This document discusses how Web 2.0 technologies can facilitate reflection and feedback in learning. It defines Web 2.0 as the participatory web that allows users to read, write, and interact/share information. Web 2.0 encourages collaboration through social networking, user-generated content, and comments/discussions on blogs and wikis. It explores how Web 2.0 can enhance personal learning environments and eportfolios by allowing students to relect, embed content, and receive feedback. The document also covers some considerations for schools implementing Web 2.0 technologies.
A workshop presented at the Sandhurst Diocese Education Conference
This workshop will focus on the “New” read-write web and look at the many opportunities to use these web tools in your classroom.
The support bog can be found at http://sandhurst.edublogs.org
This presentation was used to facilitate the Web 2.0 workshops with VC full time staff across all 7 campuses nationally 1-7 November 2011. Many of the slides are those of Steve Wheeler and we thank him for the opportunity to use his work for education purposes.
A workshop presented at the Sandhurst Diocese Education Conference
This workshop will focus on the “New” read-write web and look at the many opportunities to use these web tools in your classroom.
The support bog can be found at http://sandhurst.edublogs.org
This presentation was used to facilitate the Web 2.0 workshops with VC full time staff across all 7 campuses nationally 1-7 November 2011. Many of the slides are those of Steve Wheeler and we thank him for the opportunity to use his work for education purposes.
This presentation looks at "web2" in the context of human experience, suggesting that the social web as extension of "real life" means that it transcends the marketing-biased, "numbered web" hype that has typically surrounded it.
The slides focus particularly on the use of "social web" tools in the enterprise.
I will present these slides at Online Information 4th December 2008. See http://www.online-information.co.uk/online08/seminar_description_ims.html?presentation_id=442 for more information
presentation for the Second international on-line conference on “Innovation in Training Practice” will be hold on the 9-10 of November 2009:
More on http://www.trainersineurope.org/conference09/
Blogs, Wikis and more: Web 2.0 demystified for learning and teaching profess...Marieke Guy
Presentation (Blogs, Wikis and more: Web 2.0 demystified for learning and teaching professionals) given by Marieke Guy, UKOLN at Eastern RSC event: on Wednesday 25th February from 11:00 - 12:00 .
There was a time when content was king and the teacher was the sage on the stage. Now communication is the new curriculum and network connections drive deep learning and knowledge creation. The era of collaborating, communicating, and integrating resources flexibly and online is here to stay. Massive change has pushed us into a 21st century information maze.
Searching to recognize, categorize, and evaluate good-quality, authoritative, and relevant information is a crucial digital information literacy skill.
What are the implications of this? We can't answer questions effectively about information access and usability without taking into consideration the shifting dimensions of interoperability (from one database or data set to another) and semantic search.
What does the 21st century web offer us? What is the relevance of linked data and semantic search and how might this affect our information seeking, and learning/teaching strategies?
Twitterpated by twitter and other Web 2.0 tools for instructional purposesAlexandra M. Pickett
This presentation will highlight and demonstrate ways in which freely available technologies like Twitter were used in a summer online course and can be used to enhance instruction. Tools will be demonstrated, uses will be discussed, and examples will be shown. Participants will be invited to join and explore selected tools.
Delivered at the NUTN 2009 conference in Saratoga, NY on June 22, 2009
http://www.uensd.org/NUTN2009/program/schedule.htm
see companion handout for additional resources/links. http://www.slideshare.net/alexandrapickett/twitterpated-handout
This presentation looks at "web2" in the context of human experience, suggesting that the social web as extension of "real life" means that it transcends the marketing-biased, "numbered web" hype that has typically surrounded it.
The slides focus particularly on the use of "social web" tools in the enterprise.
I will present these slides at Online Information 4th December 2008. See http://www.online-information.co.uk/online08/seminar_description_ims.html?presentation_id=442 for more information
presentation for the Second international on-line conference on “Innovation in Training Practice” will be hold on the 9-10 of November 2009:
More on http://www.trainersineurope.org/conference09/
Blogs, Wikis and more: Web 2.0 demystified for learning and teaching profess...Marieke Guy
Presentation (Blogs, Wikis and more: Web 2.0 demystified for learning and teaching professionals) given by Marieke Guy, UKOLN at Eastern RSC event: on Wednesday 25th February from 11:00 - 12:00 .
There was a time when content was king and the teacher was the sage on the stage. Now communication is the new curriculum and network connections drive deep learning and knowledge creation. The era of collaborating, communicating, and integrating resources flexibly and online is here to stay. Massive change has pushed us into a 21st century information maze.
Searching to recognize, categorize, and evaluate good-quality, authoritative, and relevant information is a crucial digital information literacy skill.
What are the implications of this? We can't answer questions effectively about information access and usability without taking into consideration the shifting dimensions of interoperability (from one database or data set to another) and semantic search.
What does the 21st century web offer us? What is the relevance of linked data and semantic search and how might this affect our information seeking, and learning/teaching strategies?
Twitterpated by twitter and other Web 2.0 tools for instructional purposesAlexandra M. Pickett
This presentation will highlight and demonstrate ways in which freely available technologies like Twitter were used in a summer online course and can be used to enhance instruction. Tools will be demonstrated, uses will be discussed, and examples will be shown. Participants will be invited to join and explore selected tools.
Delivered at the NUTN 2009 conference in Saratoga, NY on June 22, 2009
http://www.uensd.org/NUTN2009/program/schedule.htm
see companion handout for additional resources/links. http://www.slideshare.net/alexandrapickett/twitterpated-handout
In order to give your students the lessons and education that they deserve, it is imperative that you take the time to self-reflect and internalize your time within the classroom. This will give you the opportunity to understand your strengths, weaknesses, and goals for next year.
The Reflective Journal as a site of Student Engagement, Learning and Transfor...Susie Macfarlane
The is presentation describes using the journal tool in Blackboard Vista to engage 1200 first year students in reflection on action with feedback on a health behaviour change plan
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
Loosely Coupled Teaching with "Web 2.0" Tools (2008)Jared Stein
Scott Leslie and Jared Stein collaborate to present a number of "Web 2.0" tools that may be leveraged to help teachers engage students and meet critical educational goals, including those categorized as 21st century learning.
In these times of a bankrupt General Motors, failing newspapers and old media, colleges can be seen as similar institutions that have not responded to changing technologies and economic shifts. My own list of terms that we deal with in our classrooms that are being redefined - whether we agree with these new definitions or we resist changes to the definitions includes: Writing, Reading, Literacy, Publishing, Ownership/IP/Copyright, Research, Privacy, and Class hours.
Slides from my presentation at the European Foundation for Quality in Elearning about how we create connections (thus the Velcro TM) for learning anytime, anywhere.
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Web 2.0 Facilitating reflection and feedback on learning.
•What is Web 2.0?
•Why Web 2.0?
•Web 2.0 & facilitating reflection and feedback
•Web 2.0 & user generated content
•Web 2.0 & collaboration
•Web 2.0 & your personal learning environment
•Web 2.0 & eportfolios
•Web 2.0 & cross posting
•Web 2.0 & your school & your students
9. “...opens wide the possibilities for
reflections... in action, before
action, after action, in solitude, in
consultation with peers, in
consultation with instructors...
written, spoken,
videotaped, or
graphically
represented...”
Riedinger., 2006
10. social networking
...the
potential of the learning landscape
facilitate and
are features that
enhance the making of
connections and the linking
together of people, ideas,
resources and learning...
Tosh et al., 2006
11. Web 2.0 & facilitating reflection and feedback
comments, user
discussions, generated
reflections content
& feedback
12. Blog
Reverse
RSS
Chronological
Feed
Posts
Recent
Posts
Tag
Cloud
Embedded
content
27. Web 2.0 & your school & your students...
copyright
parent understanding
cybersafety
bandwidth
blocked sites
cost
age restrictions
computer &
internet use policies
computer &
privacy
internet user
permissions agreements
28. The Machine is Us/ing Us
http://www.youtube.com/watch?v=6gmP4nk0EOE
29. Photo Credits
http://www.flickr.com/photos/nirak/ http://flickr.com/photos/torres21/
http://flickr.com/photos/torres21/ http://flickr.com/photos/torres21/
http://flickr.com/photos/torres21/ http://flickr.com/photos/torres21/
www.flickr.com/photos/9119028@N05/ me
me me
me