The document outlines Warwickshire County Council's e-learning community project. It discusses how ICT can motivate students and engage them in learning. It also describes the goals of implementing interactive whiteboards, the national e-strategy, and ingredients for a successful We-Learn classroom, which includes teacher training and students having online learning spaces. Key dates for the project include all students having online spaces by 2008 and all schools using learning platforms by 2010.
Implementation of PebblePad ePortfolios as an assessment tool in a mixed-mode...ePortfolios Australia
ePortfolios are re-shaping the landscape of higher education through changes in how students learn and how faculty teach. To be considered a meaningful mechanism for the development of knowledge, ePortfolios must focus on reflection and the assessment of that reflection, and enable the creation of connections between learning experiences that happen in various contexts and environments, thus supporting deep learning.
ePortfolio, using PebblePad, was implemented as an innovative assessment tool in an Indigenous business course - 3100AFE Engaging with Aboriginal & Torres Strait Islander Business Communities. In this presentation we will take you through how the student learning needs were addressed by use of PebblePad as an ePortfolio platform, impact of its use, and the key issues - what worked and what did not, and advice for other academics who are thinking to (1) use eportfolios as an assessment tool, and (2) use of PebblePad as an ePortfolio tool.
Implementation of PebblePad ePortfolios as an assessment tool in a mixed-mode...ePortfolios Australia
ePortfolios are re-shaping the landscape of higher education through changes in how students learn and how faculty teach. To be considered a meaningful mechanism for the development of knowledge, ePortfolios must focus on reflection and the assessment of that reflection, and enable the creation of connections between learning experiences that happen in various contexts and environments, thus supporting deep learning.
ePortfolio, using PebblePad, was implemented as an innovative assessment tool in an Indigenous business course - 3100AFE Engaging with Aboriginal & Torres Strait Islander Business Communities. In this presentation we will take you through how the student learning needs were addressed by use of PebblePad as an ePortfolio platform, impact of its use, and the key issues - what worked and what did not, and advice for other academics who are thinking to (1) use eportfolios as an assessment tool, and (2) use of PebblePad as an ePortfolio tool.
Powerpoint created by The Stephens Group http://www.thestephensgroup.com for stakeholders in the Kenosha Unified School District to work on their information technology plan.
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...Charles Darwin University
As TEQSA ramps-up its interest in how higher education institutions are mediating a level of quality in online courses, it is timely for our institutions to understand what options they have at their disposal to help meet, what will eventually become, obligatory reporting. This will predictably involve being able to provide evidence of quality processes across three levels; the unit/course level, the course/program level and at an institutional level. To help an institution establish, or initiate practices to assist them in meeting these requirements, there are a number of existing and emerging tools that are now being used and trialled within the sector. There are also a number of professional bodies who are really keen to get involved in this space, mainly as a way of supporting their members and member institutions.
This presentation will present a systematic review of the literature and a sector scan of the current tools and methodologies being used by a range of institutions and professional bodies. It will also provide some insights into what tools are emerging in this space. To support, or augment these tools and methodologies, there are also a range of support, or scaffolding activities institutions can, or have been be involved in, as they seek to support their internal quality improvement practices.
Examples of current practices will be drawn on to illustrate the main points in this presentation along with a brief report on the most recent ACODE Inter-institutional Benchmarking Summit, held in June 2018 at Griffith University. At this event 25 Australasian Institutions undertook a rigorous benchmarking activity using some or all of the eight benchmarks focusing on technology enhanced learning and teaching.
In conclusion this presentation will challenge institutions to take seriously their mandate to provide their students with learning environments that meet the highest possible quality, particularly now in a higher education setting that will come under increased scrutiny by regulatory bodies. More importantly, it will reflect on what the potential implications are for institutions in moderating their learning management and associated systems.
Powerpoint created by The Stephens Group http://www.thestephensgroup.com for stakeholders in the Kenosha Unified School District to work on their information technology plan.
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...Charles Darwin University
As TEQSA ramps-up its interest in how higher education institutions are mediating a level of quality in online courses, it is timely for our institutions to understand what options they have at their disposal to help meet, what will eventually become, obligatory reporting. This will predictably involve being able to provide evidence of quality processes across three levels; the unit/course level, the course/program level and at an institutional level. To help an institution establish, or initiate practices to assist them in meeting these requirements, there are a number of existing and emerging tools that are now being used and trialled within the sector. There are also a number of professional bodies who are really keen to get involved in this space, mainly as a way of supporting their members and member institutions.
This presentation will present a systematic review of the literature and a sector scan of the current tools and methodologies being used by a range of institutions and professional bodies. It will also provide some insights into what tools are emerging in this space. To support, or augment these tools and methodologies, there are also a range of support, or scaffolding activities institutions can, or have been be involved in, as they seek to support their internal quality improvement practices.
Examples of current practices will be drawn on to illustrate the main points in this presentation along with a brief report on the most recent ACODE Inter-institutional Benchmarking Summit, held in June 2018 at Griffith University. At this event 25 Australasian Institutions undertook a rigorous benchmarking activity using some or all of the eight benchmarks focusing on technology enhanced learning and teaching.
In conclusion this presentation will challenge institutions to take seriously their mandate to provide their students with learning environments that meet the highest possible quality, particularly now in a higher education setting that will come under increased scrutiny by regulatory bodies. More importantly, it will reflect on what the potential implications are for institutions in moderating their learning management and associated systems.
Integration of ICT in Teacher Education Classroom and Administration.pdfPrernaPal20
Traditional Teaching and Learning V/S Traditional Teaching and Learning
Means for ICT-Enabled Teacher Education
Technology Mediated Approaches to Teaching_Learning
Learner Centric: Explore the best in every student.
• Learning Centric: Learner learn by designing and preparing meaningful learning experience with the help of a teacher.
• Promoting Inquisitiveness: Develop questioning ability in learner. Teacher encourages learner to ask questions. It leads to critical thinking.
• Innovation Centric: Teacher promotes innovation, creativity and team spirit in learner.
• Develop cooperative and collaborative learning environment: Learning occurs through discussion, interaction and debate called learning for development.
APPLICATION OF ICT IN DIFFERENT AREAS OF TEACHER EDUCATION
PROGRAMME:
ROLE OF ICT IN PRESENT TEACHER EDUCATION PROGRAMME:
Open Educational Resources (OERs)
TPACK
Technology-Mediated Learning: Social Impact
ICT and Administration
Benefits of ICTs
Transformation to Knowledge Society
Changing Role of Teachers:
Shift from traditional teaching to facilitation and moderation.
Use of networked resources replaces traditional tools like chalkboards.
Adoption of online tests renders some traditional assessment methods obsolete.
Emphasis on fostering critical thinking, information literacy, and collaboration.
Teachers become curators of electronic information sources.Continuous training and professional development are crucial for optimal technology use.
Transformation of classrooms into dynamic, student-centered learning environments.
Social media is basically a structure that combines individuals, communities, companies or organizations that can share their interests, attitudes, values, lifestyles, visions and friendships. In the field of eLearning this structure can be used in many ways and through different web tools. It can provide educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies.
This article argues that it is necessary to move blended learning beyond learning management systems and engage students in an active use of the web as a resource for their self-regulated study, for problem solving and collaborative activities. The case study explored in this paper explains the role of social media in promoting cognitive and meta-cognitive learners development while using a constructivist teaching and learning approach. This paper presents the findings from a specific case study, as well as general guidance to instructors for incorporating social media in a blended learning environment, including the “Traditional Classroom”. It is also suggested a limitation of the use of learning management systems to cover the development of social competences and it is argued that self-regulated students are supported by personal web tools and engaged in different kinds of social networks.
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
We all know that technology is changing our learning institutions. Lifelong Learning UK commissioned Pontydysgu to undertake some research to ascertain how technology is changing teaching and learning – and make some recommendations for what we should do about it.
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.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. An Outline of Warwickshire e -learning Community Project Paul Harvey E-Learning Adviser ICT Development Services Warwickshire County Council 13 November 2006
11. … in Warwickshire you will find teachers using the We-Learn VTLE We-Learn Ingredients
12. … in Warwickshire you will find teachers and students using the We-Learn Portal We-Learn Ingredients
13. Professional Development for staff - 4 days of training over 2 years - Network of WeLLs - Network of School Project Managers - Training for other school professionals - School based support based on need We-Learn Ingredients
14.
15.
16. Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996
17. Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Classroom ICT suites and Portal Beyond the school Time
18. Vision Skills Incentives Resources Action Plan Change = Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.)
19. Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.) Skills Incentives Resources Action Plan Confusion = Vision Incentives Resources Action Plan Anxiety = Vision Skills Resources Action Plan Resistance = Vision Skills Incentives Action Plan Frustration = Vision Skills Incentives Resources Treadmill =
20. Guidance and Support SLICT & Team SLICT Becta Self-review Framework DfES – Learning Platforms – Making IT Personal ICT Development Services. WCC
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