The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Creating Digital Content for Learning Purposes in Sciences using Project Base...Chole Richard
This is an infant project that attempts to provide answers to fundamental problems facing the study of sciences in Uganda and the rest of Africa. Its main trust is project based learning concept that aims at empowering the participating young people with knowledge, skills and attitudes to enable them become problem solvers of identified needs in the study of sciences rather than passive learners. The project aims beyond learner excellence of attaining set standards through mere memorizing or rote learning to pass exams.
Unlike the traditional mode of teaching and learning in most schools in Africa, here the learners remain the driving force and creators of content for learning purposes. Young people are very curious, very imaginative and fearless at trying new grounds - three very important ingredients for innovation in sciences but largely over looked or - worst still - killed off by schools of today. This project seeks to appeal to these important elements to capture the young learners’ interests in coming up with creative ideas for the project. In the whole process the educator is more of a guide, facilitator or mentor - creating the necessary environment and support that the learners may need to experience learning.
Once a problem area in sciences has been identified, the learners generally use the multimedia production stages to execute their task backed by research work, consulting and soliciting for expert input of resource persons. This from time to time is punctuated by self-evaluations or reflections. Once the product is completed, it is made available on DVD’s and uploaded on Multimedia website (YouTube) to be utilized for free. The learners are also given opportunity to share their work at exhibitions whenever the opportunity avails itself or they create it themselves.
While the main thrust is digital creation of learning contents for sciences, the project is actually broad and diverse in the skills it develops. The project is conscious of individual difference among the learners so that each of them discovers his/her potentials and interest that can be utilized in the project and may determine the learners’ career goals. The project subjects the learners to very crucial skills and appreciation of team work, collaboration, negotiating in a group, communication skills, research mentality, learning to take advantage of available technology, working with minimum supervision, self-evaluation, social responsibility and global citizenship. The ultimate test is not so much in the end products of the project but the change brought about in the learner by the whole process. The learner’s level of involvement in the project is therefore very vital.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Creating Digital Content for Learning Purposes in Sciences using Project Base...Chole Richard
This is an infant project that attempts to provide answers to fundamental problems facing the study of sciences in Uganda and the rest of Africa. Its main trust is project based learning concept that aims at empowering the participating young people with knowledge, skills and attitudes to enable them become problem solvers of identified needs in the study of sciences rather than passive learners. The project aims beyond learner excellence of attaining set standards through mere memorizing or rote learning to pass exams.
Unlike the traditional mode of teaching and learning in most schools in Africa, here the learners remain the driving force and creators of content for learning purposes. Young people are very curious, very imaginative and fearless at trying new grounds - three very important ingredients for innovation in sciences but largely over looked or - worst still - killed off by schools of today. This project seeks to appeal to these important elements to capture the young learners’ interests in coming up with creative ideas for the project. In the whole process the educator is more of a guide, facilitator or mentor - creating the necessary environment and support that the learners may need to experience learning.
Once a problem area in sciences has been identified, the learners generally use the multimedia production stages to execute their task backed by research work, consulting and soliciting for expert input of resource persons. This from time to time is punctuated by self-evaluations or reflections. Once the product is completed, it is made available on DVD’s and uploaded on Multimedia website (YouTube) to be utilized for free. The learners are also given opportunity to share their work at exhibitions whenever the opportunity avails itself or they create it themselves.
While the main thrust is digital creation of learning contents for sciences, the project is actually broad and diverse in the skills it develops. The project is conscious of individual difference among the learners so that each of them discovers his/her potentials and interest that can be utilized in the project and may determine the learners’ career goals. The project subjects the learners to very crucial skills and appreciation of team work, collaboration, negotiating in a group, communication skills, research mentality, learning to take advantage of available technology, working with minimum supervision, self-evaluation, social responsibility and global citizenship. The ultimate test is not so much in the end products of the project but the change brought about in the learner by the whole process. The learner’s level of involvement in the project is therefore very vital.
Workshop for Higher Education staff on how to foster student engagement online. This workshop draws on useful frameworks to help shape teaching practice, proposes tips for teaching live online classes as well as designing self-paced online learning environments, and will culminate in the development of a plan to begin weaving in some of these ideas.
Workshop for Higher Education staff on how to foster student engagement online. This workshop draws on useful frameworks to help shape teaching practice, proposes tips for teaching live online classes as well as designing self-paced online learning environments, and will culminate in the development of a plan to begin weaving in some of these ideas.
This slideshow of adventure quotes was compiled to help inspire your next adventure. The quotes span generations and include inspiring words of wisdom from George Eliot, Helen Keller, Amelia Earhart and others.
Adventure Strong is a hiking and adventure travel blog. http://www.adventurestrong.com/about
The 10 Essentials are the basics that should be taken on any hiking or camping trip. Learn how to use these items and it can save your life if things go wrong. http://www.adventurestrong.com/hiking/wondering-what-to-take-hiking-get-the-10-essentials
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Expanding the School of Open: Affiliate ShowcaseJane Park
Speakers: Jane Park, Simeon Oriko (School of Open Kenya), Delia Browne (Copyright 4 Educators, National Copyright Unit of Australia), Maarten Zeinstra (Open GLAM, CC Netherlands), Liuping (eXtreme Learning Challenge, CC China Mainland), Maria Juliana (Copyright for Librarians in Spanish, CC Colombia), SooHyun Pae (P2PU translation, CC Korea)
Description: The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and science. Creative Commons affiliates will present their School of Open projects and courses, including the School of Open Kenya Initiative, School of Open in German, Copyright for Educators, Open data for GLAMs, and more. We will hold a panel discussion on lessons learned and how to scale the initiative globally in online, offline, and multilingual settings. What do affiliates want to achieve through the School of Open? What are affiliate priorities around “open” education and awareness building?
End of Course Observations Leslie Pirtle Foundations of Instructional Technology INST 523 Bridgewater State University Professor Thanh Nguyen December 10, 2011
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
2. Week 2
Housekeeping:
• Your blog URL – storage table
• Sign on sheet data collection
• Check your emails regularly
• Week 2 upload of your blog url
• Check your blog posts for
comments
• Post comments to other blog posts
• Follow the week 2 ‘To do sheet’
3. Agenda:
• A curriculum story from Gary re blogs and wikis.
• Know the difference between a blog and wiki tool for learning.
•What is digital pedagogy? How does it align with the productive
pedagogies?
•What is the purpose of an ICT presence in your classroom? The
very latest from Education Queensland!!
•The TPACK framework.
•Bloom’s Taxonomy and how it develops HOTS.
•Working safely, legally & ethically online.
4. Fitzroy River Turtle
Year 6 science
Teacher
notes/thoughts/justifications
• I thought the science units
were boring
• Students needed to be
hooked
• I knew my learners loved
odd, weird topics
• My networks and links with
the Fitzroy Basin Association
provided the topic: Bum
breathing turtle
• The curriculum learning
outcomes could be achieved
by using this topic
5. Using a travel buddy
Teacher
notes/thoughts/justifications
• This was a new pedagogy for
students
• I had to sell the idea that their
travel buddy would help gather
new information about this
animal
• A website blog could be used
to record and store what was
found
• A blog could capture how each
student was thinking ie HOTS
• I could provide feedback to
individual students to develop
their achievement of the
learning outcomes.
6. Designing –
Technology
Curriculum
Teacher notes/thoughts
/justifications
• Technology curriculum
learning out comes could be
achieved by asking students to
design a travel buddy kit
• This was new to me
• Students were assessed using a
standards criteria sheet eg
A,B, C, D or E
• This group task needed
discussion
• ICT communication tools
allow students to work 24/7
• Supports student creative
thinking
• Kits were really sent to other
schools
7. A real life focus
Teacher
notes/thoughts/justifications
• QPWS researchers co
operated with us
• They sent photos and
information back
• It was fun for me also
• The information supplied
was not in a website or book.
• Took time for the teacher to
organise
• Teacher prepared to take a
risk
• Real life tasks are often
messy
8. Creating new
knowledge
Teacher
notes/thoughts/justifications
• researchers testing ways of
protecting eggs from
predators
• unit became complex
because my class wanted
more computer time in lab
• parents were providing
feedback how excited
students were about learning
• term time was limited
• no student failed science
this term
• I never said no to any
proposal that came our way
9. Habitat models
Teacher
notes/thoughts/justifications
• Boys are a challenge to engage
• Active learning had a better
chance of making them
understand habitat needs
• Students designed and built
habitats.
• They justified their finished
designs based on the needs of
the turtle
• Classroom logistics was a
challenge with 6 fish tanks in
the classroom
• Blooms taxonomy was used to
challenge their thinking
11. Blogs Wikis Websites
Generally static.
Cannot be added to
by students.
Usually only a single
author who ‘posts’
Students can add
comments and ideas
Not chronological.
Can be added to and
changed in any
order.
Students can add
comments and ideas
Can have multiple
authors
Can have multiple
authors
Suit a variety of
purposes and uses
Can have multiple
authors
12. DIGITAL PEDAGOGY
Digital pedagogy is a big concept that simply means the ways that
you design learning using digital technology so that your learners
come to know what you know, and in the ways that you know it.
EQ identifies digital pedagogy as being "a new way of working and
learning with ICT to facilitate quality learning experiences for 21st
Century learners.
Information and Communication Technologies (ICT) is the name
given to any digital device eg software, hardware.
13. ACTIVITY ONE – 5 MINUTES
Brainstorm why you believe that ICTs would need to be used within your
teaching space.
Create a list of ICT tools that you may use.
Why might you choose embedding these ICTs over other, more
conventional and conservative methods of ‘chalk and talk’ teaching?
14. Your course information says:
As an information source
•to enhance teaching and learning
•for blended learning - what proportions of face to face and online learning is
optimal for your goals?
•for online courses without a face to face presence
15. To connect your students to other sources of
information - human and non-human.
•Access a variety of multi-modal resources.
•Assessment activities - quizzes, small group collaboration
eg wiki, assignment upload to a website
•To blend distance and internal students together through
shared activities and spaces. eg school camps,
flipped classrooms, web conferencing.
•As a learning space for collaborative negotiation of learning.
16. Hot off the press:
Education Queensland says a Contemporary Effective Learner
Please include this in your blog post this week and explain how it
relates to your future teaching area eg secondary history or primary
early childhood.
17. SHOULD WE USE ICTS ALL THE TIME THEN?
Learning with ICT is beneficial only when appropriate learning
approaches are taken.
There is still a place for the face-to-face.
What about early childhood and primary?
Fine motor skill development such as manipulating, constructing,
handwriting, cutting, etc. is essential.
18. PRODUCTIVE PEDAGOGIES
1. Facilitating deep knowledge through higher order thinking
2. Facilitating collaborative learning in which conversations are
important
3. Supporting students in knowing how they learn best
4. Planning learning that is problem-based, and situated in real life
contexts
5. Is relevant to students, and connects to their background
knowledge
6. Supports learning that is owned, controlled and managed by
students themselves
7. Is socially supportive, engaging, and values cultural knowledge
8. Is supportive of the development of active citizenship, and strong
group identity.
21. TPACK FRAMEWORK
•Technological, Pedagogical and Content Knowledge framework.
•Digital technologies are fundamental in good learning design.
•It’s important to know your content, and how to teach it so that your students
can learn.
22. THE FUNDAMENTALS OF TPACK
You MUST have technical skills. How will you develop your
technical skills?
You MUST know your content . Where will you get your
content?
You MUST know how to deliver your content so that your
students learn effectively. As a beginning teacher how will you
learn how to deliver your content?
23.
24.
25. BLOOM’S TAXONOMY
•Identifies ways of knowing from simple to complex.
•Developing HOTS (higher order thinking skills) in our students.
•It’s not intended as a linear process.
Can you link this taxonomy to some of the learning theories from week
1?
26.
27. LEGAL, SAFE AND ETHICAL USE OF ICTS
•The use of copyright images and materials are able to be restricted according to the
owner's wishes.
•You should model and teach ethical and legal behaviours.
•Child safety – creating safe learning environments (stranger danger).
•Cyber bullying – an ever increasing concern as bullying can now follow you home!
•Privacy - posting student work in a controlled environment. Email example.
•A Teacher’s right to privacy? Facebook, etc.
•Reputation Management- an increasing issue in school land
•Don’t use your own equipment eg camera
30. TASK TWO ENGAGEMENT ACTIVITIES 1 & 2 In small
groups, review and discuss;
1.A short learning sequence for the ‘shoelaces’ activity and
how to make links to the productive pedagogies. There is a
4 ½ min video to help you.
2.The TPACK Framework. Use ‘Bubble.us’ to brainstorm
your ideas. This will assist you in developing ideas for your
blog reflection.
31. CODE OF CONDUCT
Most organisations have one and it is important that you know what is
expected of you.
32. ACKNOWLEDGEMENTS
The information contained within this presentation has been
adapted from the course materials found on CQUniversity Moodle
website, in conjunction with the course Managing e Learning 2013
This information is not designed to replace the content on the
Moodle website. Not all key information is contained within.
