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The document discusses the potential pros and cons of using YouTube for educational purposes. It considers how YouTube could be used by students and teachers to catch up on missed lectures, get different opinions on topics, and provide visual representations of concepts. However, it also notes potential cons like plagiarism, distraction, and health issues from overuse. The document suggests ways YouTube could be made more appropriate for education, like blocking unrelated content or using YouTube EDU. It concludes that as students are already using YouTube for notes, and more institutions adopt it, there is a future for YouTube in education.
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The document discusses the flipped classroom or flip teaching method of instruction. It describes how the method began in the 1990s with efforts to use technology to move direct instruction outside of class time. This allows class time to be used for hands-on activities, projects, discussions and addressing student questions. The document outlines the key aspects of flip teaching including having students learn new content through online videos and lectures at home, then applying and extending their understanding of the content during in-class activities with teacher guidance. Benefits discussed include improved learning outcomes through differentiated instruction and students receiving instant feedback.
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This document outlines an ASSURE lesson plan for an honors biology class. There are 20 students total, mostly Caucasian, with a mix of males and females. The objectives are for students to understand basic evolution concepts at 90% accuracy by watching a YouTube video, completing a WebQuest, and discussing 21st century education. Materials include the video, WebQuest, and desktop publishing for the schedule. Students will watch the video, do the WebQuest with guidance, and have a discussion about concepts and globalization's influence on evolution. Completion of the video and WebQuest will be evaluated for a daily grade.
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Teachers on postgraduate specialist inclusion courses are required to have
observation of their practice of teaching and assessment. Many of these teachers are
distance learners so it was not practical for a tutor to visit these teachers in person.
The lessons that the teachers undertake are usually one to one specialist lessons and
up to an hour long.
Panopto is available throughout the university, mainly used to record lectures as a tool
to support learning but we decided to explore the use of this in an innovative way. The
aim was to provide a system where students could upload their recorded lessons
securely to the VLE. These could then be viewed by the observation tutor for formative,
then summative feedback.
Students are encouraged to use the recorded lessons to reflect on their own practice
and evaluations on lessons have improved since students have been using this
process. We also decided to use the system as a tool for teaching and learning.
Recorded lessons have been shown in face to face sessions for critical evaluation.
The system is being been used on the Postgraduate Certificate in SpLD (Dyslexia)
and Postgraduate Certificate Education (Dyscalculia). The courses are blended
courses with a required number of face to face teaching sessions and the additional
teaching is online. The teachers on these programmes are nationwide. The courses
have external professional accreditation from the British Dyslexia Association. There
are 60-80 teachers on the Dyslexia course and they need 4 observations each. There
are 15-20 teachers on dyscalculia course who have 3 observations. Observation tutors
give feedback on the lesson observations and there is moderation of these by the
programme leader and external moderation by the British Dyslexia Association and
external examiners.
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provide detailed, swift feedback, secure access for moderators, a valuable reflection
tool for students and a permanent record of assessment for quality assurance.
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Senior Lecturer, Professional Learning
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The document describes several examples of assigning homework that involves students watching instructional videos before coming to class. For some lessons:
- Students watch a video for homework and complete tasks like information sheets or time plans based on the video. In class, students take the lead by teaching or working independently based on their homework.
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This document outlines an ASSURE lesson plan for an honors biology class. There are 20 students total, mostly Caucasian, with a mix of males and females. The objectives are for students to understand basic evolution concepts at 90% accuracy by watching a YouTube video, completing a WebQuest, and discussing 21st century education. Materials include the video, WebQuest, and desktop publishing for the schedule. Students will watch the video, do the WebQuest with guidance, and have a discussion about concepts and globalization's influence on evolution. Completion of the video and WebQuest will be evaluated for a daily grade.
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Teachers on postgraduate specialist inclusion courses are required to have
observation of their practice of teaching and assessment. Many of these teachers are
distance learners so it was not practical for a tutor to visit these teachers in person.
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up to an hour long.
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to support learning but we decided to explore the use of this in an innovative way. The
aim was to provide a system where students could upload their recorded lessons
securely to the VLE. These could then be viewed by the observation tutor for formative,
then summative feedback.
Students are encouraged to use the recorded lessons to reflect on their own practice
and evaluations on lessons have improved since students have been using this
process. We also decided to use the system as a tool for teaching and learning.
Recorded lessons have been shown in face to face sessions for critical evaluation.
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and Postgraduate Certificate Education (Dyscalculia). The courses are blended
courses with a required number of face to face teaching sessions and the additional
teaching is online. The teachers on these programmes are nationwide. The courses
have external professional accreditation from the British Dyslexia Association. There
are 60-80 teachers on the Dyslexia course and they need 4 observations each. There
are 15-20 teachers on dyscalculia course who have 3 observations. Observation tutors
give feedback on the lesson observations and there is moderation of these by the
programme leader and external moderation by the British Dyslexia Association and
external examiners.
Panopto has given us the opportunity to streamline the students’ workflow, as well as
provide detailed, swift feedback, secure access for moderators, a valuable reflection
tool for students and a permanent record of assessment for quality assurance.
Anne McLoughlin
Senior Lecturer, Professional Learning
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Scott Farrow
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The document describes several examples of assigning homework that involves students watching instructional videos before coming to class. For some lessons:
- Students watch a video for homework and complete tasks like information sheets or time plans based on the video. In class, students take the lead by teaching or working independently based on their homework.
- Not all students complete the homework. Teachers have backup plans like worksheet for non-completers or pairing completers with non-completers.
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The document discusses three articles about using vodcasting (video podcasting) in education. The first article describes high school chemistry teachers who used vodcasts to allow students to watch lectures after missing class. The second article discusses a college using vodcasts for older returning students. The third was a case study that found most subjects liked vodcasts and some would use them to study independently. Overall, the document suggests vodcasts are a useful educational tool that allow flexibility for students and could improve learning if more widely adopted.
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Educators have a lot on their hands.
We know that preparing for classes, lecturing, and grading are just the crumbs of the real load you need to carry. Plus, all the insanity surrounding the flipped classroom model that you are suddenly expected to know inside and out.
Wouldn’t it be nice to have one, comprehensive reference guide to grasp it all?
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- Leading industry experts’ insights into the role of video in education
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The document summarizes Pamela Cross's final assignment for a multimedia in the classroom course. It discusses how multimedia has changed teaching and learning by engaging students through tools like videos, pictures, and interactive activities. The document also provides examples of multimedia tools Pamela found most useful, including Audacity for podcasting, Jing for screenshots and recordings, and EDpuzzle for editing videos. It discusses the successes and challenges of using multimedia in the classroom and shares some of Pamela's projects and assignments from the course.
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This document outlines a presentation given by Emily Schmidt and Martha Smith on blended learning. It includes an agenda for the presentation which covers defining blended learning, designing blended learning classrooms, and sharing resources and lessons. Examples are given of how blended learning can be implemented in elementary classrooms using station rotations. Attendees are then asked to plan their own blended learning lessons and share resources available through the school district. Student feedback shows support for the use of technology in learning.
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My opinion . . .
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The document summarizes a project that developed mobile tutorials for students. It found that students were more engaged with the mobile tutorials and felt they helped learning. Specifically:
- Students found the mobile tutorials more interesting and enjoyable than traditional tutorials, though expectations were somewhat higher than the results.
- The mobile format allowed students to learn at their own pace and engage with sensitive topics they wouldn't discuss in class.
- However, students still valued tutor input and group discussions, which were limited in the mobile format.
- Overall students found the flexibility and anytime access of the mobile materials useful as a supplement to traditional tutorials.
Flipping the Classroom by Brian Gross (Whittier College)
The document summarizes Brian Gross's experience flipping his ECON 301 class at Whittier College. Flipping involves recording lectures for students to view outside of class, then doing activities and exercises in class with instructor support. Gross recorded lectures using tablet/pen software, then created worksheets for in-class work. Students liked setting their own pace for lectures and getting help in class. While the first iteration showed lower exam scores, tweaks led to success in the second where students were well-prepared and completed difficult problems. Gross concluded flipping was worth doing and hopes to create more flipped classes over time.
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The document discusses how a grade 1 teacher uses various Web 2.0 tools to connect with parents and get them involved in the classroom. These tools include blogs for individual students and the class that parents can comment on, Evernote and VoiceThread for sharing student work and getting parent feedback, and Twitter for tweeting classroom activities, student work, and special events that parents can follow. The teacher finds that using these tools engages parents and allows for collaboration between students, parents, and the teacher.
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The document discusses the flipped classroom model of instruction. In a flipped classroom, students watch video lectures at home and do homework and projects in the classroom with a teacher present. This flips the traditional model where lectures are done in class and homework is done at home. The document outlines the key aspects of the flipped classroom model including having students watch videos to gain initial content exposure before applying and practicing what they learned in class. Examples are given of how the model has improved student outcomes in schools that adopted it.
0 a flipped classroom in action
1) A physics teacher named Dave Kawecki implemented a flipped classroom approach for a two-week unit on magnetic fields. He created 16 videos for students to watch as homework to free up class time for active learning.
2) In class, Kawecki was able to almost double the time spent on hands-on activities and small group problem solving, allowing students to get more help from peers and teachers. Students reported preferring this approach and having sufficient time to get help.
3) While results were positive overall, some students did not watch the videos as assigned. To address this, Kawecki began giving online and in-class quizzes on video content to increase accountability and preparation
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- Educators must get familiar with both asynchronous tools like blogs and email as well as synchronous tools like Skype to effectively teach with technology.
- Professional development is an ongoing process, as new technologies emerge, and teachers need to be open to learning new skills to stay current and help their students.
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This document discusses the challenges faced by students in distance learning. It identifies several pitfalls including lack of support, interactivity, commitment, technology issues, isolation, procrastination, and time management. It provides examples of students who chose online education due to convenience and flexibility with their work schedules. While these students found the online experience exceeded expectations with opportunities to network, they also faced challenges with participating in discussions and managing assignments without in-person deadlines and accountability.
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The document summarizes a project that developed mobile tutorials for students. It found that students were more engaged with the mobile tutorials and felt they helped learning. Specifically:
- Students found the mobile tutorials more interesting and enjoyable than traditional tutorials, though expectations were somewhat higher than the results.
- The mobile format allowed students to learn at their own pace and engage with sensitive topics they wouldn't discuss in class.
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What is a flipped classroom?
The document defines the flipped classroom model as one where traditional lecture content is delivered at home via video and class time is used for applied learning activities. It explores how this changes the instructional landscape by making the home the lecture space and class the collaboration/problem solving space. Potential benefits discussed include allowing students to work at their own pace and enabling teachers to spend more one-on-one time with students, though concerns about the digital divide and lack of interaction are also raised. The document provides resources for implementing flipped learning and encourages teachers to reflect on how it could enhance their lessons.
The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Pl...
Presentation at Designing our Learning Futures: Technology-Enhanced Learning Symposium, Centre for Learning Futures, Griffith University, Australia, 31 October-1 November, 2013
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The document discusses the flipped classroom model of instruction. In a flipped classroom, students watch video lectures at home and do homework and projects in the classroom with a teacher present. This flips the traditional model where lectures are done in class and homework is done at home. The document outlines the key aspects of the flipped classroom model including having students watch videos to gain initial content exposure before applying and practicing what they learned in class. Examples are given of how the model has improved student outcomes in schools that adopted it.
0 a flipped classroom in action
1) A physics teacher named Dave Kawecki implemented a flipped classroom approach for a two-week unit on magnetic fields. He created 16 videos for students to watch as homework to free up class time for active learning.
2) In class, Kawecki was able to almost double the time spent on hands-on activities and small group problem solving, allowing students to get more help from peers and teachers. Students reported preferring this approach and having sufficient time to get help.
3) While results were positive overall, some students did not watch the videos as assigned. To address this, Kawecki began giving online and in-class quizzes on video content to increase accountability and preparation
Flipped Learning
This document discusses flipped learning and the flipped classroom model. It defines blended learning and flipped learning. It provides examples of how two teachers, Crystal Kirch and Todd Nesloney, structure their flipped classrooms. Kirch focuses class time on higher-order thinking through discussion, practice, and peer support. Nesloney has students watch short videos as homework and complete worksheets to discuss in class. The document also provides examples of in-class activities on eclipses and the color wheel that have students apply and demonstrate their learning. It concludes with additional flipped learning resources and examples from other teachers.
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- Teachers need to prepare for the changing role of technology in education by becoming active digital learners themselves in order to understand how students learn with technology.
- Educators must get familiar with both asynchronous tools like blogs and email as well as synchronous tools like Skype to effectively teach with technology.
- Professional development is an ongoing process, as new technologies emerge, and teachers need to be open to learning new skills to stay current and help their students.
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Use of YouTube in Teacher Ed
This document discusses a study on using YouTube to enhance microteaching sessions in an online teacher education course. Students created YouTube videos of their microteachings and shared them with peers and instructors. This allowed instructors to better assess teaching skills. While the videos provided valuable practice and assessment, they tended to be too teacher-centered and lacked differentiation. The study concludes that YouTube has potential to improve teacher education, but programs need to better align criteria, models, and instruction with student-centered best practices they want to see demonstrated.
El uso de YouTube como habilidad del docente del siglo XXI
Una habilidad que el docente del siglo XXI debe desarrollar es el Uso de YouTube. En esta presentación explico brevemente su importancia.
You Tube - A New Tool For Teaching Information Literacy
- YouTube has become a popular platform for libraries to provide instructional content and share information about their resources and services. Many academic and public libraries have created YouTube channels to host instructional videos on topics like database searching, citations, and using the library catalog.
- Librarians are leveraging YouTube to engage users and teach important information literacy skills. Videos can be used for library orientations, tutorials, and promoting collections and events. This allows libraries to reach users online and provide accessible learning content.
Youtube in teching l2
Este documento discute el uso de YouTube para enseñar un idioma extranjero a estudiantes "nativos digitales". Explica que YouTube ofrece oportunidades para que los estudiantes reciban información rápidamente a través de videos, participen en actividades y aprendan sobre otras culturas de una manera que satisface sus necesidades como nativos digitales. También identifica herramientas para descargar videos de YouTube y formas de usarlos en el aula de manera responsable y efectiva.
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You tube
O YouTube es una página web que permite a los usuarios subir y ver videos. Fue creada en 2005 y adquirida por Google en 2006. Los usuarios pueden crear canales para compartir videos de forma gratuita. YouTube se ha convertido en una red social importante y ha tenido un gran impacto en la cultura popular.
YouTube Tools To The Rescue - Tots & Technology 2015
Come learn how to use various YouTube tools in order to safely share videos without worrying about inappropriate comments and other hazards. Also learn how to easily shorten YouTube videos so your students watch only the portions you intend.
Flipping Professional Development - MACUL 2013
Flipping a classroom requires teachers to ask themselves "What is the best use of my class time?". Flipping professional development attempts to move training beyond a "one size fits all model" and lets teacher learn technology at their own pace and in the context of their classroom.
The PLE as a personal tool for the researcher and the teacher
III European Conference on Information Technology in Education and Society: A Critical Insight
Barcelona, February 1st – 3rd, 2012
More information and downloads: http://ictlogy.net/bibliography/reports/projects.php?idp=2094
Youtube
Este documento describe YouTube como una plataforma de videos que permite a usuarios compartir y ver videos de manera gratuita. Explica que YouTube ofrece videos educativos, de entretenimiento y promocionales, y que puede usarse en educación para hacer las clases más dinámicas e interesantes. Finalmente, concluye que YouTube es una herramienta útil si se usa adecuadamente para ampliar conocimientos.
10 conceptos generativos x pensar el desorden digital
El documento presenta 10 conceptos clave para entender el nuevo panorama digital, incluyendo la convergencia de medios, nativos digitales, arquitecturas de participación, crowdsourcing, prosumidores, competencias digitales, docentes 2.0, etnografía de YouTube e interfaces intuitivas. El autor explica cómo estas ideas como la producción colaborativa, aprendizaje informal y pensamiento en imágenes están transformando la sociedad en la era digital.
CIT 2011 - Three Faculty reflect on YouTube for lessons
Three faculty members (math, social studies, science) reflect on how they used YouTubes to evaluate pre-service teachers lesson acumen and how they created models with YouTube. Considerations of the modeling, the lessons students created, and the assessments within each class are reviewed, then final conclusions and next steps are considered.
Be a YouTube Teacher
This document provides information about how to use YouTube safely and effectively in schools. It recommends turning on YouTube's "Safety Mode" to filter out inappropriate content. It also suggests using YouTube for Education, which only allows approved educational videos and disables comments and related video suggestions. The document encourages teachers to create their own playlists and channels to share lesson videos that are school-appropriate. It aims to help educators spend less time searching and more time teaching by utilizing pre-made educational playlists and YouTube's classroom features.
Fac2016 oconnor
This document discusses various innovations and virtual tools used to enrich classroom communities. It describes:
1. Using a virtual environment platform for asynchronous student collaboration, noting pros like flexibility but cons like lack of preparation and device compatibility issues.
2. Organizing students into virtual groups, assigning roles, and requiring interaction with other groups' postings to encourage accountability and engagement.
3. The ongoing use of virtual environments since 2007 for meetings, presentations, and project collaboration, with selected publications on effective virtual learning environment design cited.
4. Various virtual space customizations shown, from informational areas and buildings for subjects to informal seating for discussions, showcasing flexibility despite some aesthetic limitations.
Socially networked learning - Empire State College - All College
This document discusses factors influencing the rise of social networking and media such as distributed organizations, continuous learning, and stored intelligence. It outlines components of socially networked learning including communication, learning, process, and assessment. Specifically, it discusses communication factors like the value of text, learning through cognitive dissonance and distributed cognition, and ways to assess if social networking is effective through emerging evidence and resolutions. Finally, it poses decision points for socially networked learning and challenges the reader to develop a socially networked learning outcome around a work issue using their cell phone.
STEM immersive-virtual CIT2016
This document discusses using immersive virtual reality for STEM education and serious games. It begins with an agenda that includes polling the audience about what they would like in a virtual space and their experiences with online learning. It then discusses the presenter's experiences starting with Second Life and moving to custom virtual worlds. Key points made include the conceptual framework for planning virtual learning experiences, including community building, integrating with courses, and assessing learning. Examples are provided of potential activities like role playing as scientists or hosting speaker presentations. Considerations for design like understanding the audience and leveraging existing mental models are also outlined.
Catalejos Educativos: tecnologías de hoy para aprender y enseñar más allá
Presentación visual usada en la conferencia del mismo nombre que formó parte de las X jornadas de altas capacidades de la Región de Murcia
Socially Networked Learning
Ways to consider using social networks available today for education purposes and with assessment approaches that can help you understand if your network is achieving your desired objectives.
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El uso de YouTube como habilidad del docente del siglo XXI
El uso de YouTube como habilidad del docente del siglo XXI
You Tube - A New Tool For Teaching Information Literacy
You Tube - A New Tool For Teaching Information Literacy
YouTube Tools To The Rescue - Tots & Technology 2015
YouTube Tools To The Rescue - Tots & Technology 2015
The PLE as a personal tool for the researcher and the teacher
The PLE as a personal tool for the researcher and the teacher
10 conceptos generativos x pensar el desorden digital
10 conceptos generativos x pensar el desorden digital
CIT 2011 - Three Faculty reflect on YouTube for lessons
CIT 2011 - Three Faculty reflect on YouTube for lessons
Socially networked learning - Empire State College - All College
Socially networked learning - Empire State College - All College
Catalejos Educativos: tecnologías de hoy para aprender y enseñar más allá
Catalejos Educativos: tecnologías de hoy para aprender y enseñar más allá
Similar to Utubeacm1008
Utubeacm1008
The document discusses the potential pros and cons of using YouTube for educational purposes. It explores how YouTube could be used to catch up on missed lectures, provide extra research materials, and give different opinions on topics. However, it also notes potential downsides like distractions, limited internet access, and criticism. Suggestions are provided to make YouTube more education-friendly, such as blocking unrelated content, creating a YouTubeEDU site, and adding related links and video titles. Student and teacher opinions are mixed, with some classes already using YouTube successfully and others feeling it wouldn't replace in-person lectures.
Direct Instruction - PowerPoint Presentation
This document discusses direct instruction, an educational method where the teacher leads structured lessons and students practice skills with the teacher's guidance. It compares direct instruction to constructivism, noting direct instruction's benefits like skill building but potential limits on critical thinking. The document also outlines pros and cons of direct instruction, finding it effective for special education and standardized lessons but potentially dry. Finally, it discusses using different methods for high and low socioeconomic status schools and interviews teachers on using direct instruction versus cooperative learning.
Podcasting - URI Experience
The document summarizes a podcasting project undertaken by the University of Rhode Island's music education department. It discusses challenges in providing field experiences for students due to the university's location. The solution was to create podcasts and videos of master teachers' classes for students to observe. Students found the podcasts convenient but preferred shorter assignments and also spending time in real classrooms. Overall the podcasts were seen as a useful supplement to in-person observations.
Future classroom eon interactive 3 d tech for edu
The document discusses how educational technology is improving the future of education by affecting students' learning environments and methods. It describes how students can now access course materials and information online through websites and search engines. This allows students to learn from anywhere and erases the need for physical textbooks and materials. The document also notes how technology has changed communication in the classroom through interactive response tools and online discussions, creating more opportunities for participation.
#HETL14 Willis and Graham: Use of multimedia in fully online programmes
The document summarizes research on the use of multimedia in online programs for professionals. It discusses:
- Current practices using multimedia at the University of Liverpool (UoL) and University of Alaska Southeast (UAS), including audio transcripts, panel discussions, and videos.
- Student perceptions from interviews and surveys at UoL and UAS, which found multimedia increased enjoyment and connection, but could also be distracting if excessive.
- Suggestions for improving multimedia included providing a variety of multimedia formats from different perspectives, balancing multimedia across modules, and incorporating more interactivity through live discussions.
Suzanne Goodwin
This document discusses the rationale for giving homework and the benefits it provides students. It notes that homework engages students with real-world topics, exposes them to new language, and makes them more confident and enthusiastic learners. The document also shares feedback from students, with some preferring interactive online tasks while others find workbook exercises most helpful for improving grammar and writing. It concludes by encouraging the reader to try an alternative homework task and share the results.
Lesson 28th September
The document is a lesson plan for teaching English to intermediate level teenagers. It includes the following:
- The lesson aims to teach future tenses vocabulary related to TV programs and Youtube. Students will discuss the future of TV and create their own fantasy Youtube channel.
- Several activities are outlined including a warm-up video on Youtube, vocabulary practice, listening to another video about Youtube channels, and developing their own proposed channel as a final project.
- Scaffolding strategies like modeling, examples, and guidance are provided to support student learning and language development.
You tube
YouTube had 67.5 million unique visitors in January 2008 and was the 6th most visited website. Some educators argue that YouTube and other technologies can engage modern students by incorporating formats they are already used to. Teachers can effectively use YouTube to supplement classroom lessons with educational video clips, share teaching strategies with other educators, and enhance students' critical thinking and writing skills. While not necessary for good teaching, YouTube makes more educational resources available to teachers than ever before.
W200 presentation
This document discusses using podcasting in education to provide feedback and commentary on student work. It suggests teachers could record podcasts commenting on student blog posts or papers that are submitted online. This would allow students to personally hear their teacher's feedback and reactions to help them better understand how to revise their writing. The document also talks about how podcasting gives students more flexibility to learn on their own time by listening on devices like iPods. It believes this could transform classroom time into more engaging discussions between students and teachers.
Enabling Dreams
The document discusses the importance of assistive technology and revising lesson plans to include students with disabilities based on insights from the video "Enabling Dreams". It describes how assistive technology allows disabled students to fully participate in class activities and lessons. It also emphasizes that revised lesson plans that accommodate students' individual needs, as outlined in IEPs, are crucial to ensuring they receive equal education and feel included. The author reflects on learning from their experience revising lessons and using technologies like scanned books and PowerPoint games to engage all students.
Enabling Dreams
The document discusses the importance of assistive technology and revising lesson plans to accommodate students with disabilities based on insights from the video "Enabling Dreams". It describes how assistive technology allows disabled students to fully participate in class activities and complete assignments. It also emphasizes that revised lesson plans that align with students' IEPs and utilize tools like scanned books and PowerPoint games can engage disabled students. Overall, the author believes all students, including those with disabilities, deserve an education and that small changes can promote inclusion.
ASSURE - Thursday
A zookeeper lesson plan is outlined to teach second graders about the responsibilities of zookeepers. The plan involves students watching a YouTube video created by the teacher, following zookeepers on Twitter, joining a Zello channel to talk to a zookeeper, and completing a WebQuest assignment. Throughout the lesson, the teacher will evaluate students' understanding by observing participation, asking questions, and reviewing completed assignments. Feedback will be used to revise future zookeeper lessons.
Enabling Dreams
The video "Enabling Dreams" showed how assistive technology can help students with disabilities learn and participate in class like other students. It highlighted devices like laptops and voice recorders that allow students to complete assignments. The document discusses how a teacher modified their lesson on reading by projecting the text for all students to see and read along with. This engaged students more and made teaching easier. It also emphasizes the importance of reviewing students' IEPs and ensuring lessons are tailored to meet their needs through appropriate modifications and accommodations. Overall, the author believes revising lessons and including assistive technologies enables students with disabilities to get the education they deserve while also improving their social and learning experiences.
Modul 10 lag presentasjon om web 2.0
This document discusses using YouTube as part of the educational process. It notes several advantages of YouTube including its availability, variety of media, ease of use, and ability to actively involve learners. The document then provides examples of how YouTube can be integrated into different pedagogical models, such as using videos to flip the classroom or for asynchronous learning. It also outlines features that make YouTube educationally useful, such as the large amount of free content available.
Presentation atoxforduni
Russell Stannard is a part-time lecturer and associate trainer who creates online teacher training videos and resources. He presented at the University of Oxford Exeter College on how assessment has changed and how technology can help with assessment. He discussed how assessment now involves more stakeholders, skills, and autonomy for learners. Technology allows for a greater range of integrated skills like speaking to be assessed through tools like Vocaroo, Present.Me, and student blogs where learners can upload and comment on multimedia content. Regular recordings and peer/self-evaluation can provide formative feedback and evidence of developing language ability when guided by clear activities.
Seesaw presentation
Seesaw is a digital portfolio app that allows students to store and share their work with teachers and parents. Students can add photos, videos, drawings or text descriptions of their work to their Seesaw accounts from an iPhone or iPad app. Once approved by teachers, parents receive text notifications when new work is added so they can view their child's learning from any computer. The app aims to build student responsibility by allowing them to independently add and curate their own work while also keeping parents informed of classroom activities.
Play, Learn & Grow - Webinar slides
This document summarizes Nives Torresi's experience running an after school project for elementary students. It describes both the positives and negatives encountered. On the positive side, Torresi noted developing a bond with the children, understanding cultural differences, and having open communication with parents. Challenges included being unprepared for the children's needs, trying to please parents' expectations without pedagogical training, and having too much material to cover in too little time. Torresi concluded they learned that children need control, interaction, play, and active roles to grow.
YouTube in the Classroom
This document discusses using YouTube in the classroom. It outlines many benefits of YouTube such as being free, accommodating different learning styles, and allowing easy sharing. It also notes that fair use of copyrighted material for educational purposes is legal. Tips are provided on how to use YouTube videos effectively in the classroom, including flipping the classroom where students watch videos as homework. Several educational YouTube channels and sites are recommended as sources for appropriate classroom videos. The document encourages establishing a YouTube policy for Melbourne Central Catholic.
Using video-in-the-classroom
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas.
Using video in_the_classroom
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas like discussing, describing, predicting, and teaching language points.
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Utubeacm1008
- 1. Victoria, Kate & Katrina.
- 2. How can YouTube be appropriately used by students and teachers? Do the pros outweigh the cons regarding the use of this technology in our opinion? Is there a way to make YouTube more appropriate for educational purposes? Is there a big future for YouTube in the field of education? OverviewOverview
- 3. Catching up on missed lectures Revisiting lectures Extra research Gives different opinions on each topic. Class clashes/time restraints. Ideas/examples of work Visual representation vs. notes
- 4. Revisiting lectures Comfortable environment Access anytime, anywhere Life skills Teaching through a resource we are all familiar with Advertisement for future students Communication/constructive criticism Able to upload and submit work through YouTube Access for principals/supervisors to monitor lesson plans.
- 5. Plagiarism Distraction Limited by internet connection and pc access Criticism Health issues (sitting at pc too long and eye strain) Antisocial Not always correct or related information.
- 6. Block unrelated content (log-in student site) YoutubeEDU Restrictions on content/Webmaster Titles related to video. Related links hidden away/drop down menu
- 7. Already being used for education (e.g. this assignment) YoutubeEDU au? More institutions PD on YouTube Net generation on the net. Students already using for further notes.
- 8. …when asked what they think of YouTube being used as an educational tool. “One of my psych professors showed us a music video on YouTube and danced on a table. She said it was about Erikson's stages of development, but all we got out of it was that our professor was dancing provocatively on her desk. But I'm not going to lie, it made my week.” ~Windowsandevents “It might be handy for showing video clips relating to the material, sure. But if you're talking about like teachers giving lectures/lessons to students from YouTube, I don't believe that would've been a positive thing for any of the classes I've taken.” ~enjoy_your_day “some of my professors post YouTube videos as required reading” ~evolve “Yes. My communications class discussed YouTube as a means of communication and other classes showed us videos on YouTube because it's easier to watch a video of a Bat Mitzvah than to bring one to class.” ~iguanasdefuego “My language courses do... we watch news segments and music videos in my French and Italian classes.” ~heysmilepretty
- 9. http://community.livejournal.com/thequestionclub/ 59217775.html http://www.youtube.com http://www.youtube.com/edu http://utubeacm1008.wordpress.com
- 10. http://community.livejournal.com/thequestionclub/ 59217775.html http://www.youtube.com http://www.youtube.com/edu http://utubeacm1008.wordpress.com