students interested in Google developer technologies. Students can grow their knowledge through peer-to-peer learning, gain industry experience by building solutions, and showcase their work. The document outlines opportunities GDSC provides students and motivates students to join the GDSC community at their university to connect, learn, and grow their skills.
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Join Solution Challenges Info Session 2024 for an engaging and insightful overview of this year's exciting innovation competitions. Discover the key themes, submission guidelines, and exclusive tips to excel in these challenges. Unleash your creativity, meet like-minded problem solvers, and explore opportunities to make a meaningful impact. Don't miss this chance to kickstart your journey towards creating innovative solutions for real-world challenges!
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Learning Objective Focused Technology Integration - Presentation at IETC 2012 that challenges participants to rethink the way they integrate technology and use the TPACK framework to build their capacities and assist in planning.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. UNDERSTANDING BY DESIGN
Developed by Grant
Wiggins and Jay McTighe
Shift the focus from
“covering the curriculum”
to “creating curriculum”
and understanding with
technology.
6. IDEAS AND UNDERSTANDINGS
Big Idea- Educational Technology
Challenge: Your school district is feeling a budget crunch.
They have asked staff to look at a variety of programs,
including technology, and provide enough evidence to keep
funding the programs. The district has stressed that
programs that support and enhance standards will be the
most likely to be kept.
7. IDEAS AND UNDERSTANDINGS
Big Idea- Educational Technology
Challenge: Your school district is feeling a budget crunch.
They have asked staff to look at a variety of programs,
including technology, and provide enough evidence to keep
funding the programs. The district has stressed that
programs that support and enhance standards will be the
most likely to be kept.
You must present to the school district in 5-7 minutes on
why technology is a valuable part of your school district.
10. OUR ESSENTIAL QUESTION
Can technology really enhance and
support standards-based curriculum or
is it just a passing fad?
11. OUR PROJECT
To determine whether or not technology can enhance and
support a standards based curriculum.
Collaborate and identify research tools to complete our
project.
Determine end products, and how our project will be
assessed.
19. DETERMINE FINAL PRODUCT
You will have an unlimited amount of choice when creating
a final product.
Your product should clearly answer the essential question
and persuade the school district to keep technology.
20. ACTIVITY- FOCUS GROUP
Using Turning Point Anywhere, you will solicit feedback
from your audience on your presentation.
You can use Google Docs to create questions to help you
assess the effectiveness of your presentation.
21. FINAL PRODUCT
You will present your final product to the school district.
You and your instructor will assess both the process and
final product.
You will evaluate your product, as well as the process and
reflect on your performance.