This document discusses what makes a great blended learning trainer and academic. It covers facilitating social and collaborative communication, teaching using virtual classrooms and synchronous tools, understanding e-assessment options, and accessing cloud-based storage. The outcomes include evaluating skills for various teaching modes and applying blended learning strategies through professional development. It also discusses auditing staff capacity to implement blended learning.
Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
Ins and Outs of ePortfolio Implementation at Radboud UniversityD2L Barry
Ins and outs of ePortfolio implementation at Radboud University – Bea Edlinger, Educational Advisor at Radboud University
Presentation at 2018 D2L London Connection
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
The progression in the past decade of blogs from personal web journals to a platform for established professionals, corporations and writers has also created opportunities for education. This session looks at the use of blogs with graduate students at NJIT over the past two years as a method for regular student reflection on learning. Using either free services or commercial products, blogs offer the easiest method for students to publish online to a large audience without sophisticated web design skills. This allows them to focus on specific topics and on their knowledge construction. Built-in feedback tools allow teacher-to-student and peer-to-peer commentary. Though blogs can serve as e-portfolios, this project focused on writing concepts, publishing practices, intellectual property and digital design as a learning portfolio. This project will be incorporated into program competencies for students as reflective practitioners in addition to an established e-portfolio program.
7 Ways to Use the Not Release Conditions - Updated May 2018D2L Barry
Seven Ways to Use the "Not" Release Conditions to Impact Teaching & Learning
The wait is over for the long awaited "Not" release conditions in the Brightspace Learning Environment (LE). With the February 2016 update to the LE, you are now able to set release conditions for situations where students have not done something. In this session we will consider effective uses of these release conditions in various LE tools to encourage student behavior that will increase their likelihood of success in the course.
Presented and updated in May 2018 at the European Lunch & Learn sessions.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
Ins and Outs of ePortfolio Implementation at Radboud UniversityD2L Barry
Ins and outs of ePortfolio implementation at Radboud University – Bea Edlinger, Educational Advisor at Radboud University
Presentation at 2018 D2L London Connection
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
The progression in the past decade of blogs from personal web journals to a platform for established professionals, corporations and writers has also created opportunities for education. This session looks at the use of blogs with graduate students at NJIT over the past two years as a method for regular student reflection on learning. Using either free services or commercial products, blogs offer the easiest method for students to publish online to a large audience without sophisticated web design skills. This allows them to focus on specific topics and on their knowledge construction. Built-in feedback tools allow teacher-to-student and peer-to-peer commentary. Though blogs can serve as e-portfolios, this project focused on writing concepts, publishing practices, intellectual property and digital design as a learning portfolio. This project will be incorporated into program competencies for students as reflective practitioners in addition to an established e-portfolio program.
7 Ways to Use the Not Release Conditions - Updated May 2018D2L Barry
Seven Ways to Use the "Not" Release Conditions to Impact Teaching & Learning
The wait is over for the long awaited "Not" release conditions in the Brightspace Learning Environment (LE). With the February 2016 update to the LE, you are now able to set release conditions for situations where students have not done something. In this session we will consider effective uses of these release conditions in various LE tools to encourage student behavior that will increase their likelihood of success in the course.
Presented and updated in May 2018 at the European Lunch & Learn sessions.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
Bb on Tour 2016 | Innovation and Your Institution (Part 1) | Panel SessionBlackboard APAC
In this session we’ve assembled the innovation crew of which you’ll be a key ingredient. Through the session we’ll explore the following topics and facilitate round table discussion amongst the team to unpick and build a plan for seeding Innovation back at your campus.
Strategies for Assessing, Planning, Seeding & Mainstreaming innovation at your institution.
Mobility bringing the University to your students with Bb Student.
Industry Alignment & Graduate Outcomes with Competency Dashboards & MyEDU.
Maximizing Student Engagement and Flexibility with Blackboard Collaborate.
Connected Assessment Ecosystem with Blackboard Collaborate.
Presenters:
Chris Ross, Director, International Solutions, APAC
Mick Garner, Senior Solutions Engineer, ANZ
Blackboard
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
Learn Local Moodle Webinar #3 - Course formating ideasYum Studio
-Moodle plug ins that can extend course formatting options and how to install them.
-How to exploit Moodle section, resource and activity links to create custom navigation inside your Moodle course from text or icons.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
What makes a great blended learning trainer and academic?
1. What makes a great blended learningWhat makes a great blended learning
trainer and academictrainer and academic
2. ACPET - Vic Government
e-learning Program 2011
Thanks to
ACPET now only
Kryptonite can
stop me and my
RTO!!!!
Thanks to
ACPET now only
Kryptonite can
stop me and my
RTO!!!!
3. Agenda
• understanding digital resources to support teaching and
training
• facilitating social and collaborative communication and
creating digital content
• teaching using virtual classroom and synchronous
communication tools
• understanding e-assessment options
• using Apps to support evaluation and assessment
activities
• accessing cloud based storage and sharing functionality.
4. Outcomes
• evaluate skills required by today’s trainers/academics to
teach in a variety of modes – F2F, online self-paced, and
online teaching and facilitation
• apply pedagogical strategies to blended learning strategy
through professional development and coaching, and
• audit current staff’s capacity to implement blended
learning strategy.
5. Presenter – Michael Gwyther
mick@yumstudio.com.au
@mickgwyther
http://www.facebook.com/michael.gwyther
http://www.linkedin.com/profile/view?id=20201325
6. We design activities, not information. When
instruction is part of the solution, we don’t
preach or present to learners. Instead, we let
them practice what they need to do and draw
conclusions from that experience like the
grownups they are, and for that reason we
rock scenarios.
Cathy Moore
9. How do you pick up new knowledge and
skills at work?
10. Adventures in modern training
Visual design
skills
Learning
technologies
Assessment
specialist
Industry
Currency
Networks
Information
Learner
Management
Evolution of practice
Understand of modes
Creativity
Client relationship's
Writing skills
14. Content Heavy V Facilitation Heavy BlendsContent Heavy V Facilitation Heavy Blends
Learning by
creating
resources with
other learners
Discussion based
activities
(problems, what
ifs etc..)
Learners build
content
(glossary, blogs,
workplace
projects)
3rd
party social
media tools to
support
Learning by
creating
resources with
other learners
Discussion based
activities
(problems, what
ifs etc..)
Learners build
content
(glossary, blogs,
workplace
projects)
3rd
party social
media tools to
support
CONTENT DRIVEN COURSE
Learning by
engaging with
resources at own
pace
Little/No access
to other
learners
PDF, PPTs and
URLs
Video and Audio
Self paced
interaction
(Case
studies/Decision
making
Learning by
engaging with
resources at own
pace
Little/No access
to other
learners
PDF, PPTs and
URLs
Video and Audio
Self paced
interaction
(Case
studies/Decision
making
FACILITATION DRIVEN COURSE
15. Type Skills and Knowledge transfer
Lecture Telling
Demonstration/Teaching Showing, Telling and reflection
Coaching Guiding practice, feedback
Discussion Building & checking knowledge
Problem solving Application to specific context
Modelling Demonstrating behaviour/atttitude
Facilitating Managing collaboration & groups
Moderating Managing discussions in groups
Facilitation Types
16. Discussion Principles
• Link to Assessment
• Monitor and Moderate
• Archive for “evidence”
• Base on participants
sharing experiences & prior
knowledge – “learners
stories
22. What skills are needed to
Communicate/Teach /Facilitate online?
23. Type How used
Quizzes Background, process, policy,
procedure, facts
Branching Scenarios Show Information
Work products Contextualise knowledge & skills &
process using real life example
Problems/Projects Exploration of information and process
using real life example
Simulation Decision making applying information
using real life example
Group work Research decision making and
information application to real life
example
Assessment Types
24. Activity How used
Blog Individual/Group project, placement
Wiki Group research/project
Glossary Divide up terms for research and
publication by learners
Database Research and add resources to support
learning in predetermined fields.
Workshop Learners submit assessment guided by
rubric and peer review others submissions
Assessment – Social learning (Moodle)
25. • Evidence Capture
• Voice – Text – Video –
Images
• Student, 3rd
Party, Assessor
• How much evidence is
enough?
• Skills & Knowledge
• Supplementary evidence
Mobile evidence
26. •Visual evidence (Camera Phone)
•Documented Evidence & Checklists
(iAuditor, Writable PDFs)
•Group Work verification
(Blogs and Wikis and Cloud)
Gathering evidence
28. • Develop a rubric with learners
• Check for mapping
• Distribute back to learners as
marking guide
• Conduct presentations
(summative)
• Collect peer review
• Redraft and resubmit if needed
• Share and assess
• Publish as content for next batch
Peer Review
33. You want to support video/image/audio evidence
of workplace skills assessments demonstrations
(e.g. traineeships, apprenticeships, contracted
training)
•What do you need to consider and implement?
Demonstration Assessment Principles
35. Content/Activity Type How used
Information Background, process, policy,
procedure,
Demonstration Show and apply Information
Case Study Contextualise information and process
using real life example
Scenario Exploration of information and process
using real life example
Decision making tree
(Branching scenario)
Decision making applying information
using real life example
Problem Research decision making and
information application to real life
example
Content Types
37. Where to use stories
Demos Discussions
Case
Studies
Quiz
Scenarios Past
Students
38. •For the page
•For the screen
•For video & audio
•For instruction
•For demonstration
Writing
39. Content can be generated quickly using
purpose built “rapid elearning software”
such as:
•Articulate Storyline
•Captivate
•Camtasia
•iSpring Presenter
Content tools
47. •Define and plan your delivery model – adapt
•Reduce the number of tools & infrastructure
•Link activities to assessment
•Clarify where assessment will live
•Embed knowledge sharing & industry knowledge
•Consider peer review and collaboration
•Use Multimedia in your content (yours/theirs)
•Consider rapid eLearning tools or off the shelf
content (but be prepared to scaffold!)
Photo Credit: http://www.flickr.com/photos/92033577@N00/4508020659
http://creativecommons.org/licenses/by-nc/2.0/
Implementing Blended Learning
67. Social Media Features
• Profile
• Friends/Connections
• Discussions/Comments
• Sharing within &
between social
networks
• Multimedia
• Blogs
68. Issues - social media
•Social media tools are just that — social.
•Wont my learners be exposed to “nutters” online?
•They facilitate interaction among learners.
•Moderation v Learner control
•Are learners comfortable with social media in general,
and, if so, what tools are they using?
•Archiving
73. Create and share bookmarks
• Social bookmarking, web annotation, collaborative
research services,
• Capture a variety of data - screenshots, pictures,
notes, etc..
• Share on mobile, read sites offline
http://www.diigo.com
Social bookmarks - Diigo
74. Follow hundreds of blogs in one place
• Subscribe to Blogs
• Tag by topic
• Share with others
http://www.feedly.com
Feedly RSS reader
75. Pin webpages to “boards”
• Share with others
• Follow others boards
http://www.pinterest.com
Pinterest
82. Which tool right for Me?
Photo Credi thttp://www.flickr.com/photos/57567419@N00/7496669132/
Face to Face Purpose
Google
Personal organisation (email,
calendar, files)
DropBox Managing & sharing files
Social Bookmarks
(Diigo, Delicious)
Managing, sorting and tagging
website “favorites”
Readers & Feeders
(Feedly, Pocket,
Pinterest)
Follow multiple website feeds
in one location
Social Media Managers
(Hootsuite, Feedly)
Follow, share, manage various
social media accounts
What tool should I use?
86. Which social media tool is right for Me?
Photo Credi thttp://www.flickr.com/photos/57567419@N00/7496669132/
Face to Face
Purpose
Twitter News, research, links,
connections
Facebook Group work space
LinkedIn Connection to wider
industry, connections
Google +
Connection to wider
industry, connections
88. Free Web 2 & Mobile tools to enable quick content
development and to encourage learners to respond to
assessment tasks using video, audio, images and text.
89. Induction – ongoing learner skills
TechnicalTechnical
Time ManagementTime Management
CollaborativeCollaborative
Organising InfoOrganising Info
90. Student productivity
• Mail
• Calendar
• Documents
• Blogs (Blogger)
• Reader
• YouTube
http://mail.google.com
Google suite
92. Group Website
• Share posts
• Share calendars in posts
• Add shared Documents
• Comments
https://sites.google.com/site/acpet2012/
http://sites.google.com
Google sites/groups
93. Create and share documents
• Create documents, spreadsheets & excel in the Cloud
• Share and joint editing
• Download in variety of formats
• Embed into blogs, wikis, Moodle etc.
• Repository of files
https://docs.google.com
Google Drive
100. 70:20:10
70% of learning comes from
on-the-job experiences
20% comes from people such
as mentors, managers and
peers
10% comes from formal
courses and reading.
We’ll Explore a range of commercial and free tools to create self paced learning content, create and share audio and video and Interactive PDF’s and PowerPoint’s, led and teach learners online, conduct assessments and to facilitate group work.We’ll understand how to communicate with learner’s online using discussion forums and webinars. We will explore free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
We’ll also take a look at emerging trends including the flipped classroom, augmented reality and gamification.
We’ll Explore a range of commercial and free tools to create self paced learning content, create and share audio and video and Interactive PDF’s and PowerPoint’s, led and teach learners online, conduct assessments and to facilitate group work.We’ll understand how to communicate with learner’s online using discussion forums and webinars. We will explore free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
We’ll also take a look at emerging trends including the flipped classroom, augmented reality and gamification.
We talk a lot about student engagement. What does it mean to you?
Mobile
Short Grabs
Video
Lets break down each component of Blended Learning (Face to Face, Self Paced and Online Facilitated) to look in more detail at the
Learning pedagogies (How can we teach and support learners using this mode of delivery?)
Technology (What types of technology is required to teach and interact with learners?
Assessment (How do learners submit assessment? How do RTOs retrieve activity and assessment attempts, grade and release content and new activities based on learner progress?)
Contributes to formative assessment
Assessment carrot to ensure involvement
Contributes to formative assessment
Assessment carrot to ensure involvement
Digital literacy is the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies. It requires and transform digital media, to distribute pervasively, and to easily adapt them to new forms".[1] one "to recognize and use that power, to manipulate
Digital literacy does not replace traditional forms of literacy, it builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy, however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
http://en.wikipedia.org/wiki/Digital_literacy
"Reference" is static content - meaning no interaction other than allowing the user to link from page-to-page and to search. It is asynchronous. It is normally a series of web pages, but can be PDF or other document types. It can be created using Wiki software, a content management system, web editing software or even Microsoft Word stored as HTML. It's designed to provide either real-time support for work tasks or near real-time support for look up. Often they are designed based around particular job functions and tasks to provide good on-the-job support.
Reference includes "job aids" or "online support" or "online help" or various other things. Each of these other terms in slightly more specific than "reference" as they generally imply a bit more about the specific structure of the content. Thus, "reference" to me is a good umbrella term.
Courseware implies pages of course content (information, multimedia) broken up with quizzes, case studies or scenarios. Usually takes a neutral tone."Rapid Content Creation" or "Just-in-Time.”
Workplace – we are either given a role in a workplace scenario and led through case studies by a workplace mentor or supervisor either passively or actively engaged in workplace scenarios or decision making trees.)
http://elearningtech.blogspot.com.au/2006/05/shift-in-eLearning-from-pure.html
Information
Demonstration
Case Study
Scenario
Decision Making Tree
Knowledge checking
Problem based Learning
Great tool for organising information, creating notes and submitting assessments in a mix of voice, text , video and images – especially from your mobile phone.
Evernote is a cross-platform app that serves many purposes—it can be your digital file cabinet, note-taking tool, daily journal, task or project management system, recipe-keeper, and more.
Give demo of creating a note using the iPhone.
Great tool for organising information, creating notes and submitting assessments in a mix of voice, text , video and images – especially from your mobile phone.
Evernote is a cross-platform app that serves many purposes—it can be your digital file cabinet, note-taking tool, daily journal, task or project management system, recipe-keeper, and more.
Give demo of creating a note using the iPhone.
Great tool for organising information, creating notes and submitting assessments in a mix of voice, text , video and images – especially from your mobile phone.
Evernote is a cross-platform app that serves many purposes—it can be your digital file cabinet, note-taking tool, daily journal, task or project management system, recipe-keeper, and more.
Give demo of creating a note using the iPhone.
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
ASK: Who uses Twitter? Facebook? LinkedIn?
Facilitator Notes: Similar to those networks, your feeds are populated with the connections you have made with people in your network and the areas of interests that you decided are worth finding out more about. Your feed is personal to you based on who and what you consider important and relevant.
ASK: Who uses Twitter? Facebook? LinkedIn?
Facilitator Notes: Similar to those networks, your feeds are populated with the connections you have made with people in your network and the areas of interests that you decided are worth finding out more about. Your feed is personal to you based on who and what you consider important and relevant.
ASK: Who uses Twitter? Facebook? LinkedIn?
Facilitator Notes: Similar to those networks, your feeds are populated with the connections you have made with people in your network and the areas of interests that you decided are worth finding out more about. Your feed is personal to you based on who and what you consider important and relevant.
ASK: Who uses Twitter? Facebook? LinkedIn?
Facilitator Notes: Similar to those networks, your feeds are populated with the connections you have made with people in your network and the areas of interests that you decided are worth finding out more about. Your feed is personal to you based on who and what you consider important and relevant.
Identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe.
ASK: Who uses Twitter? Facebook? LinkedIn?
Facilitator Notes: Similar to those networks, your feeds are populated with the connections you have made with people in your network and the areas of interests that you decided are worth finding out more about. Your feed is personal to you based on who and what you consider important and relevant.
ASK: Who uses Twitter? Facebook? LinkedIn?
Facilitator Notes: Similar to those networks, your feeds are populated with the connections you have made with people in your network and the areas of interests that you decided are worth finding out more about. Your feed is personal to you based on who and what you consider important and relevant.
ASK: Who uses Twitter? Facebook? LinkedIn?
Facilitator Notes: Similar to those networks, your feeds are populated with the connections you have made with people in your network and the areas of interests that you decided are worth finding out more about. Your feed is personal to you based on who and what you consider important and relevant.
ASK: Who uses Twitter? Facebook? LinkedIn?
Facilitator Notes: Similar to those networks, your feeds are populated with the connections you have made with people in your network and the areas of interests that you decided are worth finding out more about. Your feed is personal to you based on who and what you consider important and relevant.
Social Networking Features
Most learners will be already here. Question is if you go there what for? Some RTOs have delivered there, others marketed there. RTOs can use social media as a parallel form of communication with learners for example sharing news from the sector, training opportunities, jobs etc..
Consider introducing learners to LinkedIn.
Social networking is based on a certain structure that allow people to both express their individuality and meet people with similar interests. This structure includes having profiles, friends, blog posts, widgets, and usually something unique to that particular social networking website
Profile. This is where you tell the world about yourself. Profiles contain basic information, like where you live and how old you are, and personality questions, like who's your favorite actor and what's your favorite book.
Friends. Friends are trusted members of the site that are allowed to post comments on your profile or send you private messages. You can also keep tabs on how your friends are using social networking, such as when they post a new picture or update their profile. Friends are the heart and soul of social networking. It should be noted that not all social networks refer to them as 'friends' -- LinkedIn refers to them as 'connections -- but all social networks have a way to designate members as trusted.
Groups. Most social networks use groups to help you find people with similar interests or engage in discussions on certain topics. A group can be anything from "Johnson High Class of '98" to "People Who Like Books" to "Doors Fans". They are both a way to connect with like-minded people and a way to identify your interests. Sometimes, groups are called by other names, such as the 'networks' on Facebook.
Discussions. A primary focus of groups is to create interaction between users in the form of discussions. Most social networking websites support discussion boards for the groups, and many also allow members of the group to post pictures, music, video clips, and other tidbits related to the group. Often also called “status”
Blogs. Another feature of some social networks is the ability to create your own blog entries.
Social Networking Features
Social networking is based on a certain structure that allow people to both express their individuality and meet people with similar interests. This structure includes having profiles, friends, blog posts, widgets, and usually something unique to that particular social networking website -- such as the ability to 'poke' people on Facebook.
Profile. This is where you tell the world about yourself. Profiles contain basic information, like where you live and how old you are, and personality questions, like who's your favorite actor and what's your favorite book. Social networks dedicated to a special theme like music or movies might ask questions related to that theme.
Friends. Friends are trusted members of the site that are allowed to post comments on your profile or send you private messages. You can also keep tabs on how your friends are using social networking, such as when they post a new picture or update their profile. Friends are the heart and soul of social networking. It should be noted that not all social networks refer to them as 'friends' -- LinkedIn refers to them as 'connections -- but all social networks have a way to designate members as trusted.
Groups. Most social networks use groups to help you find people with similar interests or engage in discussions on certain topics. A group can be anything from "Johnson High Class of '98" to "People Who Like Books" to "Doors Fans". They are both a way to connect with like-minded people and a way to identify your interests. Sometimes, groups are called by other names, such as the 'networks' on Facebook.
Discussions. A primary focus of groups is to create interaction between users in the form of discussions. Most social networking websites support discussion boards for the groups, and many also allow members of the group to post pictures, music, video clips, and other tidbits related to the group.
Blogs. Another feature of some social networks is the ability to create your own blog entries.
Apps/Widgets. A popular way of letting your personality shine through is by gracing your social networking profile with web widgets. Many social networks allow a variety of widgets, and you can usually find interesting widgets located on widget galleries. There are thousands of applications on Facebook that further help you share content and interact with others. To browse the applications you already might be using or to search for more applications visit http://facebook.com/applications to browse available applications. Popular applications include Photos, Events, Movies, and Causes.
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
HootSuite is a social media management system for businesses and organizations to collaboratively execute campaigns across multiple social networks from one secure, web-based dashboard.
Key social network integrations include Facebook, Twitter, LinkedIn, and Google+ Pages, plus a suite of social content apps for YouTube, Instagram, Tumblr and more.
Launch marketing campaigns, identify and grow audience, and distribute targeted messages using HootSuite’s unique social media dashboard. Streamline team workflow with scheduling and assignment tools and reach audiences with geo-targeting functionality. Invite multiple collaborators to manage social profiles securely, plus provide custom reports using the comprehensive social analytics tools for measurement.
Buffer is a social media management system for businesses and organizations to collaboratively execute campaigns across multiple social networks from one secure, web-based dashboard.
Key social network integrations include Facebook, Twitter, LinkedIn, and Google+ Pages, plus a suite of social content apps for YouTube, Instagram, Tumblr and more.
Launch marketing campaigns, identify and grow audience, and distribute targeted messages using HootSuite’s unique social media dashboard. Streamline team workflow with scheduling and assignment tools and reach audiences with geo-targeting functionality. Invite multiple collaborators to manage social profiles securely, plus provide custom reports using the comprehensive social analytics tools for measurement.
Which tool(s) may be right foryour learners?
Google
DropBox
Social Bookmarks
RSS Readers
Social Networking Features
Social networking is based on a certain structure that allow people to both express their individuality and meet people with similar interests. This structure includes having profiles, friends, blog posts, widgets, and usually something unique to that particular social networking website -- such as the ability to 'poke' people on Facebook.
Profile. This is where you tell the world about yourself. Profiles contain basic information, like where you live and how old you are, and personality questions, like who's your favorite actor and what's your favorite book. Social networks dedicated to a special theme like music or movies might ask questions related to that theme.
Friends. Friends are trusted members of the site that are allowed to post comments on your profile or send you private messages. You can also keep tabs on how your friends are using social networking, such as when they post a new picture or update their profile. Friends are the heart and soul of social networking. It should be noted that not all social networks refer to them as 'friends' -- LinkedIn refers to them as 'connections -- but all social networks have a way to designate members as trusted.
Groups. Most social networks use groups to help you find people with similar interests or engage in discussions on certain topics. A group can be anything from "Johnson High Class of '98" to "People Who Like Books" to "Doors Fans". They are both a way to connect with like-minded people and a way to identify your interests. Sometimes, groups are called by other names, such as the 'networks' on Facebook.
Discussions. A primary focus of groups is to create interaction between users in the form of discussions. Most social networking websites support discussion boards for the groups, and many also allow members of the group to post pictures, music, video clips, and other tidbits related to the group.
Blogs. Another feature of some social networks is the ability to create your own blog entries.
Apps/Widgets. A popular way of letting your personality shine through is by gracing your social networking profile with web widgets. Many social networks allow a variety of widgets, and you can usually find interesting widgets located on widget galleries. There are thousands of applications on Facebook that further help you share content and interact with others. To browse the applications you already might be using or to search for more applications visit http://facebook.com/applications to browse available applications. Popular applications include Photos, Events, Movies, and Causes.
Social Networking Features
Social networking is based on a certain structure that allow people to both express their individuality and meet people with similar interests. This structure includes having profiles, friends, blog posts, widgets, and usually something unique to that particular social networking website -- such as the ability to 'poke' people on Facebook.
Profile. This is where you tell the world about yourself. Profiles contain basic information, like where you live and how old you are, and personality questions, like who's your favorite actor and what's your favorite book. Social networks dedicated to a special theme like music or movies might ask questions related to that theme.
Friends. Friends are trusted members of the site that are allowed to post comments on your profile or send you private messages. You can also keep tabs on how your friends are using social networking, such as when they post a new picture or update their profile. Friends are the heart and soul of social networking. It should be noted that not all social networks refer to them as 'friends' -- LinkedIn refers to them as 'connections -- but all social networks have a way to designate members as trusted.
Groups. Most social networks use groups to help you find people with similar interests or engage in discussions on certain topics. A group can be anything from "Johnson High Class of '98" to "People Who Like Books" to "Doors Fans". They are both a way to connect with like-minded people and a way to identify your interests. Sometimes, groups are called by other names, such as the 'networks' on Facebook.
Discussions. A primary focus of groups is to create interaction between users in the form of discussions. Most social networking websites support discussion boards for the groups, and many also allow members of the group to post pictures, music, video clips, and other tidbits related to the group.
Blogs. Another feature of some social networks is the ability to create your own blog entries.
Apps/Widgets. A popular way of letting your personality shine through is by gracing your social networking profile with web widgets. Many social networks allow a variety of widgets, and you can usually find interesting widgets located on widget galleries. There are thousands of applications on Facebook that further help you share content and interact with others. To browse the applications you already might be using or to search for more applications visit http://facebook.com/applications to browse available applications. Popular applications include Photos, Events, Movies, and Causes.
Social Networking Features
Social networking is based on a certain structure that allow people to both express their individuality and meet people with similar interests. This structure includes having profiles, friends, blog posts, widgets, and usually something unique to that particular social networking website -- such as the ability to 'poke' people on Facebook.
Profile. This is where you tell the world about yourself. Profiles contain basic information, like where you live and how old you are, and personality questions, like who's your favorite actor and what's your favorite book. Social networks dedicated to a special theme like music or movies might ask questions related to that theme.
Friends. Friends are trusted members of the site that are allowed to post comments on your profile or send you private messages. You can also keep tabs on how your friends are using social networking, such as when they post a new picture or update their profile. Friends are the heart and soul of social networking. It should be noted that not all social networks refer to them as 'friends' -- LinkedIn refers to them as 'connections -- but all social networks have a way to designate members as trusted.
Groups. Most social networks use groups to help you find people with similar interests or engage in discussions on certain topics. A group can be anything from "Johnson High Class of '98" to "People Who Like Books" to "Doors Fans". They are both a way to connect with like-minded people and a way to identify your interests. Sometimes, groups are called by other names, such as the 'networks' on Facebook.
Discussions. A primary focus of groups is to create interaction between users in the form of discussions. Most social networking websites support discussion boards for the groups, and many also allow members of the group to post pictures, music, video clips, and other tidbits related to the group.
Blogs. Another feature of some social networks is the ability to create your own blog entries.
Apps/Widgets. A popular way of letting your personality shine through is by gracing your social networking profile with web widgets. Many social networks allow a variety of widgets, and you can usually find interesting widgets located on widget galleries. There are thousands of applications on Facebook that further help you share content and interact with others. To browse the applications you already might be using or to search for more applications visit http://facebook.com/applications to browse available applications. Popular applications include Photos, Events, Movies, and Causes.
Which tool(s) may be right foryour learners?
Google
DropBox
Social Bookmarks
RSS Readers
We often think of sign ups to courses as Induction, the enrolment process, government paper work, facilities tours etc. With online learning we have to consider a wider induction, made up of 4 distinct introductions
Technology – Each learning technology you are using should be introduced in an activity that isnt directly connected to assessment or learning activities. Use these are getting to know you opportunities while the learners get to know the technology:
Post an introduction to your forum
Upload an image of themselves to the LMS
Discuss their job role and overall personal aims
Comment and build on insights shared by others
Time Management – suggested strategies for taking responsibility for understanding deadlines. Made more critical is some learning is to be self paced. Consider regular email reminders, directed personal emails to stragglers or those clearly not coping/participating.
Collaborative – will your students being working together in some form of group project? Many learners struggle to work in teams in face to face situations. The weight of sifting ideas, reflecting, adjusting information and opinions, fighting to get their point included can be very difficult once these activities move online.
Peer Review activities are the perfect way to introduce learners to collaborative learning. Group work has to be carefully supported by the trainer to be successful.
Organising Information – most eLearning courses still contain access to handout material – be it powerpoint, word documents, PDFs, sound files etc. We’ve all seem learners whose face to face folders are a shambles of unorganised paper and handouts. Same goes for digital learners. Support learners to build their digital literacy skills by modelling the organisation of information particularly for:
-storing files
Saving URLs and web address
Following Industry blogs
Creating and building networks
Take a minute to describe how you might use Facebook in training at your RTO
Use the pen tool on the whiteboard. Click on it and then click on the whiteboard to write. You can 1 minute
Photo Credit: http://www.flickr.com/photos/37232503@N00/315630347/”
http://www.knewton.com/flipped-classroom/
The flipped classroom model encompasses any use of using Internet technology to leverage the learning in your classroom, so you can spend more time interacting with students instead of lecturing. This is most commonly being done using teacher created videos (aka vodcasting) that students view outside of class time.
It is called the flipped class because the whole classroom/homework paradigm is "flipped". What used to be classwork (the "lecture") is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.
The Flipped Classroom IS:A means to INCREASE interaction and personalized contact time between students and teachers.
An environment where students take responsibility for their own learning.
A classroom where the teacher is not the "sage on the stage", but the "guide on the side".
A blending of direct instruction with constructivist learning.
A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don't get left behind.
A class where content is permanently archived for review or remediation.
A class where all students are engaged in their learning.
A place where all students can get a personalized education.
The Flipped Classroom is NOT:A synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.
About replacing teachers with videos.
An online course.
Students working without structure.
Students spending the entire class staring at a computer screen.
Students working in isolation.
How will learners learn on the job in the next 10 years?
70%—informal, on the job, experience based, stretch projects and practice
20%—coaching, mentoring, developing through others
10%—formal learning interventions and structured courses.
How will learners learn on the job in the next 10 years?
70%—informal, on the job, experience based, stretch projects and practice
20%—coaching, mentoring, developing through others
10%—formal learning interventions and structured courses.
How will learners learn on the job in the next 10 years?
70%—informal, on the job, experience based, stretch projects and practice
20%—coaching, mentoring, developing through others
10%—formal learning interventions and structured courses.
Previous specifications were difficult and had limitations (see Tin Can vs SCORM), but the Tin Can API is simple and flexible. It lifts many of the older restrictions. Mobile learning, simulations, virtual worlds, serious games, real-world activities, experiential learning, social learning, offline learning, and collaborative learning are just some of the things that can now be recognized and communicated well with the Tin Can API.
It’s important to know that we don’t own the Tin Can API. ADL is the steward of the specification. We just know this space so well that ADL asked us to help develop it. The Tin Can API is community-driven, and free to implement.
How does the Tin Can API work?
People learn from interactions with other people, content, and beyond. These actions can happen anywhere and signal an event where learning could occur. All of these can be recorded with the Tin Can API.
When an activity needs to be recorded, the application sends secure statements in the form of “Noun, verb, object” or “I did this” to a Learning Record Store (LRS.)
Learning Record Stores record all of the statements made. An LRS can share these statements with other LRSs. An LRS can exist on its own, or inside an LMS.
The freedoms of the Tin Can API
Statement freedom: the structure of “statements” using nouns, verbs and objects lets you us record almost any activity. Think: “I did this.”
History freedom: the Tin Can API allows LRSs to talk to each other. LRSs can share data and transcripts with one another, and your experiences can follow you from one LRS (or organization) to another. Learners can even have their own “personal data lockers” with their personal learning information inside them.
Device freedom: any enabled device can send Tin Can API statements (mobile phones, simulations, games, a CPR dummy, the list goes on). A constant network connection isn’t necessary — occasional connectivity is fine.
Workflow freedom: tracking learning events doesn’t have to start or end in an LMS, it can start wherever the learner is and on whatever device they choose to use. Your content isn’t tied to an LMS.
Gamification is the use of game thinking and game mechanics in a non-game context to engage users and solve problems.[
Gamification is used in applications and processes to improve user engagement, return on investment, data quality, timeliness, and learning.
Gamification techniques strive to leverage people's natural desires for competition, achievement, status, self-expression, altruism, and closure.
A core gamification strategy is rewards for players who accomplish desired tasks. Types of rewards include points,[6] achievement badges or levels,[7] the filling of a progress bar,[8] and providing the user with virtual currency.[7]
Competition is another element of games that can be used in gamification. Making the rewards for accomplishing tasks visible to other players or providing leader boards are ways of encouraging players to compete.[9]
Another approach to gamification is to make existing tasks feel more like games.[10] Some techniques used in this approach include adding meaningful choice, onboarding with a tutorial, increasing challenge,[11] and adding narrative.[10]
Gamification is the use of game thinking and game mechanics in a non-game context to engage users and solve problems.[
Gamification is used in applications and processes to improve user engagement, return on investment, data quality, timeliness, and learning.
Gamification techniques strive to leverage people's natural desires for competition, achievement, status, self-expression, altruism, and closure.
A core gamification strategy is rewards for players who accomplish desired tasks. Types of rewards include points,[6] achievement badges or levels,[7] the filling of a progress bar,[8] and providing the user with virtual currency.[7]
Competition is another element of games that can be used in gamification. Making the rewards for accomplishing tasks visible to other players or providing leader boards are ways of encouraging players to compete.[9]
Another approach to gamification is to make existing tasks feel more like games.[10] Some techniques used in this approach include adding meaningful choice, onboarding with a tutorial, increasing challenge,[11] and adding narrative.[10]
Gamification is the use of game thinking and game mechanics in a non-game context to engage users and solve problems.[
Gamification is used in applications and processes to improve user engagement, return on investment, data quality, timeliness, and learning.
Gamification techniques strive to leverage people's natural desires for competition, achievement, status, self-expression, altruism, and closure.
A core gamification strategy is rewards for players who accomplish desired tasks. Types of rewards include points,[6] achievement badges or levels,[7] the filling of a progress bar,[8] and providing the user with virtual currency.[7]
Competition is another element of games that can be used in gamification. Making the rewards for accomplishing tasks visible to other players or providing leader boards are ways of encouraging players to compete.[9]
Another approach to gamification is to make existing tasks feel more like games.[10] Some techniques used in this approach include adding meaningful choice, onboarding with a tutorial, increasing challenge,[11] and adding narrative.[10]
There are essentially four main steps to creating an AR layer. They are:Create a clear reference image
Plan and create the user interface (layout)
Attribute resources to the AR item
Test and publish
http://e-standards.flexiblelearning.net.au/research/funded_projects/emerging_technology_trials/2012/augmented_reality_for_kitchen_orientation_and_safety_procedures.php
Questions from the Floor
Provide Links to ACPET PD Program
http://www.acpet.edu.au/services/professional-development/
Victorian Providers remind of ementor program