Week 3 tutorial
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The document provides guidance for an online course, including feedback on blog posts and assignments, instructions for using tools like blogs and wikis, and criteria for assessments. It discusses using blogs, wikis and websites for student collaboration and sharing ideas. Guidelines are given for various activities and assignments involving the use of digital tools to support online learning.
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Introduction To Blogs
Blogs have become popular for several reasons. They allow people to share thoughts, ideas, and opinions with a worldwide audience. Blogs can also be used for educational purposes, both by students and teachers. Students can post reactions to class discussions and collaborate on projects with other students globally. Teachers can reflect on their teaching experiences, share lesson plans and activities, and explore educational issues with other teachers through blogs. There are several major blog hosting platforms where people can create and host their blogs.
Blogging For Teachers
The document discusses blogging for teachers and students, including the benefits of blogging, types of blog posts, and how to integrate blogging into the classroom curriculum. It provides 20 types of blog posts teachers and students can write, such as instructional, informational, reviews, interviews, and research posts. It also recommends using Google Reader to find blogs and provides example classroom blogging activities and rules for students.
Final Presentation for Wikis, Blogs, and Webpublishing
Ryan Mellor presented on various web publishing tools and how they can be used in education. He found Wikispace and Blogger most useful for inspiring student collaboration through blogging, responding to questions, and peer discussion. He enjoyed creating his own blog and looks forward to helping students create theirs. While exploring various tools, Ryan was inspired by their potential to engage students, though deciphering Wikis was challenging. He believes online learning can benefit self-motivated learners by allowing flexible pacing and interest-guided learning, as was his experience using Moodle. Ryan outlined projects using Wiki Spaces for character lessons, Pulse for organizing readings, a YouTube-featuring blog, and Glogster for multimedia posters.
Blogging Basics & Some Tips
This slide deck has a basic overview of what blogs are and there are some basic tips for teachers as they get started.
Module 6
The document summarizes three articles about using blogs in K-12 classrooms. The first article discusses how blogs can be used for discussion and how teachers can oversee student accounts. It emphasizes student safety. The second article finds that blogs help quiet students excel and may replace pen pals. Teachers can provide immediate feedback and students can blog with other schools. The third article claims blogging supports active learning, but offers little substance. The conclusion supports using blogs to extend homework discussions outside of class.
10 Ways to use Twitter in Teaching
This document outlines 10 ways that Twitter can be used in teaching: 1) sharing resources via hashtags, 2) asking interactive questions during lectures, 3) having students summarize key lecture points, 4) getting instant feedback on lectures, 5) sending reminders, 6) hosting Twitter chats with experts, 7) researching with the advanced search, 8) having students write micro reviews, 9) conducting polls and surveys, and 10) using direct messages for private tutoring questions.
Copy of week 3 8 p24 media studies i
This document outlines the agenda for a media literacy session. The session will include discussions on professional learning conversations, digital citizenship, blogging for educational purposes, and assigning blog creation. Participants will also work on a social justice lesson plan. Learning goals include developing an understanding of blogging benefits, expanding digital literacy skills, and identifying ways to apply learning to practice. Roles for professional conversations are defined. The document also provides information on digital literacy, characteristics of effective blogs, assigning a blogging project, exploring blogging tools, and continuing lesson planning focused on a social justice picture book.
Technology Lesson Plan Resources
This lesson plan teaches high school students about recognizing and creating altered images using Photoshop. Students will analyze manipulated images to develop visual literacy and technological skills. They will use Photoshop to alter an image of themselves according to a rubric. Additional objectives include blogging about the meanings of images and discussing visual culture. Five resources are provided: an interactive on copyright and fair use; articles on the impact of altered images; a website on visual literacy; inappropriate but example-worthy altered images; and Photoshop tutorials. SlideShare is suggested for sharing instructional PowerPoints non-linearly to support interactive color wheel learning.
Recommended
Introduction To Blogs
Blogs have become popular for several reasons. They allow people to share thoughts, ideas, and opinions with a worldwide audience. Blogs can also be used for educational purposes, both by students and teachers. Students can post reactions to class discussions and collaborate on projects with other students globally. Teachers can reflect on their teaching experiences, share lesson plans and activities, and explore educational issues with other teachers through blogs. There are several major blog hosting platforms where people can create and host their blogs.
Blogging For Teachers
The document discusses blogging for teachers and students, including the benefits of blogging, types of blog posts, and how to integrate blogging into the classroom curriculum. It provides 20 types of blog posts teachers and students can write, such as instructional, informational, reviews, interviews, and research posts. It also recommends using Google Reader to find blogs and provides example classroom blogging activities and rules for students.
Final Presentation for Wikis, Blogs, and Webpublishing
Ryan Mellor presented on various web publishing tools and how they can be used in education. He found Wikispace and Blogger most useful for inspiring student collaboration through blogging, responding to questions, and peer discussion. He enjoyed creating his own blog and looks forward to helping students create theirs. While exploring various tools, Ryan was inspired by their potential to engage students, though deciphering Wikis was challenging. He believes online learning can benefit self-motivated learners by allowing flexible pacing and interest-guided learning, as was his experience using Moodle. Ryan outlined projects using Wiki Spaces for character lessons, Pulse for organizing readings, a YouTube-featuring blog, and Glogster for multimedia posters.
Blogging Basics & Some Tips
This slide deck has a basic overview of what blogs are and there are some basic tips for teachers as they get started.
Module 6
The document summarizes three articles about using blogs in K-12 classrooms. The first article discusses how blogs can be used for discussion and how teachers can oversee student accounts. It emphasizes student safety. The second article finds that blogs help quiet students excel and may replace pen pals. Teachers can provide immediate feedback and students can blog with other schools. The third article claims blogging supports active learning, but offers little substance. The conclusion supports using blogs to extend homework discussions outside of class.
10 Ways to use Twitter in Teaching
This document outlines 10 ways that Twitter can be used in teaching: 1) sharing resources via hashtags, 2) asking interactive questions during lectures, 3) having students summarize key lecture points, 4) getting instant feedback on lectures, 5) sending reminders, 6) hosting Twitter chats with experts, 7) researching with the advanced search, 8) having students write micro reviews, 9) conducting polls and surveys, and 10) using direct messages for private tutoring questions.
Copy of week 3 8 p24 media studies i
This document outlines the agenda for a media literacy session. The session will include discussions on professional learning conversations, digital citizenship, blogging for educational purposes, and assigning blog creation. Participants will also work on a social justice lesson plan. Learning goals include developing an understanding of blogging benefits, expanding digital literacy skills, and identifying ways to apply learning to practice. Roles for professional conversations are defined. The document also provides information on digital literacy, characteristics of effective blogs, assigning a blogging project, exploring blogging tools, and continuing lesson planning focused on a social justice picture book.
Technology Lesson Plan Resources
This lesson plan teaches high school students about recognizing and creating altered images using Photoshop. Students will analyze manipulated images to develop visual literacy and technological skills. They will use Photoshop to alter an image of themselves according to a rubric. Additional objectives include blogging about the meanings of images and discussing visual culture. Five resources are provided: an interactive on copyright and fair use; articles on the impact of altered images; a website on visual literacy; inappropriate but example-worthy altered images; and Photoshop tutorials. SlideShare is suggested for sharing instructional PowerPoints non-linearly to support interactive color wheel learning.
Blogging basics
The document outlines an agenda for a workshop on blogging basics. It discusses introducing blogs and their uses, examples of blogs in education, resources for starting classroom blogs, services to use for blogging, and homework of creating an initial blog with specific requirements. Attendees will learn how to set up and maintain an educational blog.
Affordances analysis blogs
Blogger allows for personalization of blogs through templates and layout customization. This gives learners a sense of ownership and allows representation according to skill level and creativity. Blogs also allow for public demonstration and reflection on thinking, and support student-centered learning through targeted feedback and questioning by teachers. Features like embedding media, links, and collaboration tools support socially constructed knowledge and representation of thinking in multiple formats and learning styles. Statistics and controls allow teachers to monitor participation and restrict access to suit different groups.
Blogging
Blogs can take many forms, from personal online journals to professional news sites. They allow students to publicly share their thoughts on classroom topics in an engaging way. Setting basic blog rules around respect, inclusion, learning, and safety can help students have positive discussions. Blogs motivate students to practice reading and writing skills in a familiar online medium and see their work published.
We Have A Big Backyard
This document provides information and guidance about starting educational blogs. It discusses the author's personal, teacher, and sample student blogs. It provides tips for getting started blogging including choosing a platform, writing posts, adding pages and widgets, enabling comments, and establishing a blogroll. Guidance is given around topics for first blog posts and important considerations for student safety and privacy. Potential learning outcomes for both teachers and students from educational blogging are outlined.
July02
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How to create a digital portfolio
A digital portfolio is a digital representation of an individual's best work over a period of time, including various media like photos, diagrams, videos, and presentations. Digital portfolios are useful for showcasing student work, keeping work current and up to date easily, and visually interestingly presenting information. Teachers can use digital portfolios stored on platforms like WordPress to store evidence and reflections on teaching practice for teacher registration requirements. WordPress allows users to create categories and subcategories to organize posts according to different criteria. Posts can be drafted and published with categories selected to link to relevant criteria. Sharing a digital portfolio allows others to provide feedback and find helpful information on topics covered in the posts.
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Students will learn about inventors and their inventions through various digital media. They will create a PowerPoint about Henry Ford and what he accomplished. Students will then have time to be creative using Photoshop. Tutorials will be available to help with the software. Finally, students will find a video or website about an inventor and create a QR code to link to the content. The teacher will monitor student participation in the activities and provide feedback on their Photoshop creations to help further their skills.
Blogger
Blogger is a free blogging platform that makes it easy for teachers and students to create educational blogs. Blogs allow teachers to share resources, lessons, homework, and reflections on teaching practices. Students can share schoolwork, collaborate on projects, and keep reflective journals. Blogger blogs can be kept private or public. Examples provided demonstrate how blogs have been used across grade levels for book reviews, sharing class notes, and documenting local history through student interviews.
PDHPE TA Newsletter Term 1 2016 steve kapsalis story on socrative
Socrative is a student response system that allows for formative assessments through quizzes and polls on any device. It provides real-time feedback and engagement through space races. Teachers can download student responses as an Excel file. The document then lists several ways Socrative can be used in the classroom, such as word clouds of student responses, gathering anonymous questions, and tailoring teaching based on student learning styles and feedback.
Obstacles part 11
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Review:
This document discusses academic progress for Bryan University students. It notes that many students may be attending their first time or returning to college after time away. It also acknowledges that some students attended college before but are now experiencing online college. The document emphasizes that Bryan University programs require specific weekly assignments, lectures, and course material to be completed, and asks the reader to consider what would happen if they missed an assignment or did not understand something. It also questions what would occur if a student could not attend a virtual class lecture.
Evaluating One’s Developed Course Material
This document discusses evaluating course materials that have been developed for an online course. It presents four questions instructors should ask themselves about improving instructional resources: how to improve quality, challenges of evaluation, planning to mitigate challenges, and remaining questions about implementation and evaluation. The key challenges are gaining experience with the ADDIE model of instructional design and developing experience evaluating resources with students. Planning can help by evaluating student assessment data to identify needed improvements. Overall experience with the iterative ADDIE process and input from others can help overcome challenges in developing high-quality online course materials.
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The document provides tips for embedded librarians using learning management systems. It recommends targeting introductory courses with research components, creating discussion forums for student questions, and gaining instructor-level access to courses. Librarians should introduce themselves, post ready-made content to generate discussion, encourage students to post research topics and resources, and check forums multiple times daily to respond quickly to students. Librarians should be clear about their availability and link to existing library resources from within the learning management system.
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This lesson plan has students work in groups to create a PowerPoint presentation about laptop models. Each group will analyze three different laptops, with each student in the group presenting on a different model. Students will discuss the pros and cons of each laptop and compare the models. They will then present their findings to the other groups, asking each other questions. The timeline outlines four weeks for students to form groups, research laptops, create the presentation, and do the final presentations. Students will be assessed both individually and as a group.
MyWritingLab
Carla Bradley presented on using the online writing supplement "My Writing Lab" to individualize classroom experiences. Students reported that My Writing Lab helped them learn writing techniques and complete assignments. Data showed that students who used My Writing Lab and completed pre- and post-tests improved their writing mastery. The presentation discussed features of My Writing Lab like exercises, feedback, and tutoring access, and provided tips for implementing the program like creating a plan, encouraging time, and requiring diagnostic pre-tests.
352 new media technique
This document provides tips for starting and maintaining an organizational blog. It discusses why blogging is beneficial, such as increasing online traffic and engagement. It offers best practices from an expert, including developing initial post ideas, linking to other blogs, and varying content with images, video and audio. The document also outlines dos like humanizing the organization and promoting social media, and don'ts like anonymity and not responding to comments. It suggests evaluating the blog's statistics and impact, and ensuring the blog meets readers' needs.
Flippedclassroom powepoint
To get faculty interested in an online tutorial for teaching information literacy and research skills, appeal to their frustrations with student research papers and express how the tutorial will improve student understanding of library resources and developing strong papers. The tutorial contains 6 modules that can replace a live lecture for a freshman English class, including formative assessments, short video tutorials, and a summative assessment to check student comprehension. Worksheets are also included for classroom activities.
Flipped classroom o kelly
To get faculty interested in an online tutorial for teaching information literacy and research skills, appeal to their frustrations with student research papers and express how the tutorial will improve student understanding of library resources and developing strong papers. The tutorial contains 6 modules that can replace a live lecture for a freshman English class, including formative assessments, short video tutorials, and a summative assessment to check student comprehension. Worksheets are also included for classroom activities.
Online Professional Development
The document discusses various options for online and traditional professional development activities for educators, including reading trade journals, attending institutional training, listening to podcasts, participating in discussion blogs, attending online events in Second Life, and joining organized online discussion sessions around watched educational videos. It promotes the idea of divisions hosting monthly online video and discussion sessions to facilitate professional development and connection among educators.
Formative Assessment Steve Gibbs
One of five essential elements in a technology-infused lesson plan design. This is part of a graduate program for teachers.
Faq onlinestudents fa10
The document provides frequently asked questions (FAQs) about online courses at Grossmont College. It addresses questions about time commitment, deadlines, communication tools, computer/internet requirements, etiquette, and academic honesty. The document emphasizes that online courses require self-motivation, time management skills, and meeting deadlines. It also notes that communication occurs through discussion boards, email and other online tools rather than in-person meetings.
Week 3 tutorial
This document provides guidance and instructions for students on various tasks related to using blogs, wikis, and websites. It includes:
- Instructions on setting up a blog and reflecting on the learning potential of blogs and wikis.
- A link to instructions on creating a website using Weebly. Students are asked to reflect on the functionality of websites.
- Announcements of an upcoming online tutorial and collaborative work on sample multiple choice quiz questions in a group wiki.
Introduction to Blogs
This document provides guidance for using blogs in ESL classrooms. It begins by discussing the original purpose of blogs and how they are now used. Types of blogs are identified as public, private, teacher, student, and class blogs. Live blogs are demonstrated and criteria for evaluating them are provided. Teachers are encouraged to use blogs to share resources, homework, projects, and information. Motivating ongoing blog use is discussed. Factors to consider when planning a blog are outlined. The document concludes by providing guidance on setting up blogs with Blogger and including useful websites for learning more features.
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The document outlines an agenda for a workshop on blogging basics. It discusses introducing blogs and their uses, examples of blogs in education, resources for starting classroom blogs, services to use for blogging, and homework of creating an initial blog with specific requirements. Attendees will learn how to set up and maintain an educational blog.
Affordances analysis blogs
Blogger allows for personalization of blogs through templates and layout customization. This gives learners a sense of ownership and allows representation according to skill level and creativity. Blogs also allow for public demonstration and reflection on thinking, and support student-centered learning through targeted feedback and questioning by teachers. Features like embedding media, links, and collaboration tools support socially constructed knowledge and representation of thinking in multiple formats and learning styles. Statistics and controls allow teachers to monitor participation and restrict access to suit different groups.
Blogging
Blogs can take many forms, from personal online journals to professional news sites. They allow students to publicly share their thoughts on classroom topics in an engaging way. Setting basic blog rules around respect, inclusion, learning, and safety can help students have positive discussions. Blogs motivate students to practice reading and writing skills in a familiar online medium and see their work published.
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This document provides information and guidance about starting educational blogs. It discusses the author's personal, teacher, and sample student blogs. It provides tips for getting started blogging including choosing a platform, writing posts, adding pages and widgets, enabling comments, and establishing a blogroll. Guidance is given around topics for first blog posts and important considerations for student safety and privacy. Potential learning outcomes for both teachers and students from educational blogging are outlined.
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The document outlines the topics and expectations for an economics course on Wednesday, July 2nd. It will cover the syllabus, homework and quiz due dates, an introduction to microeconomics, and how microeconomics is used. The professor's role is to clearly answer questions and present at an appropriate pace, while students are expected to ask questions, provide feedback, arrive on time, and review materials to make the most of the lectures.
How to create a digital portfolio
A digital portfolio is a digital representation of an individual's best work over a period of time, including various media like photos, diagrams, videos, and presentations. Digital portfolios are useful for showcasing student work, keeping work current and up to date easily, and visually interestingly presenting information. Teachers can use digital portfolios stored on platforms like WordPress to store evidence and reflections on teaching practice for teacher registration requirements. WordPress allows users to create categories and subcategories to organize posts according to different criteria. Posts can be drafted and published with categories selected to link to relevant criteria. Sharing a digital portfolio allows others to provide feedback and find helpful information on topics covered in the posts.
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Students will learn about inventors and their inventions through various digital media. They will create a PowerPoint about Henry Ford and what he accomplished. Students will then have time to be creative using Photoshop. Tutorials will be available to help with the software. Finally, students will find a video or website about an inventor and create a QR code to link to the content. The teacher will monitor student participation in the activities and provide feedback on their Photoshop creations to help further their skills.
Blogger
Blogger is a free blogging platform that makes it easy for teachers and students to create educational blogs. Blogs allow teachers to share resources, lessons, homework, and reflections on teaching practices. Students can share schoolwork, collaborate on projects, and keep reflective journals. Blogger blogs can be kept private or public. Examples provided demonstrate how blogs have been used across grade levels for book reviews, sharing class notes, and documenting local history through student interviews.
PDHPE TA Newsletter Term 1 2016 steve kapsalis story on socrative
Socrative is a student response system that allows for formative assessments through quizzes and polls on any device. It provides real-time feedback and engagement through space races. Teachers can download student responses as an Excel file. The document then lists several ways Socrative can be used in the classroom, such as word clouds of student responses, gathering anonymous questions, and tailoring teaching based on student learning styles and feedback.
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Scenario #6: Academic Progress
Review:
This document discusses academic progress for Bryan University students. It notes that many students may be attending their first time or returning to college after time away. It also acknowledges that some students attended college before but are now experiencing online college. The document emphasizes that Bryan University programs require specific weekly assignments, lectures, and course material to be completed, and asks the reader to consider what would happen if they missed an assignment or did not understand something. It also questions what would occur if a student could not attend a virtual class lecture.
Evaluating One’s Developed Course Material
This document discusses evaluating course materials that have been developed for an online course. It presents four questions instructors should ask themselves about improving instructional resources: how to improve quality, challenges of evaluation, planning to mitigate challenges, and remaining questions about implementation and evaluation. The key challenges are gaining experience with the ADDIE model of instructional design and developing experience evaluating resources with students. Planning can help by evaluating student assessment data to identify needed improvements. Overall experience with the iterative ADDIE process and input from others can help overcome challenges in developing high-quality online course materials.
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The document provides tips for embedded librarians using learning management systems. It recommends targeting introductory courses with research components, creating discussion forums for student questions, and gaining instructor-level access to courses. Librarians should introduce themselves, post ready-made content to generate discussion, encourage students to post research topics and resources, and check forums multiple times daily to respond quickly to students. Librarians should be clear about their availability and link to existing library resources from within the learning management system.
Collaborative assignment revised
This lesson plan has students work in groups to create a PowerPoint presentation about laptop models. Each group will analyze three different laptops, with each student in the group presenting on a different model. Students will discuss the pros and cons of each laptop and compare the models. They will then present their findings to the other groups, asking each other questions. The timeline outlines four weeks for students to form groups, research laptops, create the presentation, and do the final presentations. Students will be assessed both individually and as a group.
MyWritingLab
Carla Bradley presented on using the online writing supplement "My Writing Lab" to individualize classroom experiences. Students reported that My Writing Lab helped them learn writing techniques and complete assignments. Data showed that students who used My Writing Lab and completed pre- and post-tests improved their writing mastery. The presentation discussed features of My Writing Lab like exercises, feedback, and tutoring access, and provided tips for implementing the program like creating a plan, encouraging time, and requiring diagnostic pre-tests.
352 new media technique
This document provides tips for starting and maintaining an organizational blog. It discusses why blogging is beneficial, such as increasing online traffic and engagement. It offers best practices from an expert, including developing initial post ideas, linking to other blogs, and varying content with images, video and audio. The document also outlines dos like humanizing the organization and promoting social media, and don'ts like anonymity and not responding to comments. It suggests evaluating the blog's statistics and impact, and ensuring the blog meets readers' needs.
Flippedclassroom powepoint
To get faculty interested in an online tutorial for teaching information literacy and research skills, appeal to their frustrations with student research papers and express how the tutorial will improve student understanding of library resources and developing strong papers. The tutorial contains 6 modules that can replace a live lecture for a freshman English class, including formative assessments, short video tutorials, and a summative assessment to check student comprehension. Worksheets are also included for classroom activities.
Flipped classroom o kelly
To get faculty interested in an online tutorial for teaching information literacy and research skills, appeal to their frustrations with student research papers and express how the tutorial will improve student understanding of library resources and developing strong papers. The tutorial contains 6 modules that can replace a live lecture for a freshman English class, including formative assessments, short video tutorials, and a summative assessment to check student comprehension. Worksheets are also included for classroom activities.
Online Professional Development
The document discusses various options for online and traditional professional development activities for educators, including reading trade journals, attending institutional training, listening to podcasts, participating in discussion blogs, attending online events in Second Life, and joining organized online discussion sessions around watched educational videos. It promotes the idea of divisions hosting monthly online video and discussion sessions to facilitate professional development and connection among educators.
Formative Assessment Steve Gibbs
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This document provides guidance and instructions for students on various tasks related to using blogs, wikis, and websites. It includes:
- Instructions on setting up a blog and reflecting on the learning potential of blogs and wikis.
- A link to instructions on creating a website using Weebly. Students are asked to reflect on the functionality of websites.
- Announcements of an upcoming online tutorial and collaborative work on sample multiple choice quiz questions in a group wiki.
Introduction to Blogs
This document provides guidance for using blogs in ESL classrooms. It begins by discussing the original purpose of blogs and how they are now used. Types of blogs are identified as public, private, teacher, student, and class blogs. Live blogs are demonstrated and criteria for evaluating them are provided. Teachers are encouraged to use blogs to share resources, homework, projects, and information. Motivating ongoing blog use is discussed. Factors to consider when planning a blog are outlined. The document concludes by providing guidance on setting up blogs with Blogger and including useful websites for learning more features.
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1) Blogs allow students to write, reflect, and collaborate, while also engaging different learning styles.
2) Teachers can use blogs to communicate with students, provide feedback, and monitor student performance.
3) Blogs enable classroom extension beyond physical boundaries by allowing students to work anywhere with internet access.
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Teachers have begun using blogs as an educational tool in the classroom to motivate students and provide opportunities for collaboration, discussion, and developing writing skills; blogs are easy for both teachers and students to use, and allow learning to extend beyond the classroom through posts that can be accessed from any internet-connected computer; while blogs provide benefits, teachers must also address risks like privacy and take steps to educate students on acceptable online behavior when using blogs.
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1) Educational blogging allows teachers to post class information, assignments, and links to deepen understanding, while enabling students to participate more in online discussions and write blog posts as part of their grade.
2) Blogging gives students feedback from peers in addition to teachers and allows them to feel in control of their online content.
3) Studies show blogging helps students better articulate ideas, determine what to say, and begin writing papers by getting thoughts in order and expanding on ideas.
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This document discusses blogs and their uses in education. It defines blogs as online diaries that are arranged in chronological order and allow readers to comment. Blogs can be for personal use, special interests, news, business, or politics. For education, teachers can create tutor blogs to share class information and homework. Students can create individual student blogs or contribute to a class blog. Blogs in education, or edublogs, allow for reading practice, links to extra resources, and class discussions outside the classroom.
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This document discusses blogs and their uses in education. It defines blogs as online diaries that are arranged in chronological order and allow readers to comment. Blogs can be for personal use, special interests, news, business, or politics. For education, teachers can create tutor blogs to share class information and homework. Students can create individual student blogs or contribute to a class blog. Blogs in education, or edublogs, allow for reading practice, links to other resources, and class discussions outside the classroom.
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The document discusses the use of blogs in education. It provides examples of how teachers can incorporate blogs into their classrooms to facilitate learning. Blogs can be used to connect students to course material, promote technology skills, and improve writing. They allow students to communicate and learn from each other. The document outlines tips for safe and structured educational blogging and how blogs may benefit students by developing their reading, writing, and critical thinking.
Moodle2 toolguideforteachers v10
This document provides guidance on different tools available in Moodle and how they can be used for various educational purposes. It evaluates each tool based on ease of use, ability to disseminate information from teacher to students, ability to assess student learning, enable communication and interaction, allow co-creation of content, and alignment with Bloom's taxonomy. The tools include forums, wikis, glossaries, databases, URLs, books, pages, folders, group selection, feedback, quizzes, lessons, assignments, workshops, SCORM, badges, and external tools. The document is intended to help teachers deciding which Moodle tool to use based on their pedagogical needs and goals for a particular learning activity.
Articles Powerpoint
The document discusses the benefits of using blogs in the classroom according to interviews with professors and experts. It notes that blogs allow students to make connections between classes over time by linking previous and current work. Blogs also create an online community for students to get feedback and comments on their writing from others. However, the document outlines some key "don'ts" for classroom blogging such as not using free blogging platforms that lack structure and leaving blogging unguided. Overall, it concludes that blogging can enhance student learning when implemented properly.
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Handout slides for engaging the internet vea_november 2014
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Safety rules
The document discusses observing a colony near Perkins Creek. It mentions the location of the colony but provides no other details about the observations, what was observed, any findings, or conclusions from observing the colony. The summary is limited due to the document only stating the location and topic of observation without any additional context or information.
Safety rules
Safety rules for observing a colony in Perkins Creek advise to not enter the colony and instead use binoculars to observe from a safe distance.
Information p point
The Earth Smart Science program aims to have 1000 Queensland primary schools reduce their ecological footprint and become more environmentally sustainable by 2012. Schools will develop School Environment Management Plans to reduce their water, energy, waste, and improve biodiversity. They will work with regional hubs to implement plans and curriculum supporting sustainability. The program goals are for schools to collectively reduce water by 15%, energy by 30%, and waste by 50% by 2012. Schools will report progress online and through their completed management plans.
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This document describes an experiment investigating the needs of radish seeds, where students will water seeds every day, count seeds to make it a fair test, and predict whether seeds placed in the dark will be happy or sad as well as weigh the seeds before the experiment to study what the seeds need to survive and grow, with one student noting the potting mix will provide food for the seeds.
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This document describes an experiment investigating the needs of radish seeds, where students will water seeds every day, count seeds to make it a fair test, and predict whether seeds placed in the dark will be happy or sad as well as weigh the seeds before the experiment to study what the seeds need to survive and grow, with one student noting the potting mix will provide food for the seeds.
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This document describes an experiment investigating the needs of radish seeds, where students will water seeds every day, count seeds to make it a fair test, and predict whether seeds placed in the dark will be happy or sad as well as weigh the seeds before the experiment to study what the seeds need to survive and grow, with one student noting the potting mix will provide food for the seeds.
Week 2
This document provides instructions and guidance for students on completing blogging assignments for a course. It includes directions on setting up audio tools, checking emails daily, reading other student blogs, correctly naming blog posts, and uploading assignments by certain deadlines. Students are asked to reflect on concepts like 21st century classrooms and pedagogical theories, and apply them to create their own approaches to teaching and learning. Guidance is given on assessing students' first blog posts and how to upload them for grading.
Week 5 tutorial
This document provides an agenda and notes for an ICT learning course. It includes:
- A reminder to email about marking requests and read assigned materials.
- An invitation to demonstrate an ICT tool and revisit the course goals.
- Feedback on the previous week's blog posts and exploring example ICT tools.
- Information on using tools like SlideShare, Prezi, and Glogster for presentations.
- Guidance on copyright and selecting a presentation tool for further exploration.
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Week 5a
This document discusses the skills and knowledge a learner should develop related to technology and pedagogy. It outlines that the learner understands core learning theory, Bloom's taxonomy, elements of good pedagogy and 21st century pedagogy. The learner recognizes how ICT can transform learning and understands the foundations of TPACK. Technical skills mentioned include creating online accounts, populating spaces with multimedia, identifying appropriate uses of technology, and creating and sharing multimedia online. The document emphasizes that learners need to develop digital skills to avoid disadvantaging themselves and their students in the 21st century. It suggests presenting alternatives to traditional PowerPoint presentations and provides examples of using technology for interactive presentations, games, and digital stories.
Week 2
This document outlines the topics and schedule for an ICT for Learning Design course over one term. It includes notes on communicating via email, introducing course topics like learning styles and assessment, taking a Moodle tour, developing teaching beliefs and a pedagogical approach, creating blogs, and using tools like Padlet and Bubbl.us for activities. Students are encouraged to ask questions and contact the instructor, Gary Holmes, if they need help with any aspects of the course.
Week 4 tutorial
This document provides guidance and instructions for teachers regarding the use of multimedia tools such as images, video, and audio in an educational setting. It discusses best practices for using these tools in the curriculum, ensuring student safety and copyright compliance. Teachers are assigned tasks for the week, including improving their blog post, embedding their own examples of using multimedia, and providing curriculum examples of how ICT can be used. They are also given tips for using tools like images, video, and podcasting in pedagogically appropriate ways.
Week 4 tutorial
This document provides guidance and instructions for teachers regarding the use of multimedia tools such as images, video, and audio in an educational setting. It discusses best practices for using these tools in the curriculum, keeping student data private and secure, and completing assignment tasks involving embedding multimedia in blog posts. Teachers are encouraged to consider copyright and permissions when using images and ensure multimedia choice aligns with learning objectives. Specific tools like Windows Movie Maker, green screen software, and podcasting are presented as examples.
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This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online issues. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in real-world problem solving and knowledge creation. Teachers are encouraged to reflect on incorporating ICTs and digital pedagogy approaches into their own subjects and classrooms.
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Week 3 tutorial
- 1. Week 3 Housekeeping: • Blog posts are going well- check comments for feedback. • Still a couple having trouble opening- where do I find the URL? • Are you checking the comments on blogs? • Name posts by week eg Week 3- Include your own name • I am going to use my blog space as a storage area. Please check • Keep blog for your CV
- 2. Agenda •Assignment 1: Week 2 blog feedback •Assignment 2: Week 3 marking sheet •Group 1 tools – blogs, wikis and weebly websites. •eLearning – how do we integrate ICTs into learning design?
- 3. Week 3-5 marking criteria sheet
- 4. Let‟s take a tour: http://moodle.cqu.edu.au/course/view.php?name=FAHE11001_2132
- 5. 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
- 9. Technical hint: Using images from websites. • press print screen on your keyboard • open Paint.net software on your computer • click on edit • paste on page • select the cut out tool and drag around the image you want to copy • copy and paste into your document or webpage • or save as a particular type of file eg jpeg • work safely, legally and ethically by identifying the source of your image.
- 10. You have already created your first blog, and are going to continue to use this Blog in your construction of Assignment Task 2. This activity asks you to reflect on your learning about blogs. In your blog, create a new posting, and examine the potential of blogs in your teaching context. Use an analytical tool/thinking routine such as a SWOT analysis or PMI to ensure that your focus is analytical rather than merely descriptive. If you are unsure about these thinking routines/scaffolds, please return to the Learning Materials to review them. Explore the technical features - how is a blog constructed and presented? Can it be customised? What types of files can be embedded and/or linked to? Can media be used in your blog? How can you connect to others using your blog - ie interaction capacity? REflect on these features. Then think about teaching and learning in your own context, and reflect on the ways blogs can be used in your own classroom. You are invited to use both the course readings, other research and sites, and your own ideas, and to be as creative as possible when considering your teaching ideas. Be sure also to consider the way your own students will be using Blogs. Learning with technology should be learner-centred, and it is anticipated that by far your students will be most busy in the online environments, with you in the role of facilitator. If you use any research or ideas from other sites, please BE SURE to reference them. Sample text to use in a wordle
- 11. Thinking strategies that help scaffold learning: • PMI- You are invited to work with a partner to create a PMI for blogs. • SWOT- Next construct a SWOT analysis of digital pedagogy as you know it now.
- 13. Strengths Weaknesses Opportunities Threats
- 15. “The teacher can no longer be regarded as the sole source of learning, nor can students be assumed to have the same core knowledge.............. There has been a power shift such that learners are now able to be responsible for their own learning. The role of the teacher has become one of facilitator rather than expert. And learning is able to be individualised for each student.”
- 17. How could these tools be used to improve the „how‟ ie teacher pedagogy, for a history unit? 1. The lessons 2. The assessment of student learning 3. The guide to making judgements
- 18. Due? What must it include? Technical support? How do I upload? Where do I upload? How many marks is it worth? How will it be assessed by Gary?