Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This presentation is from the TESOL Conference in Toronto, March 28, 2015, entitled Crossing networks, building connections: Inspiring always-on learners and teachers. The presentation covers 15++ years experience with learners and colleagues in virtual spaces practicing engagement in online and blended contexts. It examines the burgeoning of connectivist learning opportunities from pioneer days to the proliferation of those available today, and explores ways in which learning online reshapes our notions of engaging with students.
Collaboration between teachers and teacher-librarians has always been a desirable and productive activity within schools. With the growing use of the Internet, collaboration is being extended to include collaboration between schools, teachers and teacher-librarians that may be geographically disparate. The processes required to undertake this form of collaboration often require a new set of skills, including the skills of communicating using electronic media. The presentation will demonstrate a developmental approach taken by teacher-librarian students at CSU.
In this tutorial, we will share an overview of the ePals Global Community and outline why you will find it a valuable teaching tool for you and your classroom
This will share best practices in using wikis and relate to Common Core standards as teachers learn essential skills. Note that some of this session is an online demo, but bullet points of what is shared is included in the presentation.
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This presentation is from the TESOL Conference in Toronto, March 28, 2015, entitled Crossing networks, building connections: Inspiring always-on learners and teachers. The presentation covers 15++ years experience with learners and colleagues in virtual spaces practicing engagement in online and blended contexts. It examines the burgeoning of connectivist learning opportunities from pioneer days to the proliferation of those available today, and explores ways in which learning online reshapes our notions of engaging with students.
Collaboration between teachers and teacher-librarians has always been a desirable and productive activity within schools. With the growing use of the Internet, collaboration is being extended to include collaboration between schools, teachers and teacher-librarians that may be geographically disparate. The processes required to undertake this form of collaboration often require a new set of skills, including the skills of communicating using electronic media. The presentation will demonstrate a developmental approach taken by teacher-librarian students at CSU.
In this tutorial, we will share an overview of the ePals Global Community and outline why you will find it a valuable teaching tool for you and your classroom
This will share best practices in using wikis and relate to Common Core standards as teachers learn essential skills. Note that some of this session is an online demo, but bullet points of what is shared is included in the presentation.
PETE&C 2/24/10 - The Results of Web 2.0 in the ClassroomAndy Petroski
In the summers of 2008 and 2009 Harrisburg University conducted an educator’s graduate clinic, “Web 2.0 in the Classroom.” Participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations, including benefits, obstacles and positive results.
Connecting Classrooms through Global Projects and Project Based LearningKim Caise
This session featured ways to use web conferencing, gamification and mystery adventure quests to connect with other classrooms synchronously and asychronously around the globe.
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...Anita Zijdemans Boudreau
Presented at the EdTech Teacher Summit, San Diego February 2016 & ORATE, WOU February 26, 2016
Learning teams work at their best when diverse perspectives, expertise, and skill sets from across all levels of the educational community unite to imagine creative ways for tackling authentic, context-specific challenges. This session describes a K-20 collaborative partnership approach to identifying and addressing problems of practice related to technology integration in schools. A creative design team—comprised of in-service teachers, pre-service teachers, a university faculty instructor, school administrator, and library & information technology teacher (LITT)—was developed to help advance the school's Future Ready mission to "maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, a career, and citizenship" (see: http://futureready.org/). Iterative design thinking was used to:
• establish a common understanding of specific challenges faced by teachers in the school;
• research, generate insights, and ideate solutions for how to address the problems using technology;
• develop and implement prototypes across different classrooms; and
• evaluate what worked and share the outcomes with the broader school community.
Some project outcomes included exploring apps for differentiating instruction, creating an open educational resource (oer) for digital citizenship, and organizing an 'hour of code' event school wide.
Helping Students Develop Their Unique Voice OnlineLinda Lindsay
This slide presentation covers why? what? and how? of helping students develop their unique voice online.
Links to formal programs, web tools, online events, and blogging tips.
The results of "Implementing Web 2.0 in the Classroom" - PETE&C 2009Andy Petroski
In the summer of 2008 Harrisburg University conducted an educator’s workshop, “Web 2.0 in the Classroom.” Workshop participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations including benefits, obstacles and learning outcomes.
These slides are the "outline" for a talk given to education undergraduates who are taking an Instructional Technology course and who have questions and doubts about the need to and the possibilities of integrating technology in Lebanese classes
PETE&C 2/24/10 - The Results of Web 2.0 in the ClassroomAndy Petroski
In the summers of 2008 and 2009 Harrisburg University conducted an educator’s graduate clinic, “Web 2.0 in the Classroom.” Participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations, including benefits, obstacles and positive results.
Connecting Classrooms through Global Projects and Project Based LearningKim Caise
This session featured ways to use web conferencing, gamification and mystery adventure quests to connect with other classrooms synchronously and asychronously around the globe.
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...Anita Zijdemans Boudreau
Presented at the EdTech Teacher Summit, San Diego February 2016 & ORATE, WOU February 26, 2016
Learning teams work at their best when diverse perspectives, expertise, and skill sets from across all levels of the educational community unite to imagine creative ways for tackling authentic, context-specific challenges. This session describes a K-20 collaborative partnership approach to identifying and addressing problems of practice related to technology integration in schools. A creative design team—comprised of in-service teachers, pre-service teachers, a university faculty instructor, school administrator, and library & information technology teacher (LITT)—was developed to help advance the school's Future Ready mission to "maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, a career, and citizenship" (see: http://futureready.org/). Iterative design thinking was used to:
• establish a common understanding of specific challenges faced by teachers in the school;
• research, generate insights, and ideate solutions for how to address the problems using technology;
• develop and implement prototypes across different classrooms; and
• evaluate what worked and share the outcomes with the broader school community.
Some project outcomes included exploring apps for differentiating instruction, creating an open educational resource (oer) for digital citizenship, and organizing an 'hour of code' event school wide.
Helping Students Develop Their Unique Voice OnlineLinda Lindsay
This slide presentation covers why? what? and how? of helping students develop their unique voice online.
Links to formal programs, web tools, online events, and blogging tips.
The results of "Implementing Web 2.0 in the Classroom" - PETE&C 2009Andy Petroski
In the summer of 2008 Harrisburg University conducted an educator’s workshop, “Web 2.0 in the Classroom.” Workshop participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations including benefits, obstacles and learning outcomes.
These slides are the "outline" for a talk given to education undergraduates who are taking an Instructional Technology course and who have questions and doubts about the need to and the possibilities of integrating technology in Lebanese classes
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
Breaking Down Barriers And Celebrating Diversity A Collaborative Wiki Writing...Hazel Owen
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007. If you would like to listen to just the audio too it's hosted at: http://ictenhancedlearning.podomatic.com/
PLEASE NOTE: Due to a technical glitch the audio stops half way through the presentation. Apologies :-(
Please cite as: Owen, H., & Young, C. (2007, November 21-24). Breaking down the barriers and celebrating diversity: A collaborative Wiki-based writing project. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Exploring Web 2.0 to support online learning communities: where technology me...Jon Rosewell
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
3. If your principal or superintendent walked into your classroom during a videoconference, give five adjectives to describe what they would see happening.
8. Tech Coordinator “We bought VC. How do we get teachers to use it?” FREE Most closely matches curriculum Can be most powerful VCs
9. Teacher “What’s the value to my students?”Owston 2007 multicultural understanding and greater positive self-conceptCifuentes & Murphy 2000 greater understanding of time, distance, and other childrenYost 2001 learn from other viewpointsMartinez & MacMillan, 1998
10. Curriculum Director “How does VC meet state curriculum standards?” tailored to curriculum goals adapted to curriculum goals created from/within curriculum goals
11. Professor “Did anyone think about the learning theory?” social constructivism - we learn by talking to othersVygotsky constructivism - use of VC has a positive relationship with teachers’ preference for constructivismSweeney 2007 authentic audienceWarschauer 1997
12. Eco-Conversations Carbon Dioxide Emissions Climate Change Warmer Oceans Environmental Clean-Up Fresh Water Water Bottles Background science knowledge Analysis of scientific method's use Environmental perspectives Economic perspectives Local perspectives Recommended actions / solutions Middle School Science International where possible www.remc11.k12.mi.us/dl/EcoConversations/
13. My students absolutely LOVED IT. You know they really liked it when they are telling other teachers and students about it!!! Talking to another country is by far the best VC out there!! When you have students like those here in Dowagiac who have maybe been as far away as Detroit or Chicago (many not that far) they are fascinated with the accents, language usage…….very cool, I would talk to another country any time it was available! Eco-Conversations: Carbon Emissions
15. MysteryQuest Agenda Introductions Presentation of Clues Time to Research Clarifying Questions Sharing Guesses Revealing the Answer Sign-Off
16. School-to-School Mars Elementary, Berrien Springs “While trying to get my teachers interested in having VC Pals, I had to make a point to let them know I only wanted them to share things they already do. Many times when the students do their writings they share as a classroom but that’s it. By sharing during a VC, maybe the work will become more meaningful because they are sharing it with another group of students.”
17. Monster Match Developed by ESC 12, Waco, TX Descriptive writing & use of wiki RESA to ESC collaboration (125 classes)
18. A few of my reluctant writers shocked me with the quality of their writing and enthusiasm for the project. I think having an audience that goes beyond the building’s walls helps too. It makes the project seem more important. “Gobbling Up Descriptive Writing”
19. What is TWICE? www.twice.cc K12 videoconferencing organization Volunteer board members, mostly from educational service agencies Read Around the Planet ASK Programs and Michigan Week Discounts with providers
22. Read Around the Planet Verification Registration Opens Nov. 1 Teacher Registration Opens Dec. 1 Teacher Registration Closes (mid Jan) Matches Announced (end of Jan) English & World Languages February 23 - March 6, 2009
23. A directory based on Read Around the Planet A way to add VC friends & find new VC friends A way to create collaborations More tools to come… projects.twice.cc or polycom.com/education/PCATP
24. Designing Projects What is my required curriculum? What can my students learn from connecting to another class? How does it add value to the lesson? What benefit is gained in greater curriculum understanding because the students collaborated with another class?
25. Designing Projects ISTE NETS Standards Technology communications tools Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
26. Other Collaboration Tools CILC Collaboration Centerwww.cilc.org/c/community/collaboration_center.aspx Global Leap, UKwww.global-leap.com Internet2 K20 Musek20.internet2.edu Janet Collaborate, UKwww.global-leap.com K12 Videoconferencing in Ontariovideoconference.commun-it.org VC Albertavcalberta.ca/socialnetwork
27. Planning Interactive Curriculum Connections www.remc11.k12.mi.us/dl/picc/ Cost: $150 (bulk discounts available) 1 graduate semester credit 1 week intro to VC; 1 week on content providers; 1 week on preparation; 1 week on projects "As a media specialist, I think this course would be extremely useful for my teachers and staff."
28. Kid2Kid Videoconference Connections www.remc11.k12.mi.us/dl/k2k/ Cost: $200 (bulk discounts available) 2 graduate semester credits Collaborative community online Week 1: Developing a project idea Week 2: Planning and advertising Week 3&4: Preparing for a project Week 5: Participating in a project Week 6: Evaluating projects
29. Challenges to Collaboration Snow Days / Rescheduling Blocked Emails Lack of Follow-Up Lack of School-Level VC Coordinators Project Definition http://bcisdvcs.wordpress.com/2007/04/24/why-projects-failed-this-year/
32. Bibliography Cifuentes, L., & Murphy, K. L. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections. Educational Technology Research and Development, 48(1), 69-83. Martinez, M. D., & MacMillan, G. (1998). A Joint Distance Learning Course in American Government (No. ED428005). Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77. Sweeney, M. A. (2007). The use of videoconferencing techniques which support constructivism in K-12 education. Dissertation Abstracts International. Warschauer, M. (1997).Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), p. 470-481. Also at http://www.gse.uci.edu/person/markw/cmcl.html Yost, N. (2001). Lights, Camera, Action: Videoconferencing in Kindergarten. Paper presented at the Society for Information Technology and Teacher Education International Conference.
